Psychology 9990/23 October/November 2019: question paper and mark scheme
Cambridge AS & A Level Psychology (9990), Paper 2 Research Methods, October/November 2019. Read both free below, or download them. Done the paper? Get it marked by AI against this mark scheme.
One ethical guideline is to avoid deception in research.
Explain what is meant by ‘deception’, using an example from a core study from the social approach.
…… [2]
Mark scheme
1 One ethical guideline is to avoid deception in research. 2
Explain what is meant by ‘deception’, using an example of a core
study from the social approach.
1 mark for explanation, 1 mark for example (from core study)
Deception is when the participants are lied to about the aim/procedure
(explain = 1)
e.g. Milgram said it was a study on memory/learning/punishment (when it
was really about obedience) (example = 1)
Misleading participants about the study (explain = 1)
e.g. Piliavin et al.’s participants were led to believe that the ill or drunk
victims were real (when they weren’t) (example = 1)
Do not accept ‘When participants cannot give informed consent’ or ‘when
participants are not told the truth’, this omits the crucial distinction between
consent and deception
A study aims to find out whether boys and girls differ in the amount of time that they talk.
(a) Write an operationalised directional (one-tailed) hypothesis for this study.
…… [2]
(b) Write a null hypothesis for this study.
…… [1]
Mark scheme
2 A study aims to find out whether boys and girls differ in the amount of
time that they talk.
2(a) Write an operationalised directional (one-tailed) hypothesis for this 2
study.
1 mark for a correct hypothesis that is not operationalised OR has only one
operationalised variable
2 marks for a correct hypothesis with both IV and DV operationalised.
For example:
• Males will talk for longer/more often/for more minutes per day than
females (2)
• Females will talk more than males (1) [‘more’ is not operationalised)]
• There will be a difference in talking between the genders (0)
[non-directional]
• Gender affects the amount of time spent talking (0) [non-directional,
even though DV is operationalised]
2(b) Write a null hypothesis for this study. 1
1 mark for a correct null hypothesis.
For example:
• There will be no difference in (amount of) talking between male and
female participants (1)
• There will be no difference in (amount of) talking between the genders
(1)
• Any difference in talking between male and female is due to chance (1)
• Any difference between talking and males and females is due to
chance (0)
• There will be no difference between talking and gender (0)
Explain one advantage of using animals in research in psychology.
…… [2]
Mark scheme
3 Explain one advantage of using animals in research in psychology. 2
1 mark for identifying advantage
1 mark for detail
Animals are unlikely be able to work out the aim of a study = 1 (advantage)
so would be less likely to respond less to demand characteristics than
humans = 1 (detail)
Procedures that cannot be done on humans can be done on animals =
1 (advantage)
For example lesioning/(food/social) deprivation is less possible with humans
= 1 (detail)
From the study by Schachter and Singer (two factors in emotion):
(a) Describe one way in which ‘anger’ was measured.
…… [2]
(b) Suggest one reason why it is important to operationalise variables, using the example of anger in this study.
…… [2]
Mark scheme
4 From the study by Schachter and Singer (two factors in emotion):
4(a) Describe one way in which ‘anger’ was measured. 2
1 mark for identifying measure of anger
1 mark for detail
The reaction of the participant to the stooge/watch them through a one-way
mirror = 1 (identification)
e.g. observation of how they responded on list of behaviours =
1 (operationalisation)
Self-report/questionnaire (of ‘anger’) = 1 (identification)
On rating scales such as ‘How angry or annoyed would you say you feel at
present?’ = 1 (operationalisation)
4(b) Suggest one reason why it is important to operationalise variables, 2
using the example of anger in this study.
1 mark for identifying reason
1 mark for using anger
To make the measure more valid/objective = 1 (reason)
so that they could be sure that they were measuring anger = 1 (link)
To make the measure more reliable = 1 (reason)
so that the measures of anger were consistent on each trial = 1 (link)
(a) Explain what is meant by ‘covert observation’, using the study by Bandura et al. (aggression) as an example.
…… [3]
(b) Suggest one advantage of covert observations.
…… [2]
Mark scheme
5(a) Explain what is meant by ‘covert observation’, using the study by 3
Bandura et al. (aggression) as an example.
1 mark for ‘hidden’ (generic definition)
2 marks for linked detail (1 mark for link, 1 for detail)
The observer is hidden = 1 (generic definition)
The participants do not know the role of the observer (even if they can see
them) = 1 (generic detail)
Bandura et al. used a one-way mirror = 1 (linked detail)
so the children were unaware that they were being watched = 1 (linked
detail)
5(b) Suggest one advantage of covert observations. 2
1 mark for advantage (may be generic)
1 mark for detail (does not have to be linked)
Behaviour will be natural/unaffected by observers = 1 (advantage)
as there will be fewer demand characteristics = 1 (detail)
so there will be less social desirability = 1 (detail)
so Bandura et al.’s children wouldn’t be extra good/naughty because they
knew they were being watched = 1 (detail – linked)
Describe how the case study method differs from other research methods, using any examples.
…… [6]
Section B
Answer all questions in this section.
Mark scheme
6 Describe how the case study method differs from other research 6
methods, using any examples.
1 mark for each (of two) descriptive points about case studies (definitive:
one instance + in detail)
1 mark for each example (from a study or made up) that is linked to case
studies, up to a maximum of 3
Each difference that explicitly compares case studies to another method = 1
For maximum marks, there must be at least one difference and at least two
examples.
For example, differences:
• In all other methods a group of participants is used but in case studies
there is only one (instance) = 1 (difference)
– e.g. Yamamoto et al. used several chimps but Pepperberg used
only 1 parrot = 1 (example)
• Experiments/correlations/self-reports using closed questions collect
quantitative data whereas case studies collect (mainly) qualitative data
= 1 (difference)
– e.g. Canli et al. collected numerical data from brain scans in
contrast to Savaadra and Silverman who collected descriptions of
the boy’s experiences at school = 1 (example)
• Experiments focus on making generalisations whereas case studies
look specifically at the way an individual is special = 1 (difference)
– e.g. Yamamoto et al. looked at patterns of helping that all chimps
showed but I could do a case study of one chimp and find it was
quite different = 1 (example)
Liam is investigating whether children can be given false memories of a game they had played, such as winning a game that they actually lost. He plans to play and win the game with each child and tell them he is writing about it in his diary. Later he will pretend to read from his diary, telling each child a false story in which they won the game. He will then ask each child to write about the game they played.
(a) Outline one way that Liam could measure the children’s false memories.
…… [1]
(b) (i) Suggest what the control condition should be in Liam’s experiment.
…… [1]
(ii) Explain why it is important to have a control condition in Liam’s experiment.
…… [2]
(c) Suggest one way that Liam could standardise his procedure.
…… [2]
Mark scheme
7 Liam is investigating whether children can be given false memories of
a game they had played, such as winning a game that they actually
lost. He plans to play and win the game with each child and tell them
he is writing about it in his diary. Later he will pretend to read from his
diary, telling each child a false story in which they won the game. He
will then ask each child to write about the game they played.
7(a) Outline one way that Liam could measure the children’s false 1
memories.
1 mark for outline of measure of false memory
For example:
Count the number of events correctly/incorrectly recalled = 1
Count the number of words in the story then take away the number that are
false = 1
Record whether the children said they won or not = 1
7(b)(i) Suggest what the control condition should be in Liam’s experiment. 1
1 mark for suggestion of control condition
A condition/level of the IV where the is no reading from Liam’s diary/where
Liam’s diary is true = 1
7(b)(ii) Explain why it is important to have a control condition in Liam’s 2
experiment.
1 mark for identification of reason why a control condition is necessary in
Liam’s experiment
1 mark for detail (may be generic)
So that he can judge whether the children would forget/get muddled
anyway = 1 (identification with link)
So that he can be sure that the errors are due to the (false) information
given (from his diary) = 1 (detail)
7(c) Suggest one way that Liam could standardise his procedure. 2
1 mark for suggestion about standardisation in Liam’s experiment
1 mark for detail (e.g. how/why)
He should play the game in the same way/same amount of time = 1
(identification with link)
e.g. making a winning move the same number of times = 1 (detail – how)
He should read the story in the same way = 1 (identification with link)
so that he does not stress the false parts (making it easier for some children
to spot) = 1 (detail – why)
He should leave the same gap between the game and the diary reading/the
diary reading and recall = 1 (identification with link)
so that they have equal time to forget/e.g. 5 minutes = 1 (detail – how)
Olivia is conducting an experiment to investigate whether students concentrate better in class before or after eating. Her experimental design is a repeated measures design.
(a) Identify the independent variable (IV) in this experiment.
…… [1]
(b) Identify the dependent variable (DV) in this experiment.
…… [1]
(c) Explain what is meant by a ‘repeated measures design’, using this experiment as an example.
…… [2]
(d) (i) Suggest how Olivia could counterbalance the conditions in her experiment.
…… [2]
(ii) Explain one advantage of counterbalancing in this experiment.
…… [2]
Mark scheme
8 Olivia is conducting an experiment to investigate whether students
concentrate better in class before or after eating. Her experimental
design is a repeated measures design.
8(a) Identify the independent variable (IV) in this experiment. 1
1 mark for identification of IV = when they eat/before or after eating
(definitive)
8(b) Identify the dependent variable (DV) in this experiment. 1
1 mark for identification of DV = concentration in class (definitive)
8(c) Explain what is meant by a ‘repeated measures design’, using this 2
experiment as an example.
1 mark for explanation (may be generic)
1 mark for link
The same (group of) participants in all levels of the IV/conditions;
All participants are tested both before and after eating = 1 (link)
8(d)(i) Suggest how Olivia could counterbalance the conditions in her 2
experiment.
1 mark for generic suggestion
1 mark for link
By having different groups of participants do the conditions in different
orders = 1 (generic)
e.g. one group does ‘before eating’ one day and ‘after eating’ the next day
and the other group does ‘after eating’ one day and ‘before eating’ the next
day = 1 (link)
8(d)(ii) Explain one advantage of counterbalancing in this experiment. 2
1 mark for advantage (may be generic)
1 mark for link
It controls for order/fatigue/practice effects = 1 (generic)
e.g. if people were bored with the task the second time so did not
concentrate as much = 1 (link)
e.g. if people were better at the task by the second time so looked like they
were concentrating more = 1 (link)
Huan is planning an interview about attitudes to mental illness.
(a) (i) Suggest one question that Huan could use to collect quantitative data.
…… [1]
(ii) Suggest one disadvantage of collecting quantitative data in Huan’s study.
…… [2]
(b) Suggest one question that Huan could use to collect qualitative data.
…… [1]
(c) Explain two advantages of using an interview rather than a questionnaire in Huan’s study.
1 ……
2 ……
[4]
(d) Huan is going to use opportunity sampling.
Explain one disadvantage of using an opportunity sample in this study.
…… [2]
Section C
Answer all questions in this section.
Mark scheme
9 Huan is planning an interview about attitudes to mental illness.
9(a)(i) Suggest one question that Huan could use to collect quantitative data. 1
1 mark for any closed question with answer options about mental health
How important is it to care about people with mental health problems, on a
scale of 1–10 (10 = care a lot)? = 1
How important do you think it is to care about people with mental health
problems? = 0 (open)
9(a)(ii) Suggest one disadvantage of collecting quantitative data in Huan’s 2
study.
1 mark for disadvantage (may be generic)
1 mark for link
It does not explain the ‘why’/does not give in depth data/there is no chance
to explain = 1 (generic)
so Huan would not know why people held those attitudes about mental
health = 1 (link)
9(b) Suggest one question that Huan could use to collect qualitative data. 1
1 mark for any open question (can be a statement that generates qualitative
data)
Describe how you feel when you see a mentally ill person = 1
To what extent do you feel that we treat mentally ill people fairly? = 1
9(c) Explain two advantages of using an interview rather than a 4
questionnaire in Huan’s study.
1 mark for advantage (may be generic) × 2
1 mark for link × 2
In an unstructured interview the researcher can respond to the
interviewee’s answers = 1 (generic)
so Huan could discover more about individual’s attitudes about mental
health = 1 (link)
Interviewer can check the participant understands the question/that they
understand the response = 1 (generic)
so Huan would know his record of what the participant says about mental
health is a valid reflection of their opinion = 1 link
Interviews tend to generate more qualitative data then questionnaires =
1 (generic)
so the information about attitudes to mental health would be more detailed
than from a questionnaire = 1 (link)
9(d) Huan is going to use opportunity sampling. Explain one disadvantage 2
of using an opportunity sample in this study.
1 mark for disadvantage (may be generic)
1 mark for link
They are unrepresentative/may be biased = 1 (generic disadvantage)
so Huan’s participants may be especially positive/negative/ignorant about
mental health = 1 link
Fazli wants to study the relationship between kindness and obedience. He is not sure whether people who are more obedient will be more or less kind to others.
(a) Describe how Fazli could conduct a correlational study to investigate this relationship. Your study must be ethical.
…… [10]
(b) Identify one practical weakness/limitation with the procedure you have described in your answer to part (a) and suggest how your study might be done differently to overcome the problem.
Do not refer to ethics or sampling in your answer.
…… [4]
Mark scheme
10 Fazli wants to study the relationship between kindness and
obedience. He is not sure whether people who are more obedient will
be more or less kind to others.
10(a) Describe how Fazli could conduct a correlational study to investigate 10
this relationship. Your study must be ethical.
Three major omissions for a correlational study are:
• What: variable 1 (detail of operationalisation)
• What: variable 2 (detail of operationalisation)
• How: technique for producing/collecting data, i.e. procedure (e.g.
tests, observations, questionnaires)
The minor omissions are:
• Where – location of participants when data is collected (e.g. clinics)
• Who – participants
a statement about whether a positive or negative correlation is expected
sampling technique
sample size
description of how closed questions will be scored
description of how data will analysed, e.g. use of scattergram
ethical issues
Other appropriate responses should also be credited
Mark according to the levels of response criteria below:
Level 3 (8–10 marks)
• Response is described in sufficient detail to be replicable (i.e. what
and how)
• Response may have a minor omission (i.e. who or where)
• Use of psychological terminology is accurate and comprehensive
Level 2 (5–7 marks)
• Response is in some detail
• Response has minor omission(s) (i.e. who and/or where)
• Use of psychological terminology is accurate
Level 1 (1–4 marks)
• Response is basic in detail
• Response has major omission(s)
• If response is impossible to conduct max. 2
• Use of psychological terminology is mainly accurate
Level 0 (0 marks)
No response worthy of credit
10(b) Identify one practical weakness/limitation with the procedure you have 4
described in your answer to part (a) and suggest how your study
might be done differently to overcome the problem.
Do not refer to ethics or sampling in your answer.
Answer will depend on problem identified. If the problem was an obvious
omission in (a), fewer marks will have been awarded in (a), so they can be
awarded here.
Problems may, for example, be matters of:
Validity
• operationalisation (of obedience and kindness)
Reliability
• standardisation
• consistency (of measures of obedience and kindness)
This list is not exhaustive and other appropriate responses should also be
credited
Marks Comment
3–4 Appropriate problem identified
Appropriate solution is clearly described
2 Appropriate problem identified
plus
EITHER Explanation of why it is a problem
OR Ineffectual but possible solution described
1 Appropriate problem identified
Little or no justification
0 No response worthy of credit
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Psychology 9990/23 for October/November 2019 is out of 60 marks, with 1 hour 30 minutes to answer it.
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