Psychology 9990/11 October/November 2020: question paper and mark scheme

Mark scheme

1(a) From the study by Baron-Cohen et al. testing theory of mind in 1 participants with Asperger’s syndrome and autism: Name the test that was being revised in this study. 1 mark for correct answer (Reading the Mind in the) Eyes Test; 1(b) Identify two problems with the original test. 2 1 mark per problem identified/described Forced-choice using two options; Parents of AS children scored low; Narrow range of total scores/ceiling effect of scores; Too few questions/used 25 questions; Contained basic and complex mental states; Some items could be solved by looking at gaze direction; More female faces (than male); Target and foil were (semantic) opposites; 1(c) Outline one conclusion from this study. 2 2 marks = full conclusion 1 mark = partial conclusion 0 marks = purely results e.g.: People diagnosed with AS/HFA lack theory of mind (1 mark); People diagnosed with AS/HFA lack theory of mind, so they find it difficult show empathy/difficult to understand the emotions of others (2 marks); The Revised ‘Eyes Test’ overcame the problems of the original version (1 mark); The Revised ‘Eyes Test’ overcame the problems of the original version making it a valid test of social intelligence (in adults) (2 marks); The Revised test could discriminate AS and non-AS participants (1 mark); AS/HFA participants scored lower on the Eyes Test than all other groups (0 marks).

Mark scheme

2 From the study by Piliavin et al. (subway Samaritans): 2(a) Describe what the observers recorded about participants in the 3 adjacent area. 1 mark per correct point Coded race, sex, location of people (any 2 gets 1 mark); Latency/time taken for first helper to arrive if no model present; Latency/time taken for (extra) help to arrive after model helped; Spontaneous comments from people; Elicited comments from people. 2(b) Describe one result about the sex of ‘spontaneous first helpers’. You 3 must use data in your answer. 3 marks = comparison result with correct data 2 marks = comparison result with no data or using qualitative data as comparison or implicit 1 mark = one result (e.g. for just males) or basic result e.g. 3 marks More males were spontaneous first helpers compared to females as 90% of spontaneous first helpers were male. e.g. 2 marks More males were spontaneous first helpers compared to females. e.g. 1 mark More males helped.

Mark scheme

3 Explain one or more real-world applications of the study by Dement 5 and Kleitman (sleep and dreams). Do not refer to more than three applications in your answer. Suitable examples include: Sleep disorders; Insomnia. This will be band-marked as follows: 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.

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4 From the study by Saavedra and Silverman (button phobia): 4(a)(i) Name one stimulus given a Distress Rating of 2 or 3 on the 1 Disgust/Fear Hierarchy. 1 mark for correct answer Take first answer only. Large denim jean (buttons); Small denim jean (buttons); Clip-on denim jean (buttons). 4(a)(ii) Name one stimulus given a Distress Rating of 7 or 8 on the 1 Disgust/Fear Hierarchy. 1 mark for correct answer Take first answer only. Hugging Mom when she was wearing regular medium plastic (buttons); Small coloured plastic (buttons); Small clear plastic (buttons). 4(b) Describe the participant used in this study. 3 1 mark per correct point One boy; 9-year old; Hispanic/American; He was presented by his mum to a Child Anxiety and Phobic Program; He did not meet the criteria for OCD; He did meet the criteria (DSM–IV) for a phobia; He had experienced a bowl of buttons falling on him (at school). 4(c) Explain why this study is from the learning approach. 2 2 marks = clearly linked to learning approach (either through example or assumption) 1 mark = partially linked to learning approach/assumption of the learning approach only e.g. Part of this therapy was based on operant conditioning (1 mark). He was rewarded for being able to handle buttons on the Feeling Thermometer (1 mark). He had an experience of the bowl of buttons falling on to him (1 mark). He never had this phobia before then so the phobia has been learnt (1 mark).

Mark scheme

5 From the study by Yamamoto et al. (chimpanzee helping): 4 Describe the procedure of the First ‘Can See’ condition and the ‘Cannot See’ condition. 1 mark per correct point Max 3 for either condition e.g. First Can See: The chimpanzees were in adjacent/separate (experimental) booths/rooms; There was a transparent panel / wall divider separating both booths; Each chimp was either a helper or recipient; There was a task that needed a stick or straw to solve; All chimps had a tray of seven objects; The helper could give the recipient an object through the hole / hole in the wall so chimpanzee could pass a tool through. e.g. Cannot See: The chimpanzees were in adjacent/separate (experimental) booths/rooms (only award if not awarded for the First Can See condition); The wall between them was opaque; Except for a small window that could only be accessed if a chimpanzee purposely wanted to look through it (to help).

Mark scheme

6 Describe the psychology that is being investigated in the study by 5 Canli et al. (brain scans and emotion). 1 mark per ‘psychology’ point made 1 identification mark is available 1 mark available for an explicit example from the study Creditworthy ‘psychology’ includes emotions, amygdala, brain scans, memories. e.g.: An fMRI is a non-invasive technique / measures brain activity; Radio waves are coupled with a strong magnetic field to create the scan output; This allows a researcher to look at blood flow in the brain during mental activities / processing of information. The amygdala was investigated about its links with memories; It is part of the brain in the temporal lobe / part of the limbic system; The amygdala has different functions in different hemispheres of the brain.

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7(a) From the study by Laney et al. (false memory): 2 Outline one aim of this study. 2 marks = full aim 1 mark = partial aim e.g.: To investigate whether (positive) false memories about asparagus can be implanted into a person (2 marks); To investigate false memories for food (1 mark). 7(b) Outline one methodological weakness of this study. 2 1 mark = appropriate methodological weakness 1 mark = applying it to Laney e.g.: Some of the questionnaires used fixed choice answers so this may not represent what would happen in reality (1 mark). For example, the Food Costs questionnaire have seven choices, but in reality not one of those might represent what a participant would pay for that food item (1 mark). Only undergraduate students were used in both studies which may limit generalisability (1 mark). They were all of a similar age/educational level so they may not represent how older adults (potentially) form (positive) false memories (1 mark). 7(c) Suggest one real-world application based on the procedure of this 2 study. 1 mark for what the application is (clearly based on Laney) 1 mark for how it will be achieved e.g.: This could be used to help children improve their diets (1 mark: what). Children could be ‘tricked’ by their parents/dietician by telling them that they loved broccoli/asparagus/cabbage, etc., the first time they tried it and keep repeating the false information (1 mark: how).

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8(a) From the study by Bandura et al. (aggression): 4 Describe how the children were rated on aggressive behaviour in their nursery school, prior to the study. 1 mark per correct statement 1 mark available for naming two of the scales used Rated on four different scales about aggression; All five point scales; By experimenter and nursery school teacher; Scales = physical aggression / verbal aggression / aggression towards inanimate objects / aggression inhibition (2 named = 1 mark); They were rated independently; A composite score was given to all children / scores for scales were added up for each child.

Mark scheme

9 Evaluate the study by Milgram (obedience) in terms of two strengths 10 9 and two weaknesses. At least one of your evaluation points must be about qualitative data. Strengths include: reliability, qualitative data, quantitative data. Weaknesses include: ethics, validity (external), generalisability. 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.