REVISION 3 PAPER 1 AS LEVEL

PUBLISHED
Question Answer Marks

1(a) From the study by Baron-Cohen et al. (eyes test): 1 Take the

Identify the sampling technique used to recruit participants for Group 1 (adults Do not c
with AS or HFA). advertis

1 mark for the correct answer Do not c

Volunteer/self -selecting

1(b) Outline one hypothesis in relation to the sex of the participants. 2 Group 2
normal/c
2 marks for full prediction/hypothesis Group 3
1 mark for brief/partial prediction/hypothesis
Need in
Females in Groups 2/3 will score higher than males on the Eyes Test (2 marks). awarded
Females in Groups 2/3 will score higher on the Eyes Test (1 mark).
Females will score higher (0 marks: no mention of the test). Females
Males >
Males in Group 3 will score higher than females on the AQ (2 marks).
Males in Group 3 will score higher on the AQ (1 mark). Neuroty
Males will score higher (0 marks: no mention of the test).
Do not a

Do not c

1(c) Outline the instructions that were given to participants on how to use the glossary. 2 List is de

1 mark per correct point made. Do not c

this is to
They could read through/refer to the glossary.
They could indicate any word meanings they were unsure about.
They could read those particular meanings (ones unsure of)/help understand words.
They were told they could use the glossary throughout the test.
 Question Answer Marks

2(a) From the study by Fagen et al. (elephant learning): 2

Outline what is meant by the term ‘positive reinforcement’.

2 marks full definition

1 mark partial/brief definition
1 mark available for an example

e.g.
This is the addition of something nice/reward after a behaviour to increase the probability
of repeating a behaviour (2 marks).
It is giving a reward to someone/the elephants were given (chopped) bananas (1 mark:
positive part of the definition).
It is trying to help someone repeat a behaviour (1 mark: reinforcement part of the
definition).

Question Answer Marks G

2(b) Outline one result in relation to the number of sessions it took for the elephants to 3 No toleranc
pass the full trunk wash test. You must use data in your answer.
Use tick-d a
2 marks for the result with a meaningful comparison awarding th
1 mark for result with no meaningful comparison
1 mark for correct data The answer
number of s
e.g., 3 marks (meaningful comparison plus data): whether the
Elephant 2 took fewer sessions to pass the trunk compared to Elephant 4. It took (however, c
elephant 2, 25 sessions. not passing
The juvenile elephants passed within 25–35 sessions/all within 35 sessions whereas as
the older elephant never passed. If compariso
correct data
e.g., 2 marks (meaningful comparison but no data or data but no group comparison): maximum m
Elephant 2 took fewer sessions to pass the trunk compared to Elephant 4.
The juvenile elephants passed within 25–35 sessions.

e.g., 1 mark (no meaningful comparison and no data):

Elephant 2 required the least number of sessions (to pass).
Question Answer Marks

2 The study by Saavedra and Silverman investigated a 4 List is definitive.

boy with a phobia of buttons.

The boy reported an experience that he thought was the

cause of his button phobia.

Describe the experience the boy reported.

1 mark per correct point.

The incident happened when he was five years old /

happened four years before study.
There was an art project / during art class (using buttons).
He had run out of buttons (for his project).
He was asked to go to the front of the class to get more
(buttons).
They were in a large bowl (on the teacher’s desk).
His hand slipped as he reached for the bowl / accidentally
knocked over the bowl.
All of the buttons fell down on him.

Question Answer Mark

 4(a) From the study by Hölzel et al (mindfulness and brain scans):

Outline one aim of the study.

2 marks for full aim

1 mark for partial/brief aim

e.g.
To investigate the effect of mindfulness stress reduction on brain density (2 marks);
To investigate the benefits of mindfulness (1 mark);
To investigate changes in brain density in people (1 mark)
To investigate mindfulness (0 marks as this is in the question)

There are other creditworthy responses.

4(b) ‘Acting with awareness’ was measured by the ‘Five Facet Mindfulness
Questionnaire’.

Outline one other factor of mindfulness measured by this questionnaire.

1 mark for naming the factor.

1 mark for outlining the factor.

e.g.
Observing/observation (1 mark). This is about attending to internal/external stimuli (1
mark)
Describing (1 mark). This is labelling a stimulus with word(s) (1 mark)
Non-judging (of inner experiences) (1 mark). Not evaluating one’s emotions (1 mark)
Non-reactivity (of inner experiences) (1 mark). Allowing thoughts to just come and go (1
mark)

Question Answer Marks

5(a) The study by Piliavin et al. (subway Samaritans) used 2 Accept any age answer i
models and victims.
List is definitive.
Name two features of the models used in this study.

1 mark per correct feature

White.
Males.
Aged 24–29 years.
Informally clothed / not the same attire / casual clothing.
Students from Columbia University.
 5(b) Outline one result in relation to the time taken to help 2 Ignore reference to any r
the victims. the participants never kn

2 marks for result with a meaningful comparison.

1 mark for partial result / no meaningful comparison.

e.g.,
The average time it took people to help the ill victim was
significantly faster than the average time taken to help the
drunk victim (2 marks).
People were consistently faster to help in groups of 7
compared to groups of 3 (2 marks).
People helped the ill victim faster (on average) (1 mark).
People were slower to help in groups of 3 (1 mark).

Question Answer Marks Guidance

6 From the study by Pozzulo et al (line-ups): 5 The list is definitive.

Describe the ‘line-up presentation’ for the target-absent For the annotations use
condition. for the point in bold to kn
all available marks.
3 foils in the line-up plus
1 mark per correct point made up to 4 marks.
the silhouette mark are a
1 mark for the marking point in bold as it is unique to
the target-absent condition.
Do not credit how the ph
credit what a participant
The target was replaced with a similar foil/foil had target was not in the line
similar features to the target.
4 foils and a silhouette =
All of the pictures were shown simultaneously.
The target and target replacement were always in the
same position.
The target’s line-up position was randomised. There
were four photographs/foils in the line-up.
 A silhouette was in the line-up (to represent the
possibly of an absent target)
Each participant watched four videos.
These were presented on a laptop/computer/on a
screen. These were in a random order.
The photo array/line-up was shown after each video.
The position of the replacement was counterbalanced
across photo arrays/line-ups.
None of the (four) photographs had been in the video.

Question Answer Marks

7 Suggest two problems that could arise if children were 4 Go with the intention of t
used as participants in the study by Perry et al.
(personal space). Do not credit cannot gen

For each problem (max 2 per problem): Do not accept anything a

1 mark for identification/outline of the problem (generic). as a link as this did not h
1 mark for linking it to Perry et al.

e.g.
There are ethical issues with using children (1 mark:
identification/outline). This could be protection from
psychological harm (1 mark alternative:
identification/outline).
In this study, children may have found the situation about
invading personal space stressful as it could have felt like a
test or examination (1 mark: link).

Children may not understand what is being asked of them (1

mark: identification/outline). Therefore, the children may not
understand how the figures approaching task worked (1
mark alternative: identification/outline).
As a result, the children may have seen it as a game and
therefore it might not be invasion of personal space that is
being measured (1 mark: link).

Children might not be able to use a computer (1 mark:

identification/outline).

There are other creditworthy responses, including parents

might get distressed with child receiving oxytocin, potential
side effects of oxytocin for children, likely to drop out due to
high number of trials.
 8 Two friends, Zayn and Danna, are discussing the nature 6 For Zayn, do not credit ‘
versus nurture debate in relation to the study by
Bandura et al. (aggression). Zayn thinks the study For Danna, do not credit
supports the nature side of the debate but Danna thinks
the study supports the nurture side of the debate. For Danna, definition of n
marks.
Explain one reason why Zayn is correct and one reason
why Danna is correct using evidence from this study. For Danna, accept argum
aggression at home etc.
1 mark per correct point.
If there is no explicit evid
3 marks for Zayn. 1 mark for defining nature. max 2.
3 marks for Danna. 1 mark for defining nurture.
An explicit explanation m
e.g., Zayn
Nature is about behaviours being genetically encoded and
with us from birth (1 mark: definition). Boys were more
physically aggressive than girls across a range of the
conditions irrespective of the sex of the model (1 mark). This
could be due to them having higher levels of testosterone
which is biological (1 mark).

e.g., Danna
Nurture is about the learning of behaviours through
experiences / after birth (1 mark: definition). Participants in
all conditions had already been matching on (pre-existing)
aggression levels yet, for instance, male participants we
much more likely to imitate a physically aggressive male role
model (1 mark). Therefore, this imitated behaviour must
have been learned (1 mark).

6 Outline two assumptions of the social approach.

You must use an example from a core study for each assumption.

For assumptions:
2 mark for full assumption
1 mark for partial assumption.

For example: 1 mark per correct example per assumption. Examples have to come
from a core study and be linked to the assumption given.
e.g., assumptions
Behaviour/cognitions/emotions can be influenced by other individuals (2 marks)
(must have two of the three elements mentioned at the beginning).

Behaviour/cognitions/emotions can be influenced by groups (2 marks) (must have

two of the three elements mentioned at the beginning).

Behaviour can be influenced by other people (1 mark). Behaviour

can be influenced by social context (1 mark).

e.g., examples
In the Milgram study the experimenter in the lab coat used prods to get them to
continue to give electric shocks (1 mark);
In the Piliavin study, some people only helped after a model had intervened (1
mark);
In the Yamamoto study, the chimpanzee could give a tool as requested by another
chimpanzee (1 mark).

10 Evaluate the study by

Milgram (obedience) in terms
of two strengths and two
weaknesses. At least one of
your evaluation points must
be about validity.
Suitable strengths include:
reliability, use of controls (linked
to elements of internal validity),
quantitative data
Suitable weaknesses include:
ethics, external validity

Additional guidance
Level 4 (8–10 marks) 10 marks is reserved for:
• Evaluation is The candidate has given
comprehensive. four evaluation points (two
• Answer demonstrates strengths and two
evidence of careful weakness) that are in depth,
planning, organisation in the context of the study,
and selection of and include the named
material. evaluation point.
• Analysis (valid
conclusions that Max 8 if: The candidate has
effectively summarise given three evaluation points
issues and (at least one strength and
arguments) is evident one weakness) and they are
throughout. in the context of the Milgram
• Answer demonstrates study and it includes the
an excellent
named evaluation point, in
understanding of the
depth.
material.