Psychology 9990/23 May/June 2024: question paper and mark scheme

Mark scheme

1 Explain what is meant by a covert observation, using 2 Explain covert = 1 any example. Example = 1 (generic or embedded, but not just a reference) participants unaware of (role of) observer; (define) Observer does not interact with participants = 0 [this is non- out of view / far away / disguised / hidden; (example) participant obs] Bandura used a one-way mirror; (example) Hassett used a camera; (example) Piliavin’s observers looked like subway passengers; (example) ‘In Piliavin the Ps did not know the observers were there’ = 0 = REP

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2 The results from the study by Andrade (doodling) 2 Any descriptive point about the mean = 1 included the following data about the shading of shapes Any descriptive point about the range = 1 by participants in the doodling group: The mean/average doodling was in the bottom half of the range; (mean) Outline what these two results show about doodling by All participants in this group doodled; (range) this group of participants. The variation in doodling was very wide; (range) the mean number per participant was 36.3 Statements relating to the non-doodlers = 0 [NAQ] the range was 3–110. Comparative statements to controls = 0 [NAQ] Copying the numbers = 0 [REP] Conclusions = 0 = NAQ

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3 Describe how one feature of the study by Milgram 2 Link (feature of study) = 1 (obedience) helped to make the study valid. How it helped validity = 1 Shock machine looked real; / thought the shocks were Authority figure = 0 real; Authority figure looked real because of coat/of location = 1 Drawing lots was rigged; Grey technician’s coat; Location at a university; Told it was about memory and punishment (deception); So participants unlikely to suspect the deception / guess aim / respond to demand characteristics; (how) the prods were the same for all Ps / standardised; (how) E.g. all Ps heard ‘please continue’; (feature)

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4 One group of participants in the study by Hölzel et al. 4 Partial explanation = 1 (mindfulness and brain scans) was a sample of 16 right- Full explanation = 2 handed adults: 6 males and 10 females. Credit answers with other knowledge of the study eg. ages, Explain two reasons why this sample may not be ethnicity representative. Gender bias / more females than males; So not / less representative of males; All righthanded; So not / less representative of lefthanders; All adults; So not / less representative of children; Small sample; So not much variability; So not generalisable to ambidextrous people / wide variety of…; (must be specific)

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5 Memory research is often conducted using eyewitnesses who have witnessed a real crime. Alternatively, researchers can use a simulated crime in a laboratory and ask participants what they remember. 5(a) One strength of using a simulated crime in a laboratory 2 Outline = 1 is that it can improve objectivity. example must relate to objectivity= 1 Outline what is meant by the term ‘objectivity’, using an an eyewitness seeing a thief stealing something = 0 [NAQ example about eyewitnesses. not about objectivity] judgment from external perspective; (outline) If an effective answer is given relating to Pozzulo, credit it. independent viewpoint; (outline) data obtained without personal bias; (outline) researchers might be biased by emotions/suffering of real eyewitnesses; (example) in artificial situations, researcher knows the correct memories of the scene; (e.g.) 5(b) Describe how one feature of the study by Pozzulo et al. 2 Objectivity strategy = 1 (line-ups) helped to make the study objective. How it helped = 1 responses to line-ups limited to present or not; (strategy) silhouettes (as a ‘target absent’ choice); (strategy) so no ‘maybe’ or ‘more likely to be x than y’; (how it helped) making the choice an objective one between present/absent participants’ responses were quantitative (present or not); rather than a difficult choice of present /not present; (how it strategy) helped) so the researchers did not have to interpret the results; (how it helped)

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6 Describe the following experimental designs, using any 6 1 mark per definition/point of detail, max 2 for each example(s): term/concept. matched pairs design 1 mark per example, max 2 for each term/concept. repeated measures design. Examples can be any studies (core studies, other studies, candidate’s own). Repeated measures: Max 4 if no e.g.s or if only one term/concept. Same Ps in each level of IV / condition; Only 1 example needed to access 6 marks. Risk of order effects / practice or fatigue effects; As Ps see experimental situation more than once; Also risk of recognising demand characteristics; Order effects resolved by counterbalancing; Where half Ps do conditions in order AB, others BA; eg Dement & Kleitman 5/15 minutes; Hölzel pre/post mindfulness course; Perry personal space situations (CIDs) Ps did all of the different approaching objects (ball, stranger, friend, authority figure); Perry different room configurations (of table/chair/plant); Matched pairs: Different Ps in each level of the IV; similar individuals allocated one to each level of IV; eg one twin in each group; reducing effects of individual differences; similarities relevant to study; e.g. age / IQ / gender; e.g. similar to Bandura aggression levels of children; Ps matched into pairs = 0 [REP]design.

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7 Yashal is planning an experiment about the effect music has on students doing their homework. She is choosing the conditions she will use. 7(a) Outline what is meant by the term ‘experimental 1 Outline = 1 condition’. levels of an independent variable that are actively manipulated; two (or more) situations/groups/conditions that compare levels of an independent variable; 7(b)(i) Outline what is meant by the term ‘control condition’. 1 Outline = 1 situation/group/condition from which the IV is absent; Accept ‘no change to the IV’ Accept ‘a level of the IV where the IV is absent’ Accept: A condition where the IV is absent Do not accept ‘baseline’ / ‘to compare’ alone 7(b)(ii) Suggest a control condition that Yashal could use in her 1 Example = 1 experiment. e.g. a no music / no noise / silence group; e.g. white noise; 7(c) Yashal is planning to use students working at home as 2 Type of experiment = 1 Field [definitive] participants. Explanation (linked) = 1 (may be ‘why it is’ or ‘why it has to be’) Explain the type of experiment Yashal would be conducting. The students are at home; (explanation) It’s homework so they won’t be in the controlled situation of school; (explanation) The participants are in their normal setting for the activity of homework; The participants are in their normal/natural setting = 0 (not linked)

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8 A parrot rescue centre has some new parrots which need to learn to enter a cage. Their trainer is planning a procedure using operant conditioning to teach the parrots to enter the cage. 8(a) Suggest one way that the parrots could be taught to 3 Way = 1 [can be interpreted in different ways] enter the cage. Detail = 2 Response must be linked to task for 3 marks Positive reinforcement; (way) Punish parrots; (way) Give a reward each time they go into the cage; (detail+link) If they go a different direction; (detail) Eg food; (detail) E.g. have shock wires under their feet either side of the route to the cage; (link) Using food; (way) To shape behaviour; (detail) Punish parrots; (way) For getting closer to the cage; (detail+link) If they go a different direction; (detail) operant conditioning = 0 [REP] E.g. have shock wires under their feet either side of the route to the cage; (link) 8(b) The success of the procedure can be measured by counting the number of days it takes each parrot to learn to enter the cage. 8(b)(i) Suggest two practical problems with this measurement 4 Limitation = 1} [×2] of success. Either limitation or detail must be linked for 2 marks 1: …. Detail = 1} 2: …. Individual differences between parrots = 0 = NAQ Learning in 1 minute, 1 hour or 1 day would all look the same; (linked limitation) So the data would be invalid (loss of discriminatory power); (detail) Parrots may all learn on first day; (linked limitation) so ceiling effect; (detail) some parrots may go in then straight out; (linked limitation) so not a useful measure for aim; (detail) parrots may focus for various lengths of time; (linked limitation) so not all parrots have same amount of training time; (linked detail) ethical limitations = 0 [NAQ] 8(b)(ii) For one of the problems you suggested in part (b)(i): 2 Way = 1 Detail = 1 Suggest one way this problem could be solved. The prompt (Problem: 1 or 2) should be used. If not clear, credit if possible 1 min = 1 day / Ceiling effect: Make interval shorter / avoids a ceiling effect / easier to distinguish between learning speed / bigger range of scores is possible; (way) eg count hours; (detail) straight out again: add time limit to ‘enter cage’; (way) e.g. and ‘stay inside for 30 seconds’; (detail) parrot focus: only train in short bouts; (way) or stop when parrot isn’t focussing; (detail) 8(c) There are many members of staff at the rescue centre. The trainer cannot decide whether the parrots will learn better if the other staff are present or absent while the parrots are being trained. 8(c)(i) Explain one reason why the parrots may learn better if 2 Explanation for staff presence = 1 the other staff are present during the parrots’ training. Detail = 1 Better if present, if familiar with people; (exp) They may be less afraid (by people); (detail) Better if present, people may make them feel secure; (exp) So they pay attention more / are motivated more; (detail) Better if present, as people motivate them; (exp) eg audience effect/social facilitation/showing off; (detail) social desirability / demand characteristics = 0 8(c)(ii) Explain one reason why the parrots may learn better if 2 Explanation for staff absence = 1 the other staff are absent during the parrots’ training. Detail = 1 Better if absent, parrots need to focus to learn; (exp) Staff might distract them; (detail)

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9 Faiza is planning to investigate the effect of air pollution on emotion. She had planned to conduct a laboratory experiment, but rejected this for ethical reasons 9(a) Suggest one reason why conducting a laboratory 2 Reason = 1 (can be basic and generic, eg. named experiment for Faiza’s investigation could have been guideline) unethical. Linked detail = 1 (risk of) physical harm / (poor) protection of participants; (reason) Pollution is dangerous; (linked detail) (hard to give) informed consent; (reason) Cannot know in advance of risk damage; (linked detail) 9(b) Faiza decides to use geography students as 2 Linked reason = 1 participants. They are visiting a rural environment and a Detail = 1 polluted city as part of their geography course. She will collect data in both places. Explain one reason why Faiza’s new plan is more ethical. Students exposed to pollution anyway; (linked reason) So no more risk of harm than in normal life; (detail) Rather than deliberately / on purpose / in a lab; (detail) Consent is only to participate in study; (detail) So can be fully informed because Faiza’s not causing exposure; (linked reason) 9(c) Faiza is concerned about uncontrolled variables in her 4 uncontrolled variable linked to mood = 1 } x2 study. detail (why hard to control / mood affected) = 1 } Suggest how two uncontrolled variables could affect the e.g. people might be happier in cities regardless of pollution; measurement of emotion. noise in city; (uncontrolled variable) noise can give you a stress headache; (detail) city light pollution; (uncontrolled variable) reduced sleep because of street lighting; (detail) busy city with lots to do; (uncontrolled variable) students go to bed late so exhausted; (detail) time of day (because course may be fixed eg. city in the morning); (uncontrolled variable)

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10 Bhaavik is interested in the relationship between shyness and happiness. He says to his friend Jim that the shy people he knows are really happy, but Jim says he knows lots of happy people who are not shy. 10(a) Describe how Bhaavik could conduct a correlational 10 Use the table opposite to mark candidate responses to this study to investigate the relationship between shyness question. and happiness. To mark Q10(a), create four ‘imaginary columns’ down one Do not describe sample/sampling technique or ethical margin, using one column for each of the four required issues/guidelines in your answer. features. Tick each feature (tick-a, tick-b, tick-c, tick-d) when it appears, then underline the letter( ) for detail. The four required features for this correlation are: Use L1, L2, L3, L4, L5 at the end of the response to indicate (a) two co-variables (shyness defined & happiness the level. defined). (b) measure of variable 1 (shyness – how measured) Use the table below to mark candidate responses to this (c) measure of variable 2 (happiness – how measured) question. (d) relationship (scatter graph, pos/neg, st/wk) Note: Both variables must be at least ordinal scales for L3 Level The response: Level has all the required features, all with detail, 5 with mostly appropriate terminology. 9–10 AND marks clearly applies knowledge of methodology involved in planning this investigation. [must be continuous data for both variables] Level has all the required features, but only 4 some of these with detail, with some 7–8 appropriate terminology. marks AND applies knowledge of methodology involved in planning this investigation. [must be continuous data for both variables] 10(a) Level The response: Level has some of the required features with 3 detail / all of the required features with no 5–6 detail, and some appropriate terminology. marks AND applies a basic knowledge of methodology involved in planning this investigation. [must be continuous data for both variables] Level has at least two of the required features, 2 with little appropriate terminology. 3–4 AND marks attempts to use knowledge of methodology involved in planning this investigation. [max if clearly an experimental method] Level has one of the required features and uses 1 little appropriate terminology. 1–2 AND marks makes a limited attempt to use knowledge of methodology involved in planning this investigation, e.g. may not use the method required by the question. 0 No creditable response. marks 10(b)(i) Describe one practical/methodological strength of the 2 identification of generic strength = 1 procedure you have described in your answer to part (a). detail = 1 (generic or linked). Do not refer to sampling or ethics in your answer. Strengths of experiments are incorrect Strengths may relate to: Strengths of ways shyness/happiness was measured in an Validity experiment are acceptable operationalisation situational / participant variables controls / standardisation Demand characteristics Reliability inter-rater consistency intra-rater consistency. Accept other practical/methodological strengths. 10(b)(ii) Describe one practical/methodological weakness of the 2 identification of generic weakness = 1 procedure you have described in your answer to part (a). detail = 1 (generic or linked). Do not refer to sampling or ethics in your answer. Weakness of experiments are incorrect Weaknesses may relate to: Weakness of ways shyness/happiness was measured in an validity experiment are acceptable operationalisation situational / participant variables controls / standardisation demand characteristics reliability inter-rater consistency intra-rater consistency. Accept other practical/methodological weaknesses.