_______________________

Name:
_
1.4 Research methods part
4 _______________________
Class:
_

_______________________
Date:
_

Time: 169 minutes

Marks: 169 marks

Comments:

Page 1 of 51
Q1.
A psychology student wanted to investigate the influence of leading questions on eye-
witness testimony. She carried out her study as follows.

• Ten of her friends volunteered to take part in her study. There were two conditions.
• In Condition A, she showed five of her friends a video of a car bumping into a lamp-
post and asked them to estimate the speed that the car was going just before it ‘hit’
the lamp-post.
• In Condition B, she showed the same video to the other five of her friends and
asked them to estimate the speed that the car was going just before it ‘smashed’
into the lamp-post.

(a) Write a suitable hypothesis for this study.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) What sampling method did the student use?

Tick the correct box.

Opportunity

Random

Systematic

Stratified

(1)

(c) Identify one variable that the student controlled in this study.
Tick the correct box.

Showing both groups the same video

The estimates made by the participants of the

speed of the car
(1)

(d) Which experimental design did the student use in this study?
Tick the correct box.

Independent groups

Page 2 of 51
 Matched pairs

Repeated measures

(1)

(e) Explain one advantage of the experimental design that you have identified in your
answer to part (d).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Q2.
Outline what is meant by inter-observer reliability.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Q3.
Explain one advantage of observation studies.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q4.
A psychologist investigated factors affecting bystander intervention. She wanted to know
whether some people are helped more than others. This is what she did.
An actor went into a busy train station and fell over. He did this on several occasions.

• In Condition A, he was carrying a bottle and smelt of alcohol.

Page 3 of 51
• In Condition B, he was holding a white stick and wearing dark glasses.
• The psychologist calculated the percentage of times that the actor was helped in
each condition and used these to draw a bar chart.

(a) Write a suitable title for this bar chart.

Title: ______________________________________________________________

___________________________________________________________________

(2)

(b) Describe the results of the experiment shown in the bar chart.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Identify the independent variable in this study.

Tick the correct box.

Whether the participants saw an actor with a

white stick fall over or an actor smelling of
alcohol fall over

The same actor took part in each condition

The percentage of times that the actor was

helped in each condition
(1)

(d) Identify the dependent variable in this study.

Tick the correct box.

Whether the participants saw an actor with a

white stick fall over or an actor smelling of
alcohol fall over

Page 4 of 51
 The same actor took part in each condition

The percentage of times that the actor was

helped in each condition
(1)
(Total 6 marks)

Q5.
(a) A teacher wanted to find out whether there was a relationship between the amount
of time her students spent rehearsing a list of facts and the number of facts they
could remember. She plotted her findings in a scatter graph.

On the line below, write a heading for this scatter graph.

Heading ____________________________________________________________

___________________________________________________________________

(2)

(b) Identify the type of relationship shown in the scatter graph.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 3 marks)

Q6.
Read the following statement and decide whether it is TRUE or FALSE. Write either
TRUE or FALSE on the line below the statement.

The findings from correlations can show that a change in one variable has caused a
change in the other variable.

_______________________________________________________________________

Page 5 of 51
 (Total 1 mark)

Q7.
A 16-year-old psychology student decided to carry out a study on age stereotyping for her
GCSE coursework.

She did this in the following way:

• She wrote a list of four hobbies.
• She found a photograph of her 20-year-old sister and of her 70-year-old
grandmother.
• She selected 10 participants by making a list of all the girls in her year and choosing
every third name. She did this because she wanted all her participants to be females
of the same age.
• She showed all the participants the picture of her sister and asked them to choose
the hobby which they thought she would most enjoy.
• She then showed all the participants the picture of her grandmother and asked them
to choose the hobby which they thought she would most enjoy.
• She put her findings into a table.

Her findings are in the table below.

The number of participants choosing hobbies for a 20-year-old and for a 70-year-old

Number of Number of
participants participants
Hobby choosing the choosing the
hobby for the 20- hobby for the 70-
year-old year-old

Knitting 0 8

Ballroom dancing 0 2

Going to the gym 7 0

Playing computer
3 0
games

(a) (i) Calculate the percentage of participants who chose knitting as a hobby for the
70-year-old.

______________________________________________________________

______________________________________________________________
(1)

(ii) Calculate the percentage of participants who chose going to the gym as a
hobby for the 20-year-old.

______________________________________________________________

______________________________________________________________
(1)

(b) Identify the two variables the student controlled in this study.

Page 6 of 51
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Identify the sampling method used in this study.

Tick the correct box

Sampling method

Random

Opportunity

Systematic

Stratified
(1)

(d) Identify the experimental design used in this study.

Tick the correct box

Experimental
design

Independent groups

Repeated measures

Matched pairs
(1)
(Total 6 marks)

Q8.
Outline what is meant by a case study.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q9.
Outline one strength or one weakness of case studies.

_______________________________________________________________________

Page 7 of 51
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q10.
A psychologist was interested in factors affecting perception. He conducted an experiment
in which two groups of participants were selected at random from a target population of
students from the University of Bristol.

Participants in Group 1 were shown the following list of words, all at the same time, for
just one second on a screen. (Note: the fifth word is deliberately spelt incorrectly.)

baggage airport dock ship pasrort

Then the participants were asked to write down all the words they could remember from
the list.

Participants in Group 2 were shown the following list of words, all at the same time, for
just one second on a screen. (Note: the fifth word is deliberately spelt incorrectly.)

monkey pigeon duck horse pasrort

Then the participants were asked to write down all the words they could remember from
the list.

The psychologist wanted to see what the participants thought the fifth word was in each
condition. The results are summarised in the table below.

Percentage of participants who reported the fifth word

as either passport or parrot in each condition

Passport Parrot

Group 1 90 10

Group 2 20 80

(a) Use your knowledge of factors affecting perception to explain the results of this
experiment.

(i) Identify the factor that has affected perception in this experiment.
Tick the correct box.

Context

Perceptual defence

Emotion

(1)

Page 8 of 51
 (ii) Explain how the factor that you have identified in part (a)(i) has affected the
results of this experiment.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) (i) Identify the experimental design used in this study.

Tick the correct box.

Independent groups

Repeated measures

Matched pairs

(1)

(ii) Outline one disadvantage of the design that you have identified in part (b)(i).

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) For the experiment described above, state:

(i) the independent variable;

______________________________________________________________

______________________________________________________________
(1)

(ii) the dependent variable.

______________________________________________________________

______________________________________________________________
(1)

(d) The psychologist selected his participants at random. Explain one advantage of
using random sampling.

Page 9 of 51
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Q11.
An experiment was conducted to see what effect an audience would have on football
players’ success at scoring goals from penalty kicks. This is how the study was carried
out.

Two groups of players were selected:

Group 1: experienced players with a lot of penalty shooting practice;
Group 2: less experienced players with no penalty shooting practice.

Each player attempted 10 penalty kicks at goal under two different conditions:
Condition A: without an audience;
Condition B: in front of an audience of 100 people.

The results are shown in the table below.

Mean number of goals scored out of 10 in each condition

Condition A Condition B

Group 1 6.1 9.0

Group 2 4.0 1.5

(a) Describe the results of this experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Identify and briefly explain one ethical issue that should have been considered when
this study was designed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 10 of 51
 ___________________________________________________________________
(2)
(Total 4 marks)

Q12.
A psychologist was interested in the behaviour of football players during matches. She
wanted to see whether there was a correlation between the amount of violence the
players watched on television and the number of aggressive acts the players committed
during a football game (for example, swearing at the referee). She conducted the study in
the following way.

• 10 football players from a local team volunteered to take part in the study.
• The players each made a list of all the programmes they watched on television
during the three days immediately before the football match.
• From these lists, the psychologist calculated the number of hours of violence that
each player had seen on television.
• During the next football match, she counted the number of aggressive acts that
each player committed.

The results of the study are presented in the table below.

Number of hours of violence seen on television and number of aggressive acts

committed by each player during the game

Player Hours of Number of

violence seen aggressive acts
on television

1 6 7

2 9 8

3 7 6

4 1 2

5 5 6

6 2 2

7 8 9

8 3 4

9 10 10

10 4 4

(a) Use the graph paper below to draw a scattergraph displaying the results shown in
the table above. Provide a suitable title for this graph and fully label your
scattergraph.

Title _______________________________________________________________

___________________________________________________________________

Page 11 of 51
 (5)

(b) Name and explain the type of relationship shown in the graph you have drawn
above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Write a suitable hypothesis for this study.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 10 marks)

Page 12 of 51
Q13.
Outline one limitation of using correlations to explain behaviour.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q14.
The multistore explanation of memory gave a GCSE psychology student an idea for her
coursework. She thought that if she gave participants a list of 20 words to learn, they
would remember the first five and the last five words better than the middle ten. She
decided to conduct an experiment in the following way.

• She selected 20 words (each containing six letters) from a dictionary. These words
were then listed in random order.
• She obtained permission from her Head of Year to find 30 volunteers from her year
group to act as participants.
• The participants were shown the words one at a time and then given one minute to
write down as many as they could remember in any order.
• For each participant she counted how many of the first five and the last five words
from the list they remembered. This gave a score out of ten.
• She then counted how many of the middle ten words each participant remembered.
This also gave a score out of ten.

A summary of the findings is presented in the table below.

Mean number of words remembered for the first five and the last five words (out of
10) and for the middle ten words (out of 10)

Mean number of
words remembered

First & last five 7.4

Middle ten 3.7

(a) Write a suitable hypothesis for this experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) For the experiment described, what is:

(i) the independent variable?

Page 13 of 51
 Tick the correct box.

The number of words correctly recalled

The positions of the words in the list

The length of each word

(1)

(ii) the dependent variable?

______________________________________________________________

______________________________________________________________
(1)

(c) Identify the sampling method used and explain one advantage of this method.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) Use your knowledge of psychology to discuss whether or not the results of this
experiment support the multistore explanation of memory.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)
(Total 12 marks)

Page 14 of 51
Q15.
An experiment was conducted in which participants were asked to hook 50 paperclips
together to form a chain. Each participant took part in both conditions of the experiment.

Condition A: Working entirely on their own

Condition B: Working alongside others doing the same task

The experimenter timed how long it took each participant to complete each task. The
results are summarised in the table below.

Mean time (in seconds) taken by participants to complete each task

Mean time

Condition A 104

Condition B 86

(a) Describe the results of this experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Identify the experimental design used for this experiment.

___________________________________________________________________
(1)

(c) Describe how the two conditions could have been counterbalanced in this
experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 5 marks)

Q16.
What is meant by the term case study ?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 15 of 51
 _______________________________________________________________________
(Total 2 marks)

Q17.
Outline one strength and one weakness of using case studies in psychology.

Strength ______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Weakness _____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q18.
For her GCSE coursework, a psychology student decided to conduct a memory
experiment.

The aim was to find out if words that are easy to visualise would be remembered better
than words that are difficult to visualise. She did this in the following way.

• She created one list of 30 words.

• Fifteen of the words in the list were easy to visualise (e.g. house, car, tree, etc).
These were the Condition A words.
• The other fifteen words in the list were difficult to visualise (e.g. hope, fear, sense,
etc). These were the Condition B words.
• All 30 words were listed in random order.
• Ten members of her class volunteered to be participants in her experiment.
• The participants were given two minutes to learn the list of 30 words and one minute
to write down all the words that they could remember from the list in any order.

The psychology student counted the number of words correctly recalled from each of the
two groups of words. These are presented in Table 1.

Table 1: Number of words correctly recalled out of 15 for Condition A and Condition
B

Condition B
Condition A
P (difficult to
(easy to visualise)
visualise)

1 10 8

2 12 9

3 14 10

Page 16 of 51
 4 9 1

5 11 6

6 12 7

7 11 7

8 12 9

9 9 6

10 10 7

Total 110 70

(a) Write a suitable hypothesis for this experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) (i) Identify the experimental design used in this study.

______________________________________________________________

______________________________________________________________
(1)

(ii) Explain one advantage of the experimental design you have identified in (b)(i).

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) (i) For each condition, calculate the mean score and complete Table 2 below.

Table 2: Mean scores for Condition A and Condition B

Condition A Condition B

Mean
(2)

(ii) Use the graph paper below to display the means you have calculated for
Table 2.
Provide a suitable title for this graph and fully label your display.

Page 17 of 51
 Title: _________________________________________________________

(5)

(d) Use your knowledge of psychology to discuss whether the results of this experiment
can be explained by the process of encoding.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 15 marks)

Q19.
A study was conducted in which each participant had to shout and clap and make as
much noise as they could. There were two conditions:

Condition A: each participant was alone;

Condition B: participants worked in groups of six.

The participants wore earplugs. The researchers devised a ten-point noise rating scale to
measure the amount of noise that each participant made (the higher the rating, the noisier
the participant). The results are shown in the table below.

Mean noise rating out of 10 for each Condition

Mean noise rating

Condition A 9.0

Page 18 of 51
 Condition B 3.0

(a) In this study, identify:

(i) the independent variable;

______________________________________________________________

______________________________________________________________
(1)

(ii) the dependent variable.

______________________________________________________________

______________________________________________________________
(1)

(b) Why was it necessary for the participants to wear earplugs?

___________________________________________________________________

___________________________________________________________________
(1)

(c) Describe the results of the study.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Use your knowledge of psychology to explain the results shown in the table.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Q20.
(a) Describe one study in which the behaviour of bystanders was investigated. Include
in your answer the reason why the study was conducted, the method used, the

Page 19 of 51
 results obtained and the conclusion drawn.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

(b) (i) Identify one ethical issue that should have been considered when the study
you described in part (a) was designed.

______________________________________________________________

______________________________________________________________
(1)

(ii) Outline how the issue you have identified in part (b)(i) could have been dealt
with.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 8 marks)

Q21.
A GCSE psychology student noticed that football fans were very good at remembering
football scores from the previous weekend. For her coursework she decided to investigate
whether football fans could remember scores more accurately than people who did not
like football. She did this in the following way.

• Two weeks before conducting her experiment she tape-recorded the scores from 20
football matches.
• She obtained permission from her Head of Year to find 30 volunteers from her year
group.
• 15 football fans and 15 people who did not like football (non-fans) agreed to take
part. They all sat in the same room at the same time to participate in the experiment.

Page 20 of 51
• The tape-recording of the results was played to the participants. They were then
given five minutes to write down the results that they could remember.

(a) Write a suitable hypothesis for this experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Identify the sampling method used and explain one criticism of this method.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) A summary of the findings is presented in the table below.

Mean and range of correct football scores that were remembered by fans and
non-fans (number of correct answers out of 20)

Fans Non-fans

Mean 14 6

Range 20 20

Explain what the findings in the table above tell you about the accuracy of recall of
fans and non-fans in remembering football results.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 21 of 51
 (4)
(Total 9 marks)

Q22.
(a) A study was conducted in which each participant had to sit alone in a room and have
a conversation by intercom with other people who were in separate rooms. These
people were confederates of the experimenter. There were three conditions:

Condition A: each participant had a conversation with one confederate.

Condition B: each participant had a conversation with two confederates.
Condition C: each participant had a conversation with three confederates.

After a few moments, in all three conditions, one of the confederates sounded as
though he was very ill and cried out for help. The experimenter noted the
percentage of participants who went for help. The results of the experiment are
shown in the graph below.

Bar graph showing the percentage of participants

who went for help in each condition.

Describe the results of the study.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(b) Use your knowledge of psychology to explain the results of this study.

___________________________________________________________________

Page 22 of 51
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) Identify one ethical issue which should have been considered when this study was
designed.
Explain why the issue you have identified is important.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q23.
(a) Explain why it is necessary to use behaviour categories when recording behaviour.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) (i) What is meant by the term inter-observer reliability?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

Page 23 of 51
 (ii) Explain how you and your partner could establish inter-observer reliability.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 6 marks)

Q24.
Two psychology students were having a conversation about how their grandparents
seemed to be free of stress compared to their parents. This gave them an idea for an
investigation. The aim was to look for a relationship between age and stress. This is what
they did.

• They used a stress questionnaire. The higher the score, the greater the stress.
• They stood outside a local supermarket and obtained the informed consent of ten
volunteers of different ages to be participants in their investigation.
• The participants were asked to complete the stress questionnaire and to write down
their age.

(a) State a suitable hypothesis for this investigation.

___________________________________________________________________

___________________________________________________________________
(2)

(b) Identify the sampling method used in this investigation.

___________________________________________________________________
(1)

(c) Explain what is meant by the term informed consent.

___________________________________________________________________

___________________________________________________________________
(2)

The results of the investigation are shown in the table below.

Age of participants in years and stress scores (out of 50)

Participant Age Stress score

1 65 12

2 30 36

3 20 50

4 60 18

Page 24 of 51
 5 50 30

6 23 42

7 75 5

8 54 24

9 70 10

10 46 30

(d) Use the graph paper to draw a scattergram displaying the results shown in the table.
Provide a suitable title for this graph and fully label your scattergram.

Title ______________________________________________________________
(1)

(4)

(e) Name and explain the type of relationship shown in the graph.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 13 marks)

Q25.
Explain what is meant by the term informed consent.

Page 25 of 51
 _______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q26.
A psychologist who wished to investigate the effect of context on perception carried out an
experiment in the following way.

• The psychologist then measured how far the mark was from point X.
• The line XY was actually 100 mm long.
• An accurate estimate would have been 50 mm.

The results of the experiment are shown in the table below.

Distance of mark from point X in mm.

Group A (House) Group B (Book)

Participant Distance Participant Distance

Page 26 of 51
 1 42 11 57

2 44 12 53

3 48 13 60

4 46 14 56

5 45 15 58

6 49 16 59

7 40 17 44

8 44 18 60

9 45 19 58

10 47 20 55

(a) For each group calculate the mean score.

(i) Group A: ______________________________________________________

(1)

(ii) Group B: ______________________________________________________

(1)

(b) (i) Identify the experimental design used in this experiment.

______________________________________________________________
(1)

(ii) Explain one reason why the experimental design you have identified in (b)(i)
was suitable.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) What conclusion can be drawn from the results in the table? Explain your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) The students were randomly allocated to one of the two groups. Explain how this
could have been done.

Page 27 of 51
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Explain whether or not it would be possible to generalise the results of this
experiment to the whole student population of the college.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Q27.
Read the following description of a study.

An observation study of the objects used by male and female characters in television
advertising was conducted. Two categories of objects were selected.

(i) Household: objects used in the home (e.g. duster).

(ii) Non-household: objects used outside the home (e.g. spade).

The results of the study are shown in the graph below.

Graph to show the percentages of males and females

using household and non-household objects as shown in advertisements.

Describe the results of the study shown in the graph.

_______________________________________________________________________

_______________________________________________________________________

Page 28 of 51
_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Page 29 of 51
Mark schemes

Q1.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 2]

The hypothesis must be a testable statement e.g. participants hearing the

word “smashed” in the question will estimate the speed of the car to be faster
than those hearing the word “hit”.
Testable statement (1 mark) Variables (1 mark).
2

(b) [AO1 = 1]

Opportunity ✓

Random

Systematic

Stratified
1

(c) [AO1 = 1]

Showing both groups the same video ✓

The estimates made by the participants of the speed of

the car
1

(d) [AO1 = 1]

Independent groups ✓

Matched pairs

Repeated measures
1

(e) [AO1 = 1 AO2 = 2]

Advantage is identified 1 AO1 mark, and explained up to 2 AO2 marks.

AO1 – Using an independent groups design means that order effects such as
practice do not happen (1 mark).

AO2 – This is because the participants only take part in one condition (1 mark)
and so the results are not affected by them already being familiar with the task
(1 mark).

Page 30 of 51
 3 marks One advantage is accurately identified and
explained reflecting the detail of the mark
scheme.

2 – 1 marks One advantage is briefly but accurately

explained at the top end. The explanation is
very brief or muddled at the bottom end.

Credit correct advantage if consistent with answer to (d)

3
(Total 8 marks)

Q2.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 3]

This means having more than one person observing the same behaviour (1 mark) with the
same record sheet (1 mark) and checking the records match each other (1 mark) to be
sure that the data is an accurate account of the behaviour (1 mark). Max 3.
[3]

Q3.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 1 AO2 = 1]

Advantage of observation studies identified (1 AO1) and explained (1 AO2).

AO1 − Observations enable psychologists to see how people behave in their natural
setting (1 mark).

AO2 − They therefore have high ecological validity (1 mark).

[2]

Q4.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 2]

The percentages of times (1 mark) that a man with a white stick and a man
smelling of alcohol were helped (1 mark).
2

(b) [AO1 = 2]

When he smelt of alcohol the actor was helped 20% of times (1 mark). When

Page 31 of 51
 the actor carried a stick he was helped 80% of times (1 mark).
2

(c) [AO1 = 1]

Whether the participants saw an actor with a

white stick fall over or an actor smelling of ✓
alcohol fall over

The same actor took part in each condition

The percentage of times that the actor was

helped in each condition
1

(d) [AO1 = 1]

Whether the participants saw an actor with a

white stick fall over or an actor smelling of
alcohol fall over

The same actor took part in each condition

The percentage of times that the actor was

✓
helped in each condition
1
[6]

Q5.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [A01 = 2 marks]

A clearly stated title which includes reference to both variables e.g.. Scatter graph to
show the relation (1 mark) between the amount of time spent rehearsing a list of
facts and the number of facts recalled (1 mark).
2

(b) [A01 = 1 mark]

The scatter graph shows a positive correlation.

1
[3]

Q6.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO2 = 1 mark]

The findings from correlations can show that a change in one variable has caused a
change in the other variable.

Page 32 of 51
 FALSE
[1]

Q7.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) (i) [AO1 = 1 mark]

80%
1

(ii) [AO1 = 1 mark]

70%
1

(b) [AO1 = 2 marks]

The 2 variables identified from the scenario are; all the participants were female, all
the participants were the same age. The same photos shown, same hobbies shown.
2

(c) [AO1 = 1 mark]

Sampling method

Random

Opportunity

Systematic ✓

Stratified
1

(d) [AO1 = 1 mark]

Experimental
design

Independent groups

Repeated measures ✓

Matched pairs
1
[6]

Q8.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 2 marks]

Page 33 of 51
 A case study is an in-depth investigation (1 mark) of one individual or a small group (1
mark). Credit use of example 1 mark.
[2]

Q9.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO2 = 2 marks]

Any appropriate strength or weakness can be given credit e.g.. a weakness of case
studies is that they are only carried out on one person (1 mark) and the results therefore
cannot be generalized to explain the development or behaviour of others (1 mark).
[2]

Q10.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) (i) [AO1 = 1]

Context ✓

Perceptual defence

Emotion
1

(ii) [AO2 = 3]
Group 1 saw the misspelt word in the context of transport-related words
and 90% of the participants thought they saw the word ‘passport’. Group
2 saw the word in the context of animals and 80% of them thought they
saw the word ‘parrot’. Allow explanation of context even if the wrong box
has been ticked in part (a)(i). Must be reference to results of both
conditions for the 3rd mark.

To 3 marks as follows

3 marks A clear explanation reflecting the detail of the

mark scheme. Reference to the results must
be clear.

2 – 1 marks Explanation is brief but accurate at the top

end. Explanation is muddled at the bottom
end.
3

(b) (i) [AO1 = 1]

Independent groups ✓

Repeated measures

Page 34 of 51
 Matched pairs
1

(ii) [AO1 = 2]
Disadvantage stated (1 mark), outlined (1 mark), e.g. participant
variables (1 mark), differences in participants’ abilities (1 mark), could
have an effect on the results in either condition (1 mark). Credit part (b)
(ii) if it matches part (b) (i). Max: 2 marks.
2

(c) (i) [AO1 = 1]

The IV is whether the first four words are related to travel or animals.
Allow the first four words in each condition.
1

(ii) [AO1 = 1]
The DV is the percentage of participants who reported the fifth word as
either ‘passport’ or ‘parrot’ (in each condition), or participants’ responses
to the fifth word. Allow ‘number of participants’.
1

(d) [AO1 = 3]
One advantage of using random sampling is that it produces a representative
sample. This is because everyone in the target population has an equal
chance of being selected to take part in the study. Allow it reduces
experimenter bias and explanation.

To 3 marks as follows

3 marks Advantage correctly identified with clear

explanation.

2 – 1 marks Advantage identified and explanation is very

brief at the top end (for example, there may be
no reference to the target population).
Explanation is muddled at the bottom end.
3
[12]

Q11.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 2]
For Group 1, there was an increase in the mean number of goals scored when
they were in front of the audience. For Group 2, there was a decrease in the
mean number of goals scored when they were in front of the audience.
2

(b) [AO1 = 1 AO2 = 1]

AO1
Any ethical issue which is relevant to the study should receive credit. The most

Page 35 of 51
 likely will be informed consent or the right to withdraw.
Correct terminology must be used. New BPS guidelines include;
Respect
Competence
Responsibility
Integrity
Also allow;
Consent
Confidentiality
Deception
Right to withdraw
Protection of participants

AO2
For example, with the right to withdraw, participants should be told that if they
do not like what is happening, they may leave the experiment at any time.
2
[4]

Q12.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO2 = 5]

NOTE: An inappropriate display will receive a maximum of 1 mark (if there is

an informative title).
The graph must have an informative title, the display must be appropriate, (i.e.
a scattergram), both axes must be clearly labelled and the graph must be
plotted accurately.

To 5 marks as follows

5–4 At the top end, all five elements contained in the mark
marks scheme will be present.

3–1 More than one of the elements contained in the mark

marks scheme will be missing.
5

(b) [AO1 = 3]
The graph shows a positive correlation. As the number of hours of violence
seen on TV increases, so do the number of aggressive acts committed during
the football game.

To 3 marks as follows

3 marks Clear answer reflecting the detail of the mark scheme.

2–1 Type of relationship named and partial explanation or

marks clear explanation without naming relationship at top end.
Relationship named and/or muddled explanation at
bottom end.
3

Page 36 of 51
 (c) [AO1 = 2]
The hypothesis must be a testable statement, e.g. ‘There will be a (positive)
correlation (relationship) between the amount of violence seen on television
and the number of aggressive acts committed during a football game.’ The
sense of the two variables should be present. Statement 1 mark, variables 1
mark.
2
[10]

Q13.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO2 = 2]
Correlations do not determine ‘cause and effect’ (1), they only show the strength of
relationship (1): there could be a third factor causing both variables to increase (1).
Max: 2 marks.
[2]

Q14.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO2 = 2]

The hypothesis must be a testable statement, e.g. ‘Participants will recall more from
the first and last five words of a list compared to the middle ten words’. The sense of
the two variables must be present. Statement 1 mark, operational variables 1 mark.
2

(b) [AO1 = 2]

(i) The independent variable is the position of the words in the list.
1

(ii) The dependent variable is the number of words recalled [in each condition (not
required)].
1

(c) [AO1 = 1 AO2 = 2]

AO1

Opportunity sampling (allow convenience).

Note: Do not allow ‘volunteers’, or ‘self-selected’ – those are not sampling methods.

AO2

This is the easiest method of obtaining participants because it can be done fairly
quickly and it causes less disruption than more rigorous sampling methods, e.g.
random sampling. Allow quick and easy (2 marks); convenient, not time-consuming
(2 marks); cheap, available, willing and able, efficient (1 mark).

Page 37 of 51
 To 3 marks as follows

3 marks Sampling method correctly identified with advantage

clearly explained.

2 – 1 marks Sampling method correctly identified. Advantage may

or may not be stated.
3

(d) [AO1 = 2 AO2 = 3]

AO1

The multistore model suggests that the first five words were stored in the long-term
memory (LTM) and are more likely to be recalled (primacy effect). The last five
words will still be in the short-term memory (STM). They are also more likely to be
recalled (recency effect). The middle ten words would be displaced from the STM
and are less likely to be remembered.

AO2

Because they have not been displaced. The results can be explained by the
multistore model because the mean number of words recalled was greater for the
first and last five words in the list. As the question says ‘discuss’, critical commentary
should be included in the answer to this question. There are many valid discussion
points. There could have been other factors that caused these results. For example,
some of the middle 10 words could have been less common than the words at the
beginning and end of the list and therefore harder to remember. The results may
have occurred entirely by chance. The study would need to be replicated with a
more representative sample.

To 5 marks as follows

5 – 4 marks Results are fully discussed with relevant evaluative

commentary and reflect the detail of the mark scheme.

3 – 1 marks The results are partially discussed with brief evaluative

comment at the top end. At the lower end, discussion is
either very limited or muddled.
5
[12]

Q15.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 2]

The mean time for condition A was 104 seconds. The mean time for condition B was
86 seconds. For two marks, both conditions must be referred to and a quantitative
statement made. For example, ‘The mean time for condition A was slower than the
mean time for condition B’ would score 2 marks because the word ‘slower’ implies a
quantitative comparison.
2

Page 38 of 51
 (b) [AO1 = 1]

Repeated measures design.

1

(c) [AO2 = 2]

Half of the participants could have worked in condition A first, followed by condition
B (1 mark). The remaining participants could have worked in condition B first,
followed by condition A (1 mark).
2
[5]

Q16.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 2]

A case study is an in-depth (detailed) (1 mark) study of an individual (or small group) (1
mark).
[2]

Q17.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO2 = 2 AO2 = 2]

AO2

One strength is that it gives a detailed account of an individual and therefore helps in
discovering how a person's past may be related to the present.
2

AO2

One weakness is that information gained about one person or a small group of people
cannot be generalised to a wider population because the sample would not be
representative.
2
[4]

Q18.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO2 = 2]

The hypothesis must be a testable statement, e.g. ‘Words that are easy to visualise
will be remembered better than words that are difficult to visualise.’ The sense of the

Page 39 of 51
 two variables should be present. Statement (1 mark), variables (1 mark).
2

(b) (i) [AO1 = 1]

Repeated measures.
1

(ii) [AO1 = 1 AO2 = 1]

Advantage stated (1 mark), explained (1 mark) e.g. it controls for participant

variables (1 mark), therefore we do not have to worry about differences in
participants’ abilities having an affect on the results in either condition (1 mark).
2

(c) (i) [AO2 = 1]

Condition A = 11
Condition B = 7
2

(ii) [AO2 = 5]

The graph must have an informative title, the display must be appropriate (i.e. a bar
graph), both axes must be clearly labelled and the graph must be plotted accurately.

To 5 marks as follows:

5 – 4 marks At the top end, all five elements contained in the mark
scheme will be present.

3 – 1 marks More than one of the elements contained in the mark

scheme will be missing.

Note: An inappropriate display will receive a maximum of 1 mark (if there is an

informative title).
5

(d) [AO2 = 3]

As the question says ‘discuss’, critical judgement should be included in the answer
to this question. The results of the experiment suggest that words that are easy to
visualise could have been visually encoded (changed into a visual image) and
stored more successfully, or words that were difficult to visualise were harder to
encode and not remembered so well. However, there could be other factors that
made the words in Condition B harder to remember. For example, they could have
been less common than the words in Condition A.

Note: Answers can say yes/no, but only with clear justification.

To 3 marks as follows:

3 – 2 marks The answer is clearly expressed including critical

judgement reflecting the detail of the mark scheme.

1 mark A clearly expressed answer but without critical

judgement or a brief or muddled discussion.
3

Page 40 of 51
 [15]

Q19.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) (i) [AO1 = 1]

The independent variable is whether the participant is alone or with others.

Size of group.
1

(ii) [AO1 = 1]

The dependent variable is the mean noise rating for each condition. Amount of
noise being made.
1

(b) [AO2 = 1]

So that they could not hear the noise being made by the others.
1

(c) [AO1 = 2]

In condition A the mean noise rating was 9.0. In condition B the mean noise rating
was 3.0. Figures not necessary.

To 2 marks as follows:

2 marks Results from both conditions must be described.

1 mark Partial description of results.

2

(d) [AO2 = 3]

The results of the experiment seem to show that social loafing has occurred. When
people are working together in a group, each individual tends to reduce their own
effort.

In condition B where there were six participants working together, the mean noise
rating was much lower than in condition A.

To 3 marks as follows:

3 marks Full explanation linked to the results of the study

reflecting the detail of the mark scheme.

2 – 1 marks Limited explanation of how people tend to behave in

such situations. Direct link to the study may not be
made.
3
[8]

Page 41 of 51
Q20.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 5]

There are several studies which could be offered here. The most likely ones will be
based on the work of Latane & Darley, for example, the ‘smoke-filled room’
experiment or the ‘epileptic seizure’ experiment. Studies by Latane & Rodin and
Darley & Batson could also appear.

Note:the story of Kitty Genovese should not receive credit unless it is reported as a
retrospective study of the behaviour of the onlookers.

To 5 marks as follows:

5 – 4 marks The study is clearly recognisable and the description

contains all four elements required by the question. At
the top end, description is detailed.

3 – 1 marks The outline of a recognisable study is given but it does

not contain all the elements required by the question or
the description is muddled.
5

(b) [AO1 = 1] [AO2 = 2]

(i) Any ethical issue which is relevant to the study described in (a) should receive
credit. The most likely will be deception, distress caused to participants and
informed consent.
1

(ii) A statement of how the issue could have been dealt with will attract 1 mark.
The second mark will be for an expansion of this point. For example, if the
issue identified was deception, this could have been dealt with in the debrief (1
mark) because participants must be told the true purpose of the study in the
end (1 mark). If informed consent is offered then this could also have been
dealt with in the debrief (1 mark) because in studies such as these it is
necessary not to give too much information away at the beginning of the study
(1 mark).
2
[8]

Q21.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO2 = 2]

The hypothesis must be a testable statement, e.g. ‘Football fans can

remember scores more accurately than people who don’t like football.’ The
sense of the two variables should be present. Statement 1 mark, variables 1
mark.
2

Page 42 of 51
 (b) [AO1 = 2 AO2 = 1]

Opportunity sampling was used (allow convenience). ‘Volunteers’ should not

be accepted. The most obvious criticism of this method is that it does not
provide a representative sample of the population making generalisation
inappropriate.

To 3 marks as follows

3 marks Sampling method correctly identified with criticism

clearly explained.

2 – 1 marks Sampling method correctly identified. Criticism may or

may not be stated.
3

(c) [AO1 = 2 AO2 = 2]

The answer should focus on the accuracy of both groups of fans rather than
offering reasons for the differences in scores. The mean scores tell us that
football fans do remember results more accurately than non-fans because
their mean score was 14 compared with 6 from the other group. The ranges
tell us that in both groups there was a very wide spread of scores. Both groups
must have contained people who scored maximum and people who didn’t
score above 1. The trend was for the fans to do better.

To 4 marks as follows

4 – 3 marks Clear explanation referring to both groups of fans,

using the numbers in the table.

2 – 1 marks Limited explanation, referring to only one group or

reference only to data.
4
[9]

Q22.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 3]

In condition A, approx 85% of participants went for help. In condition B it was

approx 60%, whilst in condition C, it was approx 30%.

To 3 marks as follows

3 marks Results from all 3 conditions must be described.

2 – 1 marks Partial description of results.

3

(b) [AO1 = 2 AO2 = 2]

Page 43 of 51
 The results show that people are more likely to go for help when they are on
their own. Answers may focus on ‘diffusion of responsibility’ and/or ‘pluralistic
ignorance’, explaining how these processes can account for the differences in
the results. There could also be reference made to defining the situation as an
emergency in the first place.

To 4 marks as follows

4 – 3 marks Full explanation linked to the results of the study

incorporating most of the issues mentioned in the mark
scheme.

2 – 1 marks Limited explanation of how people tend to behave in

such situations. Direct link to the study may not be
made.
4

(c) [AO1 = 2 AO2 = 1]

The ethical issue identified must be relevant to this particular study. There are
many to choose from including deception, distress to the participant, etc. For
full marks, the explanation should be linked to the study.

To 3 marks as follows

3 marks A relevant ethical issue has been clearly identified with

a thorough explanation linked to the study.

2 – 1 marks Identification or limited explanation of an issue.

3
[10]

Q23.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) [AO1 = 1 AO2 = 1]

The explanation should relate to objectivity. Behaviour categories allow us to

quantify behaviour (1 mark). It is easier to record behaviour this way (1 mark)
and it allows us to focus on certain behaviours and ignore others (1 mark). Up
to a maximum of 2 marks.
2

(b) (i) [AO1 = 2]

Inter-observer reliability means that the measurement of behaviour is

consistent (1 mark) between observers (1 mark).
2

(ii) [AO1 = 2]

To establish inter-observer reliability, both partners should observe the

same behaviour independently and compare results afterwards. If the
results are very similar, then inter-observer reliability has been

Page 44 of 51
 established.
2
[6]

Q24.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) There is a correlation (1) (accept 'relationship') between age and stress (1)
If the hypothesis is embedded in a longer sentence (1 mark only)
2

(b) Opportunity sampling

1

(c) Participants know the purpose of the study (1) before they agree to take part
(1)
2

(d) Informative title

1
Graph: scattergram (1), each axis labelled and numbered appropriately (1
each), accurate plotting (1) Note: if it is not a scattergram award zero marks
(unless both axes are labelled appropriately for a scattergram).
4

(e) Negative (1), correlation (1), as one variable increases, so the other decreases (2).
Max. 3 marks
3
[13]

Q25.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

Participants know the purpose of the study (1) before they agree to take part (1)
[2]

Q26.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

(a) Group A: 45.0

1

Group B: 56.0
1

(b) (i) Independent groups (measures)

1

(ii) Avoids practice effect (1), having done the task once could affect

Page 45 of 51
 performance the second time (1), order effects (1), fatigue (1)
2

(c) Any valid conclusion (1) explained (1)

e:g. context can affect perception (1), participants in group A perceived the
mid-point to be in a different position from Group B (1)
2

(d) Place all names in a container (1), first out goes to A, 2nd out to B, etc. (1)
2

(e) Yes (1), sample was random (1), equal chance (1) should be representative of
the population (1)
3
[12]

Q27.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

Greater percentage of females used household objects than males (1)

Greater percentage of males used non-household objects than females (1)
[2]

Page 46 of 51
Examiner reports

Q1.
(a) Many candidates lost marks on this question by not including the variables in the
hypothesis. It was, however, sufficient to refer to Condition A and Condition B.

Q2.
Very few candidates knew what is meant by inter-observer reliability. Many described the
advantage of participant observation.

Q3.
Surprisingly few candidates achieved full marks on this question. Most were able to
identify an advantage of observation studies but not to explain this.

Q4.
(a) Some candidates lost marks because they did not use the term percentage or
because they did not refer to the 2 conditions. It was sufficient to identify these as
Condition A and Condition B.

(b) Some candidates explained rather than described the results.

Q5.
(a) Some candidates did not refer to the word relationship or correlation in the title.
Others did not specify the variables.

Q7.
(b) Some candidates identified the IV and the DV rather than extraneous variables.

Q9.
Some candidates misread this question and gave both a strength and a weakness.

Q14.
(a) Many candidates are still having difficulty in writing a suitable hypothesis. Rarely a
year goes by when a hypothesis statement is not required in one of the examination
questions. This should be regarded as an easy two marks. One of the more
common errors was the absence of an operational term in the statement. For
example, many candidates said that performance in one condition would be ‘better’,
rather than saying that ‘more’ words would be recalled. In cases such as this, only
one mark is earned.

(b) (i) The majority of candidates correctly recognised the independent variable (IV).

(ii) The majority of candidates correctly identified the dependent variable (DV).

(c) Sampling methods still present problems for candidates, which again is surprising as
it should be a transferable coursework skill. ‘Random sample’ wrongly appeared
many times. From several answers, it appeared that some candidates did not

Page 47 of 51
 understand what was meant by the term ‘sampling method’ at all.

(d) This proved to be a demanding question which discriminated well between strong
and weak candidates. Marks awarded here seemed normally distributed. There
were several very good answers. However, there were a large number of confused
candidates who said that the results did not support the multistore explanation of
memory but did support the primacy and recency effect and then went on to explain
how. These answers earned partial marks. Discussion tended to be weak.

Q15.
(a) This was well answered by the majority of candidates. However there was still a
small number who offered conclusions and explanations rather than the description
required. These answers usually received no marks. There was also a small number
who thought that the higher mean in Condition A meant an improved performance.

(b) There were many incorrect answers to this question. The evidence suggests that
candidates need to be given greater opportunity to develop their ‘research methods’
skills.

(c) Success at this question was very centre specific. It was generally the case that
either all the candidates in a centre knew something about counterbalancing or none
of the candidates knew anything about it. Many candidates thought a change in the
experimental design was needed but they earned no marks for that suggestion.

Q16.
Many answers were disappointing. The majority of answers earned one mark, usually for
saying that a case study is a study of an individual. As with the Foundation Tier, many
descriptions were of longitudinal studies whilst others defined case studies as delving into
school and medical records. This approach often attracted no marks.

Q17.
As with the Foundation Tier, very few answers earned four marks. Many answers were
vague, for example stating simply that case studies cannot be replicated. Answers also
tended to be very brief, often merely identifying a strength or a weakness. The mark
scheme required an outline of a strength and a weakness that would particularly apply to
using case studies.

Q18.
(a) Most candidates made a good attempt at writing a suitable hypothesis. However
there were several answers in which an aim was stated rather than a hypothesis.

(b) (i) The majority of answers were incorrect, identifying an independent groups
design rather than repeated measures.

(ii) Answers which correctly explained an advantage of the design identified in (i)
received credit. This part of the question was answered fairly well.

(c) (i) The vast majority of candidates correctly calculated the mean scores.

(ii) Many excellent graphs were drawn earning maximum marks.

(d) This was a poorly answered question. Only a minority of candidates could correctly
explain the results by the process of encoding and very few answers contained any

Page 48 of 51
 discussion. Many candidates simply referred to levels of processing earning no
marks at all.

Q19.
(a)(i) & (ii) The majority of candidates could identify the independent variable (IV) and the
dependent variable (DV), although there were a few disappointing answers.

(b) This question attracted a large number of correct answers but several strange
answers (which usually cited health & safety issues).

(c) Well answered by a large majority of candidates but there were several who earned
no marks by explaining the results rather than describing them.

(d) A large number of candidates earned two out of the three marks by explaining social
loafing but neglecting to link their answers with the results.

Q20.
(a) The vast majority of candidates described an appropriate study. A wide range of
studies was offered but the most popular were the ‘smoke filled room’ and the ‘New
York subway’ studies. However, a large number of candidates failed to reach the top
band of marks because they did not include all the elements required by the
question in their responses. Other descriptions appeared to be a mixture of several
studies.

(b) (i) Distress and deception were the most common ethical issues cited.

(ii) Many outlines were good. However, some suggestions would have been
unrealistic in a field experiment. For example, using loudspeakers and
advertising boards around a collapsed stooge in a town square would
probably have been impractical.

Q21.
(a) It can be expected with more than 95% confidence that somewhere in the GCSE
paper a hypothesis will be required. As part of coursework too, formulating
hypotheses is a necessary skill. It is therefore surprising that a significant number of
candidates did not earn two marks for this question. Many of them stated an aim
rather than a hypothesis. Others posed a question rather than a testable statement.

(b) Many candidates could not identify sampling methods. Many identified the
experimental design in answer to this question. It should also be noted that
‘volunteers’ is not a recognised sampling method.

(c) Only strong candidates seemed to earn four marks for this question. The important
phrase that many seemed to ignore was to explain ‘what the findings in the table
above tell you’ about the accuracy of recall. To attract all four marks, both the means
and the ranges had to be referred to. If only the mean was mentioned, a maximum
of two marks was available no matter how good the answer was. Many tried to offer
reasons for the better memories of the fans but the question did not require this and
no marks were earned.

Q22.
(a) There were many good and concise answers to this question describing the results
from all three conditions. Answers that failed to attract marks offered an explanation

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 of the results rather than a description. Had these answers been given for part (b)
instead, credit would have been received.

(b) A majority of candidates showed a good understanding of bystander behaviour and

used their knowledge of psychology to earn marks in the top band. It should be
noted that from 2004 questions about bystander behaviour can only be examined in
the Pro and Anti-social Behaviour section of the examination paper.

(c) This was a very well answered question generally. However for three marks, the
explanation had to be linked to the study described in the question.

Q23.
(a) Several candidates made a successful stab at the answer to this question despite
not really understanding fully what behaviour categories actually are.

(b) (i) The vast majority of candidates were mystified by this term despite its
appearance in the specification.

(ii) The rare correct answer to this question was very pleasing to find.

Q24.
(a) Although it could almost be taken for granted that somewhere in the paper a
hypothesis will be required, a large number of candidates did not seem prepared for
it. Often the answer was incorrectly framed as a question whilst many others stated
an aim for the study. Still others appeared to be caught out by the fact that the study
was looking for a relationship between variables rather than a difference between
two conditions.

(b) ‘Random’ wrongly appeared many times here although the majority of answers were
correct.

(c) Candidates were careless in answering this question. It should be noted that when a
term is to be explained, the words of the term should not be used in the explanation.
Therefore candidates who said, ‘Participants were informed about the study and
gave their consent’ earned no marks.

(d) Titles were often not very informative. Candidates should not be afraid to write
longer titles to convey what is contained in the graph. However there were many
very good scattergrams this year.

(e) Many candidates correctly identified the negative correlation and explained it for the
full three marks. However a large number of answers wrongly named it as a positive
correlation but then gave the explanation for a negative correlation. These answers
were awarded only one mark. It would appear that these candidates assumed that
‘positive’ merely meant that there was a correlation whilst ‘negative’ meant ‘no’
correlation.

Q25.
Candidates were careless in answering this question. It should be noted that when a term
is to be explained, the words of the term should not be used in the explanation. Therefore
candidates who said, ‘Participants were informed about the study and gave their consent’
earned no marks.

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Q26.
(a) The vast majority of candidates performed the calculations correctly.

(b) (i) Most candidates were able to identify the experimental design correctly as
independent measures.

(ii) Many explanations were not detailed enough to earn the second mark. These
answers typically stated an advantage of the design without offering any
further explanation.

(c) This question was not well answered. Very few candidates were able to give a
concise conclusion. Many simply described the results, which is not what the
question required. Therefore no marks were earned. There were a handful of
impressive answers, which explained how context could affect perception, using the
data to back up the conclusion for the second mark.

(d) Few candidates earned both marks for this question. Many realised that names
could be drawn out of a 'hat' but did not go on to explain what should be done with
the name after that. Others devised weird and wonderful ways to allocate
participants to each condition but many of these ideas were systematic rather than
random.

(e) This question was not well answered. However there was a significant minority who
spotted that from a target population of only 100, a random sample of 20 should be
representative and therefore the results could be generalised. It would appear over
the years that some candidates are trained to always say ‘no’ to this question or that
there are never enough participants to generalise.

Q27.
The majority of candidates were able to describe the results although there were several
who did not earn marks by drawing conclusions from the data. The question did not ask
for this.

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