Practise Unit 2 Psychology questions on biological explanations, learning theories, development and the studies used to assess behaviour and research evidence.
Katya has a fear of wasps. She was stung by a wasp as a child.
Define the term 'unconditioned stimulus' (UCS) as it is used in classical conditioning.
AO1 (1 mark)
Credit one mark for an accurate definition.
For example:
- An unconditioned stimulus is the natural stimulus that causes a
reflexive response (1).
Look for other reasonable marking points.
(1)
State the neutral stimulus (NS) that had no original effect on Katya's behaviour.
\begin{tabular}[t]{l}
AO2 (1 mark)
Credit one mark for an accurate statement in relation to scenario.
For example:
\begin{itemize}
\item[-] The neutral stimulus was the wasp (1).
\end{itemize}
Look for other reasonable marking points.
Generic answers score 0 marks
\end{tabular}
(1)
Give the conditioned response (CR) that Katya shows.
\begin{tabular}[t]{l}
AO2 (1 mark)
Credit one mark for an accurate statement in relation to scenario
For example:
\begin{itemize}
\item[-] Katya's conditioned response is being scared of wasps (1).
\end{itemize}
Look for other reasonable marking points.
Generic answers score 0 marks.
\end{tabular}
(1)
Compare classical conditioning and operant conditioning.
AO1 (3 marks), AO3 (3 marks)
Credit up to three marks for accurate identification of each comparison
(AO1)
Credit up to three marks for exemplification of each comparison (AO3)
For example:
- Both operant conditioning and classical conditioning can be
considered scientific (1) as both use animals in laboratory
conditions which are controlled (1).
- One difference is that classical conditioning deals with reflexive
behaviour whilst operant conditioning deals with voluntary
behaviour (1) so operant conditioning could be seen as a more
detailed explanation of how we learn as it looks at more complex
behaviours (1).
- Both can explain how people develop phobias (1) classical
conditioning through association and operant conditioning through
the use of reinforcements (1).
Look for other reasonable marking points.
(6)
Identify two areas of the brain that are thought to influence aggression in humans.
1
2
\begin{tabular}[t]{l}
AO1 (2 marks),
Credit one mark for each accurate identification.
For example:
\begin{itemize}
\item[-] Pre-frontal cortex (1).
\item[-] Limbic system (1).
\end{itemize}
Look for other reasonable marking points.
\end{tabular}
(2)
Explain one strength and one weakness of brain functioning as an explanation of aggression in humans.
Strength
Weakness
AO1 (2 marks), AO3 (2 marks)
Credit one mark for accurate identification of one strength and one
weakness (AO1)
Credit one mark for justification/ exemplification of each strength and
each weakness (AO3)
For example:
Strength
- There have been several studies to support this explanation of
aggression giving it credibility (1). Flynn (2006) found that when
the hypothalamus in cats was stimulated this lead to predatory
aggression (1).
Weakness
- A lot of the research done on areas of the brain and aggression
involve the use of animals that have different biological aspects
(1) therefore the results may not represent the role of brain
functioning in human aggression so it may not be generalisable to
humans (1).
Look for other reasonable marking points.
(4)
\begin{tabular}[t]{|l|l|l|}
\hline
Assess the role of hormones as an explanation of aggression.
12
Learning Theories and Development
AO1 (4 marks), AO3 (4 marks)
AO1
- Exposure to excess testosterone whilst in the womb can affect the
developing brain which may lead to an increase in aggression.
- After birth testosterone sensitises some neural circuits, stimulating
cell growth, including in the amygdala which can lead to aggression.
- Low levels of cortisol can lead to an under aroused autonomic nervous
system so people may be aggressive to increase arousal.
- Adrenaline when released activates the flight or fight response, if the
person chooses to fight this will lead to aggression.
AO3
- Chang et al. (2012) found that pre-experience levels of testosterone
and cortisol positively correlated with displays to a mirror image,
suggesting aggressive behaviours, therefore hormones can explain
aggression in animals.
- A lot of studies on the effect of hormones on aggression are done on
animals, so they may not be a good explanation of aggression in
humans as animals such as fish do not have the same social
behaviour as humans.
- The study of hormones and aggression is more scientific than other
theories such as Freud's as it is more empirical, as levels of hormones
and aggressive acts can be directly observed, making it a more
credible explanation of aggression.
- Dabbs and Morris (1990) found that socio-economic status was also a
factor in aggression, with testosterone having less of an effect on
aggression in those from higher social classes, so hormones are not a
complete explanation of aggression.
Look for other reasonable marking points.
(8)
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\hline Level
Mark
Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs assessment/conclusion in their answer.
0
No rewardable material.
Level 1
1-2
Marks
Demonstrates isolated elements of knowledge and understanding.
(AO1)
Generic assertions may be presented. Limited attempt to address
the question. (AO3)
Level 2
3-4
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
5-6
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 may be
imbalanced. (AO3)
Level 4
7-8
Marks
Demonstrates accurate and thorough knowledge and
understanding. (AO1)
Displays a well-developed and logical assessment, containing
logical chains of reasoning throughout. Demonstrates an
awareness of the significance of competing arguments/factors
leading to a balanced judgement being presented. (AO3)