AQA Psychology - WordPress.com Psychology in Context – Paper 2 MAR SCEME Mark Scheme - AQA Psychology in Context – Paper 2 Page 3 Limitations – possible content N Likening the

AQA Psychology in Context – Paper 2MARK SCHEME

Mark Scheme - AQA Psychology in Context – Paper 2 Page 1

PRACTICE EXAM PAPER

AQA Psychology Advanced Subsidiary Mark Scheme

Mark Scheme Paper 2Psychology in Context(Set B)


Page 2 Mark Scheme - AQA Psychology in Context – Paper 2

Section A – Approaches in Psychology

01 Which two of the following statements about Pavlov’s research into Classical Conditioning are correct? Shade two boxes only. [2 marks]

Marks for this question: AO1=2

A Before conditioning, the unconditioned stimulus is the food D Before conditioning, the neutral stimulus is the bell

02 Briefly outline what is meant by the term vicarious reinforcement in relation to the social learning theory approach. [2 marks]


2 marks for a clear and coherent outline explained in relation to social learning. For example: vicarious reinforcement is where the observer sees somebody else being reinforced for a behaviour, which is likely to lead to imitation.

1 mark for a muddled or vague outline, or one that is not explained in relation to social learning.

03 Discuss two limitations of the cognitive approach in psychology [6 marks]


Level Marks Description

3 5-6 Discussion of two limitations is clear and effective. The answer is coherent and well organised with effective use of specialist terminology

2 3-4 Discussion of two limitations is mostly effective although one or both lack explanation. The answer is mostly clear and organised, with appropriate use of specialist terminology.

OR

One limitation is discussed at the top of Level 3

1 1-2 At least one limitation is presented. Discussion lacks detail/explanation. Specialist terminology is either absent or inappropriately used.

OR

One limitation is discussed at Level 2

0 No relevant content



Limitations – possible contentN Likening the human mind to a computer as in the information processing approach has been criticised as it ignores

the role of human emotion and motivation on cognitionN Cognitive psychologists are only able to infer mental processes from behaviour they observe and measure so has

been criticised for being too abstract and theoreticalN Experimental studies of mental processes conducted by cognitive psychologists are often carried out using artificial

stimuli so may not represent everyday experience and lack ecological validity

Credit other relevant limitations.

04 A researcher investigated the genetic basis of intelligence. To do this he found pairs of identical (monozygotic) and non-identical (dizygotic) twins. The twins shared a similar environment. He gave them an intelligence test and calculated correlations between test scores for the different types of twins. The results were as follows:

Monozygotic (MZ) twins: 0.54

Dizygotic (DZ) twins: 0.24

04.1 What do the findings of this study suggest about the genetic basis of intelligence? [2 marks]

Marks for this question: A02=2

2 marks for a clear and coherent explanation of what the findings of the study suggests about the genetic basis of intelligence. For example: The findings suggest intelligence is at least partly due to genetic factors as the correlation for MZ twins who share 100% of their genes is higher than the correlation for DZ twins who only share 50% of their genes.

1 marks for a muddled or vague answer. For example, MZ twins have a higher correlation than DZ twins suggesting genes are responsible for intelligence.

04.2 Outline one problem studying the genetic basis of behaviour in twin studies like this one [2 marks]


2 marks for a clear and coherent outline of one problem with twin studies.

1 mark for a muddled or vague answer.

Possible problems:N The twins used in such studies have often been raised in similar environments and that may responsible for some of

the similarity in scores as opposed to their shared geneticsN Sometimes it may not be certain whether the twins are MZ or DZ and researchers may assign them to the wrong

category

Credit other relevant problems



05 Explain the process of synaptic transmission [4 marks]



2 3-4 Explanation of the process of synaptic transmission is clear. The answer is generally coherent with effective use of terminology. For maximum marks the answer must make reference to pre and post synaptic transmission

1 1-2 Explanation of the process of synaptic transmission is limited and/or inaccurate. The answer lacks coherence and use of terminology is either absent or inappropriate.


Possible content:N Each neuron is separated from the next by a gap called the synapseN Signals have to be transmitted chemically across this gapN When the electrical impulse reaches the presynaptic terminal at the end of the neuron it triggers the release of a

neurotransmitter from the synaptic vesiclesN The neurotransmitter diffuses across the synapse to the dendrites of the next neuron and are taken up by the

postsynaptic receptor siteN Here the chemical message is converted back into an electrical impulse and the process of transmission begins

again in this neuron.

Credit other relevant content.

06. Karen was driving to work in her car when she had a ‘near miss’. As she was about to pass a side road a car pulled out in front of her and she had to jam on the brakes really quickly to stop in time. She was so shocked that she had to pull over as her heart was racing, she was breathing faster than normal and her mouth was extremely dry. After a few minutes she feels well enough to continue her drive to work.

Explain what is meant by the ‘fight or flight’ response. You must refer to Karen’s experience in your answer [6 marks] Marks for this question: AO2=6

Level Mark Description

3 5-6 Knowledge and explanation for what is meant by the ‘fight or flight’ response is accurate, clear and generally well detailed. Application to the stem is appropriate with clear links between the explanation and the stem content. The answer is clear, coherent and focussed. Specialist terminology is used effectively.

2 3-4 Knowledge and explanation for what is meant by the ‘fight or flight’ response is evident. There are occasional inaccuracies. Application to the stem is appropriate although links between the explanation and the stem content are limited/absent. The answer is mostly clear and focussed. Specialist terminology is mostly used appropriately.



1 1-2 Knowledge and explanation for what is meant by the ‘fight or flight’ response is limited. Application to the stem material is very limited, poorly focussed or absent. The answer as a whole lacks clarity, has many inaccuracies. Specialist terminology is either absent or inappropriately used.


Possible content: Possible application:

In response to a stressor (something we perceive to be a threat) the hypothalamus alerts the sympathetic branch of the nervous system.

The car pulling out in front of Karen causing her to have a ‘near miss’ is an example of a stressor as she would have perceived it to be a ‘threat’

The sympathetic medullary system activates the adrenal medulla which then releases adrenaline and noradrenaline into the blood stream.

Adrenaline triggers physiological changes within the body (e.g increased heart rate, increased breathing rate, raised blood pressure) which create the physiological arousal necessary to either stand your ground and fight or run away very quickly.

The increase in adrenaline is responsible for Karen’s heart racing and her breathing faster than normal) It also inhibits saliva production which is why Karen has a dry mouth.

Once the threat has passed, the parasympathetic system returns the body to its resting state.

This explains why after a short time Karen feels well enough to continue her drive to work.

Credit other relevant information



Section B – Psychopathology

07 One way of defining abnormality is to see whether or not someone meets the criteria for mental health. Tom has high self-esteem and a strong sense of identity.

07.1 Identify two other criteria that you would expect Tom to display if he were psychologically healthy. [2 marks]


Possible content:N Able to self-actualiseN Independent of other peopleN Able to cope with stressN Able to adjust to new environmentsN An accurate perception of reality

Credit other relevant criteria for ideal mental health

07.2 Outline one limitation of defining abnormality in terms of ideal mental health. [2 marks]


2 marks for a clear and coherent outline of one limitation

1 mark for a muddled or vague outline.

Possible limitations:N Some of the criteria for ideal mental health identified by Jahoda are specific to Western individualistic cultures so

are ‘culture bound’ Collectivist cultures may view too much independence as a bad thing.N It could be argued that it sets unrealistically high standards for mental health as very few people would meet all of

the criteria.

Credit other relevant limitations.

08 Sandra has recently been made redundant from her job after 20 years. Although she has applied for many jobs she has not been successful and her family and friends are very worried as she is not sleeping properly at night or eating properly. She claims she is unable to watch TV or read because she is unable to concentrate. She no longer goes out to meet her friends as she says she is too tired and ‘can’t be bothered’. She is also very quick to snap at people when they ask how she is and she claims she hates herself now because she is so useless.

Outline one behavioural and one emotional characteristic of depression. You must refer to Sandra in your answer [4 marks]





2 3-4 One behavioural and one emotional characteristic of depression accurately identified. Application to the stem is appropriate. The answer is generally coherent with effective use of terminology.

1 1-2 One behavioural and/or one emotional characteristic of depression accurately identified. Application to the stem is inappropriate or absent. The answer lacks clarity and use of terminology is either absent ot inappropriate.

OR

only one behaviour or emotional characteristic identified and applied at Level 2


Possible content Possible application

Behavioural characteristic = disruption to sleep and eating behaviour

Sandra is unable to sleep or eat properly after losing her job

Behavioural characteristic = Reduced activity levels Sandra claims she is too tired and can’t be bothered to go out and meet her friends

Emotional characteristic = Anger Sandra is very quick to snap at her friends when they ask how she is suggesting she is feeling angry

Emotional characteristic = Lowered self esteem Sandra says she hates herself now as she feels so useless

Credit any other relevant material

09 A study was conducted to see which medication is more effective for treating OCD, SSRIs or SNRIs. All patients were assessed for the severity of their symptoms (scale of 1-10, with 10 being most severe) before and after taking a course of medication for 10 weeks. 10 of the patients were given SSRIs, 10 SNRIs and 10 were given a placebo drug.

The mean was calculated to show the average improvement for each group:

Table 1: Mean improvement scores following treatment for OCD

Drug Average improvement

SSRI 2.13

SNRI 1.43

placebo 0.45



09.1 Explain why 10 of the patients were given a placebo drug? [2 marks]


2 marks for an accurate and coherent explanation for why the patients were given a placebo that links to the stimulus material. For example: ’10 of the patients were given the placebo drug as a control to see whether the drug actually does reduce the severity of the patients’ OCD symptoms, or whether they just think their symptoms have improved because they know they have had a treatment’.

1 mark for a muddled or vague explanation for why the patients were given a placebo drug. For example: ‘To control for demand characteristics’.

09.2 Outline one strength of using the mean as a measure of central tendency in this study [2 marks]


2 marks for a clear and coherent outline of a strength of using the mean that links to the stimulus material. For example: ‘One strength of using the mean as a measure of central tendency in this study is that it is the most sensitive measure as it includes the OCD improvement scores of all 10 of the patients in its calculation’.

1 mark for a muddled or vague outline of a strength using the mean that does not clearly link to the stimulus material. For example, one strength of using the mean is that it is the most sensitive measure of central tendency’.

10 Outline and evaluate the behavioural approach to explaining phobias [12 marks]

Marks for this question: AO1=6 AO3=6


4 10-12 Knowledge of the behavioural approach to explaining phobias is accurate and generally well detailed. Evaluation is mostly effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and/or expansion sometimes lacking

3 7-9 Knowledge of the behavioural approach to explaining phobias is evident. Evaluation is apparent and mostly effective. There are occasional inaccuracies. The answer is mostly clear and organised. Specialist terminology is mostly used appropriately. Lacks focus in places.

2 4-6 Knowledge of the behavioural approach to explaining phobias is present. Focus is mainly on description. Any evaluation is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions.

1 1-3 Knowledge of the behavioural approach to explaining phobias is limited. Evaluation is very limited, poorly focussed or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used




Outline - possible content:N Behavioural approach suggests that phobias are learned behavioursN Mowrer proposed the two-process model which states phobias are learned (acquired) through classical conditioning

and maintained through operant conditioningN The way a phobia can be learned through classical conditioning was demonstrated by Watson and Rayner when they

conditioned Little Albert to become frightened of a white rat.N The UCS was the loud noise and the UCR was fear. The neutral stimulus was the white rat which was paired with the

noise (banging an iron bar). Eventually the white rat became the CS and the fear of the rat the CR. N This fear then generalised to similar objects.N Once someone has acquired a phobia they tend to avoid the source of the phobia as this reduces their anxiety. This

is an example of negative reinforcement (operant conditioning) and means the phobia is maintained.

Credit other relevant information.

Evaluation - possible content:N Two-process model has good explanatory power as it explains acquisition and maintenance. It can also be applied to

therapy by preventing patients avoiding the source of the phobiaN Two-process model suggests avoidance is motivated by anxiety reduction, but this may not be true for more complex

phobias like agoraphobia where the behaviour seems to be more motivated by feeling safe.N The behavioural approach cannot explain why some phobias are more easily acquired than others. Evolutionary

psychologists suggest that we more easily acquire phobias of things that would have been a source of danger in our evolutionary past. This is the idea of ‘biological preparedness’.

N Sometimes phobias appear without there being a major trauma so the behavioural explanation cannot be the only explanation.

N The approach ignores the cognitive aspects of phobias such as irrational beliefs and cognitive distortions.

Credit other relevant evaluation points



Section C – Research Methods

11 Read the item and answer the questions that follow.

Two researchers decided to conduct an observation study to investigate gender differences in road crossing behaviour. They positioned themselves at a busy road crossing in their nearest town centre and observed for 10 minutes in every hour between 9.00 and 3.00. Using a checklist, for every person who arrived at the crossing when the light was red, the researchers recorded the gender of the person and whether they waited for the green light or crossed on red.

The following data was obtained in the study.

Table 2: Number of male and female participants crossing on red or waiting for green light

Gender Crossed on red Waited for green light Total

Male 25 43 68

Female 15 62 77

Total 40 105 105

11.1 Identify the sampling method the researchers have used to measure the road crossing behaviour in this study and outline one disadvantage of this using this sampling method when conducting observations? [3 marks]

Marks for this question: AO1=1 and AO3=2

1 mark for the identification of the correct sampling method – time sampling

Plus

2 marks for a clear and coherent outline of a disadvantage using appropriate terminology

OR

1 mark for a brief/vague/muddled outline of a disadvantage.

Possible disadvantages:N The behaviours sampled during the time interval may be unrepresentative of the overall behaviour as only

behaviours shown during the time interval can be recorded.N Rare behaviours may not be observed at all as they may only occur outside of the time interval

Credit other relevant disadvantages.



11.2 Write a suitable non-directional hypothesis for this study [3 marks]


3 marks for an appropriate non-directional operationalised hypothesis: There is a difference in road crossing behaviour at red traffic lights between male and female pedestrians OR There is an association between gender (male or female) and road crossing behaviour at traffic lights (crossing on red or waiting for a green light).

2 marks for a statement with both conditions of the IV and a DV that lacks clarity or has only one variable operationalised.

1 mark for a muddled statement with both conditions of the IV and a DV where neither variable is operationalised

0 marks for expression of aim/directional hypothesis/correlational hypothesis/statements with only one condition

11.3 This was a covert observation. Describe what is meant by a covert observation [2 marks]


2 marks for a clear and coherent description of a covert observation. For example: A covert observation is an undisclosed observation where the participants are unaware they are being observed as the observer remains hidden.

1 mark for a brief/vague/muddled description.

11.4 Use the graph paper below to sketch a display of the data given in Table 2. You need to give the graph a title [4 marks]

70

60

50

40

30

20

10

0

Nu

mb

er o

f p

arti

cip

ants

Cross when light is red Wait for green light

Bar chart to show differences in road crossing behaviour at red lights between males and females

Males

Males

Females

Females




4 marks for the following points:N Suitable graph – bar chartN Clear explanatory title e.g. bar chart to show …N Axes correctly labelled N Bars plotted correctly using suitable scale

11.5 What does the display you have drawn in your answer in Question 11.4 suggest about gender differences in road crossing behaviour? Explain your answer. [2 marks]


2 marks for a clear and coherent explanation of what the graph shows that refers to both crossing when the light is red and waiting for a green light. For example, the graph shows that more males than females crossed when the light was red, while more females than males waited for the lights to change to green before crossing.

1 mark for a brief/vague/middle explanation or one that only focuses on crossing when the light is red or waiting for a green light.

11.6 Calculate what percentage of males crossed on red. Show your calculations [2 marks]


1 mark for the correct answer: 62.5%

Plus

1 mark for showing correct workings: 25 divided by 40 multiplied by 100

11.7 Identify one ethical issue in this investigation and explain how the researchers could have addressed it. [3 marks]

Marks for this question: AO1=1 AO3=2

1 mark for correctly identifying an ethical issue in this investigation e.g. lack of informed consent or lack of a right to withdraw (as it is a covert observation). Protection from harm may also be an issue if participants become aware they are being watched and feel threatened or afraid.

Plus

2 marks for a clear and coherent explanation of how the researchers could have addressed it. For example: The researchers could put up posters close to the crossing over the next few days explaining that research had been taking place and offering people the option to contact them by e-mail or telephone for more information. If they were unhappy they could have their data withdrawn.



11.8 Apart from addressing ethical issues, suggest one way the researchers could have improved this study. Justify your answer [2 marks]


1 mark for an appropriate and plausible suggestion

Plus

1 mark for an appropriate justification

Likely suggestions:N Use more than one road crossingN Use more than one townN Conduct checks for inter-observer reliabilityN Record the road crossing and code later

Credit other relevant suggestions.

11.9 Outline what is meant by the term ‘investigator effects’ and briefly explain how investigator effects may have occurred in this observation study [3 marks]

Marks available: AO1=1 AO2=2

1 mark for a clear outline. For example: This refers to the effects of the investigator’s behaviour on the research outcome (DV).

Plus

2 marks for a clear and coherent explanation of how investigator effects may have occurred

OR

1 mark for a muddle/vague explanation

Likely suggestions:N Observer bias may be an issue as if the observers believe that men are more likely to cross at red lights than females

then they might be more likely to interpret behaviour in that wayN The researchers may have chosen a set of traffic lights to observe at where the males were more likely to be in a

hurry than the females, maybe there are more workplaces with male employees nearby. This would suggest gender was responsible for the differences rather than being in a rush.

Credit other relevant suggestions.



11.10 When participants arrive to take part in the study, they need to be given briefing information so they are able to give informed consent. Write a briefing statement that Psychology students could read out to each of the participants in this study before they given consent to take part. [4 marks]


2 3-4 Briefing statement to allow participants to give informed consent is clear, coherent and reasonably detailed.

1 1-2 Briefing statement to allow participants to give informed consent lacks detail, clarity and coherence

- 0 No relevant content

Possible content:N An explanation of the aim of the study (does not have to be specific/detailed)N An explanation of what the participants will be required to doN Agreement that they consent to take part.N An opportunity to ask questions

Credit any other relevant information.



Assessment Objective Grid

Approaches in Psychology

AO1 AO2 AO3 Total

01 2 2

01 1 1

02 1 1

03.1 2 2

03.2 2 2

04.1. 1RM 1

04.2. 2RM/Maths 2

04.3. 3 3

05 6 6 12

Total 10 6 8 24

06 2 2

07 4 2

08.1 2RM 2

08.2 2RM 4

09.1 2 2

09.2 2 2

10.1 4 4

10.2 6 6

8 8 8 24

11.1 1RM 2RM 3

11.2 2RM 2

11.3 2RM 2

11.4 2RM 2

11.5 1RM/Maths 2RM/Maths 3

11.6 2RM/Maths 2

11.7 2RM 1

11.8 1RM/Maths 2

11.9 1RM 2RM 3

11.10 4RM 4

4 12 8 24

22 28 22 72

RM = 31 marksMaths = 10 marks



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AQA Psychology - WordPress.com Psychology in Context – Paper 2 MAR SCEME Mark Scheme - AQA Psychology in Context – Paper 2 Page 3 Limitations – possible content N Likening the