Edexcel A-Level Psychology A2 Topic I Psychological Skills Questions

AO2 (1 mark), AO3 (1 mark)
Credit one mark for identification of strength in relation to scenario (AO2)
Credit one mark for justification of strength (AO3)
For example:
- Qualitative data can give a personal viewpoint of fear of flying such
as a bad flight or seeing a plane crash on television (1) so qualitative
data allows this in depth, more complex detail to be gathered about
individual flying experiences making data more valid (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

Credit one mark for accurately identifying the sampling technique from the scenario (AO2)

For example;
\begin{itemize}
\item[-] Opportunity sampling (1).
\end{itemize}

Look for other reasonable marking points.
\end{tabular}

(1)

\begin{tabular}[t]{l}
AO2 (1 mark)

Credit one mark for an accurate statement in relation to the scenario.

For example;
\begin{itemize}
\item[-] Independent groups design (1).
\end{itemize}

Look for other reasonable marking points.
\end{tabular}

(1)

AO2 (2 marks)
Credit up to two marks for an accurate hypothesis
- There will be a difference between the amount of food intake in
grams that rats consume when sleep deprived and not sleep
deprived (2).
- There will be a difference between the amount of food intake that
rats consume when sleep deprived (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

AO2 (1 mark)
Credit one mark for giving an accurate closed question in relation to the
scenario (AO2)
For example;
- How many hours per week do you spend playing violent video
games? Less than 5;
Between 5 and 10;
More than 10 (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(1)

AO2 (2 marks)
Credit up to two marks for an accurate description of an appropriate
methodology in relation to scenario
For example:
- Dr Ashton uses a randomised controlled trial for schizophrenic
patients (1) where the participants were assigned to the three
different schizophrenia treatment programmes (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

3 (b)

AO2 (2 marks)
Credit one mark a correct identification of ratio/interval data.
Credit one mark for an accurate description.
For example;
- Ratio data (1) because there is an absolute zero that would be
considered meaningful as it shows no symptoms (1).
- Interval data (1) because the intervals between each value are equal
as two symptoms is twice as many as one symptom (1).
Look for other ways of expressing level of measurement.

(2)

3 (c)

\begin{tabular}[t]{l}
AO2 (3 marks)

One mark for correct/appropriate title. One mark for correct/appropriate labelling of axes. One mark for correct plots

A scatter diagram to show the number of reported symptoms of schizophrenia in participants undertaking combined therapy (Condition C)

Length of time in weeks participants involved in trial Look for other reasonable marking points.
\end{tabular}

(3)

AO2 (2 marks), AO3 (2 marks)
Credit one mark for accurate identification of strength/weakness in
relation to scenario (AO2)
Credit one mark for justification of strength/weakness (AO3)
Strength
- The inpatients will be behaving in their usual/natural way as they
would be unaware they are being observed (1) which will give the
study high ecological validity as it will represent the normal
experiences of inpatients in a mental health hospital (1).
Weakness
- Mariana could misinterpret the behaviour she observes as she
cannot clarify what she sees with any of the inpatients or ask why
they did a particular behaviour (1) which may result in subjectivity
in the findings as the interpretations could be biased towards
Mariana's aims of her research (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(4)

\begin{tabular}[t]{|l|l|l|}
\hline

AO2 (1 mark), AO3 (1 mark)
Credit one mark for accurate identification of a weakness in relation to
the scenario (AO2).
Credit one mark for justification/exemplification of the weakness (AO3)
For example;
- Daisy's correlational research only looks at co-variables and
cannot establish cause and effect between exposure to media
violence and aggression (1). The data only indicates a
relationship, not whether one leads to the other, so Daisy cannot
draw conclusions about the impact of media violence on
someone's levels of aggression (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

AO3 (2 marks)
Credit up to two marks for justification in relation to increased credibility
(AO3)
For example;
- Expert researchers not directly involved in the case study can provide
objective, scientific scans/images of the internal functions of the human
brain (1) so they can use methodological triangulation by evidencing brain
functioning to support the observed behaviours recorded by researchers
(1).
Look for other reasonable marking points.

(2)

AO2 (1 mark), AO3 (1 mark)
Credit one mark for accurate identification of an improvement in relation
to the scenario (AO2).
Credit one mark for justification/exemplification of the improvement
(AO3)
For example:
- Sigmund could use a more realistic context than a classroom in a
university, such as a real office (1) as this would be more
reflective of day-to-day obedience when asked to delete laptop
computer contents (1).
Generic answers score 0 marks.
Look for other reasonable marking points.

(2)

\begin{tabular}[t]{|l|l|l|}
\hline

AO2 (2 marks)
Credit up to two marks for an accurate suggestion.
For example:
- Elijah could categorise the content of each of the interviewee
responses into common flying themes, such as 'being nervous' (1)
he could then tally the occurrences of each theme in each interview
to compare the data numerically for fear of flying (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(2)

AO1 (1 mark), AO2 (1 mark), AO3 (1 mark)
Credit one mark for accurate identification of ethical issue (AO1)
Credit one mark for accurate use of ethical issue in relation to the
scenario (AO2)
Credit one mark for accurate exemplification of ethical issue (AO3)
For example;
- One ethical issue would be protecting participants from harm (1).
Mariana will be observing individuals with mental health issues as
they may be more vulnerable than other individuals (1) so she
should be prepared to prioritise the inpatient's wellbeing over her
research and stop her observation to protect her participants (1).
Look for other reasonable marking points.
Answers must relate to the scenario.

(3)

AO2 (6 marks)
Credit up to two marks for each description in relation to the scenario.
For example;
- Refinement would mean Louis considered how to conduct the
experiment on rats with minimal pain (1) such as using the bell to
disturb sleep instead of electric shocks (1).
- He would have made sure he provided a suitable habitat for the
rats in both conditions (1) and that the 25g of food was an
adequate amount to maintain a healthy weight (1).
- Reduction requires Louis to use as few rats as possible in his
experiment, so he used only nine (thirteen in total) rats (1) which
would be the minimum needed to reliably test sleep disturbance
and appetite (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(6)

AO1 (4 marks), AO2 (4 marks)
AO1
- Negative attitudes to mental health can result in stigma attached to
a person who has a mental health condition.
- Individuals may be excluded from full involvement in society as a
result of marginalisation when mental health is misunderstood.
- Mental health conditions such as schizophrenia may have a biological
basis so symptoms are treatable with drug therapy.
- Cultural differences in the perception of mental health can influence
whether individuals are excluded or included from society.
AO2
- The concerns found by Biggs et al. (2010) show how wider social
stigma should be addressed to challenge employer negativity.
- A 3.3\% reduction in schizophrenic patients being employed shows
increasing marginalisation from employment rather than a reduction.
- Issues of trust and needing supervision can be reduced when
individuals have effective treatments for mental health conditions.
- Raising awareness in the workplace through campaigns can change
employer and colleague negative attitudes and reduce exclusion.
Look for other reasonable marking points.

(8)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

AO1 (4 marks), AO2 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application in their answer.

0

No rewardable material

Level 1

1-2
Marks

Demonstrates isolated elements of knowledge and understanding. (AO1)
Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)

Level 2

3-4
Marks

Demonstrates mostly accurate knowledge and understanding. (AO1)
Discussion is partially developed, but is imbalanced or superficial occasionally
supported through the application of relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)

Level 3

5-6
Marks

Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning. Candidates
will demonstrate a grasp of competing arguments but discussion may be
imbalanced or contain superficial material supported by applying relevant
evidence from the context (scientific ideas, processes, techniques and
procedures (AO2)

Level 4

7-8
Marks

Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a well-developed and logical balanced discussion, containing logical
chains of reasoning. Demonstrates a thorough awareness of competing
arguments supported throughout by sustained application of relevant
evidence from the context (scientific ideas, processes, techniques or
procedures). (AO2)

\begin{tabular}[t]{|l|l|l|}
\hline

AO1 (8 marks) AO2 (4 marks) AO3 (8 marks)
AO1
- Animal research is governed by the Scientific Procedures Act (1986) so
it is conducted with consideration for the animals.
- Research with people has to meet the Code of Ethics and Conduct
(2009) so people are safe.
- Respect must be shown to human participants during research so their
needs should always be met.
- Animals are given good conditions to live in so they do not suffer and
are well looked after.
- Informed consent can be gained from human participants before they
take part.
- Some early psychology did cause unnecessary distress to
people/animals.
AO2
- Intentional damage to the brains of the rats is more ethical than
damaging the brain of a human to test memory.
- The brain damage caused to the rats shows that memory is located in
more than one area of the brain, so has added to psychological
knowledge.
- The brain damage caused to the rats did not provide conclusive
evidence of memory stores, so the harm caused was not outweighed
by any benefit to the 'greater good'.
- There is not a need to harm rats' brains as there are case studies of
humans that can be used instead.

\begin{tabular}[t]{|l|l|l|}
\hline

AO3
- Milgram (1963) caused distress to participants but without this he
would not have been able to explain obedience to authority, so the
distress was outweighed by the benefit to society.
- Harlow (1958) was criticised for cruelty to monkeys in his research
into attachment, this was unnecessary but did generate a public
awareness of animal cruelty in society, so raised awareness.
- Rats have been used to study symptoms and treatments of
schizophrenia by causing brain lesioning or dopamine imbalances
intentionally, this has led to successful drug treatments for people with
schizophrenia, so the benefit to human society has outweighed the
way the animals have been treated.
- Skinner studied pigeons and attempted to train them to carry missiles
during WWII, this is unethical as the animals would have been sent to
their deaths, however during the time of war it was considered
acceptable to attempt to use animals in this way.
- The case of HM can be considered unethical as he would never have
fully understood his role in research due to his memory failure,
therefore he was studied over his entire lifetime without ever providing
fully informed consent, although the outcomes have given society a
better understanding of the functions of human memory.
- Bowlby (1944) studied maternal deprivation using a case study of
juveniles, this was ethical as he did not create any artificial condition
to cause deprivation, therefore research can take place without the
need to cause any harm to participants, so outcomes can be achieved
alongside ethical considerations.
- Watson and Rayner (1920) created a situation whereby Little Albert
developed a phobia, this was highly unethical and the outcome does
not outweigh ethical consideration as the theory could have been
tested with animals.
- Pavlov studied salivation in dogs to theorise that people and animals
could be conditioned to behave in certain ways, this study is unlikely
to have caused distress to the dogs and has led to systematic
desensitisation therapy, so research can take place without harm to
create outcomes that still benefit our understanding of behaviour.
Look for other reasonable marking points.

(20)

AO2 (2 marks), AO3 (2 marks)
Credit one mark for accurate identification of each improvement in
relation to scenario (AO2)
Credit one mark for exemplification/justification of each improvement
(AO3)
For example;
- Louis could set the disturbance buzzer to go off every ten minutes
to make sure the rats do not sleep for an hour (1). This would
increase the reliability of any findings that sleep disturbances did
affect the appetite of the rats (1)
- The study could be conducted during the night instead of the day
time as rats are nocturnal (1). This would increase the validity of
the experiment as the appetite of the rats would be measured in a
more normal context (1).
Look for other reasonable marking points.
Generic answers score 0 marks.

(4)

AO1 (8 marks), AO3 (12 marks)
AO1
- Reductionism means looking at the parts of something when
studying it.
- To test behaviour, it should be measurable, and smaller parts of the
whole are measurable.
- Holism is looking at the whole person which is the opposite of
reductionism.
- Reductionism provides explanations of parts of human behaviour
ignoring the interactions between these parts.
- Holism considers the influences of experience/culture/socialisation on
human behaviour.
- Reductionism is a focus on the function of thought and behaviour,
such as the function of monoamine as an explanation of depression.
AO3
- Brain scanning techniques can help explain human behaviour, such
as Raine et al's (1997) brain scans of murders.
- Atkinson and Shiffrin (1971) reduced human memory to an input
output process, ignoring experiences and simplifying memory.
- Bartlett (1932) viewed memory as a reconstructive process,
accounting for a more holistic view of human memory processes.
- Bandura, Ross and Ross (1961) claim aggression is learned therefore
reducing it to biological hormones is an insufficient explanation.
- Pavlov reduced human behaviours, such as phobias, to a stimulus-
response pairing, ignoring other experiences.
- Bowlby (1944) explained that attachment is an innate process
necessary for emotional and social development that relies on
complex interactions with carers.
- Genetic explanations of schizophrenia reduce behaviour hereditary
parts of biology, but evidence from Gottesman and Shields (1966)
shows genetics are not the only factor.
- Holistic views such as a psychodynamic approach have given rise to
successful therapies that treat a person as a whole, suggesting
holism reflects the complexity of behaviour better.
- Successful drug treatments for mental health disorders come from
studies of parts of the brain, so reductionist studies can still lead to
effective treatment.
Look for other reasonable marking points.

(20)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

\begin{tabular[t]{l}
AO1 (8 marks), AO3 (12 marks)

Candidates must demonstrate a greater emphasis on evaluation/conclusion vs knowledge and understanding in their answer.

Knowledge & understanding is capped at maximum 8 marks
\end{tabular}}

0

No rewardable material.

Level 1

1-4
Marks

\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)

A conclusion may be presented, but will be generic and the supporting evidence will be limited. Limited attempt to address the question. (AO3)
\end{tabular}

Level 2

5-8
Marks

\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)

Candidates will produce statements with some development in the form of mostly accurate and relevant factual material, leading to a superficial conclusion being made. (AO3)
\end{tabular}

Level 3

9-12
Marks

\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning. leading to a conclusion being presented. Candidates will demonstrate a grasp of competing arguments but evaluation may be imbalanced. (AO3)
\end{tabular}

Level 4

13-16
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a well-developed and logical evaluation, containing logical chains of reasoning throughout. Demonstrates an awareness of competing arguments, presenting a balanced conclusion. (AO3)
\end{tabular}

Level 5

17-20
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a well-developed and logical evaluation, containing logical chains of reasoning throughout. Demonstrates an awareness of competing arguments and presents a balanced response, leading to an effective nuanced and balanced conclusion. (AO3)
\end{tabular}

AO1 (8 marks), AO2 (4 marks), AO3 (8 marks)
AO1
- Positive reinforcement is when a desired consequence is received which encourages
behaviour to be repeated.
- Negative reinforcement is when an undesired consequence is taken away from the
individual which encourages behaviour to be repeated.
- The dopamine reward pathway is stimulated when individuals perform rewarding
actions and they may feel pleasure from those actions.
- Blocking glutamate at the NMDA receptor can result in psycho-stimulation, resulting
in symptoms of psychosis similar to schizophrenia.
- Social learning theory claims that individuals observe the behaviours of others whom
they see as role models due to status or a position of importance to the person.
- Individuals imitate role model behaviour which would suggest behaviour is learned
from the people around us.
- The pre-frontal cortex (PFC) plays a roles in self-control, including regulating
emotions and having an inhibitory control of behaviours.
- Personality has been linked to the PFC, with damage or dysfunction in the PFC
resulting in personality changes.
AO2
- Addictions such as gambling may result in positive reinforcement for the individual,
such as winning money, which encourages gambling behaviour to continue.
- The dopamine reward pathway may be stimulated by drug taking which may be
harmful to the individual but become addictive due to the 'high' that is experienced.
- Individuals may observe role models in the media smoking or drinking alcohol and
retain these behaviours, reproducing them and developing an addiction.
- Dysfunction in the PFC may explain why individuals with addictions do not seem to
have control over their addictive behaviours, even if they know they are harmful.
AO3
- Skinner (1948) found repetitive behaviours could be conditioned in pigeons through
reinforcement and punishment, which may explain the habits of addictive actions.
- Operant conditioning is deterministic, assuming reinforcement is sufficient to learn
behaviour and ignores individual differences that may lead to addiction, such as peer
group pressure or cultural norms.
- Lahti et al. (1995) found that Ketamine blocks NMDA receptors, resulting feelings of
euphoria and psychotic effects which may be a desired consequence leading to
continued drug misuse.
- It is difficult to determine cause and effect, excessive dopamine activity may be the
result of addictive behaviour rather than the cause, so the argument is circular and
may not fully explain addictive behaviour.
- Bandura, Ross and Ross (1961) found that children were susceptible to imitating the
role model behaviour of adults, which can explain the development behaviours that
become addictive through forms of motivation that reinforce continuation.
- Moselhy et al. (2001) reviewed evidence from neuropsychological studies and found
there are specific deficits in alcoholism that suggest frontal lobe dysfunction, which
could be an effect of prolonged alcohol use rather than a causal factor in misuse.
- Neuroplasticity may account for differences in the PFC of addicts, these may be as a
result of actions rather than PFC functioning being an initial cause of addictive
actions.
- Much research in learning theories and biological psychology has been conducted on
animals which may not fully represent the complexities of human addictive
behaviours.
Look for other reasonable marking points.

(20)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

\begin{tabular[t]{l}
AO1 (8 marks), AO2 (4 marks), AO3 (8 marks)

Candidates must demonstrate an equal emphasis between knowledge and understanding vs judgement/conclusion in their answer. Application to the scenario is capped at maximum 4 marks.
\end{tabular}}

0

No rewardable material.

Level 1

1-4
Marks

\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)

Provides little or no reference to relevant evidence from the context (scientific ideas, processes, techniques and procedures). (AO2)

A judgement/decision may be presented, but will be generic and the supporting evidence will be limited. Limited attempt to address the question. (AO3)
\end{tabular}

Level 2

5-8
Marks

\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)

Line(s) of argument occasionally supported through the application of relevant evidence from the context (scientific ideas, processes, techniques and procedures). (AO2)

Candidates will produce statements with some development in the form of mostly accurate and relevant factual material leading to a judgement/decision being presented. Candidates will demonstrate a grasp of competing arguments but response may be imbalanced. (AO3)
\end{tabular}

Level 3

9-12
Marks

\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)

Line(s) of argument supported by applying relevant evidence from the context (scientific ideas, processes, techniques and procedures). Might demonstrate the ability to integrate and synthesise relevant knowledge. (AO2)

Displays a mostly developed and logical argument, containing mostly coherent chains of reasoning. Demonstrates an awareness of competing arguments, presenting a judgement/decision which may be imbalanced. (AO3)
\end{tabular}

Level 4

13-16
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Line(s) of argument supported throughout by sustained application of relevant evidence from the context (scientific ideas, processes, techniques or procedures). Demonstrates throughout the skills of integrating and synthesising relevant knowledge with consistent linkages to psychological concepts and/or ideas. (AO2)

Displays a well-developed and logical argument, containing logical chains of reasoning throughout. Demonstrates an awareness of competing arguments and presents a balanced response, leading to a balanced judgement/decision. (AO3)
\end{tabular}

Level 5

17-20
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and comprehensive knowledge and understanding. (AO1)

Line(s) of argument supported throughout by sustained application of relevant evidence from the context (scientific ideas, processes, techniques or procedures). Demonstrates consistently the skills of integrating and synthesising relevant knowledge with thorough, accurate linkages to psychological concepts and/or ideas. (AO2)

Displays a well-developed and logical argument, containing logical chains of reasoning throughout. Demonstrates a full awareness of competing arguments and presents a fully balanced response, leading to an effective nuanced and balanced judgement/decision. (AO3)
\end{tabular}

AO1 (8 marks), AO3 (12 marks)
AO1
- Standardised controls and laboratory experiments allow replication to test
for reliability.
AO3
- Bandura applied falsification to studies into SLT developing them into Social
Cognitive Theory after he found his research did not fully explain how
people learn behaviour making his theories more scientific.
- Psychoanalysis is introspective which means concepts cannot be falsified,
but neither can evolutionary theory therefore falsification may not be
necessary to determine scientific status.
- Milgram (1963) used standardised procedures in his studies of obedience
which allowed him and others such as Burger (2009) to replicate them.
- Bartlett (1932) did not use strict controls in his studies of reconstructive
memory reducing the scientific evidence for his work.
- Loftus and Palmer (1974) have conducted structured laboratory
experiments into reconstructive memory which has added credibility to the
theory.
- Gathering qualitative data, such as naturalistic observations, is considered
less scientific than qualitative data as it is not as objective, however is often
describes human behaviour in more depth that qualitative data does.
- The use of a double-blind technique increases the objectivity of research
methods as it eliminates researcher bias from data collection.
- Reductionism, such as the monoamine hypothesis, excludes the
complexities of interactions between individuals and the environment which
is unrealistic to be ignored from human nature.
- Artificiality of theories occurs when psychologists attempt to explain
isolated aspects of human functioning, such as Atkinson and Shiffrin (1968)
model of memory as three distinct stores.
- Nomothetic approaches, such as cognitive and biological psychology,
attempt to establish universal laws of human behaviour and ignore the
idiographic/personal/uniqueness of human beings.
Look for other reasonable marking points

(20)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

AO1 (8 marks), AO3 (12 marks)
Candidates must demonstrate a greater emphasis on assessment/conclusion vs
knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 8 marks.

0

No rewardable material.

Level 1

1-4
Marks

Demonstrates isolated elements of knowledge and understanding. (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2

5-8
Marks

Demonstrates mostly accurate knowledge and understanding. (AO1)
Candidates will produce statements with some development in the form of
mostly accurate and relevant factual material, leading to a generic or
superficial assessment being presented. (AO3)

Level 3

9-12
Marks

Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning, leading to
an assessment being presented which considers a range of factors.
Candidates will demonstrate understanding of competing arguments/factors
but unlikely to grasp their significance. The assessment leads to a judgement
but this will be imbalanced. (AO3)

Level 4

13-16
Marks

Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a logical assessment, containing logical chains of reasoning
throughout which consider a range of factors. Demonstrates an understanding
of competing arguments/factors but does not fully consider the significance of
each which in turn leads to an imbalanced judgement being presented. (AO3)

Level 5

17-20
Marks

Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a well-developed and logical assessment, containing logical chains of
reasoning throughout. Demonstrates a full understanding and awareness of
the significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)

AO1 (8 marks), AO3 (12 marks)
AO1
- Ethnocentrism is when researchers use their own view of behaviour
and impose this as a standard across all cultures when researching.
- Emic research takes a personalised, individual starting point for
research where etic research begins from the researcher perspective.
- Nomothetic laws of universality tend to ignore the effects of culture
on how behaviours may differ across them.
- Cross-cultural research has been conducted to test the universality of
some explanations of behaviour like attachment.
- Biological explanations of human behaviour, such as the dopamine
hypothesis, are based on objective research that is not affected by
culture.
- Socialisation from early infancy is underpinned by social norms and
values that are culturally specific so individual differences affect
research.
- Poor representativeness of cultural differences in participant samples
can limit research findings.
AO3
- Using emic methodological approaches, such as unstructured
interviews/participant observation, can limit imposed cultural norms
in research and allow psychologists to allow for cultural variants in
their research.
- Etic research will result in failing to consider cultural differences in
research therefore cultural issues will impact on the outcomes of
- An idiographic approach can view behaviour from a personal
participant level to increase the validity of research outcomes and
increase the cultural relativism of the findings.
- Becker et al. (2002) found the increase of western television culture
changed the eating behaviours of girls in Fiji, thus the impact of
culture should be considered in psychological research.
- Van iZendoorn and Kroonenberg (1988) found there were
attachment differences across and within cultures, so cultural issues
do have a significant impact on the validity of research.
- Studies such as Cassiba et al. (2013) replicate research methods
from northern American use of the SSP and found that the outcomes
did not reflect the cultural norms of Italian child rearing.
- In cases, such as schizophrenia, it is likely that dopamine plays a
part universally in schizophrenia, but how the symptoms are
perceived or experienced may reflect cultural differences.
- Being socialised in a particular culture may lead to value-laden
interpretations of behaviours of individuals, such as operationalising
social aggression of twins in Brendgen et al. (2005).
- Gretchen Brandt refused to obey orders at 210v in the research
conducted by Milgram (experiment 8) having experienced growing up
in Nazi Germany, therefore culture may affect obedience research.
- Where studies have culturally biased samples, such as Bartlett
(1932) using just British participants, the results may not be valid
beyond the culture studied, limiting the usefulness of the research
findings.

(20)

\begin{tabular}[t]{|l|l|l|}
\hline

Look for other reasonable marking points.

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

\begin{tabular[t]{l}
AO1 (8 marks), AO3 (12 marks)

Candidates must demonstrate a greater emphasis on assessment/conclusion vs knowledge and understanding in their answer.

Knowledge & understanding is capped at maximum 8 marks.
\end{tabular}}

0

No rewardable material.

Level 1

1-4
Marks

\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)

Generic assertions may be presented. Limited attempt to address the question. (AO3)
\end{tabular}

Level 2

5-8
Marks

\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)

Candidates will produce statements with some development in the form of mostly accurate and relevant factual material, leading to a generic or superficial assessment being presented. (AO3)
\end{tabular}

Level 3

9-12
Marks

\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning, leading to an assessment being presented which considers a range of factors. Candidates will demonstrate understanding of competing arguments/factors but unlikely to grasp their significance. The assessment leads to a judgement but this will be imbalanced. (AO3)
\end{tabular}

Level 4

13-16
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a logical assessment, containing logical chains of reasoning throughout which consider a range of factors. Demonstrates an understanding of competing arguments/factors but does not fully consider the significance of each which in turn leads to an imbalanced judgement being presented. (AO3)
\end{tabular}

Level 5

17-20
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a well-developed and logical assessment, containing logical chains of reasoning throughout. Demonstrates a full understanding and awareness of the significance of competing arguments/factors leading to a balanced judgement being presented. (AO3)
\end{tabular}

AO1
- Nature refers to the internal, inherent aspects of a person that they are
born with.
- Nurture refers to the environment and interactions that a person
experiences over their lifetime.
- Biological explanations of human behaviour include the role of hormones,
genetics and brain structure.
- Learning explanations of human behaviour consider individuals to be born a
blank slate and develop from their experiences.
- Some psychological explanations include both nature and nurture in
explaining human behaviour, for example language development.
- Hormones such as testosterone have been claimed to be the cause of
emotional reactions such as aggression.
- Evolutionary explanations of attachment suggest that nature underpins
emotional reactions such as bonding.
- Nature and nurture are difficult to separate when studying human
behaviour and often both are evident in research
AO3
- Evidence produced by Raine et al (1997) of differences in the brains of
murderers suggests that violence is a result of brain functioning, therefore
as a biological basis.
- Bandura, Ross and Ross (1961) observed children playing after seeing an
aggressive role model, they found that children imitated the behaviour they
observed, suggesting violence is actually a learned behaviour.
- The role of the hormone testosterone has been linked by Lindman et al
(1987) with aggression in males and so highlights that hormones play a
significant role in violent behaviour.
- Watson and Rayner (1920) were able to condition Little Albert to fear a
white rat, therefore evidence that the environment plays a role in the
emotional reactions of people to situations, not biology.
- A reaction of aggression is biologically based due to the hormonal release of
adrenaline, regardless of the environmental stimulus that creates it.
- The case of HM shows that human memory is a function of the brain, when
HM had the hippocampus removed it created amnesia, therefore
highlighting that brain structure is a key feature of human behaviour.
- Bartlett's (1932) theory of reconstructive memory is evidence that human
memory is more complex than brain structure, highlighting how
interpretation based on prior experience affects memory recall, therefore
nurture plays a significant role in memory functioning.

(20)

\begin{tabular}[t]{|l|l|l|}
\hline

AO1 (8 marks), AO3 (12 marks)
AO1
- Social control is regulating other people's behaviour so they comply to
social norms/values/beliefs/rules.
- Social control can be a conscious decision by those in power to elicit
behaviours they see or feel are desirable.
- Understanding factors affecting obedience can help reduce atrocities like
genocide, but can also give insight into how to control others.
- Determining what behaviour is acceptable in society can remove
individual decision making from those in vulnerable positions.
- Some biological explanations see behaviour as pre-determined, which
categorises individuals as inherently different.
- Holism in psychology would suggest that individual behaviours are a
result of many factors and all these cannot be socially controlled.
- Psychology has contributed to treatments for mental health which has
helped individuals and given them more individual control.
- Understanding the media role in aggressive behaviour enables positive
control in media content such as PEGI age restrictions on games.
AO3
- Skinner claimed that operant conditioning increases desirable
behaviours and decreases undesirable behaviour, this gives control to
those who know how to use rewards and punishments.
- Milgram (1963) showed that authority figures can elicit control over
others to commit actions they would not normally do, leading to
individuals following the orders of those in power.
- Moscovici (1969) showed that a minority could influence a majority, so
those in power may not have full social control over individuals where
there is dissent from a consistent few.
- Mental health disorders such as drapetomania could be considered a
way to control slaves through diagnosis of abnormality if they had a
desire to escape, legitimising control over a vulnerable group.
- Rosenhan (1973) found that a diagnosis of schizophrenia led to pseudo-
patients losing their basic rights and being controlled in psychiatric
institutions, resulting in unwanted behavioural constraint.
- Zimbardo (1989) found guards became violent and prisoners became
more damaged and withdrawn, so role conformity can explain exerting
social control over powerless groups by those in positions with control.
- The effect of neurotransmitters has reduced misunderstandings of
mental health so patients can lead better lives instead of being locked
away or mistreated, so this gives control to the person not clinician.
- Bastian et al. (2011) highlight how violent video games reduce
humanity in individuals which helps control and censor video game
content and age ratings as a benefit to society to reduce aggression.
- Social learning theory suggests that positive role models in the media,
for example showing helping behaviours or altruism, could motivate
others to behaviour in ways that are considered acceptable or beneficial
to society, as such is using knowledge for positive outcomes not control.
Look for other reasonable marking points.

(20)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

\begin{tabular[t]{l}
AO1 (8 marks), AO3 (12 marks)

Candidates must demonstrate a greater emphasis on assessment/conclusion vs knowledge and understanding in their answer.

Knowledge & understanding is capped at maximum 8 marks.
\end{tabular}}

0

No rewardable material.

Level 1

1-4
Marks

\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)

Generic assertions may be presented. Limited attempt to address the question. (AO3)
\end{tabular}

Level 2

5-8
Marks

\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)

Candidates will produce statements with some development in the form of mostly accurate and relevant factual material, leading to a generic or superficial assessment being presented. (AO3)
\end{tabular}

Level 3

9-12
Marks

\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning, leading to an assessment being presented which considers a range of factors. Candidates will demonstrate understanding of competing arguments/factors but unlikely to grasp their significance. The assessment leads to a judgement but this will be imbalanced. (AO3)
\end{tabular}

Level 4

13-16
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a logical assessment, containing logical chains of reasoning throughout which consider a range of factors. Demonstrates an understanding of competing arguments/factors but does not fully consider the significance of each which in turn leads to an imbalanced judgement being presented. (AO3)
\end{tabular}

Level 5

17-20
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a well-developed and logical assessment, containing logical chains of reasoning throughout. Demonstrates a full understanding and awareness of the significance of competing arguments/factors leading to a balanced judgement being presented. (AO3)
\end{tabular}

AO1 (8 marks), AO3 (12 marks)
AO1
- Socially sensitive research has implications beyond the research situation that
could impact on researchers, individuals or groups within society.
- Social sensitivity should be considered when researching controversial topics in
psychology, such as obedience.
- Explaining aggression through brain abnormality could reduce personal
responsibility for aggressive behaviours.
- Biological explanations look to nature to explain aggressive or criminal
behaviours, such as XYY chromosomal abnormality or the MAOA 'warrior' gene.
- Clinical psychologists often conduct drug trials with patients to research the
effectiveness of new treatments for disorders such as schizophrenia.
- Sensitivity can also arise as people might be treated differently because of the
way research findings are interpreted or reported in the media.
- Research in developmental psychology has considered the impact of parenting,
institutional facilities and care practices on the wellbeing of children.
- Psychologists should take care to separate roles of researchers and members of
society to ensure there is no abuse of their power as researchers.
- Confidentiality of participants should be maintained to prevent anyone
discovering who they are, or what they did in a study.
AO3
- Rosenhan (1973) found that inpatients were subjected to depersonalisation in
hospitals, which positively influenced mental health practices.
- However, the findings of Rosenhan (1973) would have been detrimental to the
staff, clinicians and hospitals themselves, possibly causing them distress.
- Cohrs et al. (2012) suggested that personality types were indicators of
prejudice which could lead to screening the population for those traits.
- Raine et al. (1997) found that the brains of murderers had abnormalities,
which could be used to claim that individuals are not responsible for violence.
- Many legal systems are based upon criminal and deviant acts being considered
an individual choice or act of free will, the implication for legal processes of
these being 'nature' would be to change the perceptions of guilt.
- Court-Brown (1965) put forward the view that XYY patients should remain
hospitalised given their increased likelihood of aggressive behaviour,
highlighting how socially sensitive research has implications for social control.
- Mental health patients are often vulnerable patients and sensitivity should be
shown to ensure they fully understand the implications of research, such as
drug trials.
- Research that has shown causes of mental health to be biological, for example
neurotransmitters in schizophrenia, helped debunk myths about mental health,
such as demonic possession or witchcraft and improve how people are treated.
- Findings from Bowlby (1944) implied that children were at risk of juvenile
delinquency if mothers did not bond with them, resulting in implications for
working women and parenting styles in society.
- Curtis (1977) cared for and studied 'Genie', it was recognised that they had
tried to help her to develop, but they had also used her as a subject and there
was thought to have been excessive testing.
- Participants in Reicher and Haslam (2006) knew they would be appearing on
national television but may not have been fully aware of how their behaviour
may change in the mock prison, requiring sensitivity in the debrief process as
they were known to the public for their actions in the prison.
- Sieber and Stanley (1988) suggested features of socially sensitive research
that required consideration which leads to improvements in ethical
considerations when undertaking research into socially sensitive issues.
Look for other reasonable marking points.

(20)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

\begin{tabular[t]{l}
AO1 (8 marks), AO3 (12 marks)

Candidates must demonstrate a greater emphasis on assessment/conclusion vs knowledge and understanding in their answer.

Knowledge & understanding is capped at maximum 8 marks.
\end{tabular}}

0

No rewardable material.

Level 1

1-4
Marks

\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)

Generic assertions may be presented. Limited attempt to address the question. (AO3)
\end{tabular}

Level 2

5-8
Marks

\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)

Candidates will produce statements with some development in the form of mostly accurate and relevant factual material, leading to a generic or superficial assessment being presented. (AO3)
\end{tabular}

Level 3

9-12
Marks

\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning, leading to an assessment being presented which considers a range of factors. Candidates will demonstrate understanding of competing arguments/factors but unlikely to grasp their significance. The assessment leads to a judgement but this will be imbalanced. (AO3)
\end{tabular}

Level 4

13-16
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a logical assessment, containing logical chains of reasoning throughout which consider a range of factors. Demonstrates an understanding of competing arguments/factors but does not fully consider the significance of each which in turn leads to an imbalanced judgement being presented. (AO3)
\end{tabular}

Level 5

17-20
Marks

\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)

Displays a well-developed and logical assessment, containing logical chains of reasoning throughout. Demonstrates a full understanding and awareness of the significance of competing arguments/factors leading to a balanced judgement being presented. (AO3)
\end{tabular}