Psychology 9990/11 October/November 2025: question paper and mark scheme

Mark scheme

1(a) In the study by Hassett et al. (monkey toy preferences), 1 If more than one response given, take first one only. an example of a toy in the ‘wheeled’ category was a car. Accept trolley, bin wagon, lorry. Identify one other toy that was in the ‘wheeled’ category. 1 mark for a correct toy. Wagon/truck/construction vehicle/shopping cart/dump truck. 1(b) Outline what was meant by the behaviour ‘drag’ as used 2 List is definitive. in this study. Do not credit ‘drag the toy’. 1 mark per correct point. Accept ‘pulling’ as meaning ‘behind the monkey’. Moving the toy along the ground. With the toy behind the monkey. 1(c) Outline what is meant by the term ‘socialisation’. 2 Ignore reference to ‘social behaviour’ or ‘interacting with people’. 2 marks full/detailed definition. 1 mark partial/brief definition. 1 mark = changing/adapting or equivalent. e.g., 2 marks 1 mark = societal/cultural norms/expectations or equivalent. Socialisation is any mechanism that changes/adapts a (Do not accept environment as this mechanism). behaviour to societal/cultural expectations. The way someone is educated/reinforced/conditioned/learns socially acceptable/typical behaviours. e.g., 1 mark The way society has made certain behaviours typical/’the norm’. The process of conforming to roles. What society expects from a person. There are other creditworthy responses.

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2(a) From the study by Milgram (obedience): 2 Ignore responses that are simply results. One conclusion from the study was that when a Do not credit responses that are the same as the conclusion person’s responsibility is taken from them, they are in the question. willing to harm someone else. Outline one other conclusion from this study. 2 marks full/detailed conclusion. 1 mark partial/brief conclusion. Individuals appear to be much more obedient to an authority figure than we might expect (2 marks). People will follow/listen to an authority figure even if it means harming another person (2 marks). People find it stressful to follow destructive orders from a person in authority (2 marks). People will be obedient to an authority figure (1 mark). 26 participants pressed the 450v switch (0 marks: result). There are other creditworthy responses. 2(b) Explain one strength of this study. 2 Do not credit laboratory experiment arguments (e.g., IV/DV cause-effect), but in a laboratory so controlled can be 1 mark for identifying the strength via naming or description. credited for max 1 mark. 1 mark for outlining the strength with an example from Milgram. Validity by itself is not enough for the identification mark. e.g. The procedure was standardised so could be replicated/tested for reliability (1 mark: identification). For example, all participants received a 45v shock (1 mark: example). There are other creditworthy responses, including validity/credibility, debriefing of participants, collection of quantitative and/or qualitative data etc.

Mark scheme

3(a) From the study by Fagen et al. (elephant learning): 2 List is definitive. The ‘capture technique’ was used in the training of the elephants. Spontaneous = 1 mark Reward = 1 mark Outline what is meant by the ‘capture technique’ as used in this study. Accept ‘accidental’. 1 mark per correct point. 1 mark available for example from study. The trainer waits for an animal to perform a specified behaviour. This has to be spontaneous/natural. This behaviour is then marked/rewarded repeatedly. The behaviour of blow was captured from a natural exhale (from the elephant). 3(b) Outline one result about the mean success rate for the 2 Do not credit that 4 juveniles passed/adult failed. ‘trunk wash’ task over time. Do not credit the number of trials it took to pass the trunk 2 marks for the result with a meaningful comparison. wash. 1 mark for result with no meaningful comparison. If two numbers are approximately correct (e.g., 36% up to e.g., 2 marks 86%) = 2 marks. There was a general trend of the higher the number of sessions, the higher the mean percentage pass trunk washes. There was a dip in mean percentage success rates between sessions 25 and 30. e.g., 1 mark The elephants got better over time/had more success/increased over time.

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4 From the study by Perry et al. (personal space): 4 List is definitive. Describe the procedure of one trial for Experiment 1 Do not credit fixation point as this is in the question. from when the fixation point appeared until the end of the trial. Do not credit that the name of the protagonist was displayed on the screen as this happened before the fixation point 1 mark per correct point appeared. The participant was shown a still picture. This was of a circular room. There was a figure at the centre of the room. There was an approaching figure. This came from one of eight entrances. This was a ball/friend/authority/stranger (only 1 mark for example) There was a 3s animation of the figuring approaching the centre. Ps were asked to imagine themselves at the centre of circle. They had to press the spacebar when they wanted the figure to stop. Or the trial ended when the figure collided with the ‘participant’.

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5(a) From the study by Baron-Cohen et al. (eyes test): 2 List is definitive. The Group 1 sample consisted of 15 participants who were all male. Age tolerance is 29–30 years. Identify two other features of the Group 1 sample. Do credit ‘from the UK’. 1 mark per correct feature. Adults. Diagnosed with AS/HFA. Recruited via advertisements in magazine/volunteer sample. Similar socioeconomic class to Group 2. Similar education background to Group 2. Mean IQ 115/similar IQ for Group 4. Mean age = 29.7 years. 5(b) Explain one strength of the revised eyes test. 2 Do credit responses about improvements from the original version of the eyes test. 1 mark for identifying the strength of the RET. 1 mark for explaining the strength using an example from Do not credit strengths about the study itself, it must be the RET. about the RET. e.g., Quantitative data is collected so easy to compare/is comparable (1 mark: identification). This means that the ability on the eyes test can be compared between those diagnosed with AS/HFA and those in the control groups to detect Theory of Mind (1 mark: explanation). identification). This means that other researchers can use the eyes test on a different sample of AS/HFA participants to see if the same results/deficit happens (1 mark: explanation). There are other creditworthy responses.

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6(a) In the background to their study, Pozzulo et al. (line- 3 Do not credit findings from the study by Pozzulo. ups) outlined the role of social factors in identification errors made by children. There is no identification mark available. Outline the role of social factors in these errors. 1 mark per correct point. The experimenter/police officer might be seen as an authority figure. This makes the child feel intimidated/nervous/stressed. The child chooses to not get into trouble. The child might want to ‘please’ the experimenter/police officer so chooses anyway. It could be social pressure affecting identification in line-ups (rather than cognitive). The mere presentation of a line-up from an adult might make the child feel like a choice has to be made. Not selecting might indicate that the child is not willing to take part and therefore a wrong choice is made. The child might guess who the experimenter/police officer thinks is the culprit and choose them. There are other creditworthy points. 6(b) Two friends, Doris and Tony are discussing the ethics 4 If both Doris and Tony feature in the answer, mark them of the study by Pozzulo et al. (line-ups). independently and credit the highest score. Doris says the study is ethical, but Tony says it is not If the candidate mixes up Doris and Tony (e.g. says Tony ethical. but gives an ethical based answer) or does not choose a name, then max 2 and annotate with a ? Outline why you think either Doris or Tony is correct, using evidence from the study. Tick–e = ethical guideline 1 mark for identifying a relevant ethical guideline. Relevant guidelines are: Up to 4 marks for explanation(s) or consequence(s) of breaking/adhering to guidelines. Doris: consent; harm/stress; debrief; confidentiality. e.g., Doris Tony: harm/stress; consent (only award if in context of Consent for the child participants is assumed (1 mark: children); right to withdraw. identification) as the child’s parent/guardian completed the Demographic and Cartoon Watching Form/consented on Do not accept deception. behalf of their child (1 mark: explanation). The task of watching a line-up and having to identify a cartoon character is not stressful (1 mark: explanation). Also, the children were already familiar with Dora/Diego so seeing these faces amongst others would not be seen as psychologically stressful (1 mark: explanation). e.g., Tony The children might have felt some psychological stress in the target-absent line-up (1 mark: identification). This is because we know that social pressures can impact on children, and they may have chosen under cognitive stress (1 mark: explanation). It can also be argued that there was no right to withdraw (1 mark: guideline) as participants were questioned by an adult and they may have felt like they had to answer (1 mark: explanation). There are other creditworthy arguments.

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7 The debate about individual and situational 4 Ignore tautological definitions. explanations relates to the study by Piliavin et al. (subway Samaritans): Example marks can only be awarded for Piliavin’s study. Outline what is meant by this debate, including one Tick = definition example from the individual explanation and one Tick–e = example from Piliavin. example from the situational explanation, each from the study by Piliavin et al. Go with the logic of the candidate. 1 mark for outlining individual explanation plus 1 mark for example from Piliavin. 1 mark for outlining situational explanation plus 1 mark for example from Piliavin. e.g., individual The individual side refers to behaviours from factors within the person (dispositional) (1 mark). Some people left the critical area after the victim collapsed as they had a personality of not helping (1 mark). e.g., situational The situational side refers to behaviour from factors in the external environment (1 mark). Overall, the ill victim was helped more than the drunk victim. This could be because the drunk victim had caused the situation of collapsing themselves, which was not true for the ill victim (1 mark). There are other creditworthy examples.

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8(a) Your friend, Pavel, is complaining that he cannot relax. 4 No credit for justifying advice as this is not what the question He tells you that his job is stressful. He has come to you is about. for advice on how to relax. Do not credit ‘mindfulness’ by itself. Using your knowledge of the study by Hölzel et al. (mindfulness and brain scans): 1 mark max can be awarded for identification of a relevant Outline the advice you would give to Pavel. task, e.g., MBSR class, yoga, meditation, body scan etc. 1 mark per piece of advice clearly based on the study by Only credit any timeframe once, e.g., 8-weeks, 45 mins, Hölzel et al. long-term, daily etc. Pavel should engage in mindful yoga. e.g., he should attend an 8-week MBSR course = 2 marks With some stretching exercises/slow movement in total (1 for MBSR and 1 from the timeframe). conjunction with breathing. He can be taught to become ‘fully aware’ of his body Credit descriptions of what would happen in body scanning, sensations. yoga, meditation etc. He could begin to mentally note these feelings of stress, so he knows when he feels them. He could begin “observing” where he notices stressful stimuli. He can be encouraged to practice this for 45 minutes per day/practice at work or home. He should continue to engage in mindfulness for around 8 weeks. There are other creditworthy pieces of advice. 8(b) Explain one reason for one piece of advice you outlined 2 The response must be linked to something mentioned in in part (a). Q8(a). 2 marks for full/detailed reason either based on findings of the study or knowledge of mechanisms of technique (e.g., mindfulness, meditation). 1 mark for partial/brief reason. e.g., 2 marks One result from the study showed that engaging in mindfulness increased ‘observing’ behaviour so Pavel can identify and control stressors at work, therefore, reducing stress. Meditation allows Pavel to focus on one thing at a time allowing him to reconnect/make time for himself and not let work dominate. There was an increase in grey matter in the MBSR group in areas that could control stress/emotion. e.g., 1 mark In the study by Hölzel, the effects of mindfulness were seen in the long-term. There was an increase in grey matter in the MBSR group. Meditation helps to clear stressful thoughts. Mindfulness allows you to relax/promotes relaxation.

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9(a) From the study by Dement and Kleitman (sleep and 4 List is definitive. dreams): Do not credit ‘on the eyes’, in the brain’ or ‘attached to head’ Describe how the EEG (electroencephalogram) was (too generic). used in this study. Used to detect brain waves/electrical (brain) 1 mark per correct point. activity/frequency and amplitude = 1 mark max. Electrodes were placed next to the eyes. Electrodes were placed on the scalp. All electrode lead wires were further attached to top of the head. They were made into a single cord. To prevent entanglement/give P free movement. The EEG ran continuously (all night). The speed of paper (3 or 6 mm per sec) allowed easy recognition of eye-movements. The eye movements picked up by the EEG allowed the researcher to wake up the P at specific times (in REM or NREM)/used to identify stage of sleep the participant was in. It could measure the direction of eye movement (during dreaming). 9(b) Explain two similarities between the study by Dement 8 The other studies from the biological approach are Hölzel and Kleitman (sleep and dreams) and one other study and Hassett. from the biological approach. Do accept Perry if about biological mechanisms. Do not refer to brain measurement techniques. Award L1–L4 for each similarity. Use the marking grid below. 4 marks for the similarity (twice), e.g., research techniques For Level 4 there must be some attempt at explaining the used, type of data collected (quantitative/qualitative), similarity. sampling technique, ethics. Ignore responses about brain measurement techniques like e.g., similarity EEG/MRI etc. 4 marks Both studies collected quantitative data which allowed for Both investigated biology = L1 max. direct comparisons between groups/conditions (explanation). In the Dement study, the number of times For Dement vs. Hölzel: dreams were recalled in REM and NREM were recorded Both studied brain = L0 and compared for differences. Also, in the study by Hassett, Both used humans = L1 the duration of play with wheeled and plush toys was Repeated measures = L3 max. recorded so sex differences between monkeys could be seen. 3 marks Both studies collected quantitative data. In the Dement study, the number of times dreams were recalled in REM and NREM were recorded and compared for differences. Also, in the study by Hassett, the duration of play with wheeled and plush toys was recorded. 2 marks Both studies collected quantitative data. In the Dement study, the number of times dreams were recalled in REM and NREM were recorded. 1 mark Both Dement and Hassett collected quantitative data. 9(b) Mark/ Description Level 4 The similarity/difference is well explained using both studies as examples. 3 The similarity/difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The similarity/difference is brief with an attempt at using at least one study as an example OR The similarity/difference is well explained but there is no study evidence. 1 The similarity/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 terms of two strengths and two weaknesses. At least one of your evaluation points must be about ethics. Strengths include reliability (standardisation), quantitative data, validity. Weaknesses include ecological validity, ethics, generalisability, quantitative data. Example: in detail The study collected quantitative data which makes it easier to make meaningful comparisons between groups/conditions. They measured things like number of times a physical/verbal aggression was imitated. This meant there could be a direct comparison between aggressive/nonaggressive models or male/female models. Example: brief but in context (named issue) The children may have been psychologically harmed/stressed by watching an adult beat up a Bobo doll in front of them. Example: no context There was a standardised procedure meaning it could be replicated/tested for reliability.