Mark Scheme

June 2017

Pearson Edexcel GCE

In Psychology (8PS0)
PAPER 1: Social and Cognitive
Psychology
General marking guidance
• All candidates must receive the same treatment. Examiners must mark the last candidate in
exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for what they have
shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their perception of
where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners should always award
full marks if deserved, i.e. if the answer matches the mark scheme.
• Examiners should also be prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by which marks
will be awarded and exemplification/indicative content will not be exhaustive.
• In a levels-based mark scheme there are two distinct parts – the indicative content and the
levels descriptors:
o Indicative content is exactly that – they are factual points that candidates are likely to
use to construct their answer. It is possible for an answer to be constructed without
mentioning some or all of these points, as long as they provide alternative responses to
the indicative content that fulfils the requirements of the question. It is the examiner’s
responsibility to apply their professional judgement to the candidate’s response in
determining if the answer fulfils the requirements of the question.
o The mark grid identifies which assessment objective is being targeted by each bullet
point within the level descriptors, and describes the ways in which they will be evidenced
across the ability range.
• When deciding how to reward an answer using a levels based mark scheme, a ‘best fit’ approach
should be used:
o Examiners should first decide which descriptor most closely matches the candidate
answer and place it in that band.
o The mark awarded within the band according to each of the assessment objectives will
be decided according to how securely all bullet points are displayed at that level.
o In cases of uneven performance, this will still apply. Candidates will be placed in the
band that best describes their answer, and they will be awarded marks towards the top
or bottom of that band depending how securely they have evidenced bullet points in
that, or other descriptors.
• Detailed guidance how to apply all mark schemes, with exemplars for this unit, will be given at
standardisation.
• When examiners are in doubt regarding the application of the mark scheme to a candidate’s
response, a team leader must be consulted before a mark is given.
• Crossed-out work should be marked unless the candidate has replaced it with an alternative
response.
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June 2017
Publications Code 20178PS01
All the material in this publication is copyright © Pearson Education Ltd 2017
 SECTION A: SOCIAL PSYCHOLOGY
Total for Section A – 29 marks

Question Answer Mark

Number
1a AO2 (2 marks) (2)

One mark for each suitable closed question.

For example:

• Do you spend any time with art students? Yes/No (1)

• On a scale of 1 (lowest) to 5 (highest) how overly dramatic do you

find art students’ behaviour? 1 2 3 4 5 (1)

Answers must relate to the scenario.

Generic answers score 0 marks.

Look for other reasonable marking points.

Question Answer Mark

Number
1b AO2 (2 marks) (2)

Up to two marks for explanation of appropriate interview.

For example:

Structured Interview
• Abigail can us a structured interview with set questions about
perception of art students (1) which she would replicate with each
science student in a standardised order. (1)
• Abigail can us a structured interview with set questions about what
science students think of art students (1).

Answers must relate to the scenario.

Generic answers score 0 marks.

Look for other reasonable marking points.

8PS0 01
1706
Question Answer Mark
Number
1c(i) AO2 (1 mark) (1)

One mark for correct completion of frequency data table

Participant Tally Frequency

A //// /// 8
B //// // 7
C //// /// 8
D //// //// 9
E //// 4
F //// / 6
Total 42

Question Answer Mark

Number
1c(ii) AO2 (1 mark) (1)

One mark for correctly calculating the range

• 5 (five)

8PS0 01
1706
Question Answer Mark
Number
1d AO2 (2 marks) (2)

Up to two marks for explanation of why standard deviation is used

For example:

• Standard deviation uses all the data collected in a set of results (1)
to calculate how much variation there is from the mean (1).

Look for other reasonable marking points.

Question Answer Mark

Number
1e AO1 (3 marks), AO2 (3 marks) (6)

Up to three marks for understanding of social identity theory (AO1)

Up to three marks for exemplification in relation to scenario (AO2)

For example:

• Social Categorisation is when people classify themselves or other

people as members of particular groups (1). This has taken place
as the science students classify arts students as members of an
out-group because they are not studying the same subject (1).
Social Identification is adopting characteristics/norms/values of the
group we have categorised ourselves as belonging to (1). This is
shown when science students adopt the characteristics of their in-
group as scientists/science students such as wearing lab coats (1).
Social Comparison is contrasting in-group with out-group to
maintain self-esteem (1). This happens when the science students
(in-group) compare themselves more favourably by considering
themselves to be better students than the arts students (out-
group) (1).

Look for other reasonable marking points.

8PS0 01
1706
Question Answer Mark
Number
1f AO1 (2 marks) AO3 (2 marks) (4)

Up to two marks for identification of individual difference (personality)

(AO1)
Up to two marks for justification/exemplification (AO3)

For example:

• Adorno would have suggested an authoritarian personality where

people are hostile to those they see as inferior (1) so, they are
likely to act on prejudicial beliefs about groups/individuals as they
have beliefs and opinions that are rigid (1). Cohrs et al. (2012)
found that Right Wing Authoritarianism correlated with prejudice
when questioning German nationals which shows this trait affects
prejudice (1), however Freud would suggest oral fixation leads to
aggression and dominance in prejudice not authoritarianism (1).

Look for other reasonable marking points.

8PS0 01
1706
Question Answer Mark
Number
2a AO1 (1 mark) (1)

One mark for appropriate definition

For example:
• When the sample contains a proportional representation of the
target population (1)

Look for other reasonable marking points.

Question Answer Mark

Number
2b AO1 (1 mark) AO3 (1 mark) (2)

One mark for identification of a strength (AO1)

One mark for justification of the strength (AO3)

For example:

• Stratified sampling is more likely to be demographically

representative (1) so increases the generalisability of findings to
the target population (1).

Look for other reasonable marking points.

8PS0 01
1706
Question Indicative Content Mark
Number
3 AO1 (4 marks), AO3 (4 marks) (8)

AO1
• Milgram’s studies used standardised instructions, such as the word
pairs, with a clear procedure.
• The administering of electric shocks was undertaken in controlled
settings.
• The sample of 40 participants in his 1963 study consisted of adult
males aged 20 to 50 years from a range of backgrounds
• Electric shocks are an artificial task as they are not how learners
are usually punished for incorrect responses

AO3
• The standardised procedures mean his studies are replicable and
therefore can be tested for reliability, such as Burger (2009).
• The controlled settings are an artificial context for testing the
nature of obedience in society, so lacks ecological validity.
• Population validity is increased due to the range of backgrounds of
the sample group so the findings can be generalised to males of
different backgrounds.
• Administering electric shocks to participants lacked mundane
realism and so his research had limited task validity.

Look for other reasonable marking points.

Level Mark Descriptor

AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.
Level Demonstrates isolated elements of knowledge and understanding. (AO1)
1-2
1
Marks A conclusion may be presented, but will be generic and the supporting
evidence will be limited. Limited attempt to address the question. (AO3)
Level Demonstrates mostly accurate knowledge and understanding. (AO1)
3-4
2
Marks Candidates will produce statements with some development in the form of
mostly accurate and relevant factual material, leading to a superficial
conclusion being made. (AO3)
Level Demonstrates accurate knowledge and understanding. (AO1)
5-6
3
Marks Arguments developed using mostly coherent chains of reasoning leading to a
conclusion being presented. Candidates will demonstrate a grasp of
competing arguments but evaluation may be imbalanced. (AO3)
Level Demonstrates accurate and thorough knowledge and understanding. (AO1)
7-8
4
Marks Displays a well-developed and logical evaluation, containing logical chains of
reasoning throughout. Demonstrates an awareness of competing arguments,
presenting a balanced conclusion. (AO3)

8PS0 01
1706
 SECTION B: COGNITIVE PSYCHOLOGY
Total for Section B – 29 marks

Question Answer Mark

Number
4a AO1 (2 marks), AO2 (2 marks) (4)

Up to two marks for understanding of schema theory (AO1)

Up to two marks for exemplification in relation to the scenario (AO2)

For example:
• Schemas are stored knowledge/mental representations. (1) Our
schemas influence the way in which we recall information. (1) Liam
may be a rugby player and he has developed a schema of the field
from his experiences of playing rugby. (1) Emily may have
developed a schema of the field from watching football. (1)

Look for other reasonable marking points.

Question Answer Mark

Number
4b AO1 (2 marks) AO3 (2 marks) (4)

One mark for identification of each weakness (AO1)

One mark for justification of each weakness (AO3)

For example:
• It does not account for the transference between short term and
long term memory (1) so it is not fully credible as it is an
incomplete explanation of memory processes (1).
• Bartlett (1932) supports his theory of reconstructive memory with
unreliable evidence from his ‘War of the Ghosts’ study (1) which
had very few controls in place when the story was read or recalled
meaning the data could be flawed (1).

Look for other reasonable marking points.

8PS0 01
1706
Question Answer Mark
Number
5 AO2 (5 marks) (5)

Up to five marks for explanation of the key question.

For example:

How can knowledge of working memory be used to inform the

treatment of dyslexia?

• Having a poor working memory means that children with dyslexia

find it difficult to hold information in working memory (1). They
also have phonological deficits, causing problems with learning
things like new languages (1). Snowling and Hulme (2011) found
that children should be trained in letter-sound recognition to help
improve phonological coding in working memory (1). Simplifying
tasks for children avoids overloading the central executive
processing capacity (1), so helping children to increase processing
speed and strategies for remembering with interventions such as
Cogmed can enhance working memory to aid Dyslexia (1).

Look for other reasonable marking points.

Question Answer Mark

Number
6a AO1 (2 marks), AO2 (2 marks) (4)

One mark for each definition of IV and DV (AO1)

One mark for each application to scenario (AO2)

For example;

• The independent variable is the variable that is manipulated by the

researcher (1), in Sarah’s experiment this is similar and dissimilar
the word lists (1).

• The dependent variable is the variable that is measured (1), which

would be the total number of words recalled (1).

Look for other reasonable marking points.

8PS0 01
1706
Question Answer Mark
Number
6b AO2 (3 marks) (3)

One mark for appropriate title.

One mark for appropriate labelling of axes.
One mark for correct plots in two bars.

For example:

Look for other reasonable marking points.

Question Answer Mark

Number
6c AO3 (1 mark) (1)

One mark for an appropriate conclusion

For example:
• Acoustically similar words are more difficult to recall than
acoustically dissimilar words (1).

Look for other reasonable marking points.

8PS0 01
1706
Question Indicative Content Mark
Number
7 AO1 (4 marks), AO3 (4 marks) (8)

AO1
• Case studies can investigate patients where brain damage has
occurred that could not be intentionally caused.
• Case studies can use a number of research methods, such as
observations, PET scanning and experimental methods.
• HM could not give fully informed consent to be studied by the
researchers due to his STM/LTM impairments.
• Research using case studies of brain-damaged patients can
generate qualitative data that describes the memory functioning in
detail.

AO3
• Case studies are a more ethical way to investigate the effects of
things like the removal of HM’s hippocampus on memory.
• Triangulation improves the consistency of the data gathered within
a case study and can lead to greater reliability.
• Brain damaged patients may be exploited for memory research
which could be considered unethical.
• The qualitative nature of the data gives the findings high validity as
it represents the experiences of brain damage for individuals such
as Clive Wearing in their real-life contexts.

Look for other reasonable marking points.

Level Mark Descriptor

AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.
Level Demonstrates isolated elements of knowledge and understanding. (AO1)
1-2
1
Marks A conclusion may be presented, but will be generic and the supporting
evidence will be limited. Limited attempt to address the question. (AO3)
Level Demonstrates mostly accurate knowledge and understanding. (AO1)
3-4
2
Marks Candidates will produce statements with some development in the form of
mostly accurate and relevant factual material, leading to a superficial
conclusion being made. (AO3)
Level Demonstrates accurate knowledge and understanding. (AO1)
5-6
3
Marks Arguments developed using mostly coherent chains of reasoning leading to a
conclusion being presented. Candidates will demonstrate a grasp of
competing arguments but evaluation may be imbalanced. (AO3)
Level Demonstrates accurate and thorough knowledge and understanding. (AO1)
7-8
4
Marks Displays a well-developed and logical evaluation, containing logical chains of
reasoning throughout. Demonstrates an awareness of competing arguments,
presenting a balanced conclusion. (AO3)

8PS0 01
1706
 SECTION C
Total for Section C – 12 marks

Question Indicative Content Mark

Number
8 AO1 (6 marks), AO3 (6 marks) (12)

AO1

• Respect involves informed consent; researchers should obtain the

consent of participants, they need to know what it is that they are
agreeing to.
• Baddeley (1966b) gained consent from participants in the APU at
Cambridge who were aware of the nature of psychological research.
• Respect involves deception; only if there is any other way to carry
out the study other than by using deception.
• In case studies such as HM and KF the identity of the participants
was kept anonymous from the general public.
• Participants should be protected from harm and distress whilst
taking part in a study.
• Responsibility involves debriefing; participants should be able to
discuss the procedure and the findings with the psychologist.
• Participants in Milgram (1963) were given verbal prods to continue
during the experiment.

AO3

• Due to nature of HM’s memory could not give informed consent or

have right to withdraw, so does not meet ethical guidance.
• Participants who are aware of the nature of research are more
informed about their involvement and so ethical considerations of
consent have been met.
• Milgram (1963) used deception about the nature of the study was
necessary to fulfil aims which can meet ethical guidance to an
extent.
• Maintaining the confidentiality of participants in case studies
ensured anonymity and promoted good ethical practices.
• Sherif et al (1954/1961) led participants to become physically
aggressive and they had to be separated so the protection of
participants was not fully met.
• Procedures that actively discourage the right to leave a study when
participants feel uncomfortable diminish the right to withdraw from
being exercise by the participants
• BPS guidelines (2009) would now prevent research such as Milgram
(1963) but this could be to the detriment of advances in
psychological knowledge.

Look for other reasonable marking points.

8PS0 01
1706
Level Mark Descriptor
AO1 (6 marks), AO3 (6 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.

Level 1 1-3 Demonstrates isolated elements of knowledge and understanding.

(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)

Level 2 4-6 Demonstrates mostly accurate knowledge and understanding.

(AO1)
Marks
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)

Level 3 7-9 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning
Marks
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)

Level 4 10-12 Demonstrates accurate and thorough knowledge and

Marks understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)

8PS0 01
1706
June 2017

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