Mark Scheme Jan 10

7/30/2019 Mark Scheme Jan 10

1/24

Mark Scheme (Results)January 2010

GCE

GCE Psychology (6PS01) Paper 1

Edexcel Limited. Registered in England and Wales No. 4496 507 Registered Office: One90 High Holborn, London WC1V 7BH


2/24


3/24

Edexcel is one of t he leading exami ning and awardi ng bodies in t he UK and thr oughout t he worl d. Weprovide a wide range of quali f ications including academic, vocational, occupational and specif icprogramm es for em ployers.

Through a net wor k of UK and overseas off ices, Edexcel s cent res receive t he support t hey need t ohelp t hem del iver t heir educat ion and t ra in ing programmes to learners.

For fur t her i nf orm at ion, ple ase call our GCE li ne on 0844 576 0025, our GCSE t eam on 0844 576 0027,

or v isi t our websi t e at w ww .edexcel .com.

I f you have any subject specif ic questions about the content of this Mark

Scheme t hat require t he help of a subj ect specia l ist , you may f ind our Ask TheExpert emai l serv ice helpf u l .

Ask The Expert can be accessed onl i ne at t he f ol low ing l ink:

h t t p : / / www .edexce l . com/ Abou tus/ con tac t -us/

January 2009

Publicat ions Code UA022989

Al l t he mater i a l in t h is publ icat ion is copyr ight Ede xce l Lt d 2010


4/24

General Guidance on Marking

Al l candidates must receive the same t reatm ent.

Examiners should look f or quali t ies t o rew ard rat her t han fault s t o penalise. This does NOT mean givingcredi t for incorrect or inadequat e answers, but i t does mean al lowing candidates to be rew arded foranswer s showi ng correct applicat ion of principl es and knowledge.

Examiners should t heref ore read careful ly and consider every r esponse: even if i t is not w hat i s expectedi t may be wor thy of c red i t .

Candidates must make t heir m eaning clear t o the exami ner t o gain the m ark. Make sure t hat t he answermakes sense. Do not give credit for correct wor ds/ phrases whi ch are put t oget her in a meaninglessmanner. Answers must be in t he correct context .

Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.

When exami ners are in doubt regarding the applicat ion of t he mark scheme t o a candidat e s response,

t he Team Leader must be consult ed.

Using the mark scheme

The m ark scheme gives:

an idea of t he t ypes of response expect ed

how individual marks are to be awarded

t he tot a l mark for each quest ion

examples of responses t hat should NOT receive credit .

1 / means t hat t he responses are alt ernat ives and eit her answer should receive ful l credit .2 ( ) means t hat a phrase/ word is not essent ia l for t he award of t he mark, but helps t he

examiner t o get t he sense of t he expected answer .3 [ ] wor ds inside square bracket s are inst ruct ions or guidance for examiners.4 Phrases/ w ords in bold ind icate t hat t he meaning of t he phrase or t he act ual word is essential

t o t he answer.5 ecf / TE/ cq (error carr ied forw ard) means t hat a wrong answer g iven in an ear l ier part of a

quest ion is used correct ly in answer t o a later part of t he same quest ion.

Qualit y of Wri t ten Communicat ion

Quest ions whi ch involve the w rit ing of conti nuous prose wi l l expect candidates t o:

show cl ari t y of expression construct and present coherent arguments

demonstrate an effective use of grammar, punctuation and spell ing.

Full marks wil l be awarded if the candidate has demonstrated the above abil i t ies.

Quest ions where QWC is l ike ly to be part icu lar ly import ant are i ndicat ed QWC in t he mark schemeBUT this does not preclude ot hers.


5/24

Unit 1: Social and Cognit ive Psychology

Section A

QuestionNumber

Question

1 The type of sampl e which ensures every mem ber of t he targetpopulat ion has an equal chance of being picked is known asAnswer Mark

A. Strat i f ied

B. Random

C. Volunt eer

D. Opportuni t y

(1 AO3)

QuestionNumber

Question

2 Which experim ent al design uses t wo groups of p art icipant s chosen t o besimilar?Answer Mark

A. Independent Measures

B. Repeated measures

C. Matched pairs

D. Correlation

(1 AO3)

QuestionNumber

Question

3 How w ell a st udy represent s a natural situat ion is known asAnswer Mark

A. Demand character ist ics

B. Exper iment er ef fect s

C. Ecological validity

D. Rel iabi l i ty

(1 AO3)


6/24

QuestionNumber

Question

4 Hassan does not want his participants to guess the purpose of his

invest igation. What f eatur e is Hassan tr ying to avoid?Answer Mark

A. Demand character isti cs

B. Order ef fect s

C. Counter balancing

D. Randomisation

(1 AO3)

Question

Number

Question

5 Sit uati onal variables are present in most experim ent s. Which of t hefol lowing statements is about a situational variable?Answer MarkA Zeeshan is affected by noise in the classroom.

B Sahir is feel ing t ir ed and cannot concent rat e.

C Alison is angry as she has had no coff ee t his mor ning.

D Tom feel s he is t oo old for t he st udy.

(1 AO3)

QuestionNumber

Question

6 Zubair i s behaving badl y in h is Psychology cl ass because he i s distr act edby t he t wo boys he sit s wi t h. His psychology t eacher want s t o t estwhet her moving Zubair onto another t able would have an ef fect .Ident i f y t he independent var iable ( IV) in t he teacher s exper iment .

Answer MarkA Behaving badl y in his Psychol ogy class

B Behaving w ell in his Psychology class

C The psychology t eacher s inf luence

D Whether he is on another table or not

(1 AO3)


7/24

QuestionNumber

Question

7 Which one of t he fo l lowing st atement s would be an example of adirectional (one-tai led) hypothesis?Answer Mark

A. Smoking aff ect s t he chances of get t ing lung cancer

B. Individuals are more likely to conform when in groups of fivethan in pairs

C. There is a difference in map reading ski l ls between parents andtheir chi ldren

D. Students concentration levels are different on a Monday and on aFriday

(1 AO1)

QuestionNumber

Question

8 According to Levels of Processing the shallowest type of processing is Answer Mark

A Semantic

B Structural

C Phonemic

D Procedural

(1 AO1)

QuestionNumber

Question

9 Cognit ive psychology is concerned w it h inf orm ati on processing.Select t he opt ion that would complet e the d iagram.

> PROCESSING > . .

Answer MarkA Hardware, Soft ware

B Soft ware, Hardware

C Input, Output

D Output , Input

(1 AO1)


8/24

QuestionNumber

Question

10 For que st ion 10 choose t wo answer s f rom A, B, C, D and E.Ident i f y the tw o correct s tatem ents belowAnswer MarkA. Social Psychology is concerned with the effects of groups onbehaviour

B. Social Psychology is concerned with the effects of the nervoussystem on behaviour

C. Social Psychology is concerned with the effects of the role ofcognit ion on behaviour

D. Social Psychology is concerned w it h t he eff ect s of rew ards andpunishments on behaviour

E. Social Psychology is concerned with the effects of cultural normson behaviour

(2 AO1)


9/24

Sect ion B.

QuestionNumbers

General Instructions

11 - 14 Marking points are indicat ive, not comprehensive and other point s should be

credit ed. In each case consider or words to that eff ect . Each bullet point is amarking point unless otherwise stated, and each point made by the candidatemust be clearly and effectively communicated.

QuestionNumber

Question

11 (a) Identify one study from the Cognit ive ApproachAnswer Mark

One mark for identif iable study from the Cognit ive Approach. A studyidentif ication should be recognisable and dist inguishable from other

studies for credit i .e. Loftus leading questions study could be anynumber of studies. Name or descript ion of study can gain credit whichmust be specif ic. St udy must be i n Cognit ive Approach.

Suit able examples include:There may be other s.

Craik and Tulvi ng (1975)Godden and Baddeley / deep sea diversPet erson and Pet erson (1959)Ramponi et al (2004)/ age and levels of p rocessing/ eq;Loft us and Palmer (1974) / smashed bumped/ eq;Loft us and Zanni (1975) / Did you see the br oken headlight / eq;Tulving and Pearlst one (1966) / category headings at r ecall / eq;Bart l et t (1932) / War of t he ghost sAggleton and Wasket t / smel ly m useum

(1 AO1)

QuestionNumber

Question

11 (b) Describe t he f indings (result s and/ or conclusions) of t he st udy youident i f ied in (a) .

Answer MarkCredit should be given for r esult s and/ or conclusions drawn f rom t hestudy only. No marks should be given for procedure or aims. 1 mark perpoint / e laborat ion of f indings.TE: I f (a) is b lank/ insuf f ic ient for ident i f icat i on but f indings in (b) areclearly identif iable as an appropriate study from the Cognit ive Approachful l m arks can be given e. g. Loft us and Zanni.I f the f indings described do not relate to a study stated in (a) but areclearly identif iable as a study from the Cognit ive Approach then max 2marks.I f (a) is incorrect e.g. f rom a d i f ferent approach and the f indings refert o (a) then 0 marks.

(4 AO1)


10/24

E. g. Godden and Baddel ey (1975)

Recall w as about 50% higher t han when it t ook place in t he sameenvironment as learning.

Mean number of w ords recalled in t he dry land learning andrecall condit ion was 13.5 and 11.4 for underw ater learning andrecal l / eq ; [ f igures can be more or less simi lar andappropriately paired])

This contrast ed wi t h 8.4 mean recal l i n t he underwater l earningand dry land recall and 8.6 for dry land learning and underwat errecal l / eq ;

The st udy t hus demonst rat es how t he environment can act as acont extual cue that helps recal l and prevent f orget t ing/ eq;

E.g. Craik and Tulving

80% semant ic 50% phonem ic and 18% of st ruct ural ly processedwords were recal led/ recognised. [ percentages can be more orless similar and appropriately paired])

The researchers had found t hat t he deeper t he processing t hemore durab le the memory / eq ;

This demonstrat es elaborat ive rehearsal is more ef fect ive t hanpure maintenance rehearsal in im proving memory recal l / eq;

Semant ic pr ocessing involves t he most cognit ive w ork so thinki ngabout t he meaning of t he words leads t o t hem beingremembered best / eq ;

E.g. Ramponi et al The usual LOP and age eff ect s occurred f or bot h w eak and st rong

associat es when t he t est of m emory w as intent ional / eq;

LOP and age effects occurred only for weak associates but notfor str ong associates when t he t est of m emory w asincidenta l / eq ;

Suggest s t hat older adult s perf orm ance in intent ional t est s isimp aired because t hey are less able t o bind t he encodedrepresentat ions t o t he episodic cont ext at st udy/ eq; (2 marks)

E. g. Peter son and Peter son

The average percentage of correct ly recall ed t r igrams was highwi t h short delays but decreased as t he delay int ervalincreased/ eq;

Nearly 70% was forgott en aft er only a 9 second int erval and 90%aft er 18 seconds/ eq;

In the absence of rehearsal then STMs duration is very shorteven wi t h very smal l amounts of in form at ion/ eq;

I f a more dif f i cult dist ract er t ask is used it can be made evenshor te r / eq ;

Look for other reasonable ways of expressing this answer


11/24

QuestionNumber

Question

11 (c) Outl ine one st rengt h of t he st udy you ident i f ied (a) .Answer MarkMust b e a st rength not a w eakness. If more t han one st rength givenmark a l l and credi t t he best .

2 marks for a compl et e answer , 1 mark f or a part i al answer .

1 mark per point / e laborat ion.

St udy must be r efer red t o at l east once to access bot h marks.

T.E. - I f study in (a) is incorrect / non cognit ive st udy then no marks forst rength in (c). I f (a) is blank but answer in (c) f ocuses on an identif iableCognit ive st udy t hen ful l marks available. I f a st rength of a cognit ivest udy but a d i f f erent one f rom t he one given in (a) , or i f a gener ic st rengt h, t hen max 1 i f t he answer is appropr iat e.

E. g. Godden and Baddel ey (1975)Strength

The study can help students with their revision by gett ing themt o use cues t o help learning/ eq; (1st mark) Students can makeuse of contextual cues by learning and recall ing in the sameenvironment (2nd mark)

The experiment was conducted in a real ist ic open waterenvironment for d ivers (1st mark) so has higher ecologicalval id i t y and resul t s re late t o real l i fe s i tuat ions/ eq; (2nd mark)

E.g. Craik and TulvingStrength

The study does have a practical application to real l i fe; givingmeaning t o mater ia l is one way of im proving your memory/ eq; (1st mark) Students can be taught to make notes which havemeaning rather than just reading informat ion that makes nosense to help t hem revise/ eq; (2nd mark)

As a laboratory experiment the study has t ight control ofext raneous variables/ eq; (1st mark) which also makes it morel ike ly that t he IV inf luenced the DV/ eq; (2nd mark)

E. g. Ramponi Strength

There were very strong controls such as random allocation toei ther in t ent ional or inc idental associat ion/ order of wordpairs/ eq; (1st mark) meaning each part icipant had an equalchance of being selected/ eq; (2nd mark)

(2 AO2)


12/24

The study is laboratory based with thorough detai ls aboutprocedure and st r ic t cont ro ls so i t would be repl icable/ eq; (1stmark) and easy to test for re l iabi l i t y / eq; (2nd mark)

E. g. Peter son and Peter sonStrength

The researchers had contr ol over t he variables which m akes t hestudy easier to repl icate (1st mark) and so i t can be tested forre l iab i l i t y / eq ; (2nd mark)

The study does have support ing evidence from other studieswhi ch have also shown r ehearsal t o be necessary for recall / eq;(1st mark) giv ing i t re l iabi l i t y / eq ; (2nd mark)

Look for other reasonable ways of expressing this answer

QuestionNumber

Question

12 (a) As part of t he course requir ement s for cognit ive psychology you wil lhave conducted an experiment.

Out l ine the a im/ purpose of your exper im ent.Answer Mark0 marks Eit her no ment ion of an a im/ purpose or not a cogni t i vepsychology experiment unclear about what was done. No credit for ast atement of predict ion/ hypot hesis.

1 mark A simple a im/ account of purpose so t hat t he examiner can j ustabout identify what was investigated. One variable is discernable (e.g.visual cues) and/ or t he general area of t he st udy is indicat ed (e.g.context dependency).2 marks A clear a im / account of purpose so t hat t he examiner canidentify and understand what was done. Both variables can be inferredand/ or t he area is c lear.

(2 AO3)

QuestionNumber

Question

(b) You wi l l have chosen a design for your experi ment . Out l ine one strength

and one weakness of using t hat experim ent al design. You must ident if ythe design you used in your answer.Answer MarkMark part (b) i ndependent ly of part (a) .Must be a st rength / weakness of design named.

NO CREDIT for eval uat ion of t ypes of samp le/ research met hods orgeneral problems wi t h their practical

One mark per marking point /elaboration 2+2 (not levels marking)I f more t han one st rengt h/ weakness mark a l l and credi t t he best .

TE if the design is blank for the named design is not the one evaluated

(4 AO3)


13/24

max 1 for t he st rength and max 1 for t he weakness

Possible designs include i ndependent / repeat ed m easures, mat chedpairs and correlat ion

Indicat ive contente.g. Independent Groups

Strengthno order e f f ec ts/ eq ;because di f f erent part ic ipants are used in each condi t ion/ eq;

WeaknessUncontro l led part i c ipant var iables/ eq;Means t hat indiv idual d i f ferences may af f ect t he resul t s/ eq;Differences in the confidence levels of part icipants between the groups

may inf luence the resul t s/ eq;

e.g. Repeated Measures

StrengthNo uncontrol lable ps variables/ eq;

so less chance of i ndividual dif fer ences aff ecti ng result s/ eq;

WeaknessSuff ers fr om or der ef fect s as same ps are in each group/ eq;

so more chance of pract ice or fat igue ef f ects which could lead t o bet t er/ poo rer per f or mance / eq;

e.g. Matched pairs

StrengthReduces part icipant variables (as far as t hey can be matched) / eq;so less chance of i ndividual dif fer ences aff ecti ng result s/ eq;

WeaknessI t requires a large number of pot ent ia l part ic ipant s t o st ar t wi t h in ordert o get enough pairs/ eq;This makes it expensive and t im e consumi ng so rarel y used/ eq;

e.g. Correlation

StrengthAllows an invest igator t o measure relat ionships bet ween nat ural lyoccurring variables/ eq;Without t he need for any manipulat ion or contro l / eq;


14/24

WeaknessCannot draw conclusions about cause and eff ect , some other fact or m aybe responsible f or the f indings/ eq;E. G. w e cannot say t hat d ays of f col lege CAUSED poor exam result s/ eq;

QuestionNumber

Question

13 There are t hree types of exper iment s (nat ural , f ie ld and laboratory) .

Compare f ield experiments and laboratory experiments.

Comparisons involve looking at sim ilari t ies and dif fer ences. You m ayw ish to i nclud e st rengt hs and w eaknesses such as:

val id i ty re l iab i l i t y ethics.

Answer MarkMarking points are indicative, not comprehensive and other pointsshould be credited. In each consider Or Words To That Effect (OWTTE).1 mark per point / e laborat ion.

Credit use of appropriate examples which i l lustrate comparison e.g.

Milgram and Hofl ingCredi t can be given for s imi lar i t ies and / or d i f ferences do not needboth

Laboratory and FieldLab carr ied out in an ar t i f ic ia l set t ing f ie ld is in a real is t icenvi ronment / eq ;Lab has low ecological val idit y f iel d has high/ eq;Both involve manipulat ion of IV by the exper imenter / eq;Both a im t o measure cause and ef fect / eq;Lab has greater cont rol t han f ield over ext raneous variables/ eq;Lab are easier to repl icate and test for rel iabi l i ty of results as

condit ions are control led (1st mark) , f ie ld less able to repl icat e due tolack of cont rol over extr aneous variables/ eq (2nd mark)Demand characterist ics are more l ikely to occur in lab due to theart i f ic ia l environment (1st mark) less l ikely in f ield due to more naturalenvironment where part ic ipant s are less l ike ly t o know t hey are part ofa study / eq (2 marks) ;For example in Milgrams lab exp pps were more l ikely to be inf luencedby cues around t hem t han the nurses in Hof l ings f ie ld exper im ent/ eq;

Look f or other reasonable comparisons and marking point s.

(5 AO3)


15/24


16/24

QuestionNumber Question 14. There are concerns about possible violence at t his year s foot ball w orld

cup. Dr Nelson, a psychologist , has been brought i n t o t ry and help t hepolice understand what causes prej udice; she also want s t o look at bl ind

obedience amongst some fans.

Using ideas from social psychology, explain what advice Dr Nelson couldgive t o help t he pol ice.Answer Mark1 mark for each correct s tatem ent or e laborat ion.

Read the whole answer before marking (to look for link to advice)I f a summary of pre j udice and/ or obedience is presented w i t h noatt empt t o re late t o the context of t he quest ion (advice/ Dr Nelsonsadvice was/ she w ould say/ t he poli ce could) t hen m ax 2 mar ks.

Marks are not gained by describi ng t he research, as only the findingsof research are relevant. Marks can also be gained by assessing theideas/ concepts t hat have been present ed.Examples used t o i l l ust rat e can be credit ed, but t hese examples must beexpla ined and not j ust st ated.

Possible marking points:Dr Nelson may suggest that fans may categorise themselves asbelonging to an in group/ eq;Dr Nelson suggest s a charit y foot ball m atch bet ween t he many t eams t ohelp breakdown in-group barr iers/ eq;

Dr Nelson would advise the police to target the r ingleaders whoseauthor i ty may have a negat ive inf luence on ot her fans/ eq;Fans may be obeying orders from ring leaders whom t hey view asauthor i ty f igures/ eq;By removing t roublemaker r ingleaders there wi l l not be an author i tyf i gure encouraging prejudi ce among the fans/ eq;Introduction of role models who the fans can relate to and who show alack of pre j udice wi l l help to inf luence fans in a posi t ive way / eq;In doing so may see other football fans as the out group and maybecome prejudiced towards t hem/ eq;Wearing dist inctive kits can help fans identify with their in group andgo against t he out group/ eq;To raise self -est eem t hey focus on negati ve quali t ies of ot her t eams/ eq;E.g. t hey may focus on the fact t he other t eam cheat s more/ eq;This feel ing of superiori t y al lows t hem t o dehumanise opposit ion fans/ eq;Prej udice might emerge due to t he compet i t ion over resources, i n t h iscase point s/ eq;Footbal l st r ips may act as unif orms which deindivi duate f ans meaningfans act in (aggressive) ways t hey would not normall y act in/ eq;Fans m ay use opposing team suppor t ers as scapegoats to ve nt ot herfrust rat ions/ eq;The emergence of such prej udice w as shown by Sherif who p roducedprej udice between t wo groups of boys when t hey compet ed for

pr izes/ eq;However, Sherif s st udy only used boys so may not explain t he prej udiceof female footbal l supporters/ eq;Look for other reasonable marking points.

(5 AO2)


17/24


18/24

QuestionNumber Question 15 (a)

Describe one theory of forgett ing you have studied other t han cu edependency theoryAnswer Mark1 mark for each correct s tatement or e laborat ion. No credi t fort heor ies / models of mem ory.

No ident i f icat ion mark

Possible theories:

RepressionTrace DecayDisplacementInt er ference theory

Repression

We push unpleasant m emori es t o the back of our m inds/ eq;This is done in order t o prot ect our selves fr om having to rel ive

t hese negat ive emot ions/ eq;For example w e may not w ant t o th ink about a car accidents we w ereinvolved in so force ourselves t o t r y and forget about i t / eq;Freud suggest ed repr essed m emori es rem ain act ive in t he mi nd alt houghwe are not consciously aware of t hem/ eq;

Trace Decay

Learning causes a physical change in the neur al net wor k of t he mem orysyst em/ eq;A memory is creat ed known as an act ivated neural path or engram / eq;This neural path gives the memory a structural quali ty which must be

re in forced to st rengthen i t / eq ;Without t h is rehearsal i t wi l l w eaken or decay causing forget t ing / eq;Forget t ing is thus caused t hrough di suse and t he nat ural passage oft i me / e q;Once decayed a mem ory is lost f orever/ eq;

Displacement

Capacity of STM is approx 7+/ -2 and forgett ing can be explained in t erm sof th is/ eq ;Despit e t he fact t hese it ems can be chunked to incr ease t heir capacityt here are only a f ixed number of slot s for such informat ion/ eq;

Occurs when our STM reaches it s capacit y / is ful l so old inf ormat ionis displaced or pushed out by new incomi ng inf ormat ion/ eq;Mater ial m ay not be lost i f i t was suff icient ly rehearsed to pass int oLTM/ eq;

Interference

Forgett ing occurs in LTM due t o int erf erence or confusion betw een old

and new memories/ eq;Retr oact ive int er ference is when t he learning of new inform at ioninter f eres wi t h the learning of o lder inform at ion/ eq;Proact ive inter f erence is when t he learning of o ld i nformat ionin ter fe res wi t h t he learn ing o f new in fo rmat i on/ eq;In STM int erf erence is im port ant as i t prevent s rehearsal w hich is neededfor i n format ion to go f rom STM t o LTM/ eq;E.g. t rying t o recall a phone number at t he same t ime as being asked a

(4 AO1)


19/24


20/24

QuestionNumber Question 15(b) Evaluate one t heory of forget t ing.

You may wi sh t o include:

compar ison wi t h other t heor ies looking at t he met hods used to study t hem assessing evi den ce.

Answer Mark1 marks per point / e laborat ion. Real l i f e examples should be credi ted i ft hey help i l lust rate a point .

Any problems wi t h t he research t hat support t he theory can be credi t edas long as i t shows how t he t heory lacks empi r ical support, Max 1 mark.

1 mark for each correct s tatem ent or e laborat ion. Must be a theory offor gett ing but does not have to be t he same as described i n 15 (a)

Possible theories:

Cue Depende ntTrace Decay

DisplacementInt er ference theoryRepression

Cue Dependent

Recollect ions of chi l dhood become faint er as people grow older .However, i f t hey ret urn to t he area they l ived in as chi ldren, t hest reets etc. of t en serve t o br ing the past a l ive, support ing thetheory / eq;

Baddeley argues the effects of context dependent forgett ing onlyoccur i f t he cont exts in which informat ion is learned and

retr ieved are vast ly d i f f erent (1st mark) For example inform at ionlearned in a classroom and t hen ret r ieved in an ice r ink wi l l bepoorer t han i f t he same informat ion had t o be recal led in al ib rary / eq ; (2nd mark)

Has also been applied to real world successfully such as helpingt he police reconst ruct ions based on cue dependency/ eq;

The theory does have evidence t o support i t . E.g. a st udy byGodden and Baddeley demonstrated that forgett ing is inf luencedby lack of ret r ieval cues present , as divers recalled m ore in t hesame environment as learning/ eq;

However a number of supporting studies such as Tulving andPearlst one, are laborat ory based and involve art i f ic ial t asks solack ecological val id i t y / eq;

Trace Decay

Peterson and Peterson showed preventing rehearsal causedin format ion to decay/ eq;

I t could be that in format ion has been inter fered wi th thanj ust simply dec ayed/ eq ;

Waugh and Norman w ho set out t o support t race decay act uallyconcluded inter f erence is t he most l ike ly cause of f orget t ing/ eq;

The information may actually just not be accessible due to lackof cues/ eq;

(5 AO2)


21/24

QuestionNumber Question 16 Describe Hof l ing et al s (1966) st udy of obedi ence in a hospit al set t ing.

Answer MarkMarking points are indicative, not comprehensive and other pointscredit ed. In each consider Or Words To That Eff ect (OWTTE).1 marks per point / e laborat ion.

(2 marks max for each of the following)Aim;Procedure;Results;Conclusion;

A: To discover whether nurses would comply with an instruction which

would involve them having to infr inge both hospital regulations &medical eth ics/ eq; P: Identical boxes of capsules wer e placed in 22 war ds of bot h public &privat e psychiatr ic hospit als in t he USA/ eq;P: The capsules were, in f act placebos (consist ing of glucose). But t hecont ainers were l abel led 5mg capsules of Ast roten / eq;P: The label also indicat ed t hat t he normal dose is 5mg wit h a maximumdaily dose of 10mg/ eq;P: While the nurse was on duty, a doctor ( a confederat e Dr Smit hfrom t he psychiat r ic departm ent ) inst ructed t he nurse by te lephone, t ogive 20mg of Ast rot en t o his pati ent , a Mr Jones, as he was in adesperate hurry & t he pat ient needed t he capsules/ eq;P: He said t hat he w ould come in t o observe Mr Jones in 10 minut es t im e& t hat he would sign t he author isat ion when he got t here/ eq;P: A real doct or w as post ed nearby, unseen by t he nurse, & observedwhat t he nurse d id fo l lowing the te lephone cal l / eq;R: There w as a dramat ic d i f ference betw een what t he nursesint erview ed said t hey would do and t he behaviour of t he nurses actuall yput in the si tua t ion / eq ;R: 21 out of 22 nurses obeyed wi t hout hesi t at ion/ eq;R: When quest ioned lat er 11 said t hat t hey had not not iced t he dosagediscrepancy/ eq;C: Although the nurses believed that they would not obey a doctor

unquest ioningly i f t hey were ordered t o do something t hat br eachedregulat ions and endangered pat ient s, i t appeared t hat in fact t hey d id

j ust t ha t / eq;

Look for other reasonable marking points.

(5 AO1)


22/24

QuestionNumber Question 17 Describe and evaluate Milgram s agency t heory.

Answer Mark

QWCi,ii,i i i Indicative Content

Refer t o levels at t he end of t he indicat ive content.

A01: Knowl edge and underst anding of agency t heoryA02: Applicat ion/ evaluation of knowl edge and underst anding of agencyt heory. Evaluati on should include:Appropriate answers might include the fol lowing knowledge points, butt his l ist i s not exhaust ive.

DescriptionOnly the f indings of research are relevant, no credit for descript ion of

any Milgram or equivalent st udy.

We can be in an agent ic/ autonomous st ate w hich may causemoral s tra in

In social sit uati ons we b ecome t he agent of someone else s wi l land fo l low orders

In such circumstances we w il l do thi ngs t hat w e would notnormall y choose t o do

This can create moral str ain in t he individual obeying the order In the autonomous state we are free thinking and able to make

our ow n decision

The theory bel ieves we are social ised into an agent ic st ate f roma young age e.g. as chi ldr en we l earn t o obey our parent s and t eachers and

act as agent s fol low ing social rul esLook for other reasonable points.

EvaluationI t m ust be t he agency theory t hat i s being evaluated e. g. cannot gainmarks by discussing t he et hical probl ems of Milgram s st udy. Howeverproblems with research that undermine its legit imacy can be used ift hese t hen show t hat t he t heory lacks empir ical support .

Suppor t ed by Mil gram s research when he showed t hat 65% ofordinary people w ould obey an author i t y f i gure

But t his st udy lacks ecological val idit y as t he task of giving elect rshocks t o a st ranger is not somet hing people encounter in everydayl i f e

Support ed by Hof l ing s f indings on obedience of nurses where95% (or 21/ 22) obeyed

Has appl icat ion to real l i f e i . e . used t o expla in the dest ruct i veobedience of soldiers during war

Does not explain w hy some i ndividuals obey and others dont( individual dif ferences)

Disobedience of some can be explained by t heir per sonali t y(charismatic leadership) so suggesting that the causes ofobedience are more comp lex t han the t heory suggest s

Look for other reasonable points.


23/24

Level Mark Descri pt or

A01: Knowl edge and understanding of science and how science worksA02: Applicat ion/ evaluation of know ledge and underst anding of science andhow science wor ks

0 No rewardable mater i a l

Level 1 1- 3marks

Candidates wil l produce brief answers, m aking sim ple st atem ent s showingsome rel evance t o the question.

Descr ipt ion inc ludes at t empt at naming both and/or show ing basicunderst anding of one or both of t he tw o st ates

Li t t le or no at t empt at t he analyt ica l / evaluat ion demands of t hequest ion. Lack of relevant evidence.

The ski l ls needed to produce ef f ect ive w r i t ing wi l l not norm al ly be present.The wri t ing may have some coherence and wil l be general ly compr ehensible,but lack both c lar i t y and organisat ion. High inc idence of syntact ical and / orspelling errors.

Level 2 4- 6marks

Descript ion OR evaluation only OR l im it ed att empt at each OR one is in lessdetai l t han t he ot her

Descript ion includes showing understanding of bot h t ypes of st ates.Or one type is wel l def ined wi t h appropr iate e laborat ion and the otheris mi ssing.

Some appropr iate evaluat ion in re lat ion to actual t heory and/ orsupport ing st udies

Candidat es wi l l produce st atement s wi t h some development in t he form ofmostly accurate and re levant f actual mater ia l . There are l ike ly to bepassages whi ch lack clari t y and proper organisat ion. Frequent syntact ical and

/ or spe l l ing er ror s are l i kel y t o be present .

Level 3 7- 9marks

Candidate has att empt ed and answer ed both of the two injunctionsin thequestion well.

Descript ion includes bot h types of stat es defi ned well . Evaluati on is good in re lat ion to actual theory and/ or support ing

studiesThe candidate w i l l demonst rate m ost of t he sk i l ls needed to produceeff ect ive ext ended w r i t ing but t here wi l l be lapses in organisat ion. Somesyntact ical and / or spell ing error s are l ikely t o be present .

Level 4 10-12marks

Candidate has att empt ed and answer ed both of the two injunctionsin thequestion very well .

Descript ion includes both types of states defined well withappropr iate e laborat ion.

Evaluati on is verygood in re lat ion to actual theory and/ or support ingstudies

The ski l l s needed t o produce convincing ext ended wr it ing are in place.Very few syntact ical and / or spell i ng error s may be found. Very goodorganisati on and planning. Given t im e const raint s and l im it ed number ofmarks, f ul l m arks must be given when t he answer is reasonably detai l edeven i f not a l l t he informat ion is present.


24/24

Furt her copies of t his publicat ion are available f romEdexcel Publi cati ons, Adam sway, Mansfi eld, Nott s, NG18 4FN

Telephone 01623 467467Fax 01623 450481

Email publicat ions@linneydirect .com

Order Code UA0229899 January 2010

For more inform ation on Edexcel quali f icat i ons, please visit ww w. edexcel.com/ quals

Edexcel Lim it ed. Regist ered i n England and Wales no.4496750Regist ered Off ice: One90 High Holbor n, London, WC1V 7BH

Mark Scheme Jan 10

Documents

Transcript of Mark Scheme Jan 10