Psychology 9990/11 October/November 2024: question paper and mark scheme

Mark scheme

1(a) In the study by Hassett et al. (monkey toy preferences): 1 Take the first answer only. A sample of monkeys from a troop of 135 was used. State the total number of monkeys used as the final Accept when given as number of males (11) and females sample. (23). 1 mark for correct answer 34 1(b) Identify two toys that were categorised as ‘wheeled’ in 2 List is definitive. this study. ‘Vehicle’ = 0 1 mark per correct answer Wagon Truck Car Construction vehicle Shopping cart Dump truck/bin wagon 1(c) Outline one conclusion from this study. 2 Do not credit results. 2 marks for full conclusion There are four things here: 1 mark for brief/partial conclusion Hormones/biology Behavioural (bias)/preference e.g., Cognitive (bias)/thoughts Toy preference (in monkeys) reflect hormonally influenced Social processes/socialisation behavioural/cognitive biases which are affected by social pressures/processes (2 marks). Three or more = full Toy preference in monkeys is influenced by hormones and Two or less = partial social pressures (1 mark). Male monkeys preferred wheeled toys the most (0 marks = Do not credit responses based on gender. result). There are other creditworthy responses

Mark scheme

2(a) From the study by Saavedra and Silverman (button 2 phobia): Outline the change in ratings of distress when the boy had to imagine hugging his mother with her shirt full of buttons. 1 mark per correct point e.g., The (severity) rating began at 7 then decreased to 4 and at the end of the final session was a 3 (2 marks) The ratings decreased from Session 1/before imagery exposure to Session 2/midway through imagery exposure The ratings further decreased from Session 2/midway through imagery exposure to Session 3/after imagery exposure The ratings decreased from Session 1/before imagery exposure to Session 3/after imagery exposure The largest decrease was from Session 1/before imagery exposure to Session 2/midway through imagery exposure There are other correct responses If data presented with at least two correct data points = 2 marks One correct data point or all numbers incorrect but show decrease = 1 mark 2(b) Explain one weakness of this study. 2 Do accept ‘it was a rare phobia’. 1 mark for the identification of weakness 1 mark for explaining the weakness via example from the study e.g. (Lacks) generalisability (1 mark: identification) as it was a case study on one child with a phobia of buttons and he may be unique (1 mark: explained in context) (Potentially) unethical (1 mark: identification) as increased levels of distress were recorded in some scenarios with buttons (1 mark: explained in context) Difficult to control (participant) variables (1 mark) There are other creditworthy responses.

Mark scheme

3(a) From the study by Pozzulo et al (line-ups): 2 Responses about testing false negative/positive responses = 0 as this is how the aim was tested; it is not the aim of this Outline one aim of the study. study. The false responses are the predictions based on the aim. 2 marks for full aim 1 mark for partial/brief aim e.g., To investigate the role of social and cognitive factors in false positive responding of children in line-ups (2 marks) To investigate whether the pattern in correct identification and positive responding would remain when familiarity of a target is manipulated (2 marks) To investigate the role of cognition in identification of faces (1 mark) To investigate whether children are good eyewitnesses (1 mark) There are other creditworthy responses. 3(b) Explain why this study is from the cognitive approach in 2 Ignore only descriptions of the study with no attempt at the psychology. why bit of the question. 2 marks = clearly linked to cognitive approach (either through example or assumption) 1 mark = partially linked to cognitive approach/assumption of the cognitive approach only e.g. Children correctly identified 99% of the cartoon faces (1 mark example). This could follow the principles of input (see cartoon), process (memory of cartoon) and output (remember cartoon) (1 mark assumption link) Adults correctly identified 66% of human faces (1 mark example). This shows that people do have individual differences in memory recall (1 mark assumption link). There are other creditworthy responses.

Mark scheme

4(a) In the study by Milgram (obedience), there was a 5 List is definitive. ‘learning task’. Milgram called this a ‘paired-associate learning task’. The answer has to be about the learner and not the teacher. Describe this ‘learning task’ as used in this study. The learning task is different to the shock instructions so ignore reference to the latter. 1 mark per correct point Award 1 mark max for: The P read out a series of word pairs (to the learner). Each incorrect answer received a shock/correct answer The P then read out one word. moved to next word. Along with four terms. The learner then had to indicate which word had been originally paired/responded with the corresponding word. This was done by him pressing one of four switches. This lit up one of four quadrants in the answer box.

Mark scheme

5(a) Outline two assumptions of the biological approach in 4 psychology. 2 marks for full assumption 1 mark for partial/brief assumption e.g., 2 marks Behaviour, cognitions and emotions can be explained in terms of the working of the brain and the effect of hormones, genetics and evolution (any two of these needed) Similarities and differences between people can be understood in terms of biological factors and their interaction with other factors e.g., 1 mark Behaviour, cognitions and emotions can be explained in terms of the working of the brain Similarities and differences between people can be understood in terms of biological factors There are other creditworthy responses. 5(b) Explain how one finding from the study by Hölzel et al. 2 If the link is not with an assumption from 5a, can only be (mindfulness and brain scans) supports one of the awarded the result/conclusion mark. assumptions you outlined in part (a). 1 mark for result/conclusion. 1 mark for linking it to an assumption explicitly (not by name only: a relevant concept needs to be mentioned) e.g. There was a significant increase in grey matter in the Mindfulness-Based Stress Reduction group (1 mark result). This shows that there were similarities between the MBSR group in terms of how the program interacted with their brain density (1 mark supported link). There are other creditworthy responses.

Mark scheme

6(a) In the study by Perry et al (personal space), the 3 List is definitive. participants had to complete two conditions, one week apart. One was the oxytocin condition. Describe how the participants received the ‘oxytocin’. 1 mark per correct point The participant had to self-administer the oxytocin 24 international units (in 250ml). This was done in the presence of the experimenter It was administered intranasally/via the nose From a medicine dropper Three drops per nostril. 6(b) Identify what was received by the participants in the 1 Take the first answer only. other condition, instead of oxytocin. Accept ‘placebo’ as Q is identify. 1 mark for correct answer Do not accept placebo pill or placebo injection. Saline. 6(c) Explain one strength of this study. 2 Strengths can be methodological, practical or ethical. 1 mark for the identification of strength 1 mark for explain the strength via example from the study e.g. There were controls in place to try to ensure it was the IV (directly) affecting the DV (1 mark: identification). For example, all participants waited 45 mins to ensure OT levels had plateaued making sure it was the empathy/oxytocin affecting personal space (1 mark explained in context) There was a clear standardised procedure which improves reliability/study can be replicated to check results etc. (1 mark: identification). For example, in Experiment 1 the figure approached for 3s in which the participant had to press the spacebar to stop it getting any closer (1 mark explained in context). The double-blind technique could reduce demand characteristics (1 mark: identification) as the participant did not know if they had been given oxytocin/placebo (1 mark explained in context). There are other creditworthy responses.

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7 Gabriela has a job where she needs to listen to recorded 4 No mark for simply saying ‘doodle’ telephone conversations to check for the quality of customer service. However, she finds it difficult to pay Has to be advice based on the Andrade study, so any attention to the recordings. She wants advice on how to secondary task is fine to gain credit. improve her attention. Do not credit ‘use a pencil/pen’. Outline what advice you would give to Gabriela, using your knowledge of the study by Andrade (doodling). 1 mark per piece of advice clearly based on the study by Andrade. e.g. Tell Gabriela to get a piece of paper. Tell her that whilst listening to/during the conversations she can doodle. Gabriela could go and sit in a dull/boring room. Tell her she can doodle whenever she wants/about whatever she wants. Or tell Gabriela that the paper can already have shapes on it so she can colour them in. Ask Gabriela to focus on specific pieces of information that are important. Tell her she could review her concentration levels afterwards with a colleague checking the recollection of the conversation(s). Gabriela could write down information/take notes about the conversation. There are other creditworthy responses.

Mark scheme

8 Adamu is talking about the study by Baron-Cohen et al. 4 Ignore responses about it having generalisability. (eyes test). He says that the findings are not generalisable. Max 1 mark can be awarded for ‘cannot generalise to everyday life’ with an example from the study. Explain why Adamu is correct that the findings are not generalisable, using evidence from the study in your answer. Up to 1 mark available for defining generalisability/not generalisable. Up to 4 marks available per correct point made based on evidence. e.g., Generalisability is about whether the findings can extend beyond the sample to the target population (1 mark: definition). Group 1 were all males, so this makes it difficult to generalise to females (with AS/HFA). The AS group was volunteers so may be different to non- volunteer AS people. Group 2 was only made up of people from education classes/library users which is a specific part of the population. Group 3 were only from a prestigious university (Cambridge) so may not represent other undergraduates. The majority of Group 3 were science students so these may be different to humanities students. There are other creditworthy responses.

Mark scheme

9(a) From the study by Dement and Kleitman (sleep and 4 Dream list is definitive. dreams): Outline two dreams reported by participants that had vertical eye movements. For each dream: 2 marks for detailed answer 1 mark for brief answer One P reported a dream of standing at the bottom of a cliff operating a hoist/looking at climbers on the cliff (2 marks). One P reported a dream of standing at the bottom of a cliff (1 mark). One P reported climbing up a ladder and looking up/down as he climbed (2 marks); One P reported climbing up a ladder (1 mark). One P reported playing basketball and looking up at the hoop as they shot/looking down to pick it up (2 marks). One P reported playing basketball (1 mark). 9(b) Explain two differences between the study by Dement 8 Award L1-L4 for each difference and Kleitman and the study by Hölzel et al. (mindfulness and brain scans). One of the differences must be about For Level 4 there must be some attempt at explaining the the technique used to investigate the brain. difference. Use the marking grid below. If both differences do not focus on technique used to 4 marks for the difference (twice), e.g., brain measurement, investigate the brain, then mark both but only credit the best. research techniques used, type of data collected (quantitative/qualitative), generalisability, sample size. Annotate with a tick to show they have a difference based on the technique. e.g. difference 4 marks To get L2 for technique, one of the techniques must be Hölzel used an MRI scan to be able to see brain density mentioned in relation to what was being measured. changes after a mindfulness stress reduction course. Dement & Kleitman used a different technique called an Correct techniques must be mentioned to get L3 or L4. EEG that could only monitor brain wave activity/patterns. Therefore, Hölzel’s method looked at structure whereas Different aims = L1 Dement looked at (real-time) function (explanation). Quantitative/qualitative argument = L3 max 3 marks Do credit experimental designs as D&K utilised repeated Hölzel used an MRI scan to be able to see brain measures and Hölzel used independent groups. density/grey matter changes after a mindfulness stress reduction course. Dement & Kleitman used a different Extra rules for techniques: technique called an EEG that could only monitor brain wave activity/patterns (during REM etc.) For L3 there needs to be specific examples of what was measured from both studies 2 marks Hölzel used an MRI scan measure brain density whilst If one of the techniques is incorrect, then L1 max. Dement & Kleitman used an EEG. 1 mark Hölzel used an MRI scan and/or Dement & Kleitman used an EEG. 9(b) Mark/ Description Level 4 The difference is well explained using both studies as examples. 3 The difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The difference is brief with an attempt at using at least one study as an example OR The difference is well explained but there is no study evidence. 1 The difference is brief with no attempt at using the studies as examples. 0 No creditable response.

Mark scheme

10 Evaluate the study by Bandura et al. (aggression) in 10 Use level descriptors in table below terms of two strengths and two weaknesses. At least one of your evaluation points must be about validity. Strengths include: reliability (standardisation), quantitative data, validity; children showing less demand characteristics Weaknesses include: ecological validity, ethics, generalisability, quantitative data Example: in detail (named issue) One control was the participants being rated on aggression prior to the study, so Bandura could be more confident it was the IV (type of model) affecting the DV (behaviour shown by the children including physical aggression). Example: brief but in context There was a standardised procedure. For example, the aggressive model always followed the same procedure. This increases the reliability of the study. Example: no context There were controls in place so they could establish cause and effect/has internal validity.