Mark Scheme (Results)

November 2020

Pearson Edexcel
GCSE Psychology (1PS0) Paper 1
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Autumn 2020
Publications Code 1PS0_01_2011_MS
All the material in this publication is copyright
© Pearson Education Ltd 2020
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.
• When examiners are in doubt regarding the application of the mark scheme to
a candidate’s response, a senior examiner must be consulted before a mark is
given.
• Crossed-out work should be marked unless the candidate has replaced it with
an alternative response.

Marking guidance for levels-based mark schemes (LBMS)

Construction of levels-based mark scheme grids

The LBMS grids are broken down into levels where each level is represented by a
descriptor which articulates the skill characteristics that the response is likely to
demonstrate.

The increase in skills from one level to the next shows the progression between the
levels.

The descriptor in each level is broken down into three traits; each trait relates to an
Assessment Objective and the relationship is clearly identified. There is a balance of
the skills across the levels.

The traits have been designed to reflect the intrinsic links between each of the skills,
particularly where students are required to draw together their understanding in
order to make judgements about a particular context. Knowledge and understanding
of psychological ideas, processes and procedures (AO1) underpin the student’s
ability to apply this to a given context (AO2). Similarly, for a student to be able to
make valid connections between this understanding in order to make appropriate
and evidence-based judgements or conclusions (AO3) about the context, they must
underpin it using their knowledge and understanding, and by applying it to the
context of the question. As a consequence, the progression shown in each band
reflects the relationship between these skills.

Finding the right level

The first stage is to decide in which level the answer should be placed. To do this,
use a ‘best fit’ approach, deciding which level most closely describes the quality of
the answer. Where an answer displays characteristics from more than one level you
must use the guidance below and your professional judgement to decide which level
is most appropriate.

For example, an answer that is logical and evidences application of accurate and
thorough understanding to the context of the question, with sustained linkage
throughout but with limited evidence to support their judgement, would be placed at
the bottom of Level 3 as it has displayed most of the characteristics in a Level 3
response. An answer displaying accurate and thorough understanding but with
limited application and unsupported judgements would be placed towards the bottom
to middle of Level 2.

Placing a mark within a level

After a level has been decided on, the next stage is to decide on the mark within the
level. The instructions below tell you how to reward responses within a level.
However, where a level has specific guidance about how to place an answer within a
level, always follow that guidance.

If the answer meets the requirements of the level fully, you should be prepared to
award full marks within the level. The top mark in the level is used for evidence that
is as good as can realistically be expected within that level.
Markers should be prepared to use the full range of marks available in a level and
not restrict marks to the middle. Markers should start with the mark at the middle of
the level and then move the mark up or down to find the best mark. To do this, they
should take into account how far the answer meets the requirements of the level: If
it only barely meets the requirements of the level, you should consider awarding
marks at the bottom of the level. The bottom mark in the level is used for evidence
that is the weakest that can be expected within that level. Alternatively, be prepared
to drop the mark to the top of the band below.

The middle marks of the level are used for evidence that has a reasonable match to
the requirements. This might represent a balance between some characteristics of
the level that are fully met and others that are only barely met.

Imbalanced performance across skills

Where a response has been placed within a level as it displays characteristics from
more than one level, then the mark determined should be based on how well the
characteristics of each level have been displayed.

Students may show an imbalanced performance against one or more of the

traits/skills provided in the levels descriptors. To establish the correct level and
mark, the traits/skills within each level should be used. For example, a student may
show performance against the descriptors for AO1 and AO2 that displays
characteristics of Level 2 but they make a limited attempt to analyse and evaluate
(AO3) Level 1. In such instances, the student has demonstrated the Level 2
traits/skills for AO1 and AO2 and the Level 1 trait/skill for AO3, so would be placed in
the middle of Level 2 as they achieve 4 marks (2 each) for AO1 and AO2 and 1 of
the 3 marks assigned to AO3.

Given the intrinsic links between the trait/skills, if a response evidences performance
against only one trait/skill it is likely to be for demonstrating knowledge and
understanding.

Indicative content
Markers are reminded that indicative content is provided as an illustration of some of
the material that may be offered by students. It does not show required content and
alternatives should be credited where valid.
Section A
Development – How did you develop?

Question Answer Mark

number
1(a) One mark for stating what is meant by a ‘fixed mindset’. (1)

For example:
• When someone thinks their ability is always the same
regardless of effort and practice.

Accept any other appropriate response.

Question Answer Mark

number
1(b) One mark for stating what is meant by a ‘growth mindset’. (1)

For example:
• When someone thinks that effort and practice can improve
their ability.

Accept any other appropriate response.

Question Answer Mark

number

2 Up to two marks for accurate description of the role of the (2)

cerebellum during development.

For example:
• The cerebellum manages motor commands sent from the
central nervous system (1) which helps with motor skills such
as balance when learning to walk (1).

Accept any other appropriate response.

Question Answer Mark

number
3(a) One mark for demonstrating accurate understanding of Piaget and (2)
Inhelder’s (1956) Three Mountains task.
One mark for exemplification of how the study can be used to
explain the scenario.

For example:
• Piaget and Inhelder (1956) reported that children who could not
see the mountains from the doll’s perspective were considered
egocentric (1) and Sarah’s daughter does not appear to be able
to see the playground from the toy robot’s perspective so she
must be in the pre-operational stage (1).

Accept any other appropriate response.

Question Answer Mark
number
3(b) One mark for identification of each strength / weakness (4)
(maximum two marks).
One mark for justification which must be linked to the strength /
weakness identified (maximum two marks).

For example:

Strength
• Sarah’s study took place in a real playground setting so it has
high ecological validity (1) because her daughter would be
more likely to act naturally when giving her perspective of
what the toy robot could see as it was a real life setting (1).

Weakness
• The task of asking her daughter what the toy robot could see
lacks mundane realism (1) because this is not a normal thing
to ask a child who would be playing in a playground so the
findings may lack validity (1).

Accept any other appropriate response.

Question Answer Mark

number
4(a) One mark for each conclusion made (maximum two marks). (4)
One mark for justification of each conclusion through
analysis/interpretation (maximum two marks).

For example:

• The children in the class have not made much improvement

over the four days (1) with an increase of only 1% in the
average percentage getting the order of planets correct from
day 1 to day 4 assessments (1).
• The children have not got quicker on the task on average over
the four days (1) which is shown by the average time taken to
name the planets in order from the Sun remaining at around
21 seconds from day 1 to day 4 assessments (1).

Accept any other appropriate response.

Question Answer Mark

number
4(b) One mark for accurate understanding of Willingham’s learning (2)
theory.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:
• Willingham’s learning theory suggests that in order to improve
a new cognitive skill, practice is required using effort (1) so Mr
Harris could ask his class to put pictures of the planets in the
correct order repeatedly to reinforce the correct order of
planets which will help them practise the new skill (1).

Accept any other appropriate response.

Section B
Memory – How does your memory work?

Question Answer Mark

number
5(a) C - 20 (1)
The only correct answer is C.
A is incorrect because it was not 10.
B is incorrect because it was not 15.
D is incorrect because it was not 25.

Question Answer Mark

number
5(b) Up to two marks for correctly stating two findings. (2)

For example:

• Participants made transformations with the original text, such

as changing ‘canoes’ to ‘boats’ (1).
• The participants kept the order of events and main themes of
the story the same in their reproduction as it was in the
original story (1).

Accept any other appropriate response.

Question Answer Mark

number
6 One mark for a definition of ‘retrieval’. (1)

For example:

• The process of recalling information that had previously been

stored in the memory (1).

Accept any other appropriate response.

Question Answer Mark

number
7(a) One mark for accurate understanding of Multi-store Model of (2)
Memory.
One mark for exemplification of how Multi-store Model of Memory
can be used to explain the scenario.

For example:

• Multi-store model states capacity of the STM is limited so

chunking the information would help remember it better (1)
which is why class 1 have performed better since they have
grouped the information about capital cities into manageable
chunks (1).

Accept any other appropriate response.

Question Answer Mark
number
7(b) One mark for appropriate conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

• The graph shows a negative skew in terms of the distribution

of scores on the test for capital cities (1) which is shown by
the majority of scores by class 1 being at the higher end of the
histogram with less in the middle and at the lower end (1).

Accept any other appropriate response.

Question Answer Mark

number
7(c) One mark for identification of a relevant improvement. (2)
One mark for justification, which must be linked to the
improvement identified.

For example:

• Lara could have used more than just a single test with a single
skill to increase generalisability of the findings (1) because
using the revision techniques with numerical data as well as
the words would mean she can make conclusions that are
more applicable to different types of content (1).

Accept any other appropriate response.

Question Answer Mark

number
8(a) One mark for accurate understanding of Peterson and Peterson (2)
(1959).
One mark for exemplification of how the study can be used to
explain the scenario.

For example:

• Peterson and Peterson (1959) found that vocal repetition led

to greater recall of trigrams than silent repetition (1) and
Chelsea performed vocal rehearsal on Sunday but silent
rehearsal on Saturday so this accounts for her improved
memory on Sunday (1).

Accept any other appropriate response.

Question Answer Mark
number
8(b) One mark for identification of each weakness (maximum two (4)
marks).
One mark for justification, which must be linked to each
weakness identified (maximum two marks).

For example:

Weakness one
• Peterson and Peterson (1959) used trigrams which are not an
everyday stimulus for learning so lack validity (1) whereas
Chelsea was learning a list of items to buy at the shop which
are an everyday stimulus for learning so perhaps the study
cannot fully explain Chelsea’s memory of the items (1).

Weakness two
• Peterson and Peterson (1959) used controlled repeated
intervals for rehearsal, which enabled them to compare
accurately between conditions (1) whereas Chelsea may have
not repeated the items for the shop or had controlled intervals
so the study may not be able to account for Chelsea’s memory
of the items (1).

Accept any other appropriate response.

Section C
Psychological problems – How would psychological problems affect
you?

Question Answer Mark

number
9(a) D - USA (1)
The only correct answer is D.
A is incorrect because it was not the UK.
B is incorrect because it was not Australia.
C is incorrect because it was not Canada.

Question Answer Mark

number
9(b) C – 6 month follow-up (1)
The only correct answer is C.
A is incorrect because it was not 1 month.
B is incorrect because it was not 3 months.
D is incorrect because it was not 12 months.

Question Answer Mark

number
9(c) One mark for correctly stating each finding (maximum two (2)
marks).

For example:

• The most common problematic online application reported by

men was pornography (1).
• The most common problematic online application reported by
women was online chat rooms, both sexual and general (1).

Accept any other appropriate response.

Question Answer Mark

number
10(a) One mark for demonstrating accurate understanding of cognitive (2)
behavioural therapy.
One mark for exemplification of how the therapy can be used for
Kesia’s addiction.

For example:
• As CBT can involve identification of any irrational beliefs and
work towards more rational beliefs (1), Kesia could recognise
that she can only wear one set of clothes at once so has
enough already which is a more rational thought process (1).

Accept any other appropriate response.

Question Answer Mark
number
10(b) One mark for identification of a weakness. (2)
One mark for justification which must be linked to the weakness
identified.

For example:
• CBT relies on Kesia wanting to change her shopping habits but
she may not identify that it is a problem (1) which means that
until she can recognise her shopping is a problem she will not
be motivated to stop and her addiction will remain (1).

Accept any other appropriate response.

Question Answer Mark

number
11(a) One mark for demonstrating accurate understanding of a suitable (2)
study.
One mark for exemplification of how the study can be used to
explain the scenario.

For example:
• Caspi et al. (2003) concluded that the 5-HTT gene interacted
with life events to predict depressive symptoms and a
diagnosis of depression (1). Rachel may have the 5-HTT gene
which interacted with her serious injury and abusive messages
to cause the onset of depression (1).

Accept any other appropriate response.

Question Answer Mark

number
11(b) One mark for identification of a weakness. (2)
One mark for justification which must be linked to the weakness
identified.

For example:
• The influence of genes to explain Rachel’s depression is
reductionist as it simplifies a complex disorder to faulty
gene(s) being the cause (1) but gene(s) alone may not be the
cause and significant life events like Rachel’s serious injury
may also contribute to depression which is a more holistic
approach (1).

Accept any other appropriate response.

Question Answer Mark
number
12(a) One mark for a conclusion made. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:
• The drug 8-Gv2 has not been effective in reducing depression
in the participants (1) which is shown by almost identical self-
reported symptoms of depression with only a 0.1 decrease
(out of 10) after 12-months (1).

Accept any other appropriate response.

Question Answer Mark

number
12(b) One mark for identification of a relevant improvement. (2)
One mark for justification, which must be linked to the
improvement identified.

For example:

• The study could have used a control group where some

participants were not given the 8-Gv2 drug (1) which would
have given a baseline measure of symptom severity to
compare against the drug condition to see how much impact
the drug has on depression (1).

Accept any other appropriate response.

Section D
The brain and neuropsychology – How does your brain affect you?

Question Answer Mark

number
13(a) One mark for understanding of an aim of Damasio et al. (1994). (1)

For example:

• To attempt to locate the areas of damage in Phineas Gage

using modern neuroimaging techniques (1).

Accept any other appropriate response.

Question Answer Mark

number
13(b) One mark for understanding of a part of the procedure used in (1)
Damasio et al. (1994).

For example:

• The researchers used a coordinate system (Talairach’s

stereotactic space) to map out Phineas Gage’s skull (1).

Accept any other appropriate response.

Question Answer Mark

number
13(c) One mark for each finding identified (2)

A - Broca’s area was undamaged

C - The ventromedial region of the frontal lobes were damaged
The only correct answers are A and C.

B is incorrect because the motor cortices were undamaged.

D is incorrect because some of the damage was in the frontal
lobes.
E is incorrect because the dorsolateral region of the front lobes
were undamaged.
Question Answer Mark
number
14 One mark for accurate understanding of prosopagnosia. (2)
One mark for exemplification of how prosopagnosia can be used
to explain the scenario.

For example:

• Prosopagnosia is a neurological condition which means the

sufferer is unable to recognise faces of familiar people (1)
which means Neha would struggle to continue working as an
Art teacher as she would struggle to recognise each of her
students (1).

Accept any other appropriate response.

Question Answer Mark

number
15(a) One mark for identification of the strength / weakness (maximum (4)
two marks).
One mark for justification, which must be linked to the strength /
weakness identified (maximum two marks).

For example:

Strength
• Ishfaq gathered both qualitative and quantitative data through
interviews and experiments with his brain-damaged patient so
his findings could be tested for reliability (1) as the information
collected from the interviews could be checked for consistency
with the experimental data on the role of the corpus callosum
(1).

Weakness
• Only one patient has been studied with damage to their corpus
callosum so the investigation lacks generalisability (1) because
the problems the patient suffers from may be unique to them
and may not be representative of all people with damage to
the corpus callosum (1).

Accept any other appropriate response.

Question Answer Mark
number
15(b) One mark for accurate understanding of the role of the corpus (2)
callosum.
One mark for exemplification of how the role of the corpus
callosum can be used to explain the scenario.

For example:

• The corpus callosum is a bundle of fibres that transfers

information from one hemisphere to the other (1) so the
damage experienced by Ishfaq’s patient may result in them
being able to handle an object correctly but not being able to
name it (1).

Accept any other appropriate response.

Question Answer Mark

number
16 One mark for each conclusion made. (4)
One mark for justification of each conclusion through
analysis/interpretation.

For example:

• ‘Drug JL-2’ does not affect memory ability but it does affect
speed of memory (1) which is shown by only a 1% drop for
ability but 14 seconds longer for time taken (1).
• The drug does not really affect coordination but does affect
navigation (1) with navigation errors increasing by 5/10 but
coordination only increased by 1/20 (1).

Accept any other appropriate response.

Section E
Social influence – How do others affect you?

Question Answer Mark

number
17 One mark for accurate definition of culture. (1)

For example:

• Culture is the human-made traditions, customs and social

behaviour of a particular set of people or society (1).

Accept any other appropriate response.

Question Answer Mark

number
18(a) D – three meals per day (1)
The only correct answer is D.
A is incorrect because there were not two supervised toilet visits
per day.
B is incorrect because there were not three visits per day.
C is incorrect because they were not lined up to be counted four
times per day.

Question Answer Mark

number
18(b) One mark for demonstrating accurate understanding of Haney, (2)
Banks, and Zimbardo (1973)
One mark for exemplification of how Haney, Banks, and Zimbardo
(1973) can be used to explain the scenario.

For example:

Haney, Banks, and Zimbardo (1973) found that people given

military style guard uniforms changed their behaviour to act with
more power and control than without the uniforms through
deindividuation (1). Junbin and his friends have face masks and
hoods to hide their identity at the park but are more identifiable at
the shopping centre so are less likely to act aggressively as they
are more accountable for their actions (1).

Accept any other appropriate response.

Question Answer Mark
number
18(c) One mark for identification of each weakness (maximum two (4)
marks).
One mark for justification, which must be linked to each
weakness identified (maximum two marks).

For example:

• Haney et al. (1973) took place in a Stanford University

basement and in a prison setting so is different from a park
and shopping centre so lacks validity (1) which means that
what happened in the study may be different to what happens
in more natural, real life settings such as the park and
shopping centre (1).
• In Haney et al. (1973) there was a group of prisoners dressed
in uniforms too, to diminish their status compared to the
guards so lacks validity as this was not the case for Junbin and
his friends (1) because passers-by in the park or at the
shopping centre would not be dressed in uniforms / prisoner
outfits to reduce their power and identity so the study cannot
comparably explain what would happen with Junbin and his
friends (1).

Accept any other appropriate response.

Question Answer Mark

number
19 Up to two marks for accurate understanding of one situational (2)
factor affecting bystander intervention.

For example:

• There may be lots of people around during a situation with a

bystander which could create a diffusion of responsibility (1)
which is where people feel less individually responsible for
helping someone in distress as they feel one of the other large
number of people in the area will help so they do not have to
(1).

Accept any other appropriate response.

Question Answer Mark
number
20 One mark for demonstrating accurate understanding of a personal (2)
factor affecting bystander intervention.
One mark for exemplification of how the personal factor affecting
bystander intervention can be used to explain the scenario.

For example:

• One personal factor affecting bystander intervention is

personality with those high in empathy more likely to help a
bystander in distress (1). Kareem may not help if he has low
levels of empathy as the woman is not similar to him and he
may feel she should have waited for the bus to stop before
going down the stairs (1).

Accept any other appropriate response.

Question Answer Mark

number
21 One mark for identification of each relevant improvement (4)
(maximum two marks).
One mark for each justification which must be linked to the
improvement identified (maximum two marks).

For example:

• Joe could have gained full informed consent from the students
passing in the corridor before they participated (1) by briefing
them about his study about conformity to majority influence
and asking for their permission before being involved (1).
• Joe could have repeated his study on a number of other lunch
times with different students to test for reliability (1) so he
would be able to see if he got the same results in the
conformity to majority scenario to assess the consistency of
his findings (1).

Accept any other appropriate response.

Section F

Question Indicative content Mark

number
22 AO1 = 3 marks; AO2 = 3 marks; AO3 = 3 marks (9)

Candidates who do not consider nature and nurture (as instructed

in the question) cannot achieve marks beyond Level 2.
Markers must apply the descriptors in line with the general
marking guidance (on pages 2–3).

Due to the intrinsic links between the skills, if a response

evidences performance against only one trait/skill it will be for
demonstrating knowledge and understanding. An answer
displaying qualities of AO1 only, cannot be awarded more than
the top of Level 1, no matter how strong the performance is in
AO1.

AO1
• Nature arguments state that internal factors are responsible
for addiction, such as addictive gene(s).
• Nurture arguments state that external factors are responsible
for addiction, such as role models being observed and
imitated.
• Observation of role models performing a behaviour may
trigger a genetic predisposition to addiction and cause an
individual to be more likely to repeatedly imitate the action.

AO2
• In terms of nature, Amir may have inherited gene(s) from his
parents or close relatives that made him vulnerable to
addiction to the computer video game.
• In terms of nurture, Amir may have had role models like
parents or cousins that he looks up to who played computer
video games.
• Amir may have inherited addictive gene(s) which were
triggered when watching a role model he admires playing the
games and led to a need to repeat the behaviour for the desire
of pleasure, so a combination of nature and nurture is the
cause of his addiction.

AO3
• Blum et al. (1991) reported that alcoholics had increased
frequency of alleles of the dopamine D2 receptor gene (DRD2)
compared to non-alcoholic controls so could be used to
support genetic links to addiction and Amir could have these
alleles.
• Bandura showed in his studies (e.g. Bandura, Ross, Ross,
1961) that children would observe and imitate role model
aggression, which may be the case regarding observation and
imitation of role model addiction behaviour to computer video
games.
• Lots of studies have failed to replicate the findings concerning
DRD2 and alcohol addiction (e.g. Suarez et al., 1994) so the
link is controversial and other nurture factors such as role
models or environmental cues must be influential in addiction
too.
Level Mark Descriptor
0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of the
question with flawed or simplistic links and connections made.
(AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited synthesis
of understanding. Judgements are supported by limited evidence.
(AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the question,
with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding but not entirely coherently, leading
to judgements that are supported by evidence occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the question
to provide sustained linkage and logical connections throughout.
(AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that synthesises
relevant understanding coherently. Judgements are supported by
evidence throughout. (AO3)
Question Indicative content Mark
number
23 AO1 = 3 marks; AO2 = 3 marks; AO3 = 3 marks (9)

Candidates who do not consider two areas of psychology (as

instructed in the question) cannot achieve marks beyond Level 2.
Markers must apply the descriptors in line with the general
marking guidance (on pages 2–3).

Due to the intrinsic links between the skills, if a response

evidences performance against only one trait/skill it will be for
demonstrating knowledge and understanding. An answer
displaying qualities of AO1 only, cannot be awarded more than
the top of Level 1, no matter how strong the performance is in
AO1.

AO1
• Accommodation is where a child takes a new experience and
uses it to expand an existing schema.
• Obedience is where an individual follows a direct command
from a legitimate authority figure.
• Multi-store model of memory states that attention and
rehearsal lead to storage of the information.

AO2
• Petra will have to expand her ‘pet’ schema to include dogs as
well as cats after being told by her mother that the dog in the
park is a pet like the cat is at home.
• Petra was instructed by her mother to stroke the dog and even
though she felt nervous she still obeyed her mother’s
command to do so as her mother was a legitimate authority to
her.
• Petra was told to consider the cat she has at home when she
was confronted with the dog so could have remembered that
the cat does not harm her when she strokes it and enjoys the
attention.

AO3
• Piaget’s ideas such as accommodation of schemas, which is
what Petra is doing with her ‘pet’ schema, have led to
important practical applications in education through the
encouragement of ‘discovery’ play for children.
• Research, such as that of Hofling (1966), has shown nurses
are willing to administer an overdose to a patient if a doctor
tells them to as they are a legitimate authority in the
situation, which could explain why Petra stroked the dog after
her mother told her to.
• Studies that support multi-store model of memory, such as
that of Peterson and Peterson (1959), generally use artificial
tasks, such as remembering trigrams, which may not be useful
or realistic when trying to remember everyday experiences
like incidents with pets.
Level Mark Descriptor
0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
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