Mark Scheme (Results)
January 2018
Pearson Edexcel International GCE
In Psychology (WPS01)
Paper 1: Social and Cognitive Psychology
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January 2018
Publications Code WPS01_01_1801_MS
All the material in this publication is copyright
© Pearson Education Ltd 2018
General Marking Guidance
All candidates must receive the same
treatment. Examiners must mark the first candidate in
exactly the same way as they mark the last.
Mark schemes should be applied positively. Candidates
must be rewarded for what they have shown they can do
rather than penalised for omissions.
Examiners should mark according to the mark
scheme not according to their perception of where the
grade boundaries may lie.
There is no ceiling on achievement. All marks on the
mark scheme should be used appropriately.
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 may be limited.
When examiners are in doubt regarding the
application of the mark scheme to a candidate’s response,
the team leader must be consulted.
Crossed out work should be marked UNLESS the
candidate has replaced it with an alternative response.
Section A: Social Psychology
Question Answer Mark
Number
AO1 (1 mark)
1(a) (1)
Credit one mark for an accurate definition.
For example:
Secondary data is data that has been gathered by
someone else. (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (2 marks) AO3 (2 marks)
1 (b) (4)
Credit one mark for accurate identification of one strength and
one weakness (AO1).
Credit one mark for justification of each strength and each
weakness (AO3).
For example:
Strength
Gathering secondary data may be less expensive than
conducting experiments (1) so it is more economical for
researchers so they can collect greater quantities of
information increasing credibility (1).
Weakness
Secondary data would have been gathered with the
intention of testing a previous aim (1) which may not fully
support the aim of the new research thereby reducing
validity (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (2 marks)
2(a) (2)
Credit up to two marks for an accurate description.
For example:
Internalisation is where a person changes their external
behaviour to conform because they internally accept the
beliefs of others to be true (2).
Internalisation is when a person changes behaviour and
beliefs (1) to conform.
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (2 marks) AO3 (2 marks)
2(b) (4)
Credit up to two marks for accurate identification (AO1).
Credit up to two marks for justification (AO3).
For example:
Identification is when someone will change their external
behaviours to the requirements of others (1) so they will
appear to conform to expectations so effectively changing
behaviour (1) however, people who identify do not change
their own personal beliefs (1) so their behaviour can
revert to their own preferences easily, reducing the
effectiveness of any long term changes (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO2 (1 mark)
3(a) (1)
Credit one mark for correct answer.
For example:
7/12
Reject all other answers.
Question Answer Mark
Number
AO2 (1 mark)
3(b) (1)
Credit one mark for correct answer.
For example:
42%
Reject all other answers.
Question Answer Mark
Number
AO2 (2 marks) AO3 (2 marks)
3 (c) (4)
Credit one mark for accurate identification of each weakness in
relation to the scenario (AO2).
Credit one mark for justification of each weakness (AO3).
For example:
Helen’s sample group did not use participants under the
age of 24 years (1) therefore her results cannot be
generalised to the views of young people about behaviour
in the park (1).
Helen did not interview an equal number of males and
females in her local area (1) this means that her results
are gender biased in favour of female perspectives of
crowd behaviour (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer Mark
Number
AO2 (1 mark)
3 (d) (1)
Credit one mark for accurate suggestion in relation to scenario.
For example:
Helen would be able to ask the same questions about
crowds to all her participants (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Indicative content Mark
Number
AO1 (4 marks), AO2 (4 marks)
4 (8)
AO1
Closed ended questions involved collecting quantitative
data.
Qualitative data can be gathered using open questions.
It is recommended that questionnaires are not too long as
participants can feel fatigued filling them.
A pilot study can be completed on draft questionnaires to
ensure there are no design flaws.
AO2
We used closed questions in our questionnaire which gave
us numerical data for example, do you always obey an
authority figure? Yes/No.
Our open questions included ‘why would you obey a male
authority figure more than a female one?’ to provide us
with qualitative data on obedience to authority figures.
We decided that our questionnaire on obedience to
authority figures was no longer than 2 sides of A4 in
length so that our participants did not get bored filling it
out.
Once our draft questionnaire was created we carried out a
pilot study on 5 participants in order to eliminate design
flaws, for example, we took out the term “agentic” as
some participants did not know what it meant.
Look for other reasonable marking points.
Level Mark Descriptor
(4 AO1, 4 AO2)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application in their answer.
0 No rewardable material
Level 1 1–2 Demonstrates isolated elements of knowledge and understanding.
Marks (AO1)
Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)
Level 2 3–4 Demonstrates mostly accurate knowledge and understanding. (AO1)
Marks Discussion is partially developed, but is imbalanced or superficial
occasionally supported through the application of relevant evidence
from the context (scientific ideas, processes, techniques and
procedures). (AO2)
Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)
Marks Arguments developed using mostly coherent chains of reasoning.
Candidates will demonstrate a grasp of competing arguments but
discussion may be imbalanced or contain superficial material
supported by applying relevant evidence from the context (scientific
ideas, processes, techniques and procedures (AO2)
Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding.
Marks (AO1)
Displays a well-developed and logical balanced discussion,
containing logical chains of reasoning. Demonstrates a thorough
awareness of competing arguments supported throughout by
sustained application of relevant evidence from the context
(scientific ideas, processes, techniques or procedures). (AO2)
Section B: Cognitive Psychology
Question Answer Mark
Number
AO1 (4 marks)
5 (a) (4)
Credit up to two marks for each accurate description.
For example:
Capacity
Capacity involves how many items a memory store can
hold (1), in the STM the capacity is between 5 to 9 items
(1).
Duration
The duration involves how long a memory will last (1) for
example, the STM can hold information from 0-30
seconds (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (2 marks) AO3 (2 marks)
5 (b) (4)
Credit up to two marks for accurate identification (AO1).
Credit up to two marks for justification/exemplification (AO3).
For example:
HM had a functional STM but was unable to make new
long-term memories (1) which demonstrates that memory
has two distinct memory stores (1).
He could recall events from before the operation on his
hippocampus but not any events that he experienced
afterwards (1) showing that memory stores may be
physically located in different regions of the brain (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO2 (2 mark)
6(a) (2)
Credit one mark for each accurate statement.
For example:
Independent variable
Practicing the computer game every day or not (1).
Dependent variable
Score achieved on the computer game played (1)
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer Mark
Number
AO2 (1 mark), AO3 (1 mark)
6(b) (2)
Credit one mark for an accurate suggestion in relation to the
scenario (AO2)
Credit one mark for accurate justification (AO3)
For example:
Manon needs to consider whether the participants have
played the game before (1), which would mean they have
previously practiced and confound the results (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer
Number
6 (c) AO2 (1 mark) (1)
Credit one mark for a correct answer.
For example;
16.31
Reject all other answers.
Questio Answer
n
Numbe
r
6 (d) AO2 (1 mark), AO3 (1 mark) (2)
Credit one mark for accurate identification in relation
to data (AO2)
Credit one mark for accurate justification (AO3).
For example:
The mean score for females was 22 which is
higher than males (1) therefore females take
longer to complete car racing computer game
than males (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer
Number
6 (e) AO2 (1 mark) (1)
Credit one mark for an accurate identification in
relation to scenario.
Interval data (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO2 (1 mark), AO3 (1 mark)
6(f) (2)
Credit one mark for accurate identification in relation to
scenario (AO2)
Credit one mark for accurate justification (AO3)
For example:
Manon has an extreme value score of 30 from just one
participant in the female condition (1) which would have
less of an impact on the standard deviation data about
time taken to complete the game (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Indicative content Mark
Number
AO1 (4 marks), AO3 (4 marks)
7 (8)
AO1
The working memory model proposes that the STM is an
active processor made up of several stores.
The central executive is the main part which controls the
“slave” systems.
The phonological loop holds speech-based information and
is made up of the phonological store and articulatory
process.
The visuo-spatial sketchpad within the STM deals with the
temporary storage of visual and spatial information.
AO3
The working memory model is not a complete explanation
of memory because it only explains what happens in store
within the STM it makes no reference to transference to
the LTM, unlike the MSM.
Baddeley and Hitch (1974) proposed that the central
executive is involved in attention but fails to explain what
it is or how it works, so it is over simplistic.
Gathercole and Baddeley (1993) showed performance was
much better in participants doing tasks which used
separate STM systems, suggesting WMM is a more
complete explanation of STM than MSM.
Alternative explanations of memory account for LTM
processing, such as Bartlett (1932), which is ignored by
WMM, so it is not a complete explanation.
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 assessment/conclusion in their answer.
0 No rewardable material.
Level 1 1–2 Demonstrates isolated elements of knowledge and understanding.
Marks (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)
Level 2 3–4 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
generic or superficial assessment being presented. (AO3)
Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)
Marks Arguments developed using mostly coherent chains of reasoning
leading to an assessment being presented which considers a range of
factors. Candidates will demonstrate understanding of competing
arguments/factors but unlikely to grasp their significance. The
assessment leads to a judgement but this may be imbalanced. (AO3)
Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding.
Marks (AO1)
Displays a well-developed and logical assessment, containing logical
chains of reasoning throughout. Demonstrates an awareness of the
significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)
Question Indicative content Mark
Number
AO1 (4 marks), AO2 (4 marks), AO3 (4 marks)
8 (12)
AO1
Milgram’s agency theory suggests that when faced with
demands from an authority figure we lose our sense of
responsibility and obey.
When obeying we become agents of the authority figure
and give up our own free will and allow the authority
figure to take responsibility.
The purpose of the agentic state is to allow hierarchical
social systems to function properly.
Individuals are autonomous and then undergo an agentic
shift by becoming obedient.
AO2
When wearing a business suit the public obeyed the
request by Tobin to complete the task so he was the
authority figure.
Casual clothes are ordinary and not usually associated
with authority like business suits, reducing Tobin’s
authority.
The public became agentic when approached by Tobin
wearing his business suit which may be seen as important
in social hierarchy.
The public remained in an autonomous state when Tobin
approached in his casual clothes.
AO3
Milgram’s (1963) original study of obedience gives
evidence for agency theory, where participants obeyed
the authority experimenter, so their study is reliably
supported.
In Milgram’s variation 13 there is evidence that obedience
reduces to an ordinary man which explains why the public
did not obey Tobin in casual clothing, so their findings are
effectively supported.
Social power theory would suggest that obedience is
associated with the type of power the leader holds, so
may explain obedience to Tobin in a suit as a referent
public response rather than an agentic shift.
Adorno (1950) suggested that people with an
authoritarian personality are more likely to obey authority
figure so agency is not fully effective in explaining why
the public obeyed Tobin.
Look for other reasonable marking points.
Level Mark Descriptor
AO1 (4 marks), AO2 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application vs evaluation/conclusion in their answer.
0 No rewardable material.
Level 1-3 Demonstrates isolated elements of knowledge and understanding.
1 (AO1)
Marks
Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques & procedures). (AO2)
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)
Level 4-6 Demonstrates mostly accurate knowledge and understanding.
2 (AO1)
Marks
Line(s) of argument occasionally supported through the application
of relevant evidence from the context (scientific ideas, processes,
techniques & procedures). (AO2)
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 7-9 Demonstrates accurate knowledge and understanding. (AO1)
3 Line(s) of argument supported by applying relevant evidence from
Marks
the context (scientific ideas, processes, techniques & procedures).
Might demonstrate the ability to integrate and synthesise relevant
knowledge. (AO2)
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 10-12 Demonstrates accurate and thorough knowledge and
4 Marks understanding. (AO1)
Line(s) of argument supported throughout by sustained application
of relevant evidence from the context (scientific ideas, processes,
techniques or procedures). Demonstrates the ability to integrate
and synthesise relevant knowledge. (AO2)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
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