Psychology 9990/12 February/March 2021: question paper and mark scheme

Mark scheme

1(a) From the study by Dement and Kleitman (sleep and dreams): 1 Name the stage of sleep when participants recalled most of their dreams. 1 mark for correct answer. REM/paradoxical/5 1(b) Outline one dream reported by a participant that had vertical eye 2 movements. 2 marks for detailed answer 1 mark for brief answer One participant reported a dream of standing at the bottom of a cliff operating a hoist and looking at climbers on the cliff (2 marks); One participant reported a dream of standing at the bottom of a cliff (1 mark). One participant reported climbing up a ladder and looking up and down as he climbed (2 marks); One participant reported climbing up a ladder (1 mark). One participant reported playing basketball and looking up at the hoop as they shot/looking down to pick it up (2 marks) One participant reported playing basketball (1 mark). 1(c) Outline one conclusion from this study. 2 2 marks for detailed conclusion 1 mark for partial/brief conclusion e.g. People can judge the duration of their time in REM with accuracy (2 marks); Dreams are not instant events but are reported/experienced in real time (2 marks); Eye movements during sleep do correspond with the content of a dream (2 marks); Dreaming happens more in REM (1 mark); People can judge REM length (1 mark); Eye movements match dreams (1 mark); Participants recall more dreams in REM compared to NREM (0 marks: a result); There are other creditworthy responses.

Mark scheme

2(a) In the study by Piliavin et al. (subway Samaritans), one observer 2 watched passengers in the critical area. Name two variables this observer recorded about these passengers. 1 mark per correct point made Race; Sex; Location; Number of individuals; Number who came to help. 2(b)(i) Piliavin et al. investigated the idea of ‘diffusion of responsibility’. 2 Outline what is meant by ‘diffusion of responsibility’. 2 marks detailed definition 1 mark brief definition e.g. People are less likely to help in an emergency when there are more people around as they believe other people will help out instead (2 marks); When there are more people around we help less (1 mark); Responsibility is shared amongst the group/people (1 mark); There are other creditworthy responses. 2(b)(ii) Outline one finding that did not support diffusion of responsibility in 2 this study. 2 marks detailed answer including evidence from the study 1 mark brief answer or no evidence from the study e.g. 2 marks The seven person groups responded faster than the three person groups; The seven person groups were faster to respond than the hypothetical seven person groups; The majority of participants helped the victim before the model had a chance to step in and help first; 60% of trials had more than one person helping the victim. e.g. 1 mark Larger groups responded faster (than smaller groups); Three people groups responded slower; Most people helped before the model; More than one person helped most of the time.

Mark scheme

3 Explain one or more real-world applications of the study by Bandura et 5 al. (aggression). Do not refer to more than three applications in your answer. Suitable examples include: helping to reduce aggression, helping to promote prosocial behaviour, helping TV programmers be more responsible. Marks Description 5 One application suggested in depth and it is clear what the application is and how it will be achieved; OR More than one application suggested in less depth but still clearly showing what the application is and how it will be achieved 3–4 One application suggested which has some detail with the application identifiable and how it will be achieved; OR More than one application suggested that are brief but the application is identifiable with how it will be achieved. 1–2 One or more application suggested that are/is brief but may lack clarity as to what the application is and/or how it will be achieved 0 No creditworthy real-world application or description of study only

Mark scheme

4(a) From the study by Canli et al. (brain scans and emotions): 2 Name two characteristics that were used to match the foil scenes and the previously viewed scenes. 1 mark per characteristic: Valence (ratings)/negativity. Arousal (ratings)/emotional arousal/emotional intensity. 4(b) Describe the participants used in this study. 3 1 mark for each correct point: Right-handed; Healthy; Female; Volunteers; Ten (in total). 4(c) Explain why this study is from the biological approach. 2 2 marks = clearly linked to biological approach (either through example or assumption) 1 mark = partially linked to biological approach e.g. Canli was investigating the brain function/amygdala (1 mark) meaning that they were looking at how our biology affects our emotion (1 mark); They were conducting brain scans on the participants (1 mark) to see how the amygdala affected our memory/emotion (1 mark); It is based on how the amygdala is activated when exposed to emotional scenes (2 marks); There are other creditworthy responses.

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5 In the study by Milgram (obedience), there was a victim (learner) and a 4 participant (teacher). Describe the procedure the victim followed to give feedback to the participant during the learning task. 1 mark per correct procedural point These were predetermined responses; There tended to be three wrong answers to one correct; No vocal response is heard up until Shock Level 300; When 300v given, the learner pounds on the wall; From this point on there are no answers from the learner; The learner pounds again at 315v; After that there is no pounding or answers given.

Mark scheme

6 Describe the psychology being investigated in the study by 5 Pepperberg that used Alex the parrot as a participant. 1 mark available for identifying an element of psychology being investigated 1 mark per correct statement made. 1 mark available for an example from the study by Pepperberg e.g. Social Learning (1 identification mark) is when someone observes the behaviour of someone else/pay attention to behaviour (1 correct statement mark); They retain this information for use at a later date; The organism/person/animal must feel capable of replicating that behaviour; The need to be motivated is vicarious reinforcement; Operant conditioning (1 identification mark) is when an animal/person learns by the consequences of its behaviour (1 correct statement mark); If a behaviour is followed by a reward they are more likely to repeat; If a behaviour is followed by punishment then they are less likely to repeat; Looked at the cognitive skill of distinguishing same and different in a parrot (1 example mark); There are other creditworthy responses.

Mark scheme

7(a) From the study by Yamamoto et al. (chimpanzee helping). 2 Outline one aim of this study. 2 marks full aim 1 mark partial/brief aim e.g. To see if chimpanzees can respond to the needs of another with targeted helping (2 marks); To see if chimpanzees can help another chimpanzee with no immediate gain from doing so/show altruistic behaviour (2 marks); To see if chimpanzees can help each other/provide targeted help (1 mark); To investigate is chimpanzees show altruism/pro social behaviour (1 mark); To investigate if chimpanzees understand the needs of a conspecific (1 mark); There are other creditworthy responses. 7(b) Outline one methodological weakness of this study. 2 1 mark = appropriate methodological weakness 1 mark = applying it to Yamamoto e.g. the task lacked mundane realism (1 mark); the task of giving a stick or straw to another chimpanzee in the wild is very unlikely to happen (1 mark) There were only five pairs of chimpanzees used in the study therefore the sample may lack generalisability (1 mark); as they were in a laboratory and may not represent those on the wild (and their helping behaviour) (1 mark)/ might not represent chimpanzees in the wild (1 mark: alternative); There are other creditworthy responses. 7(c) Suggest one real-world application based on the procedure of this 2 study. 1 mark for what the application is about 1 mark for how it will be implemented/used e.g. The procedure could be used in schools to teach about helping behaviour (1 mark: what); teachers could set up a similar scenario so that children have to interact/understand the needs of others to be able to complete the task (1 mark: how)/help each other to gain a reward (1 mark: alternative how); There are other creditworthy responses.

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8(a) Outline what is meant by the nature versus nurture debate, using any 4 examples. Do not refer to the study by Schachter and Singer (two factors in emotion) in your answer. 1 mark = defining nature + 1 mark example (non-Schachter & Singer) 1 mark = defining nurture + 1 mark example (non-Schachter & Singer) e.g. Nature means a behaviour that we are born with/genetic/hard-wired (1 mark). For example, a person may be born with genetics that cause them to develop schizophrenia (1 mark) Nurture means a behaviour that has been learned by an organism after birth (1 mark); For example, in the Pepperberg study, Alex the parrot learned the concept of Same/Different (1 mark); There are other creditworthy responses. 8(b) Explain how one result from the study by Schachter and Singer (two 8 factors in emotion) supports the nature side of the nature-nurture debate and how one result supports the nurture side of the nature- nurture debate. e.g. Nature 4 marks In all of the epinephrine conditions, the pulse rate increased for all participants. This is a biological reaction as it is a hormone being released into the blood stream/humans are ‘hard-wired’ to react to epinephrine in this way. e.g. Nurture 4 marks In the euphoria condition, the misinformed group produced the highest activity index score compared to all other groups. This is because the participants may have been choosing environmental/behavioural cues to explain their feelings so acted in this way to as a result of external forces. Level Criteria Marks 4 The result presented has a meaningful comparison and 4 the candidate clearly explains why it supports/does not support the named concept 3 The result presented has a meaningful comparison and 3 there is a brief attempt at explaining why it supports/does not support the named concept The result presented has no meaningful comparison but the candidate clearly explains why it supports/does not support the named concept 2 The result presented has a meaningful comparison but 2 there is no attempt at explanation; The result presented is not clear but there is an implicit attempt at explaining why it supports/does not support the named concept 1 The result presented has no meaningful comparison or 1 there is a basic attempt at explaining 0 No creditworthy answer 0

Mark scheme

9 Evaluate the study by Laney et al. (false memory) in terms of two 10 strengths and two weaknesses. At least one of your evaluation points must be about independent measures. Suitable strengths include: internal validity, reliability, quantitative data Suitable weaknesses include: independent measures, external validity, self- reports, ethics Level 4 (8–10 marks) • Evaluation is comprehensive. • Answer demonstrates evidence of careful planning, organisation and selection of material. • Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. • Answer demonstrates an excellent understanding of the material. Level 3 (6–7 marks) • Evaluation is good. • Answer demonstrates some planning and is well organised. • Analysis is often evident but may not be consistently applied. • Answer demonstrates a good understanding of the material. Level 2 (4–5 marks) • Evaluation is mostly appropriate but limited. • Answer demonstrates limited organisation or lacks clarity. • Analysis is limited. • Answer lacks consistent levels of detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) • Evaluation is basic. • Answer demonstrates little organisation. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) No response worthy of credit.