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GCSE Paper 1 Complete With MS and Contents

This document is a GCSE Psychology exam revision booklet that includes past question papers and mark schemes from various years, along with sample assessments. It contains instructions for candidates on how to fill out their information and answer the questions, emphasizing the importance of logical reasoning in responses. The document is structured to help students prepare for their psychology exams by providing relevant practice materials.

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0% found this document useful (0 votes)

4K views477 pages

GCSE Paper 1 Complete With MS and Contents

Uploaded by

dxvolt2009

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 477

1

Name: _______________________________________

GCSE Psychology
Paper 1
Exam Revision Booklet
CONTENTS
June 2023 Question Paper............................................................................................................. 3
June 2023 Mark Scheme............................................................................................................... 39
June 2022 Question Paper............................................................................................................. 62
June 2022 Mark Scheme............................................................................................................... 102
June 2021 Question Paper............................................................................................................. 127
June 2021 Mark Scheme............................................................................................................... 167
June 2020 Question Paper............................................................................................................. 192
June 2020 Mark Scheme............................................................................................................... 232
June 2019 Question Paper............................................................................................................. 255
June 2019 Mark Scheme............................................................................................................... 291
Sample Assessment 1 Question Paper........................................................................................... 316
Samle Assessment 1 Mark Scheme............................................................................................... 342
Sample Assessment 2 Question Paper........................................................................................... 361
Sample Assessment 2 Mark Scheme............................................................................................. 387
June 2024 Question Paper............................................................................................................. 407
June 2024 Mark Scheme............................................................................................................... 451

.
3
Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel Level 1/Level 2 GCSE (9–1)

Friday 19 May 2023
Afternoon (Time: 1 hour 45 minutes) Paper
reference 1PS0/01
Psychology  

PAPER 1

You do not need any other materials. Total Marks

Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.

Information
•• The total mark for this paper is 98.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• Instructure
questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related
or follow on from each other where appropriate.

Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
• Check your answers if you have time at the end.
Turn over

P71286A
©2023 Pearson Education Ltd.
N:1/1/1/1/1/1/1
*P71286A0136*
4

SECTION A: DEVELOPMENT – HOW DID YOU DEVELOP?

Answer ALL questions. Write your answers in the spaces provided.

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1 Figure 1 shows a human brain at approximately three weeks into its development.
(a) Complete the boxes provided with the missing terms.
(2)

midbrain

1
................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
........................................... . . . . . . . . . . . . . . . . . . . . . . . . . . .

spinal cord

Figure 1

(b) Describe the medulla during brain development.

(2)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 1 = 4 marks)

2
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2 Emily is trying to solve a maths puzzle given by her teacher. She is struggling to
get the solution. Martha is a teaching assistant who is sitting with Emily and wants
to encourage Emily to develop a growth mindset. Emily is trying to solve the
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puzzle again.
Explain one way that Martha could praise Emily to try to encourage a
growth mindset.
You should refer to growth mindset in your answer.

(Total for Question 2 = 2 marks)

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3 Javier is trying to find out if his son is in the conventional stage of morality. He tells
his son about a woman who is trying to steal food for her mother, because they
cannot afford to pay for it. Javier asks his son if the woman is right to steal the food

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or not.
Explain what Javier’s son would say about the woman’s actions if he is in the
conventional stage of morality.
You should refer to the conventional stage of morality in your answer.

(Total for Question 3 = 2 marks)

4
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Turn over
5
*P71286A0536*
BLANK PAGE

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8

4 Sergio wanted to see the influence of practice and effort on learning a new skill.
Sergio decided to show his niece and nephew how to juggle one weekend. He

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asked his niece to practise juggling every day for a week and when she sent him
videos of her practising juggling, he sent her supportive messages and praised her
effort. Sergio did not ask his nephew to practise juggling and did not send him any
supportive messages.
Sergio was sent videos of his niece and nephew juggling at the beginning and the
end of the week. He timed how long they could juggle for without dropping the
juggling balls.
His results are shown in Figure 2.

A comparative bar chart to show the time (in seconds) that the niece
and nephew were able to juggle at the beginning and end of the week

12
Time juggling (seconds)

10
Niece
8
Nephew
6

0
Monday (day 1) Sunday (day 7)

Day of the week

Figure 2

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(a) Explain two conclusions that could be made from Figure 2 regarding the role of
practice and effort in learning a new skill.
(4)
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1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7
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(b) Explain two weaknesses of Sergio’s investigation into the role of practice and
effort in learning a new skill.
(4)

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1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 4 = 8 marks)

TOTAL FOR SECTION A = 16 MARKS

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11

SECTION B: MEMORY – HOW DOES YOUR MEMORY WORK?

Answer ALL questions. Write your answers in the spaces provided.
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5 Figure 3 shows the three stages of the memory process.

Complete Figure 3 with the missing stage.

STORAGE RETRIEVAL

Figure 3

(Total for Question 5 = 1 mark)

6 State one feature of each of the following as part of short-term memory.

Duration

Capacity

(Total for Question 6 = 2 marks)

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7 Define the term ‘holism’ as used in psychology.

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 1 mark)

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8 Ivana is a psychologist who has been sent a patient who may have developed
retrograde amnesia in the past six months.
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To assess whether the patient has retrograde amnesia, Ivana decides to give the
patient a test. The test involves giving the patient a set of photographs of 20 famous
people who appeared in the news regularly for a five‑year period prior to the test.
(a) Explain what Ivana is likely to find if the patient has retrograde amnesia.
You should refer to retrograde amnesia in your answer.
(2)

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14

(b) Explain two improvements that could have been made to the test Ivana gave to
the patient with potential retrograde amnesia.
(4)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 8 = 6 marks)

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9 Leah is six years old and is in the park with her mum. She sees a small dog
approaching her. The dog does not bark, but jumps up at Leah. Leah pulls her hands
away from the dog but does not cry.
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Later that day, Leah’s dad asks her what happened at the park. She says that a large
dog barked at her which made her cry.
(a) Explain why Leah’s memory of the event at the park could have changed.
You should refer to the Theory of Reconstructive Memory in your answer.
(2)

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16

(b) Explain two weaknesses with using the Theory of Reconstructive Memory to
account for Leah’s memory of the event with the dog at the park.
(4)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 9 = 6 marks)

TOTAL FOR SECTION B = 16 MARKS

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17

SECTION C: PSYCHOLOGICAL PROBLEMS –

HOW WOULD PSYCHOLOGICAL PROBLEMS AFFECT YOU?
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Answer ALL questions. Write your answers in the spaces provided.

10 State two features of addiction.

1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 10 = 2 marks)

11 Define the term ‘nurture’ in relation to addiction. Use an example in your answer.

(Total for Question 11 = 2 marks)

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12 Maddie has been diagnosed with depression.

She has stopped going to work as she constantly feels intense sadness and cannot

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find the motivation to speak to anyone.
Her mum tries to encourage and reassure her, but Maddie says there is no point as
she will always be a failure. Maddie says work is pointless as she claims her recent
performance review was worse than she expected. She also thinks she will never get
a promotion or a partner.
(a) Explain how cognitive theory could account for Maddie’s depression.
(2)

(b) Explain one strength and one weakness of using cognitive theory to account for
Maddie’s depression.
(4)
Strength

Weakness

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(c) Maddie’s psychiatrist is considering whether to use drugs as a treatment for her
depression. She is interested to see how a new antidepressant drug called ‘H3-a’
compares to a standard antidepressant.
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Maddie’s psychiatrist looks at clinical trial data for the new drug and compares
it to the standard antidepressant in terms of relapse in symptoms and the
possibility of Maddie experiencing side effects after taking the drug.
The data she is considering is shown in Table 1.

New antidepressant ‘H3-a’ Standard antidepressant

Average percentage (%) of

patients reporting relapse 22 35
in symptoms after 1 year
Average percentage (%) of
patients reporting severe 25 15
side effects

Table 1

Explain one conclusion that Maddie’s psychiatrist could make regarding the
new antidepressant drug ‘H3-a’ compared to the standard antidepressant using
Table 1.
(2)

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20

(d) Maddie has been referred to have cognitive behavioural therapy (CBT) for her
depression and wants to know what this type of therapy would involve for her.

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Explain one way that cognitive behavioural therapy (CBT) could be used to help
Maddie with her depression.
(2)

(Total for Question 12 = 10 marks)

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13 Young (2007) carried out a study into cognitive behaviour therapy (CBT) with
internet addicts.
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Explain one improvement that Young (2007) could have made to her study.

(Total for Question 13 = 2 marks)

TOTAL FOR SECTION C = 16 MARKS

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22

SECTION D: THE BRAIN AND NEUROPSYCHOLOGY – HOW DOES YOUR BRAIN AFFECT YOU?
Answer ALL questions. Write your answers in the spaces provided.

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14 Define what is meant by the following terms.
Synapse

Neurotransmitter

(Total for Question 14 = 2 marks)

15 Describe the difference between the roles of the left hemisphere and the right
hemisphere of the brain.

(Total for Question 15 = 2 marks)

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16 Diogo is investigating the function of the temporal lobes. He recruits participants

with and without damage to their temporal lobes to participate in his study. Diogo
believes that he will better understand the function of the temporal lobes by seeing if
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there is any difference in the participant performance on a task.

Diogo asks his participants to listen to a simple song that he has created. He then
asks them to try to sing the song out loud.
Explain what Diogo is likely to find in his study.
You should refer to the function of the temporal lobes in your answer.

(Total for Question 16 = 2 marks)

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17 Mattéo is investigating the impact of a treatment to help patients with

severe prosopagnosia.

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Mattéo recruited 10 patients with severe prosopagnosia. He gave half of his patients
an 11-week face training programme which involved showing 12 faces at different
angles, with different emotional expressions. The other half of his patients were
put into a control group, where they watched TV instead of being involved in the
training sessions.
Before and after the investigation, all the patients had their performance on a face
task recorded, which involved them deciding which of the faces resembled a target
face the most.
Mattéo’s average results are shown in Table 2.

Average performance on Average performance on

Group the face task before the the face task after the
investigation (% correct) investigation (% correct)

Training programme 41 60

Control 39 38

Table 2

(a) Explain two conclusions that could be made from the data in Table 2.
(4)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain two strengths of Mattéo’s study.

(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 17 = 8 marks)

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18 Amy is a psychologist investigating split brain patients who have a severed corpus
callosum. Amy shows the patients a video of various dogs doing silly things, such
as falling into swimming pools or dancing. The video is only presented to the right

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hemisphere of each patient, using specialist apparatus.
Describe what Amy is likely to find regarding the patients’ reaction to the video.
You should refer to Sperry (1968) in your answer.

(Total for Question 18 = 2 marks)

TOTAL FOR SECTION D = 16 MARKS

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SECTION E: SOCIAL INFLUENCE – HOW DO OTHERS AFFECT YOU?

Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
19 You will have studied Piliavin et al. (1969).
(a) Identify the total number of trials that were carried out with the ‘cane victim’ in
Piliavin et al. (1969).
(1)
A 62

B 63

C 64

D 65

(b) Identify the approximate time taken for the model to assist the ‘victim’ in the early
and late conditions in Piliavin et al. (1969).
(1)

A 60 seconds (early) or 140 seconds (late)

B 70 seconds (early) or 150 seconds (late)

C 80 seconds (early) or 160 seconds (late)

D 90 seconds (early) or 170 seconds (late)

1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 19 = 4 marks)

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20 Ada wanted to see how the presence of others could influence exercise behaviour.
She went to her local gym and recruited four volunteers to take part in her study as
confederates / stooges.

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Ada asked the confederates / stooges to run on the majority of the five running
machines in the gym during the busy two-hour period, both in the morning and
afternoon sessions. The fifth running machine was always left vacant.
Ada recorded, in minutes, how long the fifth running machine was used for in the
morning and afternoon sessions, over a three‑day period.
Ada’s findings are shown in Table 3.

Average time (mins) the fifth Average time (mins) the fifth
running machine was used in running machine was used in
the morning session the afternoon session
No With No With
confederates / confederates / confederates / confederates /
stooges stooges stooges stooges

Monday 100 118 113 115

Tuesday 98 110 112 110

Wednesday 97 112 96 95

Table 3

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(a) Explain two conclusions that could be made from the data in Table 3 in terms of
conformity to majority influence.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain one strength and one weakness of Ada’s study.

(4)

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Strength

Weakness

(Total for Question 20 = 8 marks)

28
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31

21 Eniola was in assembly at school. She was talking with her friend and they were
playing on their mobile phones whilst the head teacher was speaking.
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A new teacher to the school signalled from across the hall to Eniola and her friend to
stop talking and playing on their mobile phones. Eniola stopped talking and playing
on her mobile phone, but her friend carried on talking and playing on her mobile
phone.
(a) Explain how personality could account for Eniola following the
teacher’s instruction.
(2)

(b) Explain how the situation could account for Eniola’s friend not following the
teacher’s instruction.
(2)

(Total for Question 21 = 4 marks)

TOTAL FOR SECTION E = 16 MARKS

29
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32

SECTION F
Answer all questions. Write your answers in the spaces provided.

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*22 Major atrocities can reveal the most aggressive side of human behaviour.
Death and destruction during war and the purposeful killing of other humans have
been studied in psychology to try to discover the potential causes of these acts.
Unearthing the causes of such acts may enable them to be prevented in the future.
Stanley Milgram conducted a series of experiments to study obedience to authority.
Other researchers in psychology have investigated crowd behaviour, conformity, and
the bystander effect. Research, such as this, has enabled psychologists to understand
ways to prevent blind obedience, and the social and cultural issues in psychology.
Assess social and cultural issues in psychology.
(9)

30
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33

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34

(Total for Question 22 = 9 marks)

32
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35

*23 Lukas really enjoys musicals, but his friends that he spends most of his time with do
not enjoy musicals. There is a musical production being put on by Lukas’s school in a
few weeks’ time, and Lukas has auditioned and got a part, but has not told his friends.
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During break time at school, all of Lukas’s friends laugh and make fun of other
students who are involved in the musical. Lukas sometimes joins in and makes fun of
them too, because he is embarrassed to tell his friends he is involved in the musical.
When Lukas is with the musical cast and crew, he really enjoys reading his lines with
the other people involved in the musical. Lukas works very hard to learn his lines by
repeating them a lot and practising them with the other cast members. Lukas also
constantly practises his dance moves for the musical, in private away from his friends.
Assess Lukas’s behaviour using two areas of psychology that you have studied.
(9)

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36

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37

(Total for Question 23 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

35
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BLANK PAGE
38

36
39

Mark Scheme (Results)

June 2023

Pearson Edexcel
GCSE Psychology (1PS0)
Paper: 01
40

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June 2023
Publications Code 1PS0_01_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 2306
41

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.
42

Question Answer Mark

number
1(a) One mark for accurate completion of each box. (2)

For example:

• 1 - Forebrain

• 2 - Hindbrain

Accept any other appropriate response.

Question Answer Mark

number
1(b) Up to two marks for description of the medulla. (2)

For example:
• The medulla begins to form around the 6th to 7th week of
gestation (1). The medulla controls involuntary responses,
such as breathing (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:
• To develop a growth mindset a child should be praised for their
effort and not for their ability (1), so Martha could praise
Emily’s effort during the maths puzzle by saying ‘I like how
hard you’re trying’ to encourage Emily to persevere and
develop a growth mindset (1).

Accept any other appropriate response.

Question Answer Mark

number
3 One mark for demonstrating accurate understanding of the (2)
conventional stage of morality.
One mark for exemplification of how the conventional stage of
morality can be used to explain the scenario.

For example:
• Individuals in the conventional stage of morality will want to
maintain social order by obeying authority and see themselves
as a good member of society (1), so if Javier’s son is in this
stage he will say that the women should not have stolen the
food as people stealing food does not maintain social order in
society (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• One conclusion is that practice and effort improves juggling

skills (1), which is shown by Sergio’s niece being able to juggle
for 10 seconds longer by day 7 (14 seconds) compared to day
1 (4 seconds) (1).
• A conclusion could be that getting supportive messages
praising effort helps to encourage practise and learning to
juggle (1) which is shown by his niece being able to juggle for
10 seconds longer than his nephew by day 7, who did not get
any messages (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Weakness one
• Sergio only used his own niece and nephew so the
investigation lacks generalisability as they may not reflect
others when juggling (1) as his niece may have been naturally
gifted at juggling and her improvement may not have been
shown by other individuals within the same time period (1).

Weakness two
• Sergio did not specify exactly how long his niece should
practise for or check that his nephew did not practise juggling
(1) so the lack of controls used in his investigation means that
it is difficult to infer cause and effect as the practice and praise
may not have actually caused his niece’s improvement (1).

Accept any other appropriate response.

Section B
Memory – How does your memory work?

individual parts so that the whole is greater than simply a sum
of the parts (1).

Accept any other appropriate response.

Question Answer Mark

number
8(a) One mark for demonstrating accurate understanding of retrograde (2)
amnesia.
One mark for exemplification of how retrograde amnesia can be
used to explain the scenario.

For example:
• Retrograde amnesia is when an individual cannot remember
information and events from before the onset of their condition
(1), so Ivana is likely to find the patient having difficulty in
recognising many of the faces of famous people from the past
five years if they have retrograde amnesia (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Ivana could have used more than 20 famous faces, such as

200 faces (1) which would give a more representative
understanding of who they remember from the past five years
because they may just have not been familiar with the 20
Ivana chose (1).
• Ivana could have chosen to test them on things other than
just faces, such as world events that happened in the past 5
years too (1) which would give her a better assessment of
what they can remember than just famous faces as they may
not have engaged with celebrity news so would give a more
valid assessment (1).

Accept any other appropriate response.

Question Answer Mark

number
9(a) One mark for demonstrating accurate understanding of the (2)
Theory of Reconstructive Memory.
One mark for exemplification of how the Theory of Reconstructive
Memory can be used to explain the scenario.

For example:
• Reconstructive Memory Theory states memory is malleable
and recall is influenced by schemas (1), so Leah may have a
schema of dogs barking and being large which causes people
to get upset which is why her recall of the event changed (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Weakness one
• Bartlett interpreted the evidence from his stories and pictures
himself so his ideas of how recall alters could be subjective
and not be relevant for Leah saying the dog barked when it did
not (1) because other researchers may have interpreted the
reproductions of the stories Bartlett received differently so
Leah using her schema of a dog for the event may not be why
she said it barked and was large (1).

Weakness two
• Bartlett used a variety of adults from England and gave them
stories and pictures to try and remember but the findings from
these may not apply to Leah as she is a child (1) so using
Bartlett’s theory of a schema for Leah may not represent why
she said the dog is large and it barked as Bartlett’s ideas may
only be relevant to adults from England using inanimate
pictures and stories (1).

Accept any other appropriate response.

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

Question Answer Mark

number
10 One mark for accurate statement of each feature. (2)

For example:

• Impaired control over use of the substance in terms of

onset/frequency/intensity/duration/termination/context (ICD
11) (1).
• Increasing importance of substance use over other aspects of
life, such as personal health or responsibilities (ICD 11) (1).

Accept any other appropriate response.

Question Answer Mark

• Young (2007) could have asked a peer that knows the internet
addict well to also rate them on the client outcome
questionnaires (1). The peer would have a more objective view
on whether the CBT was effective for the addict, and could
have checked if the addict was lying, so would have increased
the validity of the study (1).

Accept any other appropriate response.

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

Question Answer Mark

number
14 One mark for accurate definition of each term. (2)

For example:

Synapse
• A synapse is a junction between neurons where messages are
passed from one cell to another (1).

Neurotransmitter
• A neurotransmitter is a chemical messenger in the brain that
helps neurons pass messages to other neurons (1).

Accept any other appropriate response.

Question Answer Mark

• Sperry (1968) presented a picture of a nude to the right

hemisphere of split brain patients who giggled or blushed but
could not report seeing anything (1), so Amy is likely to find
that her patients laugh in response to seeing the dogs doing
silly things in the video but will not report seeing the video (1).

Accept any other appropriate response.

Section E
Social influence – How do others affect you?

Question Answer Mark

number
19(a) D – 65 (1)

The only correct answer is D.

A is incorrect because it was not 62
B is incorrect because it was not 63
C is incorrect because it was not 64

Question Answer Mark

number
19(b) B – 70 seconds (early) or 150 seconds (late) (1)

The only correct answer is B.

A is incorrect because it was not 60 seconds (early) or 140
seconds (late)
C is incorrect because it was not 80 seconds (early) or 160
seconds (late)
D is incorrect because it was not 90 seconds (early) or 170
seconds (late)

Question Answer Mark

• When an authority figure is close in proximity, obedience tends

to increase but when they are far away, obedience decreases
(1). Eniola’s friend may not have obeyed the teacher as they
were across the hall so they were not in close proximity to
Eniola and her (1).

Accept any other appropriate response.

Section F

Question Indicative content Mark

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

Candidates who do not consider social and cultural issues in

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

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

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

AO1
• Obedience involves following a direct order from a legitimate
authority figure in a given situation.
• Compliance is when an individual goes along with a group
majority even when they privately disagree with them.
• Bystander intervention is when someone chooses to help a
person in need or not.

AO2
• Blind obedience to authority figures could lead to unlawful
killing and harming of other groups, and could explain why
Nazis killed so many people during World War II.
• Normative social influence may explain why people in groups
may purposefully kill other humans in other groups as they do
not want to be rejected by the group and potentially harmed
by them either.
• People from individualistic cultures may be less inclined to
help others in need during conflict as they are encouraged to
be more independent and stand out from the crowd, whereas
people from collectivist cultures may see themselves as more
similar, so may be more inclined to help.

AO3
• Milgram’s obedience research shows that when a legitimate
authority is wearing a uniform obedience is higher at 65% to
450V compared to just 20% obedience to 450V when they
were wearing ordinary clothes, so could contribute to our
understanding of social and cultural issues in obedience.
• Milgram’s research took place in laboratories under carefully
controlled conditions so it could be questioned how much his
findings could represent real life situations so lack validity to
societal and cultural issues.
• Piliavin (1969) found people were more likely to help others of
the same race as them, such as 68% of white victims being
helped by white helpers, compared to 50% of black victims, so
could help support the idea that people are more willing to
help others similar to them and help explain social and cultural
issues such as unlawful killing of people who are different to
them.
59

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of the
question with flawed or simplistic links and connections made.
(AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited synthesis
of understanding. Judgements are supported by limited evidence.
(AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the question,
with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding but not entirely coherently, leading
to judgements that are supported by evidence occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the question
to provide sustained linkage and logical connections throughout.
(AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that synthesises
relevant understanding coherently. Judgements are supported by
evidence throughout. (AO3)
60

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

AO1
• Multi store model of memory suggests to remember
information rehearsal is important in keeping the
information.
• Conformity to majority influence is when someone changes
their behaviour to follow what most people in a group are
doing.
• The left hemisphere is specialised in language processing
whilst the right hemisphere is more specialised in spatial
tasks.

AO2
• Lukas repeats his lines a lot so he is using rehearsal to try
to retain the information for when he has to use them in
the musical.
• Lukas is joining in with the majority of his friends in
mocking the other cast members at lunch as he does not
want to feel left out by his friends.
• By practising his lines, Lukas will be using his left
hemisphere and when he speaks and sings them he will be
using Broca’s area, but his dance moves will be more
focused on using his right hemisphere.

AO3
• Peterson and Peterson (1959) found that almost 90% of
information was lost when rehearsal was prevented for 18
seconds so supports rehearsal as an important factor in
memory, so could explain why Lukas is repeating his lines.
• Asch (1951) used a line study to support conformity to
majority influence with 74% conforming at least once to an
obvious incorrect answer, so can account for Lukas
mocking the other cast members with his friends.
• Research investigating the role of the hemispheres
frequently uses brain-damaged patients and takes place in
laboratories in strictly controlled conditions with
standardised procedures so may lack ecological validity, so
could be limited in explaining brain function in the real
world such as Lukas practising dance moves and learning
lines for a musical.
61

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
62
Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel Level 1/Level 2 GCSE (9–1)

Time 1 hour 45 minutes
Paper
reference 1PS0/01
Psychology
 

PAPER 1

You do not need any other materials. Total Marks

Instructions
• Use black ink or ball-point pen.
• centrethe
Fill in boxes at the top of this page with your name,
number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided
– there may be more space than you need.

Information
• The total mark for this paper is 98.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• structure
In questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related
or follow on from each other where appropriate.

Advice
• Read each question carefully before you start to answer it.
• Checkanswer
Try to every question.
• your answers if you have time at the end.

Turn over

*P68823RA0140*
P68823RA
©2022 Pearson Education Ltd.

Q:1/1/1/1/1/1/1/1/
63

SECTION A
Development – How Did You Develop?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Define the term ‘morality’. Use an example in your response.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 1 = 2 marks)

2 (a) Identify the age of the children when being video recorded with their parents as
part of the study by Gunderson et al. (2013).
(1)
A 14 months, 22 months, 30 months

B 14 months, 18 months, 38 months

C 14 months, 26 months, 34 months

D 14 months, 26 months, 38 months

(b) Identify which parental comment from Gunderson et al. (2013) is an example of
process praise.
(1)
A ‘You must have tried hard’

B ‘Good girl’

C ‘You’re so smart’

D ‘Wow’

(Total for Question 2 = 2 marks)

2
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64

3 Finlay is a boy who was born with a healthy brain. He likes to dance and run around.
His mother has two other children who like to chase Finlay. When he was 18 months
old, Finlay fell out of his cot bed in his bedroom and banged his head. He was taken
to hospital where they discovered that he had damaged his medulla.
Explain one way that Finlay could be affected by the damage to his medulla.
You should refer to the role of the medulla in your answer.

(Total for Question 3 = 2 marks)

3
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65

4 Georgia is four months old and from England. Her father is playing with her one
day with her favourite toy duck, Mrs Duckie. Georgia’s father is ‘quacking’ and she is
laughing. She reaches for the toy duck but her father hides the toy duck behind the
sofa. Georgia sits still and begins to cry.
(a) Explain what Georgia's reaction to her father hiding the toy duck shows regarding
her cognitive development.
You should refer to Piaget’s Theory of Cognitive Development in your answer.
(2)

4
*P68823RA0440* 
66

(b) Explain one strength and one weakness of using Piaget’s Theory of Cognitive
Development to account for Georgia’s behaviour after her father hides the
toy duck.
(4)
Strength

Weakness

(Total for Question 4 = 6 marks)

5
 *P68823RA0540* Turn over
67

5 James is a teacher at a school. He wants to see whether social learning can be used to
help the social development of his pupils.
He splits a group of 10 pupils in half, keeping five of the pupils in his classroom while
another teacher takes the other five pupils to their classroom. James shows them
how to share and take turns on a scooter and asks them to practise this whilst he
watches and supervises them. The other teacher just gives the pupils a scooter and
supervises only. This is done once a day for a week.
The following week James observes his whole class and gives each of the 10 pupils
a score for their ability to share and take turns. The pupils were scored from 1 to 10,
where 1 indicated very poor ability to share and take turns and 10 indicated excellent
ability to share and take turns.
Table 1 shows the scores given to each pupil by James.

Supervised by James Supervised by the other teacher

Ability to share Ability to share

Pupil and take turns Pupil and take turns
(1–10) (1–10)

A 8 F 4

B 9 G 5

C 8 H 5

D 7 I 4

E 9 J 6

Table 1

(a) Explain one conclusion you could make from Table 1 regarding social learning to
improve social development.
(2)

6
*P68823RA0640* 
68

(b) Explain one improvement that James could have made to his investigation.
(2)

(Total for Question 5 = 4 marks)

TOTAL FOR SECTION A = 16 MARKS

7
 *P68823RA0740* Turn over
69

SECTION B
Memory – How Does Your Memory Work?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
6 (a) Identify the recall intervals in Peterson and Peterson (1959).
(1)
A 2, 4, 6, 8, 10, 12 seconds

B 3, 6, 9, 12, 15, 18 seconds

C 4, 7, 10, 13, 16, 19 seconds

D 5, 7, 9, 11, 13, 15 seconds

(b) Identify the numbers that participants counted back in before recalling
information in Peterson and Peterson (1959).
(1)
A 1s or 2s

B 2s or 3s

C 3s or 4s

D 4s or 5s

(Total for Question 6 = 2 marks)

8
*P68823RA0840* 
70

7 Describe the difference between ‘attention’ and ‘rehearsal’ as part of the

memory process.

(Total for Question 7 = 2 marks)

9
 *P68823RA0940* Turn over
71

8 Pablo is investigating the memory of some volunteers. He reads out 20 everyday

words and asks his volunteers to write down as many as they could remember after
he had finished reading the words.
Pablo’s word list is shown in Figure 1.

Word list
1. Train
2. Stable
3. Cabbage
4. Mattress
5. Uncle
6. Roof
7. Question
8. Cottage
9. Bargain
10. Finger
11. Landscape
12. Future
13. Velvet
14. Stomach
15. Flower
16. Gossip
17. Chamber
18. Sandal
19. Warehouse
20. Village

Figure 1

10
*P68823RA01040* 
72

A summary of Pablo’s results is shown in Figure 2.

A line graph to show the average recall (%) of each word in the word list

100
90
80
Average recall (%)

70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Position of word on word list

Figure 2

(a) Pablo concluded that his findings supported the Multi-Store Model of Memory.
Explain one reason why Pablo concluded this.
You should refer to the Multi-Store Model of Memory in your answer.
(2)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain one strength and one weakness of Pablo’s investigation.

(4)
Strength

Weakness

(Total for Question 8 = 6 marks)

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9 Nishka was interested in the amount of numbers that a person could remember over
a short period of time.
She presented a group of participants with seven number lists. The number lists
were shown one by one to the group. Each number list increased in length with each
successive trial, up to a maximum of 10 numbers (see Figure 3).

Nishka’s number lists

Trial 1: 8 1 5 0
Trial 2: 4 2 3 9 6
Trial 3: 3 8 1 0 4 5
Trial 4: 2 7 1 5 6 9 1
Trial 5: 5 0 2 1 7 3 8 4
Trial 6: 0 2 9 1 3 0 4 7 5
Trial 7: 1 6 2 7 8 4 1 3 5 2

Figure 3

At the end of each trial, participants had to write down the numbers in the order
that they saw them. Participants only continued to the next trial if they successfully
completed the previous trial.
(a) Explain, using your knowledge of the capacity of short-term memory, what
Nishka is likely to find.
(2)

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(b) Explain one improvement Nishka could make to her study.

(2)

(Total for Question 9 = 4 marks)

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10 Dries was investigating whether humans process information in an active or a

passive way. He gave participants a paragraph where the words had the correct first
and last letter but all the rest in the middle were jumbled. Participants had to say
whether they could read the paragraph or not.
Dries considered information processing to be active if the participants could read
the paragraph but passive if they could not read the paragraph.
The results are shown in Table 2.

Condition Percentage (%)

Participants who could read

98%
the paragraph
Participants who could not
2%
read the paragraph

Table 2

Explain one conclusion that could be made from Table 2 regarding how humans
process information.

(Total for Question 10 = 2 marks)

TOTAL FOR SECTION B = 16 MARKS

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SECTION C
Psychological Problems – How Would Psychological Problems Affect You?
Answer ALL questions. Write your answers in the spaces provided.
11 State two symptoms of unipolar depression according to the International Classification
of Diseases (ICD).

1.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 11 = 2 marks)

12 Describe one way that mental health problems affect society.

(Total for Question 12 = 2 marks)

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13 Claire recently got her dream job working as an architect for a major firm. After work
each day, she goes home and takes a drug recreationally.
Due to the stress of her new job combined with family life, Claire is also taking the
drug recreationally at the weekend.
When she stops taking the drug, Claire now experiences severe physical symptoms,
such as vomiting and shaking. Claire has started taking the drug before work to ‘calm
her nerves’. She has recently been diagnosed with addiction to the drug.
(a) Explain one way drugs could be used as a treatment for Claire’s addiction.
(2)

(b) Explain two weaknesses of using drugs as a treatment for Claire’s addiction.
(4)

1.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 13 = 6 marks)

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14 Jonah is investigating the influence of different information on whether patients will

consider using cognitive behavioural therapy (CBT) for depression.
Jonah gave a group of patients with depression one of two information articles.
• Article one included a case study of a woman with depression who attended CBT
sessions and her symptoms reduced over time (group 1).
• Article two included some research evidence supporting the effectiveness of CBT
for depression (group 2).
After each group of patients had read their information article, they had to rate how
convincing they found the information article for helping with depression and how
likely they were to attend CBT.
The articles were rated by the patients on a scale of 1–10, where 1 was extremely
unconvinced and unlikely to attend CBT and 10 was extremely convinced and
extremely likely to attend CBT.
Table 3 shows a summary of Jonah’s results.

Average rating of how Average likelihood of

convinced they were of attending CBT after reading
Group
CBT helping with their the information article
depression (1–10) (1–10)
Group 1: patients given
an information article that 8.7 7.0
included a case study
Group 2: patients given
an information article that 6.5 7.1
included research evidence

Table 3

(a) Explain one conclusion that can be made from the data in Table 3.
(2)

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(b) Explain one improvement that Jonah could have made to his investigation.
(2)

(Total for Question 14 = 4 marks)

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15 Bob has two children. One of his children has been diagnosed with cancer twice but
recovered both times. His father, who suffered from depression, has recently died and
Bob also lost his job in the recruitment industry.
Explain how likely Bob is to develop depression.
You should refer to Caspi et al. (2003) in your answer.

(Total for Question 15 = 2 marks)

TOTAL FOR SECTION C = 16 MARKS

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SECTION D
The Brain And Neuropsychology – How Does Your Brain Affect You?
Answer ALL questions. Write your answers in the spaces provided.
16 State two processes that occur in synaptic functioning.

1. ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 16 = 2 marks)

17 Figure 4 shows an image of a human brain.

Complete the boxes provided with the areas of the brain.

1
........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . ..........................................

Figure 4

(Total for Question 17 = 2 marks)

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18 Hina is a split brain patient from Japan who has had the corpus callosum, which
connects the two hemispheres in the brain, severed.
Hina goes to a magic show one evening. During the magic show the magician asks
for a volunteer and she volunteers and has to go on stage. Whilst on stage Hina is
asked to select an object from inside a bag and choose one of the objects (but keep
the object inside the bag). Hina uses her left hand to pick a marble.
The magician tries to guess the object Hina has picked and writes down his answer
and puts it inside an envelope. Hina is asked to say to the audience which object she
picked before the contents of the envelope are revealed.
(a) Explain what Hina is likely to say.
You should refer to Sperry (1968) in your answer.
(2)

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(b) Explain two weaknesses of using Sperry (1968) to account for what Hina is likely
to say.
(4)

1.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 18 = 6 marks)

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19 Josh is investigating sex differences in spatial ability. He asks one female and
one male to carry out a spatial ability map reading task. The participants have to
independently navigate their way from a castle to a cake shop using the quickest
route possible using a map.
(a) Explain one likely outcome of the map reading task.
You should refer to research evidence regarding sex differences in your answer.
(2)

(b) Explain one improvement that could have been made to Josh's investigation.
(2)

(Total for Question 19 = 4 marks)

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BLANK PAGE

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20 Eder is investigating neurological damage in some brain-damaged patients.

He gives the brain-damaged patients three images:
• A picture of a kettle
• A picture of their mother
• A picture of a football
Eder asks the participants to try to name what they can see in the images
provided correctly.
A summary of Eder’s results are shown in Figure 5.

A bar chart to show the percentage (%) of brain-damaged patients who

were able to name the three images correctly

100% 100%
100
Percentage (%) of patients who named

90
80
the image correctly

70
60
50
40
30
20
10
0%
0
Kettle Their mother Football
Image

Figure 5

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Explain one conclusion that can be made from Figure 5 using a concept of
neurological damage.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 20 = 2 marks)

TOTAL FOR SECTION D = 16 MARKS

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SECTION E
Social Influence – How Do Others Affect You?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
21 Define the term ‘society’.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 21 = 1 mark)

22 Describe the difference between ‘obedience’ and ‘conformity’.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 22 = 2 marks)

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23 Identify which of the following could define the term ‘deindividuation’.

A when someone does not help because they think others around them will

B where an individual blames their actions on others

C how behaviour changes when someone loses their personal identity

D if an individual is asked to do something by an authority figure they refuse

(Total for Question 23 = 1 mark)

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24 Adam is interested in people’s reactions to the influence of authority. He asks male

and female participants to come to a room individually.
Half of the male and female participants are asked by a man dressed as a firefighter
to lie down on the floor next to the window as there is ‘a safety issue in the room’.
The other half of the male and female participants are asked by a ‘firefighter’, who is
not in the room, over a loudspeaker, to lie down on the floor next to the window as
there is ‘a safety issue in the room’.
(a) Explain two findings that Adam may discover regarding the participants’ reaction
to the ‘firefighters’.
You should use research evidence about factors affecting obedience to justify
your answer.
(4)

1.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain two improvements that could be made to Adam’s study.

(4)

1.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 24 = 8 marks)

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25 Sergio and his five friends go to their favourite local French restaurant. Sergio
orders snails for everyone to eat whilst at the restaurant. All of his friends eat the
snails, except his friend Leonard who does not eat one of the snails despite being
encouraged by the rest of the group.
Explain one possible reason for the friends eating the snails and Leonard not eating
the snails.
You should refer to how personality affects conformity to majority influence in
your answer.

(Total for Question 25 = 2 marks)

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94

26 Casey is investigating the influence of wearing a uniform on participant behaviour.

She goes to a local business sales office where every staff member is wearing a smart
suit. Casey asks the staff to make a phone call to a customer and records them.
Later that week, Casey asks the same staff members to come to the office wearing
casual clothes. She asks them to make another phone call to a customer and
records them.
Casey listens to both sets of recordings of the sales calls from the workers.
Explain what Casey is likely to find regarding the sales calls by the staff members
when wearing smart suits and when wearing casual clothes.
You should refer to Haney, Banks, and Zimbardo (1973) in your answer.

(Total for Question 26 = 2 marks)

TOTAL FOR SECTION E = 16 MARKS

33
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95

SECTION F
Answer all questions. Write your answers in the spaces provided.
*27 After conflicts such as the First or Second World Wars, victims were left with damaged
brains. Soldiers who returned home with damaged brains found their level of
functioning was impaired. Some also returned home suffering from psychological
problems.
Case studies of brain-damaged patients have helped researchers to study the brain
and from this they have attempted to propose how the structure and function of the
brain affect human behaviour and processing.
Damage to a specific brain area can lead to theories about the function of that
region, which may change over time as greater knowledge is amassed through
research using improved technology.
Assess how psychological understanding of the brain has changed over time.
(9)

34
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96

35
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97

(Total for Question 27 = 9 marks)

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98

*28 Lorenzo has always liked music and can play a number of instruments. His favourite
instrument is the guitar but he can play the piano, drums, clarinet, saxophone
and trumpet.
Recently Lorenzo has joined a band. He is one of the guitar players but sometimes
plays the piano or drums or sings if others cannot attend rehearsals. He has been
making some mistakes with the songs during rehearsals by missing notes or some
words from the songs.
For their forthcoming performance at a local pub the lead singer, called Daniel, tells
the rest of the band to wear black T-shirts with skulls on them and so they all buy
one. Lorenzo does not have enough money to buy a T-shirt, but makes his own so
that he does not feel like the odd one out.
During the performance the band members begin to shout and scream and swear a
lot when they do not normally act this way.
Assess the band’s behaviour using two areas of psychology that you have studied.
(9)

37
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99

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100

(Total for Question 28 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

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BLANK PAGE

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102

Mark Scheme (Results)

June 2022

Pearson Edexcel
GCSE Psychology 1PS0/01
Paper 1
103

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June 2022
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© Pearson Education Ltd 2022
104

General marking guidance

• All candidates must receive the same treatment. Examiners must mark the
last candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their
perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme.
• Examiners should also be prepared to award zero marks if the candidate’s
response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification/indicative content will not
be exhaustive.
• When examiners are in doubt regarding the application of the mark scheme to
a candidate’s response, a senior examiner must be consulted before a mark is
given.
• Crossed-out work should be marked unless the candidate has replaced it with
an alternative response.

Marking guidance for levels-based mark schemes (LBMS)

Construction of levels-based mark scheme grids

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

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

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

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

Finding the right level

The first stage is to decide in which level the answer should be placed. To do this,
use a ‘best fit’ approach, deciding which level most closely describes the quality of
the answer. Where an answer displays characteristics from more than one level you
must use the guidance below and your professional judgement to decide which level
is most appropriate.
105

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

Placing a mark within a level

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

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

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

Imbalanced performance across skills

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

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

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

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

Indicative content
Markers are reminded that indicative content is provided as an illustration of some of
the material that may be offered by students. It does not show required content and
alternatives should be credited where valid.
106

Section A
Development – How did you develop?

Question Answer Mark

number
1 One mark for accurate definition of morality. (2)
One mark for suitable example of morality.

For example:
• Morality is the understanding between ‘right’ and ‘wrong’ (1).
For example, murder is wrong and helping people is right (1).

Accept any other appropriate response.

Question Answer Mark

number
2(a) D - 14 months, 26 months, 38 months (1)

The only correct answer is D.

A is incorrect because they used the recordings from 14 months,
26 months, 38 months.
B is incorrect because they used the recordings from 14 months,
26 months, 38 months.
C is incorrect because they used the recordings from 14 months,
26 months, 38 months.

Question Answer Mark

number
2(b) A - ‘You must have tried hard’ (1)

The only correct answer is A.

B is incorrect because this is not process praise.
C is incorrect because this is not process praise.
D is incorrect because this is not process praise.
107

Question Answer Mark

number
3 One mark for demonstrating accurate understanding of the role of (2)
the medulla.
One mark for exemplification of how the role of the medulla can
be used to explain the scenario.

For example:
• The medulla is involved in sending signals from the brain to
the rest of the body via the spinal cord (1) so damage to this
area of the brain could mean Finlay is unable to run or dance
anymore as the signals cannot reach his legs to move (1).

Accept any other appropriate response.

108

Question Answer Mark

number
4(a) One mark for demonstrating accurate understanding of Piaget’s (2)
Theory of Cognitive Development.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:
• In the sensorimotor stage, from birth to around 2 years,
children develop object permanence which is where they
understand that objects still exist even when out of view (1).
Georgia sits still and she is only 4 months old, so is unlikely to
have developed object permanence so does not search for Mrs
Duckie, her favourite toy, as she thinks it is does not exist (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Piaget (1954) found supporting evidence for his theory from
the Three mountains task, so his theory could also account for
Georgia sitting still when the duck is hidden (1) because the
study showed children could not see from others perspectives
until 7 years, so his theory has credibility and therefore could
also explain why Georgia did not look for Mrs Duckie (1).

Weakness
• Piaget’s research involved observations of selected children
which required personal interpretation so could be subjective
as an explanation of Georgia’s reaction to the toy being hidden
(1) because his ideas about the sensorimotor stage, which
Georgia would be in as a 4 month old, may not accurately
represent every child in the same way due to Piaget’s
interpretation of the selected children’s’ behaviour (1).

Accept any other appropriate response.

109

Question Answer Mark

number
5(a) One mark for appropriate conclusion. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:

• Social learning appears to have improved the social

development and specifically the sharing behaviour of the
children (1) which is shown by the higher score given to all of
those supervised by James (all scored 7-9) who used social
learning compared to those supervised by the other teacher
(all scored 4-6) (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• James could have asked someone independent to judge the

ability of the children to share and take turns because he may
have been biased (1) whereas another person would not know
whether the children were exposed to social learning or not so
would have made objective decisions regarding the ability to
share and take turns (1).

Accept any other appropriate response.

110

Accept any other appropriate response.

111

Question Answer Mark

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

For example:

• The Multi-store Model of Memory suggests there is a separate

short term and long term store for information (1). The words
remembered from the beginning of the list would be in the
LTM, as they had been rehearsed whilst the ones in the middle
were being read out, so the higher percentages recalled for
these words supports the theory (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Every volunteer was given the same list of words to remember
so the study can be tested for reliability (1) because each
individual had to learn the same 20 words so it is replicable
and consistency can be assessed over time (1).

Weakness
• Some of the words on the list might be more familiar to some
volunteers so this could have affected the validity of Pablo’s
study (1) because someone who frequently used the train may
have been more likely to remember that word than someone
that does not so experience and exposure could have affected
the words remembered (1).

Accept any other appropriate response.

Question Answer Mark

number
13(a) One mark for accurate understanding of drugs for addiction. (2)
One mark for exemplification of how drugs for addiction can be
used to explain the scenario.

For example:

• If Claire is taking alcohol, she could take drugs, such as

disulfiram (Antabuse), which can cause sickness if alcohol is
consumed after taking it (1), so by taking this drug Claire
would associate sickness with alcohol and avoid drinking
alcohol (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Weakness one
• Claire could stop taking the drugs given for her addiction
which means cravings would come back and she would
relapse (1) so taking drugs may only be effective if Claire
is motivated to quit using the drug as it would require
willpower and determination to continue using the
medication and avoid the drug (1).

Weakness two
• Some drugs prescribed for drug addiction can be highly
addictive and dangerous substances so Claire may replace
addiction for one drug for another drug (1) which could
lead to further health problems and potential harmful
effects of the new drug she has been prescribed to
overcome drug addiction which means her problems have
not been fully resolved by taking drugs (1).

Accept any other appropriate response.

115

Question Answer Mark

number
14(a) One mark for a conclusion made. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:
• After reading the articles there was no real difference in the
patient motivation to attend CBT (1) which is shown by just a
0.1 difference out of 10 for the likelihood of attending CBT
after either reading a case study article or research evidence
article (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Jonah could have given all patients both articles to eliminate

individual differences accounting for the results (1) because
this would mean every individual patient read both articles and
any differences in their personality, education or age could be
removed as a reason for their responses (1).

Accept any other appropriate response.

116

Question Answer Mark

number
15 One mark for accurate understanding of Caspi et al. (2003). (2)
One mark for exemplification of how Caspi et al. (2003) can be
used to explain the scenario.

For example:

• Caspi et al. (2003) showed that those with the short version of
the 5-HTT gene and more stressful life experiences suffered
from depression more than those without the gene (1). Bob’s
father had depression so he may have the 5-HTT gene and
combined with stressful life experiences such as job losses he
is very likely to develop depression (1).

Accept any other appropriate response.

117

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

Question Answer Mark

number
16 One mark for accurate statement of each process. (2)

For example:

• The neurotransmitters are released into the synaptic gap (1).

• The neurotransmitters will bind to the receptor like a lock and

key (1).

Accept any other appropriate response.

Question Answer Mark

number
17 One mark for accurate completion of each box. (2)

For example:

• 1 – Parietal lobe.

• 2 – Temporal lobe.

Accept any other appropriate response.

118

Question Answer Mark

number
18(a) One mark for accurate understanding of Sperry (1968). (2)
One mark for exemplification of Sperry (1968) can be used to
explain the scenario.

For example:

• Sperry (1968) found split brain patients could not name an

object from a bag if they used their left hand to pick the item
(1), so Hina is likely to be unable to say to the audience that
she has picked a marble from the objects in the bag (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Weakness one
• Sperry (1968) reports on split brain patients from the USA
who may not represent all split brain patients and so what
happened with them might not happen with Hina at the
magic show (1) because they might have had different
outcomes from split brain surgery to Hina who is from
Japan and so the results from Sperry regarding naming the
objects might not apply to Hina (1).

Weakness two
• Sperry (1968) conducted his research in a carefully
controlled laboratory situation whereas Hina is on a stage
in a magic show so the situation is more like real life (1)
which means that Hina’s outcome may differ from the split
brain patients in Sperry (1968) as she may be very
nervous in front of an audience and name a random object
rather than saying she did not know (1).

Accept any other appropriate response.

119

Question Answer Mark

number
19(a) One mark for accurate understanding of research evidence (2)
regarding sex differences in lateralisation.
One mark for exemplification of how research evidence regarding
sex differences can be used to explain the scenario.

For example:

• Rilea et al. (2005) found differences in lateralisation and also

sex differences in performance on some spatial ability tasks
(1). This suggests that males may have differences in
lateralisation and so a better performance compared to
females, so males will get to the cake shop quicker than
females (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Finding one
• The male and female participants are likely to show very
similar levels of obedience to the ‘firefighter’ by lying down by
the window (1) which is supported by Milgram (1974) who
found that male and female obedience to authority for
administering electric shocks was 65% to 450V for both sexes
(1).

Finding two
• There is likely to be lower levels of obedience to the
‘firefighter’ who is giving the order over the loudspeaker (1)
which is supported by Milgram (1974) who found that
obedience to authority for administering electric shocks fell to
22.5% to 450V when the authority was not in the room when
giving orders (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Adam could have used a female ‘firefighter’ as well as a male

‘firefighter’ so comparisons could be made (1) to enable him to
see how people would react to a female giving the order and
make comparisons to see the level of obedience to authority
figures (1).
• He could have had a control condition where the person giving
the order to lie down by the window was not wearing a
uniform (1) to see the true influence of obedience to authority
because this would allow him to see if people react as
obediently to the ‘firefighter’ by comparing the control and
experimental conditions (1).

Accept any other appropriate response.

122

Question Answer Mark

number
25 One mark for accurate understanding of how personality affects (2)
conformity.
One mark for exemplification of how personality affects
conformity can be used to explain the scenario.

For example:

• People with an internal locus of control believe they have

greater personal control over their own behaviour and so
conform to majority influence less than those with an external
locus of control (1). Leonard did not eat the snails as he may
have had an internal locus of control so had greater personal
control but the friends ate the snails as they may have had an
external locus of control (1).

Accept any other appropriate response.

Question Answer Mark

number
26 One mark for accurate understanding of Haney et al. (1973). (2)
One mark for exemplification of how Haney et al. (1973) can be
used to explain the scenario.

For example:

• Haney et al. (1973) found that prisoners acted submissively

and guards aggressively when in a simulated prison despite
being similar at the beginning showing they had become
deindividuated due to their role assignment (1). Casey is
therefore likely to find that in the staff are more likely to speak
more professionally and use more business jargon when
wearing smart suits so will act more like their expected role
compared to when in their casual clothes (1).

Accept any other appropriate response.

123

Section F

Question Indicative content Mark

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

Candidates who do not consider how psychological understanding

of the brain has changed over time (as instructed in the question)
cannot achieve marks beyond Level 2.
Markers must apply the descriptors in line with the general
marking guidance (on pages 2–3).

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

AO1
• Initially little thought was given to how the brain affected
behaviour, but case studies over time have suggested how the
brain affects behaviour, such as the frontal lobe has being
involved in decision-making and impulsive behaviour.
• Research which initially linked the influence of stressful life
events to depression has been updated over time to
incorporate the idea of individual differences in reactance to
stress.
• Over time experimental surgery has lead to new psychological
understanding of the brain, such as that of the role of the
corpus callosum in transferring information between the
hemispheres.

AO2
• Case studies of brain-damaged patients, such as Phineas Gage
helped to develop psychological understanding of the role of
the frontal lobes as it was claimed that he became less
responsible and showed impulsive decision-making after a
region of his frontal lobe was destroyed.
• Studies, such as that of Caspi et al. (2003), showed the
importance of individual differences in how people respond to
stressful life events and has updated research in this area to
take into account the role of genetics such as the 5-HTT gene.
• By severing the corpus callosum to create so-called ‘split-
brain’ patients psychological understanding of how the right
and left hemisphere interact developed over time, such as
Sperry (1968) who found the left hemisphere was the primary
hemisphere for language but that the right hemisphere also
showed limited language processing too.

AO3
• The findings of studies, such as Damasio et al. (1994), which
linked a region of the frontal lobe to decision making and
impulsivity, rely on accurate accounts of the case studies but
the accuracy of what happened to Phineas Gage after his
accident have been questioned over time by a number of
researchers (e.g. Macmilllan and Lena, 2010), so the
conclusions made may not have been fully valid.
124

• Caspi et al.’s (2003) study used a longitudinal design with 847

participants and assessed their level of depression against life
events over a period of 23 years so offers credible evidence of
the influence of genes and stressful life events on depression
and supports the updated psychological perspective of the role
of genetics in stress reactions.
• Since the work of Sperry (1968) newer methods of brain
scanning, such as fMRI, have enabled psychologists to study
the brain in greater spatial and temporal resolutions to gain
more detailed psychological understanding of how specific
parts of the brain are linked to certain tasks or skills.

Level Mark Descriptor

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

AO1
• Conformity to majority influence is where an individual
changes their behaviour to fit in with the group behaviour.
• Multi-store Model of Memory states that to remember
information in the long-term information must be rehearsed
over time.
• Deinidividuation is where someone loses their identity when in
a crowd situation so acts differently to how they normally
would.

AO2
• Lorenzo may not have had the money to buy a black T-shirt
with a skull but still made one so he could fit in with the
majority of the band so this shows he conformed to majority
influence.
• Lorenzo has been forgetting lyrics or notes in the songs of the
band so must not have been rehearsing and repeating them
enough to enable them to stay in his LTM correctly.
• The band members have lost their identity during the
performance as they have begun screaming and swearing
which was not usual for them so they have deindividuated in
the situation.

AO3
• Asch (1951) showed that on average about one third of
participants (32%) would change their response to conform
with the majority over an obvious incorrect answer with 75%
conforming at least once.
• Peterson and Peterson (1959) showed the role of rehearsal
was important to retain information even in the short-term as
participants lost over 90% of the trigrams after 15 seconds
without rehearsal.
• Haney et al. (1973) provides evidence for deindividuation with
the prisoners and guards acting consistently with those roles
but it could have been the lack of legitimacy of the situation
that could have influenced their behaviour, such as that a
prison is not normally in a basement of a university, so the
evidence may not be credible.
126

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
127
Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel
Level 1/Level 2 GCSE (9–1)

Time 1 hours 45 minutes

Paper
reference 1PS0/01
Psychology
PAPER 1

You do not need any other materials. Total Marks

Information
• The total mark for this paper is 98.
• – usemarks
The for each question are shown in brackets
this as a guide as to how much time to spend on each question.
• structure
In questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related or
follow on from each other where appropriate.

Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Good luck
Check your answers if you have time at the end.
• with your examination.

Turn over

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P65445A
©2021 Pearson Education Ltd.

1/1/1/1/1
128

SECTION A
Development – How Did You Develop?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 (a) Identify which of the following is the correct concept in Daniel Willingham’s
learning theory.
(1)
A Assimilation precedes accommodation

B Skill precedes factual knowledge

C Accommodation precedes assimilation

D Factual knowledge precedes skill

(b) Identify which of the following Daniel Willingham emphasised the importance of
in his learning theory.
(1)
A Schemas in learning

B Practice and effort

C Reaching equilibrium

D Accommodation and assimilation

(Total for Question 1 = 2 marks)

2 Describe the difference between pre-conventional and conventional stages

of morality.

(Total for Question 2 = 2 marks)

2
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3 Molly and Mack are struggling with their social development at school.
Their teacher, Mrs Kumar, has noticed that Molly and Mack snatch toys from other
children when they want to play with them. They push other children in the
playground and shout in their faces when they are eating their lunch.
Mrs Kumar wants to help improve Molly and Mack’s social development.
Explain one strategy that Mrs Kumar could use to help support the social
development of Molly and Mack.
You should refer to Daniel Willingham’s learning theory in your answer.

(Total for Question 3 = 2 marks)

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4 Two P.E. teachers motivate their pupils differently in their lessons. The assistant head
teacher wants to see how this affects the number of times each pupil attempts to
break the school records in athletics.
Mr Kirkman praised pupil effort when they were running the 100m and doing the
long jump. Mr Moakler praised pupil ability when they were running the 1500m and
doing the high jump.
Each pupil was allowed a maximum of 10 attempts to try to break the school record
for each event. The assistant head teacher measured the average number of attempts
each pupil made to beat the school records.
Figure 1 shows the findings.

A bar chart to show the average number of attempts

pupils made to break the school records for each event

10
9
8
Number of attempts

7
6
5
4
3
2
1
0
100m long jump 1500m high jump
Event

Figure 1

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(a) Explain one conclusion you could make using the data in Figure 1 regarding the
type of praise given by each of the P.E. teachers.
(2)

(b) Explain one improvement that the assistant head teacher could make to her
investigation into the influence of types of praise.
(2)

(Total for Question 4 = 4 marks)

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5 Beth is investigating the level of cognitive development of eight-month-old infants.

She is playing with her eight-month-old daughter in her living room at home.
Beth shows her daughter a ball and she reaches for it. Beth hides the ball behind
a cushion. Her daughter reaches behind the cushion to get the ball back.
(a) Explain what this shows regarding Beth’s daughter’s cognitive development.
You should refer to Piaget’s Theory of Cognitive Development in your answer.
(2)

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(b) Explain one strength and one weakness of Beth’s investigation into the level of
cognitive development of eight-month-old infants.
(4)
Strength

Weakness

(Total for Question 5 = 6 marks)

TOTAL FOR SECTION A = 16 MARKS

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SECTION B
Memory – How Does Your Memory Work?
Answer ALL questions. Write your answers in the spaces provided.
6 Complete Figure 2 with the missing stage.

INPUT OUTPUT

Figure 2

(Total for Question 6 = 1 mark)

7 Toby has collected 10 different types of dinosaur. He is trying to remember the names
of all the dinosaurs he has collected.
Define what is meant by the following terms in relation to Toby’s memory of his
dinosaurs.
(a) Duration
(1)

(b) Capacity
(1)

(Total for Question 7 = 2 marks)

8 Define what is meant by ‘retrograde amnesia’.

(Total for Question 8 = 1 mark)

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9 Ellis is told a new story by his grandfather about an elephant who decided to go
walking one day.
Ellis is told that the elephant played volleyball with a coconut with villagers, sang a
song with lemurs who played guitars, and went on a treasure hunt for mangos with a
giraffe.
The elephant story went on for some time and there were lots of details in the story.
Ellis wants to tell his father the story the next day. He is trying to remember all the
parts to the story and the order of the events.
Explain what is likely to happen with Ellis’s memory of the story.
You should refer to Bartlett (1932) War of the Ghosts study in your answer.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 9 = 2 marks)

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10 Robin is at school and his class are doing ‘outdoor learning’ with some local rangers.
Throughout the lesson one of the rangers points to the different types of trees and
tells Robin the names of them.
Robin is told to try and remember the names of the trees for a test.
(a) Explain one way Robin could try and remember the names of the trees.
You should refer to the Multi-store Model of Memory in your answer.
(2)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain two weaknesses of using the Multi-store Model of Memory to help Robin
remember the names of the trees.
(4)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 10 = 6 marks)

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11 Niamh wanted to see how music lyrics could most accurately be remembered.
She asked one group of participants to watch the first music video that came on
television and a second group of participants to listen to the first song that came on
the radio.
Niamh later asked participants to write down all the lyrics they could remember from
the song they heard. She then calculated the average percentage of lyrics recalled
accurately for each group.
Her results are shown in Figure 3.

A bar chart to show the average percentage of lyrics recalled accurately

by the participants who watched a music video or listened to the radio

100
90
lyrics recalled accurately

80
Average percentage of

70
60
50
40
30
20
10
0
Music video Radio
Mode of presentation

Figure 3

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Explain two improvements that Niamh could have made to her study.

1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 11 = 4 marks)

TOTAL FOR SECTION B = 16 MARKS

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BLANK PAGE

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SECTION C
Psychological Problems – How Would Psychological Problems Affect You?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
12 (a) Identify the percentage of participants across the groups who reported
experiencing four or more stressful life events in Caspi et al. (2003).
(1)
A 15%

B 25%

C 35%

D 45%
(b) State the percentage of participants across the groups who met the DSM-IV
criteria for a past-year major depressive episode in Caspi et al. (2003).
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 12 = 2 marks)

13 Describe the difference between the terms ‘nature’ and ‘nurture’ as they are used in
relation to depression.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 13 = 2 marks)

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14 Aliyah’s family all have mobile phones. Her mother and father frequently use their
mobile phones when Aliyah is in the room. Aliyah’s older sister never seems to put
her mobile phone down.
Aliyah was recently given a mobile phone for her 12th birthday and gets very anxious
and upset when she cannot find it. She is always checking her Instagram and cannot
think clearly if her mobile phone is not in direct sight at all times.
Aliyah has been losing sleep to continue checking her Twitter page throughout the
night and feels happy whenever she receives a message from her followers.
Aliyah has recently been diagnosed with addiction.
(a) Explain how learning theory could account for Aliyah’s addiction.
(2)

(b) Aliyah has been asked to attend cognitive behaviour therapy (CBT) in an attempt
to treat her addiction.
Explain how effective CBT is likely to be for Aliyah’s addiction.
You should refer to Young (2007) in your answer.
(2)

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(c) Explain one strength and one weakness of using Young’s (2007) study in relation
to the treatment of Aliyah’s addiction.
(4)
Strength

Weakness

(Total for Question 14 = 8 marks)

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15 Jasper is investigating the impact mental health issues have on individuals.

He visits a number of countries and carries out structured interviews using
pre-determined questions with people with mental health issues. Jasper collates
the information and categorises the scores on three measures.
• Likelihood of feeling shunned: experiencing being avoided by people after
diagnosis
• Likelihood of feeling isolated: experiencing being alone after diagnosis
• Likelihood of being given better treatment: experiencing benefits after diagnosis
He categorises the scores as ‘High’, ‘Mid’, or ‘Low’ for each of the themes.
Table 1 shows Jasper’s results.

Likelihood of Likelihood of Likelihood of being

Country
feeling shunned feeling isolated given better treatment

England MID MID MID

Germany HIGH HIGH LOW

Italy HIGH HIGH LOW

Bulgaria HIGH MID LOW

Croatia MID HIGH LOW

France HIGH HIGH MID

Finland MID MID MID

Table 1
(a) Explain one conclusion that Jasper could make, using Table 1, regarding how
mental health issues affect individuals.
(2)

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(b) Explain one improvement Jasper could have made to his investigation into
mental health issues affecting individuals.
(2)

(Total for Question 15 = 4 marks)

TOTAL FOR SECTION C = 16 MARKS

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BLANK PAGE

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SECTION D
The Brain And Neuropsychology – How Does Your Brain Affect You?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
16 (a) State the number of patients Sperry (1968) reported on in his research.
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) As part of Sperry’s (1968) research, patients were asked to use their left and right
hands to pick an item from a bag and name the object without seeing it.
Describe what Sperry (1968) found in this task.
(2)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(c) Identify one conclusion that could be made from Sperry’s (1968) research.
The left hemisphere was the primary hemisphere for:
(1)

A spatial tasks

B language processing

C emotions

D memory tasks

(Total for Question 16 = 4 marks)

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17 Malvina was investigating the role of different brain regions.

She organised for three groups of participants to carry out two tasks.
All the participants in group 1 had damage to region X of the brain. All the
participants in group 2 had damage to region Y of the brain. A control group
(group 3) had no damage to their brain.
All groups were required to carry out two tasks.
• Task 1: To walk along a narrow balance beam without touching the floor below.
• Task 2: To look at 10 images of common household objects and name them.
The average scores of the participants are shown in Table 2.

Task 1: Beam task (number of Task 2: Image task (number of

Group
times they touched the floor) objects correctly named out of 10)
Group 1
16 10
average score
Group 2
1 1
average score
Group 3
1 10
average score

Table 2

22
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Explain two conclusions that can be made from Table 2 regarding the function of the
damaged regions of the brain.

1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 17 = 4 marks)

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18 Allan was recently involved in a motorcycle accident.

He has damaged his frontal lobes, with specific damage in the ventromedial region
and Broca’s area.
Allan visited a psychologist who has predicted that in the future he will have difficulty
making rational decisions, but all other functions will remain intact.
Explain one strength and one weakness of using Damasio et al.’s (1994) study as an
explanation for the psychologist’s prediction.
Strength

Weakness

(Total for Question 18 = 4 marks)

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19 Carl is investigating a patient who is having some difficulties.

The patient works in a chocolate factory and recently had a fall and damaged his
brain. The patient works in the research and development department within the
factory, creating new chocolate bars using different ingredients.
The patient has been diagnosed with visual agnosia. He has asked Carl to give him
some information about how he is likely to be affected by the condition when he
goes back to work.
Explain what Carl can say to the patient regarding how the condition is likely to affect
him at work.
You should refer to visual agnosia in your answer.

(Total for Question 19 = 2 marks)

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20 Five patients with damage to a region of the brain were investigated by Lynne. The
brain lobe damaged is shown in Figure 4.

Damaged lobe
of the brain

Figure 4
She gave them tasks involving problem solving, pain, and memory.
The tasks were:
• Problem solving: solve 10 word-based puzzles where participants were given
three words and had to think of a fourth word related to them
• Pain: three pads were placed on the body and the temperature was increased on
one pad and participants had to say which of the pads was active
• Memory: read 20 trigrams and try to remember as many as possible for a retrieval
test after five minutes.
Explain what Lynne is likely to find with her patients.
You must refer to the function of the damaged brain lobe in your response.

(Total for Question 20 = 2 marks)

TOTAL FOR SECTION D = 16 MARKS

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SECTION E
Social Influence – How Do Others Affect You?
Answer ALL questions. Write your answers in the spaces provided.
21 Define the term ‘conformity’ as it is used in psychology. Use an example in
your response.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 21 = 2 marks)

22 Describe one way that culture could influence psychology.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 22 = 2 marks)

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23 A high-ranking soldier in the army is ordering the soldiers in his command to harm
innocent villagers.
He is telling the soldiers to go to the houses in the village, remove people from their
houses and take them to a central unit where they are being hurt.
The people in the houses are all innocent of any crime.
Explain two ways that blind obedience to the high-ranking soldier could be
prevented.
You should use concepts or research evidence about obedience to authority to justify
your answer.

1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 23 = 4 marks)

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24 Kyle is waiting for an underground train. He is going to an important meeting.

He sees a drunk man trip and fall on the platform just as his train is about to leave.
Kyle knows that if he stops to help, he will be late for his meeting.
Kyle stops to help the drunk man and misses his train.
(a) Explain why Kyle may have decided to help the drunk man.
You should refer to pro-social behaviour in your answer.
(2)

(b) Kyle’s female colleague, Joanne, did not stop to help the drunk man with Kyle and
boarded the train.
Explain why Joanne may have chosen not to help the drunk man and boarded
the train.
You should refer to Piliavin et al. (1969) in your answer.
(2)

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Table 3 shows the people who decided to help or not to help the drunk man.

Helped within 30 Helped within 60

Did not help
seconds seconds
Male, same race
2 0 1
as drunk man
Female, same race
0 0 3
as drunk man
Male, different race
2 0 1
as drunk man
Female, different
0 0 2
race as drunk man

Table 3
(c) Explain two conclusions that could be made from the data in Table 3.
(4)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 24 = 8 marks)

TOTAL FOR SECTION E = 16 MARKS

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SECTION F
Answer ALL questions. Write your answers in the spaces provided.
*25 Lauren’s 16th birthday was a month ago. She had a birthday party with her friends.
At the party Lauren wore a purple t-shirt and jeans and had a unicorn bracelet on
her wrist. During the party she danced with her friends and had a cake that was the
shape of a horse.
Lauren’s friend has recently recalled the birthday party and believed Lauren wore a
purple dress, a horse bracelet and that the cake was the shape of a unicorn.
Assess how far memory can be considered reductionist with reference to Lauren’s
friend’s memory of the birthday party.
(9)

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(Total for Question 25 = 9 marks)

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*26 Carlie is playing badminton at school and is trying to get selected to play for the
school team. Carlie is trying to win a point in a badminton match but misses the
shuttlecock and trips over and her head hits the floor. She tries to play another point
but misses with another swing.
Carlie loses the point and thinks she will never be good enough to win a badminton
match and walks off the court. Her badminton coach asks her to try again the next
time they play. Before the next game, Carlie practises a lot with her friends. When the
next team selection game comes Carlie wins a match and is selected to play for the
school team.
When Carlie plays for the school badminton team, she becomes very competitive and
shouts at the opposition players during matches. When she goes home, she is quiet
and reserved.
Assess Carlie’s behaviour using two areas of psychology that you have studied.
(9)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 26 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

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Mark Scheme (Results)

November 2021

Pearson Edexcel
GCSE Psychology (1PS0) Paper 1
168

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November 2021
Publications Code 1PS0_01_2111_MS
All the material in this publication is copyright
© Pearson Education Ltd 2021
169

General marking guidance

Marking guidance for levels-based mark schemes (LBMS)

Construction of levels-based mark scheme grids

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

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

Finding the right level

Placing a mark within a level

Imbalanced performance across skills

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

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

Accept any other appropriate response.

172

Question Answer Mark

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

For example:
• Willingham’s theory would advocate the use of demonstrating
the appropriate social behaviour by others, such as the teacher
or peers, to improve social development (1), so Mrs Kumar
could create activities where Molly and Mack work with
children that do not snatch and ask nicely when wanting to
play with a toy, so that their behaviour could be modelled by
Molly and Mack (1).

Accept any other appropriate response.

Question Answer Mark

number
4(a) One mark for appropriate conclusion. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:

• When pupils were praised for effort they made more attempts
to break running records than those given praise for ability (1)
which is shown by an average 6 attempts for the 100m when
praised for effort compared to just 1 attempt for the 1500m
when praised for ability (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• The pupils in each class could have been given the same
distance to run such as both running the 100m (1) so that
there is a comparable distance to run and the impact of praise
on attempts will not be influenced by the distance to run,
increasing validity of her investigation (1).

Accept any other appropriate response.

173

Question Answer Mark

number
5(a) One mark for demonstrating accurate understanding of Piaget’s (2)
Theory of Cognitive Development.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:
• Piaget’s theory suggests that children acquire object
permanence around 6 months old in the sensorimotor stage
and therefore know objects exist even when they cannot see
them (1). As Beth’s daughter reaches behind the cushion for
the ball and she is 8 months old it suggests she has developed
object permanence and will know the ball still exists even
when it cannot be seen (1).

Accept any other appropriate response.

Question Answer Mark

number
5(b) One mark for identification of each strength or weakness (4)
(maximum two marks).
One mark for justification which must be linked to the strength or
weakness identified (maximum two marks).

For example:

Strength
• Beth’s daughter is likely to behave like any 8 month old infant
would do in their home environment so the investigation will
have high ecological validity (1) as her daughter will be in a
familiar setting so will feel comfortable and will show her
everyday behaviour with the ball (1).

Weakness
• Beth only looked at the behaviour of one child so may not be
representative all children of 8 months old (1) because her
daughter may be more advanced than other children and so
would not be a generalisable sample of the cognitive
development at that age (1).

Accept any other appropriate response.

174

Section B
Memory – How does your memory work?

Question Answer Mark

number
6 One mark for appropriate completion of Figure 2 with the missing (1)
stage.

For example:

• Processing (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Niamh could have pre-tested their memory ability before the

study (1) so she could mean match them on their memory
ability so she knows the mode of presentation is affecting what
they can remember and not their prior memory ability (1).
• Niamh could have made sure they all listened to the same
song (1) so each participant would have had the same number
and speed of lyrics to remember so she knows it is the mode
of presentation affecting their performance and not the song
choice (1).

Accept any other appropriate response.

178

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

Question Answer Mark

number
12(a) A – 15% (1)

The only correct answer is A.

B is incorrect because it was not 25%
C is incorrect because it was not 35%
D is incorrect because it was not 45%

Question Answer Mark

number
12(b) One mark for accurate statement. (1)

For example:

• 17% (1).

Reject other answers.

Question Answer Mark

number
13 Up to two marks for description. (2)

For example:
• Nature is the internal factors that affect depression such as
genes whereas nurture is not (1), because nurture is the
external factors that affect depression such as stressful life
events (1).

Accept any other appropriate response.

179

Question Answer Mark

number
14(a) One mark for demonstrating accurate understanding of learning (2)
theory.
One mark for exemplification of how learning theory can be used
for Aliyah’s addiction.

For example:
• Social learning theory suggests role model behaviour could be
observed and imitated and could lead to addiction over time
(1). Aliyah may see her older sister as a role model and
observe her using her mobile phone and have wanted to
imitate this as she looks up to her (1).

Accept any other appropriate response.

Question Answer Mark

number
14(b) One mark for demonstrating accurate understanding of Young (2)
(2007).
One mark for exemplification of how Young (2007) can be used in
relation to the scenario.

For example:
• Young (2007) found most clients showed continuous
improvement by session 3 and effective symptom
management by sessions 8 and 12 in their study of Internet
addiction (1). This means Aliyah is likely to be able to manage
her mobile phone and Internet use by sessions 8 and 12 and
spend less time checking her mobile phone (1).

Accept any other appropriate response.

180

Question Answer Mark

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

For example:

Strength
• Young (2007) studied the effectiveness of CBT for Internet
addiction which is similar to Aliyah’s addiction to her mobile
phone and so it could be effective for her (1) because the
techniques and strategies used that were effective for the
participants in Young (2007) may also work for Aliyah as the
form of addiction and types of behaviour targeted would be
almost identical (1).

Weakness
• The participants in Young (2007) had a mean age of 46 for
females so CBT may not work for Aliyah who is only 12 years
old (1) because she may lack the maturity that the
participants in Young (2007) had and so she may not do the
regular homework assignments required for CBT therefore it
may not be effective for her (1).

Accept any other appropriate response.

181

Question Answer Mark

number
15(a) One mark for a conclusion made. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:
• Diagnosis of mental health issues leads to individuals
having more negative experiences than positive
experiences (1), which is shown by most of the countries
categorised as ‘Low’ on preferential treatment but ‘High’ on
shunned and isolated (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Jasper could have asked people in a wider range of countries,

such as those outside of Europe (1) who may have
experienced different treatment than only asking European
countries so this would be more representative of people with
mental health issues across the world (1).

Accept any other appropriate response.

182

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

Question Answer Mark

number
16(a) One mark for accurate statement. (1)

For example:

• 11 patients (1).

Reject other answers.

Question Answer Mark

number
16(b) Up to two marks for description. (1)

For example:
• He found that if patients used their right hand they could
name the object correctly with ease (1). When using their left
hand they were unable to name the object but were able to
retrieve it from the bag correctly (1).

Accept any other appropriate response.

Question Answer Mark

number
16(c) B – language processing (1)

The only correct answer is B.

A is incorrect because this is not an appropriate conclusion for the
research.
C is incorrect because this is not an appropriate conclusion for the
research.
D is incorrect because this is not an appropriate conclusion for the
research.
183

Question Answer Mark

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

For example:

• Group 1 must have damage to a region of the brain involving

balance and coordination (e.g. cerebellum) (1) because they
had 16 errors on the balance task compared to the group with
no brain damage who had 1 error on average (1).
• Group 2 must have damage to a region of the brain involving
visual processing (e.g. occipital lobe) (1) because they could
only name 1 household object on average compared to 10/10
for the group with no brain damage (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Allan has damage in the ventromedial region which is the
same as Phineas Gage who reportedly struggled with impulse
control so the prediction has validity (1) because the same
brain region has been damaged in Allan and the patients in
Damasio et al. (1994) all had difficulty in making rational
decisions which means the same is likely to happen to Allan
(1).

Weakness
• Allan has damaged Broca’s area which was undamaged in
Phineas Gage so Allan is also likely to have additional problems
so there is a lack of validity to the prognosis (1) because the
damage to Broca’s area will cause consequences for Allan that
Damasio et al. (1994) will not be able to predict as the
patients did not suffer from damage to this area (1).

Accept any other appropriate response.

184

Question Answer Mark

number
19 One mark for accurate understanding of visual agnosia. (2)
One mark for exemplification of how visual agnosia can be used
to explain the scenario.

For example:

• Visual agnosia is where an individual can see but is unable to

recognise and name what they can see (1). Carl can say that
the patient is likely to see objects in the factory such as
different ingredients for new chocolate bars, but he will be
unable to recognise them, so will struggle to do his job (1).

Accept any other appropriate response.

Question Answer Mark

number
20 One mark for demonstrating accurate understanding of the (2)
function of the parietal lobes.
One mark for exemplification of how the function of the parietal
lobes can be used to explain the scenario.

For example:

• The parietal lobe is involved in the perception of pain and

touch (1). As Lynne’s patients have damaged their parietal
lobe, she is likely to find her patients struggle with the pain
task as this lobe would enable them to distinguish which pad
was active (1).

Accept any other appropriate response.

185

Section E
Social influence – How do others affect you?

Question Answer Mark

number
21 One mark for accurate definition of conformity. (2)
One mark for suitable example of conformity.

For example:

• Conformity is when an individual follows the actions of the

majority when in a group (1), such as starting drinking alcohol
because most people in the friendship group drink alcohol (1).

Accept any other appropriate response.

Question Answer Mark

number
22 Up to two marks for description. (2)

For example:
• Culture could influence the level of conformity shown in society
by individuals (1), so a person socialised into a Western
culture may be less likely to conform than someone socialised
in a collectivist culture who may be more likely to conform to
the majority (1).

Accept any other appropriate response.

186

Question Answer Mark

number
23 One mark for identification of each way (maximum two marks). (4)
One mark for justification, which must be linked to each way
identified (maximum two marks).

For example:

• If some of the soldiers decided to be disobedient and rebelled

then it may be that peer support would lower the obedience to
the high-ranking soldier (1) because Milgram (1974) had two
peers rebel in a variation of his study and found that
obedience fell (from 65% to 10%) because the two peers
refused to continue at various points during the study (1).
• If the distance between the high-ranking soldier and the other
soldiers was increased so that he had to remotely give the
orders from a different country then obedience could drop (1)
because Milgram (1974) showed that if the authority figure
had to give the verbal prods over the telephone rather than in
person the obedience of participants dropped (from 65% to
22.5%) (1).

Accept any other appropriate response.

Question Answer Mark

number
24(a) One mark for demonstrating accurate understanding of pro-social (2)
behaviour.
One mark for exemplification of how pro-social behaviour can be
used to explain the scenario.

For example:

• Pro-social behaviour is acting in a desirable way in society by

being kind and caring to others and helping when they might
be hurt (1). Kyle could have helped as he may have been
trained in helping with injuries through a first aid course at
work so felt more capable to act pro-socially and help the
drunk man (1).

Accept any other appropriate response.

187

Question Answer Mark

number
24(b) One mark for demonstrating accurate understanding of Piliavin et (2)
al. (1969).
One mark for exemplification of how Piliavin et al. (1969) can be
used to explain the scenario.

For example:

• Piliavin et al. (1969) found women are less likely to help a

male victim than men with 90% of the spontaneous helpers
being male (1) so as Joanne is female she may have chosen
not to help because the cost to her is potentially higher than
for Kyle who is male and she may feel threatened by the drunk
man (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Females were unwilling to help the drunk man (1) which is

shown by a total of five females who did not help compared to
four males who did help (1).
• Help was either given quickly or not at all (1) because four
people helped within 30 seconds, but nobody helped within 30-
60 seconds and they just chose not to instead (1).

Accept any other appropriate response.

188

Section F

Question Indicative content Mark

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

Candidates who do not consider reductionism (as instructed

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

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

AO1
• Reconstructive memory is a more holistic approach to memory
and proposes schemas are formed and modified though
experiences in the world.
• Multi-store Model of Memory is a more reductionist approach
to memory and proposes memory consists of a single STM
store and single LTM store.
• Reducing memory down to attention and rehearsal as multi-
store Model of Memory does is a more reductionist approach
to memory.

AO2
• Lauren’s friend may have a schema that all girls wear dresses
so transformed the original memory of a T-shirt to a dress.
• Lauren’s friend may have had a good verbal memory of the
conversations and gossip discussed at the party but a poor
visual memory of what Lauren was wearing.
• Lauren’s friend may have successfully encoded the memory of
the unicorn bracelet but did not rehearse this in the month
since the birthday so the accurate memory could not be
retrieved.

AO3
• The transformation of information using schemas can be
supported by Bartlett (1932) who showed participants would
change a ‘canoe’ to ‘boats’ as they had a Western schema so
maybe a more holistic approach is more realistic.
• Case studies such as K.F. have shown that Multi-store Model is
too simplistic as there is more than one type of STM and one
type of LTM so could be considered too reductionist.
• Peterson and Peterson (1959) showed the prevention of
rehearsal led to less trigrams being successfully recalled so
this reductionist approach has some support.
189

Level Mark Descriptor

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

AO1
• Deindividuation is where someone changes their behaviour
when in a group situation as they do not see themselves as an
individual so may act differently to what they normally would.
• The cerebellum is involving in movement and coordination so
damage to this part of the brain can cause difficulties in these
skills.
• A growth mindset is developed when an individual believes
abilities can change and practice and effort can improve skills
over time.

AO2
• Carlie’s change in behaviour from being quiet and shy at home
to competitive when in the badminton team could be explained
by deindividuation.
• When Carlie hit her head, she may have damaged the
cerebellum and this is why she struggled to hit the shuttlecock
and lost the match.
• Carlie practised with her friends and put in effort before the
next badminton match to try and improve her abilities so may
have a growth mindset.

AO3
• Haney, Banks, and Zimbardo (1973) studied prisoners and
guards who were originally all very similar in their behaviour
as students but changed when in a group situation in the
Stanford Prison Experiment so supports deindividuation
explaining Carlie’s change in behaviour.
• Carlie may not have hurt her head or brain when she fell and
it may have just been a lack of practice which would have
increased her visuo spatial abilities so would have been able to
hit the shuttlecock more successfully.
• Yeager and Dweck (2012) showed that students who believed
intellectual abilities could be developed demonstrated higher
achievement across challenging school transitions and greater
course completion rates in math courses so supports the use
of a growth mindset and could account for Carlie ultimately
improving at badminton.
191

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
192
Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel
Level 1/Level 2 GCSE (9–1)

Thursday 21 May 2020

Afternoon (Time: 1 hour 45 minutes) Paper Reference 1PS0/01

Psychology
Paper 1

You do not need any other materials. Total Marks

Information
• The total mark for this paper is 98.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• Instructure
questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related
or follow on from each other where appropriate.

Advice
• Read each question carefully before you start to answer it.
• Checkanswer
Try to every question.
• your answers if you have time at the end.

Turn over

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193

2
194

SECTION A: DEVELOPMENT – HOW DID YOU DEVELOP?

Answer ALL questions. Write your answers in the spaces provided.
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1 Carol Dweck used the terms ‘fixed mindset’ and ‘growth mindset’ as part of her theory.
(a) State what is meant by a ‘fixed mindset’.
(1)

(b) State what is meant by a ‘growth mindset’.

(1)

(Total for Question 1 = 2 marks)

2 During early brain development the cerebellum develops.

Describe the role of the cerebellum during development.

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(Total for Question 2 = 2 marks)

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(Total for Question 3 = 6 marks)

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4 Mr Harris’s class has begun to learn about the Solar System.

He collects data on how the children in his class perform in attempting to name the

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order of the planets correctly in terms of their distance from the Sun.
Mr Harris tests them at the end of each day on four separate days.
A summary of Mr Harris’s class’s performance is shown in Table 1.

Day 1 test Day 2 test Day 3 test Day 4 test

Average percentage of 32% 32% 33% 33%
planets placed in the
correct order
Mean time taken to 21.9 21.0 20.8 21.2
complete the test
(in seconds)

Table 1
(a) Explain two conclusions that can be made using the data in Table 1 regarding

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Mr Harris’s class’s performance on the test.
(4)
Conclusion 1

Conclusion 2
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(b) Explain how Mr Harris could help his class improve their performance on the test.
You should refer to Daniel Willingham’s learning theory in your answer.
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(2)

(Total for Question 4 = 6 marks)

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TOTAL FOR SECTION A = 16 MARKS

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199

SECTION B: MEMORY – HOW DOES YOUR MEMORY WORK?

Answer ALL questions. Write your answers in the spaces provided.

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Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
5 (a) Identify the number of participants who took part in Bartlett’s (1932) repeated
reproduction of a Native American story called ‘The War of the Ghosts’.
(1)

A 10

B 15

C 20

D 25
(b) State two findings of Bartlett’s (1932) study using a repeated reproduction of a
Native American story called ‘The War of the Ghosts’.
(2)

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Finding 1

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Finding 2

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 5 = 3 marks)

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6 Define what is meant by ‘retrieval’ as part of the process of memory.

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(Total for Question 6 = 1 mark)

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7 Lara wanted to investigate different forms of revision with her Geography classes.
Class 1 and class 2 were given a list of 12 capital cities to learn for a Geography test.

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Class 1 were given grouped capital cities with the same first letter.
Class 2 were given ungrouped capital cities.
Figure 2 shows the lists given to class 1 and class 2.

Class 1 list Class 2 list

Paris Paris
Prague Lima
Pretoria Riyadh
Amman
Rome London
Riga Prague
Riyadh Riga
Astana Astana

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Amman Lisbon
Athens Rome
Athens
Lima Pretoria
Lisbon
London

Figure 2
Class 1 scored higher on average for the Geography test.

(a) Explain one reason for the higher performance of class 1 compared to class 2.
You should refer to the Multi-store Model of Memory in your answer.
(2)
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The performance of the students in class 1 is shown in Figure 3.

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Histogram to show the frequency distribution of scores on

the test for class 1
30

20
Frequency

10
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0
0–3 4–6 7–9 10–12
Score on the test

Figure 3

(b) Explain one conclusion that can be made regarding the type of distribution
shown in Figure 3.
(2)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(Total for Question 7 = 6 marks)

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8 Chelsea was asked to go to the shop on Saturday by her mum to buy 10 items.
She tried to remember the list of items by silently repeating them on the way to
the shop.

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On Sunday Chelsea was asked to go to the shop again by her mum to buy
10 different items. This time she tried to remember the list of items by saying
them out loud to herself repeatedly on the way to the shop.
Chelsea remembered more of the items on the list when she went to the shop
on Sunday.

(a) Explain why Chelsea remembered more items on Sunday.

You should refer to Peterson and Peterson (1959) in your answer.
(2)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain two weaknesses of using Peterson and Peterson (1959) to explain
Chelsea’s memory of the shopping lists.
(4)
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Weakness 1

Weakness 2
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(Total for Question 8 = 6 marks)

TOTAL FOR SECTION B = 16 MARKS

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SECTION C: PSYCHOLOGICAL PROBLEMS –

HOW WOULD PSYCHOLOGICAL PROBLEMS AFFECT YOU?

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Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
9 Young (2007) conducted a study into internet addiction.
(a) Identify the country in which Young (2007) carried out her study.
(1)

A UK

B Australia

C Canada

D USA
(b) Participants were given client outcome questionnaires after the 3rd, 8th and 12th

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online sessions and a follow-up questionnaire at a later date in Young’s (2007)
study.
Identify how long after the 12th online session the follow-up questionnaire was
given to the participants.
(1)

A 1 month

B 3 months
C 6 months

D 12 months

(b) Explain one weakness of using cognitive behavioural therapy (CBT) for Kesia’s
addiction.
(2)

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(Total for Question 10 = 4 marks)

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11 Rachel is experiencing constant low moods and does not feel motivated to go to
school or out with her friends anymore. She used to perform in triathlons but had a
serious injury and now has stopped exercising altogether.
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Rachel received some abusive messages on social media recently regarding her
gaining weight, which has led to her becoming even more isolated.
Rachel has been diagnosed with depression.
(a) Explain how genes could have contributed to Rachel’s diagnosis of depression.
You should refer to a study in your answer.
(2)

(b) Explain one weakness of the influence of genes as an explanation of Rachel’s

depression.
(2)

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(Total for Question 11 = 4 marks)

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12 Researchers have developed a new drug called 8-Gv2, which they think may be able
to help treat depression.

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They gave the drug to 200 long-term depressed patients over a 12-month period. The
researchers measured the self-reported symptom severity of the participants out of
10, where 10 is very severe symptoms and 0 is no symptoms at all.
The results of the follow-ups are shown in Table 2.

Average
self-reported
Follow-up period
symptom severity
(out of 10)

Before taking the drug 6.4

3 months 6.4

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6 months 6.2

12 months 6.3

Table 2
(a) Explain one conclusion that could be made from the data in Table 2 regarding
the use of the drug 8-Gv2 for depression.
(2)

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(b) Explain one improvement that could have been made to the drug treatment
study.
(2)
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(Total for Question 12 = 4 marks)

TOTAL FOR SECTION C = 16 MARKS

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SECTION D: THE BRAIN AND NEUROPSYCHOLOGY – HOW DOES YOUR BRAIN AFFECT YOU?
Answer ALL questions. Write your answers in the spaces provided.

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Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
13 (a) State one aim of the Damasio et al. (1994) study.
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) State one part of the procedure used in Damasio et al. (1994).
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A Broca’s area was undamaged

B The motor cortices were damaged

C The ventromedial region of the frontal lobes was damaged

D None of the damage occurred in the frontal lobes

E The dorsolateral region of the frontal lobes was damaged

(Total for Question 13 = 4 marks)

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14 Neha is a portrait artist who also works at a school part-time teaching Art. She has
recently been struggling to recognise the difference between the portraits she has
painted and has had trouble recognising the faces of people she knows. Neha has
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since been diagnosed with a neurological condition.

Explain one way Neha will be affected by the condition she has been diagnosed with.
You should refer to a concept of neurological damage in your answer.

(Total for Question 14 = 2 marks)

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16 Ademola is investigating the role of the central nervous system. He wants to know
how a new drug called ‘JL-2’ affects memory and behaviour.

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Ademola recruits volunteers to take ‘JL-2’ and takes various measures before and also
whilst under the influence of the drug.
The mean results of Ademola’s investigation are given in Table 3.

Before taking the Under the

drug influence of the
drug
% correct 87 86
Memory task Time taken
32 46
(seconds)
Coordination
18 19
(out of 20)
Driving task Navigation
(number of errors 2 7
out of 10)

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Table 3

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Explain two conclusions you can make from the data in Table 3 regarding ‘JL-2’.
Conclusion 1
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Conclusion 2

(Total for Question 16 = 4 marks)

TOTAL FOR SECTION D = 16 MARKS

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18 As part of your course you will have studied Haney, Banks, and Zimbardo (1973).
(a) Identify one of the rules included in Haney, Banks, and Zimbardo (1973).

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(1)

A Two supervised toilet visits per day

B Three visits per week

C Lining up to be counted four times per day

D Three meals per day

(b) Junbin is with his friends at the park. He and his friends all have face masks and
dark clothing with hoods. Junbin and his friends act aggressively towards
passers by in the park.
Junbin later goes to his local shopping centre with his friends. Signs inform them
that CCTV cameras are in operation in the shopping centre. They choose not to
wear their face masks and put their hoods down.
Explain why Junbin and his friends may be less likely to act aggressively at the

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shopping centre than at the park.
You should refer to Haney, Banks, and Zimbardo (1973) in your answer.
(2)

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(c) Explain two weaknesses of using Haney, Banks, and Zimbardo’s (1973) study as an
explanation of the change in behaviour of Junbin and his friends at the shopping
centre.
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(4)
Weakness 1

Weakness 2
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(Total for Question 18 = 7 marks)

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19 Describe how one situational factor could affect bystander intervention.

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(Total for Question 19 = 2 marks)

20 Kareem is a student travelling to school by bus. When the bus arrives at the stop
where he needs to get off he witnesses an older woman fall down the stairs.
Explain one personal factor that could affect Kareem’s decision about whether

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*23 Petra is visiting the local park with her mother. Whilst at the park, Petra sees a dog
and becomes scared. Petra’s mother tells her that the dog will not harm her and it is
a pet like the cat they have at home.
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Petra sees other children stroking the dog and her mother tells her to stroke the dog
too. Petra is anxious and nervous but strokes the dog.
Assess Petra’s behaviour using two areas of psychology that you have studied.
.(9)

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(Total for Question 23 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS
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40
232

Mark Scheme (Results)

November 2020

Pearson Edexcel
GCSE Psychology (1PS0) Paper 1
233

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Autumn 2020
Publications Code 1PS0_01_2011_MS
All the material in this publication is copyright
© Pearson Education Ltd 2020
234
General marking guidance

Marking guidance for levels-based mark schemes (LBMS)

Construction of levels-based mark scheme grids

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

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

Finding the right level

For example, an answer that is logical and evidences application of accurate and
thorough understanding to the context of the question, with sustained linkage
throughout but with limited evidence to support their judgement, would be placed at
235
the bottom of Level 3 as it has displayed most of the characteristics in a Level 3
response. An answer displaying accurate and thorough understanding but with
limited application and unsupported judgements would be placed towards the bottom
to middle of Level 2.

Placing a mark within a level

Imbalanced performance across skills

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

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

Question Answer Mark

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

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

Accept any other appropriate response.

Question Answer Mark

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

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

Accept any other appropriate response.

Question Answer Mark

number

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

cerebellum during development.

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

Accept any other appropriate response.

Question Answer Mark

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

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

Accept any other appropriate response.

239
Question Answer Mark
number
7(b) One mark for appropriate conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

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

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

Accept any other appropriate response.

Question Answer Mark

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

For example:

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

Accept any other appropriate response.

Question Answer Mark

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

For example:

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

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

Accept any other appropriate response.

240

Question Answer Mark

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

For example:

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

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

Accept any other appropriate response.

241
Section C
Psychological problems – How would psychological problems affect
you?

Question Answer Mark

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

Question Answer Mark

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

Question Answer Mark

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

For example:

• The most common problematic online application reported by

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

Accept any other appropriate response.

Question Answer Mark

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

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

Accept any other appropriate response.

242

243

Question Answer Mark

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

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

Accept any other appropriate response.

Question Answer Mark

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

For example:

• The study could have used a control group where some

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

Accept any other appropriate response.

244
Section D
The brain and neuropsychology – How does your brain affect you?

Question Answer Mark

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

For example:

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

using modern neuroimaging techniques (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• The researchers used a coordinate system (Talairach’s

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

Accept any other appropriate response.

Question Answer Mark

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

A - Broca’s area was undamaged

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

B is incorrect because the motor cortices were undamaged.

D is incorrect because some of the damage was in the frontal
lobes.
E is incorrect because the dorsolateral region of the front lobes
were undamaged.
245

Question Answer Mark

number
14 One mark for accurate understanding of prosopagnosia. (2)
One mark for exemplification of how prosopagnosia can be used
to explain the scenario.

For example:

• Prosopagnosia is a neurological condition which means the

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

Accept any other appropriate response.

Question Answer Mark

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

For example:

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

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

Accept any other appropriate response.

246

Question Answer Mark

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

For example:

• The corpus callosum is a bundle of fibres that transfers

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

Accept any other appropriate response.

Question Answer Mark

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

For example:

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

Accept any other appropriate response.

247
Section E
Social influence – How do others affect you?

Question Answer Mark

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

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

For example:

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

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

Accept any other appropriate response.

249

Question Answer Mark

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

For example:

• One personal factor affecting bystander intervention is

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

Accept any other appropriate response.

Question Answer Mark

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

For example:

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

Accept any other appropriate response.

250
Section F

Question Indicative content Mark

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

Candidates who do not consider nature and nurture (as instructed

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

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

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

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

AO3
• Blum et al. (1991) reported that alcoholics had increased
frequency of alleles of the dopamine D2 receptor gene (DRD2)
compared to non-alcoholic controls so could be used to
support genetic links to addiction and Amir could have these
alleles.
• Bandura showed in his studies (e.g. Bandura, Ross, Ross,
1961) that children would observe and imitate role model
aggression, which may be the case regarding observation and
imitation of role model addiction behaviour to computer video
games.
• Lots of studies have failed to replicate the findings concerning
DRD2 and alcohol addiction (e.g. Suarez et al., 1994) so the
link is controversial and other nurture factors such as role
models or environmental cues must be influential in addiction
too.
251

Level Mark Descriptor

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

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

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

AO3
• Piaget’s ideas such as accommodation of schemas, which is
what Petra is doing with her ‘pet’ schema, have led to
important practical applications in education through the
encouragement of ‘discovery’ play for children.
• Research, such as that of Hofling (1966), has shown nurses
are willing to administer an overdose to a patient if a doctor
tells them to as they are a legitimate authority in the
situation, which could explain why Petra stroked the dog after
her mother told her to.
• Studies that support multi-store model of memory, such as
that of Peterson and Peterson (1959), generally use artificial
tasks, such as remembering trigrams, which may not be useful
or realistic when trying to remember everyday experiences
like incidents with pets.
253

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
254

Pearson Education Limited. Registered company number 872828

with its registered office at 80 Strand, London, WC2R 0RL, United Kingdom
255

Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel
Level 1/Level 2 GCSE (9–1)

Friday 24 May 2019

Morning (Time: 1 hour 45 minutes) Paper Reference 1PS0/01

Psychology
Paper 1

You do not need any other materials. Total Marks

Advice
• Read each question carefully before you start to answer it.
• Checkanswer
Try to every question.
• your answers if you have time at the end.

Turn over

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©2019 Pearson Education Ltd.

1/1/1/1/1/1
256

SECTION A: DEVELOPMENT – HOW DID YOU DEVELOP?

Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 (a) Identify the number of 20 x 28cm pictures the participants were shown in Piaget
and Inhelder’s (1956) Three mountains task.
(1)
A 8

B 9

C 10

D 11
(b) Identify the overall sample size in Piaget and Inhelder’s (1956) Three mountains
task.
(1)
A 90
B 100

C 110

D 120

(Total for Question 1 = 2 marks)

2 Malik and Ruhi are trying to solve a puzzle. After every attempt, Malik is told that he
has high intelligence. After every attempt, Ruhi is told that she must try harder and
not give up.
(a) State, according to Carol Dweck’s mindset theory, which type of mindset Malik is
most likely to develop.
(1)

(b) State, according to Carol Dweck’s mindset theory, which type of mindset Ruhi is
most likely to develop.
(1)

(Total for Question 2 = 2 marks)

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3 Mario is a teacher who works at a primary school. His new class of pupils are
struggling with their physical development.
(a) Explain, using Daniel Willingham’s learning theory, one way Mario could support
his pupils’ physical development.
(2)

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(b) Explain one strength and one weakness of using Daniel Willingham’s learning
theory with Mario’s pupils.
(4)
Strength:

Weakness:

(Total for Question 3 = 6 marks)

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4 Janet is a psychologist investigating cognitive development. She visits a local primary

school and uses a task to assess the stages of cognitive development of the pupils at
the school.
Firstly, sweets were arranged in Line A.
• Line A: Ten sweets in a row with 1cm between each of them.
Then, later the sweets were arranged in Line B.
• Line B: The same 10 sweets in a row but with 2cm between each of them.
Danielle says there are 10 sweets in line A, but she says there are 20 sweets in line B.
(a) Explain what stage of cognitive development Danielle is in according to her
response.
You should refer to a theory in your answer.
(2)

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(b) Janet collects data on how children at Danielle’s school perform in the task. She
splits the children by age (in years), from 5 to 11 years old, with 50 children in
each age group.
Their performance is shown in Figure 1.
Bar chart to show the number of children aged 5–11 years
who gave the correct answer to the cognitive tasks

50
Number of children who gave the correct answer

0
5 6 7 8 9 10 11
Age of children

Figure 1
Explain two conclusions you could make from Figure 1 about the cognitive
development of the children at Danielle’s school.
(4)
Conclusion one:

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Conclusion two:

(Total for Question 4 = 6 marks)

TOTAL FOR SECTION A = 16 MARKS

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262

SECTION B: MEMORY - HOW DOES YOUR MEMORY WORK?

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Identify the stimulus that participants had to learn in Peterson and Peterson
(1959).
(1)

A Word lists
B Trigrams

C Numbers

D Lights

(Total for Question 5 = 2 marks)

6 Describe the difference between the terms ‘reductionism’ and ‘holism’.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 6 = 2 marks)

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7 Bamboo saw a man dressed in blue enter a shop and commit a robbery.
When asked by the police later, Bamboo said the man was dressed in black.
Explain why Bamboo’s memory of the event could have changed.
You should refer to the Theory of Reconstructive Memory in your answer.

(Total for Question 7 = 2 marks)

8 William was talking to his friend during class when the teacher was reading out a list
of words for a Spanish test, so he did not write them down.
William has just taken the test to recall the list of Spanish words and has performed
poorly in the test.
Explain, using the Multi-store Model of Memory, why William performed poorly in the
Spanish test.

(Total for Question 8 = 2 marks)

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264

9 Dekota wanted to investigate the difference between retrograde and anterograde

amnesia.
She asked one participant with retrograde amnesia and one participant with
anterograde amnesia to perform two tasks and recorded their performance.
Task 1: A complex picture was shown to the participants. The participants were asked
to reproduce the picture after a 15-minute delay. The reproduction of the picture was
scored out of 36.
Task 2: Participants were asked 100 factual questions about real news events that
occurred before they suffered from amnesia.
Dekota compared the performance of her two participants with a control participant
who did not suffer from amnesia.
Table 1 shows Dekota’s results.

Task 1 Task 2
Picture task News events task
(score out of 36) (score out of 100)
Participant with
26 40
retrograde amnesia
Participant with
8 80
anterograde amnesia
Control participant with
33 97
no amnesia

Table 1
(a) Explain two conclusions Dekota could make from the data in Table 1.
(4)
Conclusion one:

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Conclusion two:

(b) Explain one strength and one weakness of Dekota’s study.

(4)
Strength:

Weakness:

(Total for Question 9 = 8 marks)

TOTAL FOR SECTION B = 16 MARKS

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266

SECTION C: PSYCHOLOGICAL PROBLEMS –

HOW WOULD PSYCHOLOGICAL PROBLEMS AFFECT YOU?
Answer ALL questions. Write your answers in the spaces provided.
10 Name two of the measures assessed in the client outcome questionnaire as used in
Young (2007).
Measure 1:

Measure 2:

(Total for Question 10 = 2 marks)

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11 Shaun has been experiencing depression. He has been struggling to get out of bed to
go to work and has attempted suicide. Shaun has not been eating properly and has
felt tired and lethargic at work.
Shaun’s mother has recently been diagnosed with a life-threatening illness, and his
father was diagnosed with depression when Shaun was a baby.
(a) State one possible cause of Shaun’s depression that could be defined as ‘nature’ in
the above scenario.
(1)

(b) State one possible cause of Shaun’s depression that could be defined as ‘nurture’
in the above scenario.
(1)

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(d) Explain one strength and one weakness of using drugs as a treatment to help
Shaun.
(4)
Strength:

Weakness:

(Total for Question 11 = 8 marks)

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12 Olivia had been consuming large amounts of a drug and finds it difficult to stop once
she has started. Olivia has now been diagnosed with addiction.
Olivia’s mother and father had similar problems with the same drug and were also
diagnosed with addiction.
Explain why Olivia may have developed an addiction to the drug.
You should refer to the influence of genes in your answer.

(Total for Question 12 = 2 marks)

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13 Siobhan manages a mental health ward and is considering staffing costs for the
future. Siobhan has considered the incidence of mental health problems in her ward
over the past five years.
Table 2 shows the number of patients admitted to the mental health ward and the
staffing costs over the last five years.

Number of
patients admitted
Year Staffing costs (£)
to the mental
health ward

5 years ago 26 £520,000

4 years ago 30 £600,000

3 years ago 32 £640,000

2 years ago 34 £680,000

1 year ago 35 £700,000

Current year 37 £740,000

Table 2
(a) Explain one conclusion that could be made from the data in Table 2 in terms of
staffing costs for Siobhan over the next five years.
(2)

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(b) Explain one improvement that Siobhan could make to her investigation into the
future staffing costs for her mental health ward.
(2)

(Total for Question 13 = 4 marks)

TOTAL FOR SECTION C = 16 MARKS

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272

SECTION D: THE BRAIN AND NEUROPSYCHOLOGY - HOW DOES YOUR BRAIN AFFECT YOU?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
14 Define what is meant by ‘visual agnosia’.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 14 = 2 marks)

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15 Figure 2 shows a typical synapse.

(Source: © Medical Labeled / Alamy Stock Vector)

Figure 2
Identify two processes that occur in Figure 2.

A The neurotransmitters will bind to the receptor like a lock and key.

B The receptors will bind to the synapse like a lock and key.

C The neurotransmitters are released into the synaptic gap.

D The receptors are released into the synaptic gap.

E The neurotransmitters always block the receptors.

(Total for Question 15 = 2 marks)

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16 Antoine has suffered a stroke, which has damaged his left hemisphere.
Explain one problem Antoine may experience as a result of the damage to his left
hemisphere.
You should refer to the role of the left hemisphere in your answer.

(Total for Question 16 = 2 marks)

20
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17 Ahmed is male and enjoys competitive activities that use spatial ability, whereas
Sadiah is female and enjoys cooperative activities that use language ability.
Explain one strength and one weakness of lateralisation as an explanation for the sex
differences between Ahmed and Sadiah.
Strength:

Weakness:

(Total for Question 17 = 4 marks)

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18 Holly is interested in how damage to the pre-frontal cortex can impact on personality.
Holly asks 10 male patients who are patients at her local hospital with pre-frontal
cortex damage to talk about the differences in their personality before and after
the damage.
(a) Explain what Holly is likely to find in her investigation.
You should refer to a study in your answer.
(2)

22
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(b) Explain two improvements that could be made to Holly’s study.

(4)
Improvement one:

Improvement two:

(Total for Question 18 = 6 marks)

TOTAL FOR SECTION D = 16 MARKS

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278

SECTION E: SOCIAL INFLUENCE - HOW DO OTHERS AFFECT YOU?

Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
19 Haney, Banks, and Zimbardo (1973) conducted a study that has become commonly
known as the ‘Stanford Prison Experiment’.
(a) Identify the number of days that the study by Haney, Banks, and Zimbardo (1973)
ran for before being abandoned.
(1)

A 5

B 6

C 7

D 8
(b) State the number of people that responded to the newspaper advertisement in
Haney, Banks, and Zimbardo (1973).
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 19 = 2 marks)

20 Describe the difference between pro-social behaviour and anti-social behaviour.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 20 = 2 marks)

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21 Tunji is drunk and on a busy train. She trips and falls while on the train with a lot of
people present.
(a) Explain what is likely to happen to Tunji.
You should refer to Piliavin et al. (1969) in your answer.
(2)

(b) Explain one strength and one weakness of using Piliavin et al.’s (1969) study as an
explanation of Tunji’s situation.
(4)
Strength:

Weakness:

(Total for Question 21 = 6 marks)

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22 Leonora goes to the cinema to watch a film with her friends. She wants to watch a
film about unicorns taking over the world, whereas her friends all want to watch a
film about car racing.
Leonora goes to watch the film about car racing.
Explain why Leonora went to see the film about car racing.
You should refer to a factor affecting conformity to majority influence in your answer.

(Total for Question 22 = 2 marks)

26
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23 Michael wanted to see the influence of authority on the levels of obedience of males
and females.
He approached 13 male and 6 female participants when wearing a high visibility
jacket and asked for their seat on a busy bus. Michael recorded the behaviour of the
participants in response to the request.
Michael’s results are shown in Figure 3.

A comparative bar chart to show the number of male and

female reactions to the request to give up their seat
14

12
Number of participants

10
Obeyed request
8
Did not obey request
6

0
Males Females

Gender of participant

Figure 3
(a) Explain one conclusion that Michael could make from the data in Figure 3.
(2)

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(b) Explain one improvement that Michael could make to his study.
(2)

(Total for Question 23 = 4 marks)

TOTAL FOR SECTION E = 16 MARKS

28
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SECTION F
Answer all questions. Write your answers in the spaces provided.
*24 A woman needs money to help her brother but does not have enough to help him.
She steals money from her workplace and gives it to her brother.
Three men from England were asked whether the woman’s actions were right or
wrong and why.
• Man A said the woman was right to steal the money because everyone in the
world is equal and so money should be given to those who need it.
• Man B said the woman was wrong to steal the money because she might get in
trouble.
• Man C said the woman was right to steal the money because her family might
disapprove of her not helping her brother.
Assess how stages of morality can account for the responses given by the men.
(9)

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30
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(Total for Question 24 = 9 marks)

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*25 Samantha has just made friends with a group of girls at school. The group always
does what one girl, called Molly, asks them to do.
While at school, Samantha was asked by Molly to punch a boy in the face, but she
refused. The group of girls are told by Molly to gang up against Samantha during
lunchtime in the canteen and she suffers a head injury.
Samantha’s teacher asks her what happened during the incident and she cannot
remember.
Assess Samantha’s behaviour using two areas of psychology that you have studied.
(9)

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(Total for Question 25 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

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BLANK PAGE

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BLANK PAGE

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Mark Scheme

Summer 2019

Pearson Edexcel
GCSE Psychology 1PS0/01
Paper 1
292

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Publications Code 1PS0_01_msc_210908022
All the material in this publication is copyright
© Pearson Education Ltd 2019
293

General marking guidance

Marking guidance for levels-based mark schemes (LBMS)

Construction of levels-based mark scheme grids

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

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

Finding the right level

Placing a mark within a level

Imbalanced performance across skills

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

Given the intrinsic links between the trait/skills, if a response evidences performance
against only one trait/skill it is likely to be for demonstrating knowledge and
understanding.
295

Section A
Development – How did you develop?

Question Answer Mark

number
1(a) C 10 (1)
The only correct answer is C

A is not correct because there were not 8 20 x 28cm pictures

B is not correct because there were not 9 20 x 28cm pictures

D is not correct because there were not 11 20 x 28cm pictures

Question Answer Mark

number
1(b) B 100 (1)
The only correct answer is B

A is not correct because there were not 90 participants

C is not correct because there were not 110 participants

D is not correct because there were not 120 participants

Question Answer Mark

number

2 (a) One mark for stating the type of mindset. (1)

For example:
• Fixed mindset (1).

Accept any other appropriate response.

Question Answer Mark

number

2 (b) One mark for stating the type of mindset. (1)

For example:
• Growth mindset (1).

Accept any other appropriate response.

297

Question Answer Mark

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

For example:
• Willingham’s theory suggests that children need to practise
movement skills repeatedly to make them automatic (1).
Mario could involve the pupils in activities such as cutting
using scissors repeatedly, offering corrective feedback (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Willingham’s theory has received experimental support which
means practising the skills in Mario’s class could help (1), such
as that of Ericsson, Krampe, Tesch-Romer (1993) who found
the best violinists engaged in more practice during their
training and supports using practice for cutting skills in Mario’s
class (1).

Weakness
• The theory does not account for individual differences in the
physical development of Mario’s pupils (1), which means that
some pupils in Mario’s class may not have their needs met by
the universal strategies suggested by Willingham and could
need more individualised support (1).

Accept any other appropriate response.

298

Question Answer Mark

number
4(a) One mark for demonstrating accurate understanding of Piaget’s (2)
theory of cognitive development.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:
• Piaget suggested that children who could show conservation
and accurately say that both lines had the same number of
sweets would be in the concrete operational stage (1), but as
Danielle has said there are different numbers of sweets she
must be in the pre-operational stage as she cannot conserve
as yet (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Nearly all 8-11 year olds were in the concrete operational

stage (1), which is shown by all of them aged 9-11 and 45/50
aged 8 got the answer correct so could conserve (1).
• Participants aged 5-6 years old only got 15 out of a possible
100 correct responses (1), which shows that the majority were
still in the pre-operational stage as they had not developed the
ability to conserve (1).

Accept any other appropriate response.

299

Section B
Memory – How does your memory work?

Question Answer Mark

number
5(a) One mark for correctly stating a finding. (1)

For example:

• Participants could recall less than 10% of the trigrams after a

15 second interval (1).

Accept any other appropriate response.

Question Answer Mark

number
5(b) B Trigrams (1)
The only correct answer is B

A is not correct because they did not use word lists

C is not correct because they did not use numbers

D is not correct because they did not use lights

Question Answer Mark

number
6 Up to two marks for description. (2)

For example:

• Reductionism is a way of explaining complex phenomenon in

terms of smaller units which make it up whereas holism is not
(1) because holism considers that the smaller units never add
up to the whole due to the relationship between the units (1).

Accept any other appropriate response.

300

Question Answer Mark

number
7 One mark for accurate understanding of the Theory of (2)
Reconstructive Memory.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:

• Reconstructive Memory Theory assumes recall is influenced by

schemas and memory is malleable (1), so Bamboo may have
people being dressed in black and not blue clothes as being
robbers as part of his schema which is why his recall was
altered (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Multi-store model suggests that attention is required for an

individual to move the information to the short-term store (1),
but William did not pay attention to the words when the
teacher was communicating them to the class so could not
keep them, even temporarily (1).

Accept any other appropriate response.

301

Question Answer Mark

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

For example:

• The participant with anterograde amnesia showed difficulty in

learning new skills (1) because they scored at least 18 less on
the picture task, which relied on learning after the onset of
amnesia, compared to the other two participants (1).
• The participant with retrograde amnesia scored only 40/100
vs. at least 80/100 compared to the other two participants on
Task 2 (1), which shows that they found difficulty in
remembering before the onset of their amnesia as the news
events happened prior to their amnesia (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

number
11(b) One mark for correctly stating one aspect of ‘nurture’. (1)

For example:

• His mother has been diagnosed with a life-threatening illness

which would be a stressful life event (1).

Accept any other appropriate response.

303

Question Answer Mark

number
11(c) One mark for demonstrating accurate understanding of the use of (2)
drugs as a treatment for depression.
One mark for exemplification of how drugs could be used as a
treatment to help Shaun.

For example:

• Antidepressants, such as an SSRI, can work to increase

serotonin in the brain (1) so this may improve Shaun’s
motivation and mood so he is able to get out of bed more
easily and go to work (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Drug treatments for depression have experimental support and
have been shown to help alleviate symptoms compared to a
placebo so should help Shaun (1), which was shown by
Geddes et al. (2003) who found relapse of 41% for a placebo
compared to 18% for those taking antidepressants (1).

Weakness
• Antidepressants can be criticised for being a short-term
measure so may not help Shaun in the long-term (1) because
once he stops taking the antidepressants the symptoms are
likely to return so the drugs have not treated his condition (1).

Accept any other appropriate response.

304

Question Answer Mark

number
12 One mark for demonstrating accurate understanding of the (2)
influence of genes for addiction.
One mark for exemplification of how the influence of genes can be
used to explain the scenario.

For example:
• Alleles of the DRD2 gene have been associated with drug
abuse, such as alcohol abuse (1) so it may be that Olivia has
inherited a susceptibility to addiction as her parents both
suffered with drug addiction (1).

number
14 Up to two marks for defining what is meant by ‘visual agnosia’. (2)

For example:

• Visual agnosia is a condition where an individual can see but is

unable to recognise what they can see (1). It may be that
their eyes can see an everyday object like a table but are
unable to name what it is when asked (1).

Accept any other appropriate response.

Question Answer Mark

number
15 A The neurotransmitters will bind to the receptor like a lock and (2)
key
C The neurotransmitters are released into the synaptic gap

The only correct answer is A and C

B is not correct because receptors do not bind to the synapse like

a lock and key

D is not correct because receptors are not released into the

synaptic gap

E is not correct because neurotransmitters do not always block

the receptors
307

Question Answer Mark

number
16 One mark for accurate understanding of the role of the left (2)
hemisphere.
One mark for exemplification of how the role of the left
hemisphere can be used to explain the scenario.

For example:

• The left hemisphere is heavily involved in language processing,

such as that of Broca’s area in speech (1), so Antoine may
struggle with talking due to the damage to his left hemisphere
(1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• There is experimental evidence showing sex differences in
spatial ability which could account for Ahmed enjoying
competitive activities and Sadiah enjoying cooperative
activities (1) such as that of Rilea et al. (2005) who showed
men outperforming women on a waterlevel task that used
spatial ability therefore supporting the difference between
Ahmed and Sadiah’s choice of activity (1).

Weakness
• Experimental evidence does not consistently find a difference
between men and women in spatial ability so lateralisation is
not a complete explanation of why Ahmed and Sadiah enjoy
different activities (1), which is shown in Rilea et al. (2005)
where no sex or hemispheric differences were observed in a
paperfolding task which used spatial ability (1).

Accept any other appropriate response.

308

Question Answer Mark

number
18(a) One mark for accurate understanding of a relevant study (2)
selected.
One mark for exemplification of how the study can be used to
explain the scenario.

For example:

• Damasio et al. (1994) reported that Phineas Gage had become

irreverent and capricious after his pre-frontal cortex had been
damaged (1), so it is likely that Holly will find that the ten
male participants will have become more disrespectful and
unpredictable after their pre-frontal cortex damage (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Holly could have asked female participants as well as male

participants (1) so that the findings from her study regarding
damage to the pre-frontal cortex could be representative of
both sexes and not just to men (1).
• Holly could have asked the participants’ family or peers about
their differences in personality before and after the damage
(1) because the participant with a damaged brain may not be
accurate in their account of the differences in personality
whereas their peers or family may be more objective (1).

Accept any other appropriate response.

309

Section E
Social influence – How do others affect you?

Question Answer Mark

number
19(a) B6 (1)
The only correct answer is B

A is not correct because it was not 5 days

C is not correct because it was not 7 days

D is not correct because it was not 8 days

Question Answer Mark

number
19(b) One mark for accurate statement. (1)

For example:

• 75 (1).

Reject other answers.

Question Answer Mark

number
20 Up to two marks for description. (2)

For example:

• Pro-social behaviour is when an individual acts in a desirable

manner in society whereas anti-social is not (1), because anti-
social behaviour is when an individual goes against social
values and expectations (1).

Accept any other appropriate response.

310

Question Answer Mark

number
21(a) One mark for demonstrating accurate understanding of Piliavin et (2)
al. (1969).
One mark for exemplification of how Piliavin et al. (1969) can be
used to explain the scenario.

For example:

• Piliavin et al. (1969) found that the drunk victims were helped
spontaneously in 19/38 (50%) of trials (1) which suggests that
Tunji will have about 1 in 2 chance of being helped
spontaneously by strangers on the train (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Piliavin et al. (1969) was conducted on a real New York
subway train so the study had ecological validity (1) which
means that the participants are likely to have acted naturally
and can therefore be comparable to Tunji’s situation as she is
on a public train (1).

Weakness
• Piliavin et al. (1969) was conducted in a natural setting of a
subway train and so there are uncontrolled variables that could
have influenced the results (1) so there could be things in
Tunji’s setting that are not the same as in the study so the
findings may not be applicable to explain if people will help her
(1).

Accept any other appropriate response.

311

Question Answer Mark

number
22 One mark for demonstrating accurate understanding of a factor (2)
affecting conformity to majority influence.
One mark for exemplification of how the factor affecting
conformity to majority influence can be used to explain the
scenario.

For example:

• The unanimity of the majority could affect majority influence

with a unanimous group being more likely to lead others to
conform (1). As all of Leonora’s friends were in unanimous
agreement about watching the car racing film this is likely to
have a bigger influence on her behaviour than if some had
wanted to watch the unicorn film instead (1).

Accept any other appropriate response.

Question Answer Mark

number
23(a) One mark for conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

• Males were the most disobedient (1) as 92% of the males did
not obey compared to just 17% of females (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• Michael could have conducted the study in different locations

than just on a bus (1) which would mean he would have a
more representative understanding of male and female
obedience than in a single setting (1).

Accept any other appropriate response.

312

Section F

Question Indicative content Mark

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

Candidates who do not consider the stages of morality (as instructed

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

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

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

AO1
• Post-conventional morality is where an individual has abstract thinking
and considers actions as good or bad against a higher level
understanding which is beyond societal rules.
• Pre-conventional morality focuses on basic rules of reward and
punishment, where a bad action would get punished and a good action
would be rewarded.
• Conventional morality is linked to following societal rules and being
liked, with the maintenance of social order through obedience to
authority.

AO2
• Man A is showing they are in the post-conventional stage of morality
as they think beyond laws and that ethical principles are more
important than societal rules by saying that everyone is equal in the
world.
• Man B is showing they are in stage 1 of pre-conventional stage of
morality as they think the action was wrong as they might get in
trouble so is punishing a bad action.
• Man C is showing a conventional morality as they want to be liked by
their family and by stealing the money they have gained the approval
of them.

AO3
• Only men were asked and Kohlberg’s theory has been criticised for
being gender-biased as only men were used when proposing the
stages, so the theory may not therefore explain the moral
development of women, if they were questioned by the researchers.
• The ideas of the three men here are supported by experimental
evidence which confirmed the sequential development of morality, with
Colby et al. (1983) re-interviewing Kohlberg’s participants at 3-4 year
intervals which shows reliability over time, and eliminates individual
differences.
• Evidence has suggested that only more developed nations may show
post-conventional morality (e.g. Snarey and Keljo, 1991) so this stage
may not exist in less developed nations, and only England was asked
in this study, so there are limited cross-cultural implications.
313

Level Mark Descriptor

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

AO1
• Obedience is the process of following a direct order from a
legitimate authority figure.
• The frontal lobe plays an important role in decision-making
and the ventromedial pre-frontal cortex (vmPFC) in
aggression.
• The temporal lobe has a role in memory with the hippocampus
transferring short-term to long-term memories.

AO2
• Samantha may not have viewed Molly as a legitimate
authority compared to someone in her school like a teacher.
• Samantha’s frontal lobe would have been unaffected before
being injured and so she rationally decided not to follow the
command to punch the boy.
• When injuring her head it is possible that Samantha has
damaged her temporal lobe and her memory has been
negatively affected.

AO3
• Milgram (1963) found that 65% of participants were willing to
shock a learner at 450V, which Milgram claimed was due to
obedience to an authority figure (the experimenter), so would
explain Samantha following the order of a teacher but not
someone she did not see as a legitimate authority.
• Phineas Gage’s case shows the potential impact of damage to
the frontal lobe and so the role of the frontal lobes, but this
was a unique case study so the findings may not be
generalisable to Samantha.
• Case studies such as that of H.M. suggest that the
hippocampus, which is located in the temporal lobe, is
involved in memory as he could not remember certain things
after an operation which removed the hippocampus, which
shows that if Samantha had damaged her brain it could have
affected her memory.
315

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
316
Write your name here
Surname Other names

Centre Number Candidate Number

Pearson Edexcel
Level 1/Level 2 GCSE (9–1)

Psychology
Paper 1

Sample assessment material for first teaching Paper Reference

September 2017
Time: 1 hour 45 minutes
1PS0/01
You do not need any other materials. Total Marks

Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name,
centre number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided
– there may be more space than you need.
Information
• The total mark for this paper is 98.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• toIn questions marked with an asterisk (*), marks will be awarded for your ability
structure your answer logically, showing how the points that you make are
related or follow on from each other where appropriate.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.

Turn over

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SECTION A: DEVELOPMENT – HOW DID YOU DEVELOP?

Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Identify which of the following is a stage of cognitive development.
A Formal assimilation stage

B Formal concrete stage

C Formal operational stage

D Formal schema stage

(Total for Question 1 = 1 mark)

2 Identify the number of participants in Gunderson et al’s (2013) final sample.

A 43

B 53

C 63

D 73

(Total for Question 2 = 1 mark)

3 Tom is playing with his children Jane and Paul in the garden. Tom hides a toy monkey
under a pile of toy bricks.
Jane finds the toy monkey but Paul cannot.
(a) Name the stage of cognitive development Paul is in according to his behaviour.
(1)

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

Jane says to her dad that the toy monkey might be sad because it was hidden.
Jane asks him if she can be a pretend doctor to check if the toy monkey is okay.
(b) Name the stage of cognitive development Jane is in according to her behaviour.
(1)

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 2 marks)

2
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4 Mrs Morgan is a nursery school teacher who wants to see whether praising effort or
praising ability encourages children to paint pictures for longer.
She splits her class into three groups and asks two teachers to help.
• Teacher 1 praises the effort of children in group 1.
• Teacher 2 praises the ability of children in group 2.
• Mrs Morgan does not praise the children in group 3.
A fourth teacher observes all three groups and records how long the children paint
during the day.
(a) Explain what Mrs Morgan is likely to find in her study.
You should refer to Gunderson et al. (2013) in your answer.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(b) Explain one strength and one weakness of Mrs Morgan’s study.
(4)
Strength:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

Weakness:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

(Total for Question 4 = 6 marks)

3
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319

5 Ahmet wants to know if his nephew is egocentric.

Ahmet places a large box between a chocolate bar and a teddy bear.
He asks whether the teddy bear can see the chocolate bar.
His 3-year-old nephew says ‘yes’.
Ahmet concludes that his nephew is egocentric.
(a) Explain why Ahmet reached his conclusion.
You should refer to a study in your answer.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(b) Explain two ways Ahmet could improve his study.

(4)
Improvement one:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

Improvement two:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(Total for Question 5 = 6 marks)

TOTAL FOR SECTION A = 16 MARKS

4
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SECTION B: MEMORY – HOW DOES YOUR MEMORY WORK?

Answer ALL questions. Write your answers in the spaces provided.
6 Describe the encoding stage of memory.

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 6 = 2 marks)

7 (a) Describe the difference between anterograde amnesia and retrograde amnesia.
(2)

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(b) Parul struggles to remember things due to a recent accident.

Explain how Parul could try and remember new events.
You should refer to the multi-store model in your answer.
(2)

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 4 marks)

5
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8 Ajay is in his psychology class when a female intruder enters. She threatens the
teacher and takes a mobile phone.
The next day Ajay says that the intruder was male and carrying a knife, which is
not true.
Explain why Ajay’s memory for the event may be inaccurate the next day.
You should refer to a theory in your answer.

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(Total for Question 8 = 2 marks)

9 Emma has created a study to test the accuracy of memory.

She used the following procedure.
• Asked 10 friends to participate in the study and sat them together in a classroom.
• Participant 1 read a story about a woman stealing from a shop using a knife.
• Participant 1 then told participant 2 what they had read.
• The story was passed on until participant 10 was asked to write down what
happened in the story.
Table 1 shows Emma’s results.

Reproduction from
Original story
participant 10

Number of words 500 227

Structure One paragraph Three paragraphs

Accuracy of content 100% 68%

Table 1

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(a) Explain one conclusion Emma could make from the data in Table 1.
(2)

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(b) Explain two weaknesses of Emma’s study.

(4)
Weakness one:

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

Weakness two:

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 9 = 8 marks)

TOTAL FOR SECTION B = 16 MARKS

7
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SECTION C: PSYCHOLOGICAL PROBLEMS –

HOW WOULD PSYCHOLOGICAL PROBLEMS AFFECT YOU?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
10 Identify two symptoms of unipolar depression.

A Hallucinations

B High motivation

C Intense sadness

D Irrational fears

E Low motivation

(Total for Question 10 = 2 marks)

11 Henna plays a video game and finds she needs to play it more each day.
She gets very angry when she is not allowed to play the video game at home.
On some occasions, Henna plays the video game through the night and this means
that she does not finish her homework and has stayed awake all night before going
to school.
Henna’s friend finds her shaking and crying in the school toilets because her mobile
phone would not connect to the game while at school.
(a) Name two symptoms of addiction that Henna is showing.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(b) Explain, using one learning theory, why Henna may have her addiction.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

8
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. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

Weakness:

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 11 = 8 marks)

9
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12 Jim takes his GCSE mock examinations. He has not revised as much as he would have
liked due to illness.
Jim finds that his results are a lot worse than he was expecting. He now feels
worthless and believes there is no point getting out of bed in the morning because
he will just fail again.
(a) Explain one feature of cognitive behavioural therapy (CBT) that could be used to
help Jim.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

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Dr Hall is trying to assess whether cognitive behavioural therapy (CBT) would be the
best treatment for Jim.
She looks at the effectiveness of cognitive behavioural therapy (CBT) compared with
antidepressant drugs and giving no treatment.
Table 2 shows her results.

Cognitive
Antidepressant
behavioural No treatment
drugs
therapy (CBT)
Symptom
reduction after 10% 30% 2%
1 week
Symptom
reduction after 35% 32% 6%
6 weeks
Symptom
reduction after 55% 38% 4%
12 weeks

Table 2
(b) Explain two conclusions Dr Hall could make regarding the effectiveness of
cognitive behavioural therapy (CBT).
(4)
Conclusion one:

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

Conclusion two:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .

(Total for Question 12 = 6 marks)

TOTAL FOR SECTION C = 16 MARKS

11
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SECTION D: THE BRAIN AND NEUROPSYCHOLOGY – HOW DOES YOUR BRAIN AFFECT YOU?
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
13 Figure 1 shows an image of the human brain with two areas labelled.

X Y

Figure 1
(a) Identify one function of the area X of the brain.
(1)

A Balance/coordination

B Interpreting auditory information

C Planning/organisation
D Sensory perception

(b) Identify one function of the area Y of the brain.

(1)

A Consciousness

B Emotions

C Interpreting visual information

D Language processing

(Total for Question 13 = 2 marks)

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14 Define what is meant by ‘prosopagnosia’.

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 14 = 2 marks)

15 Alcohol is a drug that affects the central nervous system and influences human
behaviour.
Simon drinks alcohol and experiences some pleasurable feelings but also some
negative effects.
Explain, using synaptic functioning, why Simon may be experiencing different
feelings from the effects of alcohol.

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 15 = 2 marks)

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16 Willow is studying the role of the hemispheres of the brain.

She invites two brain-damaged patients to participate in her study. One with damage
to the right hemisphere and one with damage to the left hemisphere.
Willow gives the participants two tasks.
• Task 1 is identifying emotional expressions.
• Task 2 is suggesting synonyms for a given word.
(A synonym is a word that has the same meaning as a given word.)
Table 3 shows her results.

Participant 1 – Participant 2 –
Damage to the Damage to the
right hemisphere left hemisphere

Task 1 –
Identifying
13% correct 86% correct
emotional
expressions
Task 2 –
Suggesting 8 synonyms 2 synonyms
synonyms for a suggested suggested
given word

Table 3
(a) Explain one conclusion that can be made from Willow’s study.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(b) Explain the findings of Willow’s study.

You should refer to Sperry (1968) in your answer.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 16 = 6 marks)

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17 Thato investigates sex differences in activity of the hemispheres of the brain.

He times how long it takes participants to complete a verbal task and a spatial task.
Table 4 shows his results.

Spatial task Verbal task

(time taken in seconds) (time taken in seconds)
Male 1 20 20

Male 2 25 51

Male 3 22 30

Male 4 19 27

Female 1 33 16

Female 2 39 23

Female 3 21 25

Female 4 28 22

Table 4

Explain two findings from Thato’s results.

You must use theory/concepts about sex differences in hemispheric function to
justify your answer.
Finding one:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

Finding two:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(Total for Question 17 = 4 marks)

TOTAL FOR SECTION D = 16 MARKS

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SECTION E: SOCIAL INFLUENCE – HOW DO OTHERS AFFECT YOU?

Answer ALL questions. Write your answers in the spaces provided.
18 Define the term ‘obedience’ as it is used in psychology. Use an example in your
response.

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 18 = 2 marks)

19 Complete Table 5 with the correct term for the situation.

Situation Term

The fire alarm goes off at a shopping

centre and Gina is unsure which
way to go so follows the rest of
the shoppers.

Johnny’s dad is very serious and

stern when he is with his work
colleagues but is very silly and
is always joking when he is
with Johnny.

Table 5

(Total for Question 19 = 2 marks)

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20 Dmitri works at a local football club. His team plays other teams twice – once at their
home ground and once away at the opponent’s ground.
Dmitri worries about levels of verbal abuse at home matches when all fans are
wearing the same blue football shirt.
At away matches the fans do not wear the blue football shirt and do not display any
verbal abuse.
(a) Explain why the fans may show more verbal abuse when wearing the blue
football shirt than when they do not.
You should refer to a study in your answer.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

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Dmitri records the levels of verbal abuse reported by the police at the next home and
away matches.
Figure 2 shows the results.

Bar chart to show the number of reported incidents

involving abuse in home and away matches

20
incidents involving abuse
Number of reported

0
Home (wearing football shirts) Away (not wearing football shirts)
Location of football match

Figure 2
(b) Explain one conclusion Dmitri can make regarding the abusive behaviour of
the fans.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(c) Explain one way Dmitri could improve his study.

(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(Total for Question 20 = 6 marks)

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21 Kavya wants to see if people are more obedient if an authority figure is present or not.
Kavya asks a friend to wear a high-visibility jacket and to tell 10 people to cross the
road only when the ‘green man’ shows at a crossing.
She then observes another 10 people when the authority figure is not at the crossing
to see how many people cross once the ‘green man’ shows.
(a) Explain two outcomes that Kavya may find in her study.
You should use research evidence about factors affecting obedience to justify your
answer.
(4)
Outcome one:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

Outcome two:

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

The next day Kavya observes that most people do wait for the ‘green man’ at traffic
lights but a minority do not wait.
(b) Explain why most people wait for the ‘green man’ in the above scenario.
You should refer to social influence in your answer.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

(Total for Question 21 = 6 marks)

TOTAL FOR SECTION E = 16 MARKS

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BLANK PAGE

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SECTION F
Answer ALL questions. Write your answers in the spaces provided.

*22 Hashim has recently been diagnosed with depression. His family believe that the
disorder was caused by biological factors because his uncle and grandfather suffered
from depression. Hashim believes that recent life experiences may have caused his
disorder as recently his grandmother died and he also says he is struggling at work.
Assess how far nature and nurture would account for Hashim’s disorder.
(9)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

(Total for Question 22 = 9 marks)

23
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*23 Jagdeep is in her local shopping centre and her mum has just called to say she needs
to come home quickly. Jagdeep sees a woman fall over in the centre of the walkway.
Nobody goes to help, including Jagdeep. Once Jagdeep arrives home she tells her
mum that she helped the woman.
Assess Jagdeep’s behaviour using two areas of psychology that you have studied.
(9)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 23 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

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number
3(b) One mark for correct identification of the stage. (1)

Jane is in the pre-operational stage (1).

Accept any other appropriate response.

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Question Answer Mark

number
4(a) One mark for accurate understanding of Gunderson et al (2013). (2)
One mark for exemplification of how the study can be used to
explain the scenario.

Gunderson et al. (2013) found praising effort increased

motivation compared to praising ability (1) so Mrs Morgan is
likely to find the group praised for effort will paint for longer (1).

Accept any other appropriate response.

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

 Ahmet could improve his study by having more children who

were from a variety of backgrounds (1). This would increase
the generalisability of the results as he would have a more
representative sample (1).
 Ahmet could use a more realistic scenario with people rather
than a teddy bear and a chocolate bar (1). This would mean
his study would be more representative of real life for the
children, which increases validity (1).

Accept any other appropriate response.

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Section B
Memory – How does your memory work?

Question Answer Mark

number
6 Up to two marks for description. (2)

This is the process of acquiring and coding the information in

various forms (1). Encoding may process information
semantically – by its meaning (1)

Accept other appropriate ways of expressing the encoding stage.

Question Answer Mark

number
7(a) Up to two marks for description. (2)

Anterograde amnesia is where someone can remember events

prior to brain damage but nothing afterwards (1) whereas
someone with retrograde amnesia cannot remember events
before the onset of amnesia (1).

Accept any other appropriate response.

number
9(a) One mark for conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

Detail was lost from the original story to the reproduction (1) as
there was a decrease of 273 words from the original story to the
reproduction (1).

Accept any other appropriate response.

Question Answer Mark

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

 One weakness is that all of the students were seated

together so they could overhear the reproductions (1). This
may mean that people cheated and overheard someone
else’s reproduction, which means the results will lack validity
(1).
 Another weakness is that Emma asked her friends, which
may be a biased sample (1). Opportunity sampling like this is
not representative and therefore their sample will lack
generalisability (1).

Accept any other appropriate response.

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Question Answer Mark

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

Emma could have asked participants to carry out the study in

pairs rather than as a whole group (1). This would mean they
could not overhear the story from a previous pairing so the
results would have more validity (1).

Accept any other appropriate response.

36 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Psychology – Sample Assessment Materials –
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348

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

Strength
 Social Learning theory suggests that children would copy the
action of a role model if they identify with the role model (1),
which could support identification with a video game
character as a role model as an explanation for Henna being
addicted to the video game (1).
 Operant conditioning suggests that when someone receives a
positive consequence for behaviour they are more likely to
repeat that behaviour (1), which could support reinforcement
of the pleasure from playing the game as an explanation for
Henna being addicted to the video game (1).

Weakness
 A weakness of social learning is that it ignores biological
reasons for addictive behaviour such as the brain (1). It
could be that dopamine release in the brain is responsible for
Henna’s video game addiction and not modelling (1).
 A weakness of operant conditioning is that some addictive
behaviours may not be rewarding (1) so the video game may
have been too challenging/frustrating, which means
enjoyment cannot adequately explain her addiction (1).

Accept any other appropriate response.

Question Answer Mark

number
12(a) One mark for demonstrating accurate understanding of cognitive (2)
behavioural therapy.
One mark for exemplification of how the therapy can be used to
explain the scenario.

CBT can involve identification of irrational beliefs and

consideration of more rational beliefs (1). Jim could identify that
he is not worthless for failing his test and recognise he did not
study enough, which is a more rational explanation (1).

Accept any other appropriate response.

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Question Answer Mark

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

 CBT was the most effective treatment after 12 weeks (1) as

it reduced more symptoms than antidepressant drugs and no
treatment at all (1).
 CBT was less effective in the short term than antidepressant
drugs (1) as antidepressants had 20% more symptom
reduction after one week than CBT (1).

Accept any other appropriate response.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Psychology – Sample Assessment Materials – 39
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351

identifying emotional expressions (1), which suggests that a role
of the right hemisphere is in enabling individuals to identify
emotions in others (1).

Accept any other appropriate response.

Question Answer Mark

number
16(b) One mark for accurate understanding of Sperry (1968). (2)
One mark for exemplification of how the study can be used to
explain the scenario.

Sperry (1968) claimed that the left hand side of the brain was
responsible for language (1) so the participants in Willow’s study
found it more difficult to give synonyms with damage to the left
hemisphere (1).

Accept any other appropriate response.

Question Answer Mark

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

Willow could use a greater number and variety of brain damaged

patients in her study (1). This could increase the generalisability
of her results as she has used only two participants, which may
not be representative (1).

Accept any other appropriate response.

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Question Answer Mark

number
17 One mark for identification of each finding (4)
(maximum two marks).
One mark for reasoning/justification of finding through
theory/concepts (maximum two marks).

 Thato found that females were quicker when completing

verbal tasks than males (1), which could be due to sex
differences in language processing in the left hemisphere (1).
 Thato found that men are quicker at spatial tasks than
women (1) because men generally perform better with
spatial processing as this is a right hemispheric dominated
processes whereas women tend to be less lateralised (1).

Accept any other appropriate response.

42 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Psychology – Sample Assessment Materials –
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Section E
Social influence – How do others affect you?

Question Answer Mark

number
18 One mark for definition of obedience. (2)
One mark for example of obedience.

Obedience is following the direct order of a legitimate authority

(1). For example, a police officer asks someone to pick up litter
and they do it (1).

Accept other appropriate ways of expressing the definition of

obedience.

Question Answer Mark

number
19 One mark for each correct key term. (2)

Situation Key term

The fire alarm goes off
at a shopping centre and
Gina is unsure which Conformity
way to go so follows the
rest of the shoppers.
Johnny’s dad is very
serious and stern when
he is with his work Deindividuation
colleagues but is very
silly and is always joking
when he is with Johnny.

Accept other appropriate ways of expressing the correct

terms/concepts.

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Question Answer Mark

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

In Haney et al (1973) the participants were

non-aggressive students when not wearing the prison guard
uniform but showed brutal, sadistic behaviour when wearing the
uniform (1). The football fans may be showing deindividuation
where they act abusively as they believe football fans should act
in that way when wearing a football shirt (1).

Accept any other appropriate response.

Question Answer Mark

number
20(b) One mark for conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

There were three times more abuse-related incidents during the

home match than the away match (5 versus 15) (1), which
suggests that wearing football shirts leads to greater levels of
abuse than when not wearing football shirts. (1)

Accept any other appropriate response.

number
21(b) One mark for demonstrating accurate understanding of social (2)
influence.
One mark for exemplification of how social influence can be used
to explain the scenario.

Conformity is when people tend to follow the majority of people

in a group (1), which could explain why the majority of people
did stop for the ‘green man’ because they were following the
larger number of people and social norms rather than the
minority who did not stop (1).

Accept any other appropriate response.

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Section F

Question Indicative content Mark

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

Candidates who do not consider nature and nurture (as instructed

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

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

AO1
 Nature would say that depression is caused by inheritance of a
gene predisposing a person to the symptoms of depression.
 Nurture would argue that external factors, such as life events,
cause depression.
 Life events may trigger internal changes such as
neurotransmitter imbalances, which cause depression.

AO2
 Hashim has relatives who have suffered from depression,
which suggests he may have inherited the condition from
them through genes passed down, which is a nature cause.
 Hashim’s grandmother died recently, which is a major life
event that could have triggered his symptoms, which led to a
diagnosis of depression, which is a nurture cause.
 His work situation is a nurture factor and could have
contributed to increased stress, which may have caused his
depression.

AO3
 Caspi et al (2003) found evidence for the 5-HTT gene being
linked to depression, which could support a nature argument
for Hashim’s disorder.
 Cognitive behavioural therapy challenges faulty thinking and
has been found to be effective in treating depression, this
suggests depression is a result of irrational thoughts from
experiences, so is nurture rather than nature.
 Stressful life events that involve threat, loss, humiliation or
defeat influence the onset and course of depression, which
supports the nurture argument for Hashim’s disorder.

46 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Psychology – Sample Assessment Materials –
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Level Mark Descriptor

0 No rewardable material.
Level 1 1–3  Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
 Attempts to apply understanding to elements in the context of the
question with flawed or simplistic links and connections made.
(AO2)
 Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited synthesis
of understanding. Judgements are supported by limited evidence.
(AO3)
Level 2 4–6  Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
 Applies understanding to elements in the context of the question,
with some logical links and connections made. (AO2)
 Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding but not entirely coherently, leading
to judgements that are supported by evidence occasionally. (AO3)
Level 3 7–9  Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
 Applies understanding to elements in the context of the question
to provide sustained linkage and logical connections throughout.
(AO2)
 Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that synthesises
relevant understanding coherently. Judgements are supported by
evidence throughout. (AO3)

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Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

AO1
 A situational factor of lack of bystander intervention is
diffusion of responsibility where an individual is unwilling to
take personal responsibility for an emergency.
 Attention and rehearsal is required for events to be transferred
from the short-term memory to long-term memory.
 Conformity is when an individual follows the majority of people
in a social situation; they may behave differently when they
are on their own.

AO2
 Jagdeep may have felt that there were lots of other people in
the shopping centre who could have helped so she did not
take responsibility to help the woman.
 Jagdeep may not have rehearsed the events fully and so did
not correctly recall that she did not help the woman.
 Jagdeep has been given a direct order from her mother to go
home and she did so, which shows obedience.
 Nobody in the shopping centre helped the woman so Jagdeep
could be conforming to the majority.

AO3
 Piliavin et al (1969) found that 90% of people who helped
either the person with a cane or the person who was drunk
were male, which supports Jagdeep not helping as she is
female and so less likely to help.
 Peterson and Peterson (1959) showed that prevention of
rehearsal led to loss of more than 90% of material, which
could be the case with Jagdeep.
 However, Peterson and Peterson (1959) were laboratory
experiments so lack validity, so her behaviour may be better
explained by bystander intervention.
 Jagdeep obeyed her mother’s command, which is similar to
participant obedience in a study where they obeyed an
experimenter.

48 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Psychology – Sample Assessment Materials –
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360

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3  Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
 Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
 Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6  Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
 Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
 Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9  Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
 Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
 Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Psychology – Sample Assessment Materials – 49
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Write your name here

Surname Other names

Centre Number Candidate Number

Pearson Edexcel
Level 1/Level 2 GCSE (9–1)

Psychology
Paper 1

Sample assessment material for first teaching Paper Reference

September 2017
Time: 1 hour 45 minutes
1PS0/01
You do not need any other materials. Total Marks

Instructions
• FUseill inblack ink or ball-point pen.
• centrethe boxes at the top of this page with your name,
number and candidate number.
• Answer allthequestions.
Answer
• – there may bequestions in the spaces provided
more space than you need.
Information
• The total mark for this paper is 98.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• to questions
In marked with an asterisk (*), marks will be awarded for your ability
structure your answer logically, showing how the points that you make are
related or follow on from each other where appropriate.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.

Turn over

1/1/1/1
362

SECTION A: DEVELOPMENT – HOW DID YOU DEVELOP?

B Concrete mindset

C Growth mindset

D Formal mindset

(Total for Question 1 = 1 mark)

2 State what is meant by the term ‘morality’.

(Total for Question 2 = 1 mark)

3 Describe why the medulla is an important region of the brain.

(Total for Question 3 = 2 marks)

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4 Andreas is investigating whether children aged 5 years old can understand the
viewpoint of others. He conducted an experiment where three pairs of boys looked at
a doll’s house from different positions.
• Two boys looked at the doll’s house from the back.
• Two boys looked at the doll’s house from the left.
• Two boys looked at the doll’s house from the right.
Andreas stands at the front of the doll’s house. He asks each of the children to
describe what they think he can see from the front of the doll’s house.
(a) Explain what Andreas is likely to find in his study.
You should refer to Piaget and Inhelder (1956) in your answer.
(2)

(b) Explain two weaknesses of Andreas’s investigation.

Weakness one:
(4)

Weakness two:

(Total for Question 4 = 6 marks)

3
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5 Christie took her daughter to the zoo. At the zoo, her daughter pointed to the baby
koalas and called them ‘puppies’. Christie explains that the baby koalas in the zoo are
called ‘joeys’ and not ‘puppies’, like the baby dog they have at home.
(a) Explain why Christie’s daughter called the baby koalas ‘puppies’.
You should refer to schemata/schemas in your answer.
(2)

(b) Later that day, her daughter sees baby pandas and states that they are ‘joeys’.
Baby pandas are known as ‘cubs’ and not ‘joeys’.
Explain two reasons why Christie’s daughter may have made this statement about
the baby pandas.
(4)
Reason one:

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reason two:

(Total for Question 5 = 6 marks)

TOTAL FOR SECTION A = 16 MARKS

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SECTION B: MEMORY - HOW DOES YOUR MEMORY WORK?

Answer ALL questions. Write your answers in the spaces provided.
6 The Multi-store Model of Memory includes the sensory register.
Describe the sensory register.

(Total for Question 6 = 2 marks)

7 (a) Describe one difference between short-term and long-term memory.

(2)

(b) Enrique has a new telephone number. Jack asked him for the new telephone
number and Enrique read out the 11 digit number. When Jack tried to recall the
telephone number he had forgotten some of the digits.
Explain why Jack had forgotten some of the digits from the telephone number.
You should refer to the Multi-store Model of Memory in your answer.
(2)

(Total for Question 7 = 4 marks)

5
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366

8 Sophia has a head injury from falling off her bicycle two weeks ago. She can recall
her childhood, going to university and where she works. Sophia does not remember
getting married last month but she does remember having a fiancé.
Explain the memory loss Sophia is experiencing.
You should refer to a form of amnesia in your answer.

(Total for Question 8 = 2 marks)

6
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9 Barry has created a study to test the role of attention in memory.

He used words for colours, such as ‘red’, ‘blue’ and ‘green’. Each word was presented
to participants written in a colour that did not match the word meaning, for example
the word ‘white’ was written in black text, as shown in Figure 1.

White

Figure 1
Participants were individually shown the words in the same order using a projector at
a rate of one word every second. They had to state the colour of the text for the word
they saw. Barry presented a total of 30 words.
Barry also tested one participant as a control measure where the colour and the word
matched, for example ‘blue’ was written in blue.
Table 1 shows Barry’s results.

Number of correct colour statements

Participant
(out of 30)

A 10

B 12

C 9

D 11

E
30
(control)

Table 1

7
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368

(a) Explain one conclusion Barry could make from the data in Table 1.
(2)

(b) Explain two strengths of Barry’s study.

(4)
Strength one:

Strength two:

(Total for Question 9 = 8 marks)

TOTAL FOR SECTION B = 16 MARKS

8
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SECTION C: PSYCHOLOGICAL PROBLEMS –

B 3 years to 29 years old

C 3 years to 26 years old

D 6 years to 26 years old

(Total for Question 10 = 1 mark)

11 Identify the percentage of participants in the study by Caspi et al. (2003) who
experienced no stressful life events.
A 30%

B 35%

C 40%

D 25%

(Total for Question 11 = 1 mark)

9
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370

12 Alysha was diagnosed with depression six months ago after she separated from her
boyfriend.
She says she feels like she is alone because she is the only person with this mental
health problem. Alisha’s friend says this is not true because the features of depression
show that there are many other people who have depression.
(a) Describe two features of depression that show why Alysha should not feel alone.
(2)

(b) Explain, using cognitive theory, how Alysha may have developed depression.
(2)

Weakness:

(Total for Question 12 = 8 marks)

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13 An example of a disorder that is increasing in society is alcohol addiction.

Drinking alcohol has become more socially acceptable for women, and alcohol
addiction has also been increasing in women.
Explain one reason why incidences of alcohol addiction may be increasing in women.

(Total for Question 13 = 2 marks)

11
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372

14 Three doctors in a medical centre are reviewing the effectiveness of two different
treatments for alcohol addiction. After the first six months of each treatment
programme they compare how many patients having drug treatment remained
alcohol free with how many patients having cognitive behavioural therapy (CBT)
remained alcohol free.
Table 2 shows their results.

Number of patients who had

completed each treatment programme
Alcohol use after six
Drug treatment CBT treatment
months of treatment

Remained alcohol Free 58 42

Returned to alcohol use 6 10

Table 2
Explain two conclusions the doctors could make regarding the effectiveness of
treatments for alcohol addiction.
Conclusion one:

Conclusion two:

(Total for Question 14 = 4 marks)

TOTAL FOR SECTION C = 16 MARKS

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Figure 2
(a) Name the area of the brain in Figure 2 labelled A.
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Name the area of the brain in Figure 2 labelled B.

(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 15 = 2 marks)

13
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374

16 Describe the function of a neuron.

(Total for Question 16 = 2 marks)

17 Charlotte suffered neurological damage. She is now unable to recognise some

household items, including a kettle, lamp, telephone and computer when she sees
them.
Explain why Charlotte cannot recognise these items.
You should refer to a concept of neurological damage in your answer.

(Total for Question 17 = 2 marks)

14
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18 A team of university researchers reviewed five case studies of patients with damage
to the pre-frontal cortex. They looked at the incidents of aggression shown by the
patients in each case study and compared this to peer reports about the patient’s
previous behaviour.
Each patient was given a score for aggression before and after the damage to their
pre-frontal cortex (with 0 being non-aggressive and 10 being very aggressive).
Table 3 shows the results.

Aggression score Aggression score

Patient (before damage to (after damage to
pre-frontal cortex) pre-frontal cortex)

A 2 6

B 3 7

C 2 7

D 1 6

E 5 8

Table 3
(a) Explain one conclusion the researchers could make using the data in Table 3.
(2)

15
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376

(b) Explain the findings of the university researchers’ study.

You should refer to Damasio et al. (1994) in your answer.
(2)

(c) Explain two weaknesses of the university researchers’ review of case studies of
patients with damage to the pre-frontal cortex.
(4)
Weakness one:

Weakness two:

16
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(d) Explain one way the university researchers could improve the objectivity of their
study.
(2)

(Total for Question 18 = 10 marks)

TOTAL FOR SECTION D = 16 MARKS

17
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SECTION E: SOCIAL INFLUENCE - HOW DO OTHERS AFFECT YOU?

Answer ALL questions. Write your answers in the spaces provided.
19 Define the following key terms associated with social influence:
Obedience

Conformity

(Total for Question 19 = 2 marks)

20 Describe the difference between bystander intervention and bystander apathy.

(Total for Question 20 = 2 marks)

18
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21 Phoebe misbehaved in a lesson at school. She was instructed by her teacher that she
must go to a detention at lunchtime. Phoebe did as she was instructed and went to
her detention at lunchtime.
(a) Explain why Phoebe went to her detention at lunchtime.
You should refer to personality in your answer.
(2)

Attendance at lunchtime detention is monitored by the Headteacher. The percentage

of students who attend detention is shown in Table 4.

Students who attended Students who missed

Type of behaviour
detention detention

Failure to complete homework 64% 36%

Poor individual behaviour 79% 21%

Poor behaviour in a group 48% 52%

Table 4
(b) Explain one conclusion that can be made about the effectiveness of teachers
giving detention to those showing poor behaviour in a group from the data in
Table 4.
(2)

19
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(Total for Question 21 = 6 marks)

20
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381

22 Justin is investigating crowd behaviour. He has reviewed 28 news reports about

protests that have taken place. He selected reports about protests that involved over
50 people and where violence had occurred.
The news reports contained statements from people involved in the protests.
Many claimed that they did not feel responsible for their actions.
(a) Explain two reasons why the protests may have become violent.
You should use theories or concepts of crowd behaviour to justify your answer.
(4)
Reason one:

Reason two:

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(b) Justin found that in one of the news reports, the leader of the protest had given
an instruction for people to break the windows of the building where they were
protesting. People at the protest followed this instruction.
Explain why people at the protest would have followed this instruction.
You should refer to a theory or concept of obedience in your answer.
(2)

(Total for Question 22 = 6 marks)

TOTAL FOR SECTION E = 16 MARKS

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SECTION F
Answer all questions. Write your answers in the spaces provided.

*23 Adelyn is researching the role of interference in short-term memory recall. She
conducts a laboratory experiment where participants recall words from a word list.
Participants count backwards from 100 for 30 seconds before they recall the words.
The number of words recalled are counted. Adelyn then compares her results to a
group of participants who recalled the words immediately.
Those who counted backwards recalled fewer words than those who recalled the
words immediately. Adelyn uses her results to conclude that interference prevents
words from remaining in short-term memory and prevents transfer to long-term
memory.
Adelyn’s research and explanation of memory could be considered reductionist.
Assess whether reductionism is useful in cognitive psychology.
(9)

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(Total for Question 23 = 9 marks)

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*24 Cassie moved to a new town and started to socialise with new friends. She wanted to
be part of the group that all smoke, so Cassie started smoking.
She says she does not want to stop smoking because she will be the only one of the
group that does not smoke.
Cassie is also worried that she will not be able to stop smoking. She has noticed that
she becomes anxious and cannot concentrate when she has not had a cigarette.
Assess Cassie’s behaviour using two areas of psychology that you have studied.
(9)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 24 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

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Paper 1 mark scheme

Question Answer Mark

number
4(a) One mark for accurate understanding of Piaget and Inhelder (2)
(1956).
One mark for exemplification of how the study can be used to
explain the scenario.

For example:

 Piaget and Inhelder (1956) found that children aged between

4 and 6½ years old gave their own viewpoints not the
viewpoint of the doll (1) so Andreas is likely to find that the
children will say what they can see of the doll’s house not what
he can see (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

 One weakness is that the use of the dolls house is an artificial

task that is unrealistic (1). This would mean the test of the
boys’ ability to understand viewpoints of others lacks validity
as it does not represent real life situations (1).
 Another weakness is that Andreas has a biased sample of boys
as there are no girls in the study (1). This means his sample is
not representative of both genders so Andreas cannot say his
results represent girls (1).

Accept any other appropriate response.

389

Question Answer Mark

number
5(a) One mark for demonstrating accurate understanding of schema (2)
theory.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:

 A schema is a mental structure of prior knowledge and

experiences to understand the world (1), so Christie’s
daughter will have experienced a puppy at home and used that
framework to interpret the baby koalas to be the same (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

 Christie’s daughter could believe the baby pandas in the zoo

For example:

 Multi-store Model suggests that the STM has a capacity of 5 to

9 items (1) so Jack may be unable to recall all 11 digits as
some may have been displaced from STM and forgotten (1).

Accept any other appropriate response.

391

Question Answer Mark

number
8 One mark for demonstrating accurate understanding of relevant (2)
form of amnesia selected.
One mark for exemplification of how the form of amnesia can be
used to explain the scenario.

For example:

 Retrograde amnesia is when a person cannot remember the

recent past events preceding damage to the brain/memory (1)
which is why Sophia can remember her childhood and fiancé
as they are older memories but not her wedding day which is
the recent past (1).

Accept any other appropriate response.

Question Answer Mark

number
9(a) One mark for conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

 Stating the colour is more difficult when the word colour does
not match the text colour (1) as all experimental participants
got less than half correct compared to the control participant
who accurately stated all 30 colours correctly (1).

Accept any other appropriate response.

Question Answer Mark

number
9(b) One mark for identification of each strength (maximum two (4)
marks).
One mark for justification, which must be linked to the strength
identified (maximum two marks).

For example:

Strength
 Cognitive theory looks at Alysha’s thought processes and
considers these changeable to improve her symptoms without
drug intervention (1), leading to CBT as a non-invasive
treatment that Alysha can use to help her cope with her
separation from her boyfriend (1).

Weakness
 A weakness of cognitive theory is that it ignores any biological
components to Alysha’s depression such as changes in her
serotonin (1) that means it may not be a complete explanation
of Alysha’s depression which could be a result of the influence
of neurotransmitters rather than the separation from her
boyfriend (1).

Accept any other appropriate response.

Question Answer Mark

number
13 One mark for demonstrating accurate understanding of how (2)
mental health problems change over time.
One mark for exemplification of how these changes can be used
to explain the scenario.

For example:

 Incidences of mental health can change over time because

social norms of expected or acceptable behaviours in a society
can change (1). Alcohol use by women may have increased
with social acceptance, which can result in more women
misusing alcohol because of more overall contact with it (1).

Accept any other appropriate response.

395

Question Answer Mark

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

 Drug treatment is more effective than CBT (1) as only 6 of the

For example:

 Neurological damage is when the brain is affected by an

impairment to an area or transmission process (1). Charlotte
may have visual agnosia which would explain her inability to
know what the objects she sees are, as this affects the
identification of common objects (1).

Accept any other appropriate response.

Accept any other appropriate response.

398

Question Answer Mark

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

For example:

 They could ask other researchers to look at the case studies

and score the patients for a range of emotions including
aggression (1). This could reduce experimenter bias in the
interpretation of the data increasing objectivity in the results
gathered (1).

Accept any other appropriate response.

399

Section E
Social influence – How do others affect you?

Question Answer Mark

number
19 One mark for each term correctly defined. (2)

For example:

 Obedience is when an individual follows the orders of an

authority figure (1).
 Conformity is when an individual changes their behaviour to fit
in with a group (1).

Accept any other appropriate response.

Question Answer Mark

number
20 Up to two marks for description. (2)

For example:

 Bystander intervention is when an individual helps in an

emergency situation often due to empathy with their situation
(1) whereas bystander apathy is when a group presence
creates a diffusion of responsibility that stops people from
helping in an emergency situation (1).

Accept any other appropriate response.

400

Question Answer Mark

Section F

Question Indicative content Mark

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

Markers must apply the descriptors in line with the general

marking guidance (pages 2-3).
Performance in all AOs is interdependent. An answer displaying
qualities of AO1 only cannot be awarded more than the top of
Level 1, no matter how strong the performance is in AO1.
An answer displaying qualities of knowledge and understanding
(AO1) and application (AO2) only, cannot be awarded more than
the top of Level 2, no matter how strong the performance is in
AO1 and AO2
Due to the hierarchy of the AOs, AO3 cannot be achieved without
displaying evidence of AO1 and AO2.

AO1
 Reductionism involves breaking aspects of human behaviour
into individual parts.
 Reductionism involves testing individual variables to find cause
and effect in human behaviour.
 Holism is looking at human behaviour as a whole interaction
between all parts.

AO2
 Adelyn is breaking memory down into simple processes to
explain how memory works in human behaviour.
 The counting of the number of words recalled is used as
evidence of interference in a memory process.
 Adelyn has not accounted for individual differences in memory
ability so is ignoring other possible factors.

AO3
 Explanations like the multi-store model of memory reduce
processes to simple systems which can aid application to the
real world, such as revision strategies, but ignores the fact
that not all memories can be accounted for this way.
 Peterson and Peterson (1959) conducted a similar test which
has been beneficial in enabling psychologists to understand
short-term memory and develop their explanations.
 Memory could be more complex than Adelyn is considering,
which means reductionism ignores other possibilities like in
the case of Clive Wearing, so it is not useful for cognitive
psychology to be reductionist.
403

Level Mark Descriptor

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

instructed in the question) cannot achieve marks beyond Level 2.
Markers must apply the descriptors in line with the general
marking guidance (pages 2-3).
Performance in all AOs is interdependent. An answer displaying
qualities of AO1 only cannot be awarded more than the top of
Level 1, no matter how strong the performance is in AO1.
An answer displaying qualities of knowledge and understanding
(AO1) and application (AO2) only, cannot be awarded more than
the top of Level 2, no matter how strong the performance is in
AO1 and AO2
Due to the hierarchy of the AOs, AO3 cannot be achieved without
displaying evidence of AO1 and AO2.

AO1
 Internalisation is changing public behaviour and private
beliefs, in the presence of the group.
 Cohesiveness of a group can increase the likelihood of others
conforming to the group behaviour.
 Addiction is when someone is unable to limit the use or
exposure to a stimulant.

AO2
 Cassie may smoke with the group and believe it is what she
wants to do when she is with the group of friends.
 The group of friends may have a strong bond through shared
experiences making conformity more likely.
 Cassie is becoming anxious when she has no cigarettes so is
showing signs that she is addicted to nicotine.

AO3
 Haney, Banks and Zimbardo (1973) found that the prisoners
and guards conformed to their group behaviours supporting
the idea that Cassie started smoking to conform.
 Cassie is likely to share similarities with the group, such as
age and gender, which will have influenced her starting
smoking and refusal to stop.
 However, now she has signs of addiction, Cassie’s continued
smoking may now be more biological than social as the drugs
in cigarettes may have affected acetylcholine.
405

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3  Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
 Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
 Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6  Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
 Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
 Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9  Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
 Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
 Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)
406
407
Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel Level 1 / Level 2 GCSE (9–1)

Wednesday 15 May 2024
Afternoon (Time: 1 hour 45 minutes) Paper
reference 1PS0/01
Psychology  

PAPER 1

You do not need any other materials. Total Marks

Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
• Check your answers if you have time at the end.
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SECTION A: DEVELOPMENT – HOW DID YOU DEVELOP?

Answer ALL questions. Write your answers in the spaces provided.

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Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Define what is meant by the following stages of Piaget’s Theory of
Cognitive Development.
(a) Sensorimotor stage
(1)

(b) Concrete operational stage

(1)

(Total for Question 1 = 2 marks)

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2 (a) Identify the number of mountains used in Piaget and Inhelder (1956).
(1)
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A One

B Two

C Three

D Four

(b) Identify the number of children aged between 8 and 9 years old that were
included in Piaget and Inhelder’s (1956) sample.
(1)
A 16

B 21

C 30

D 33
(Total for Question 2 = 2 marks)

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3 Shannon is 3 years old and is in the park with her mum. She sees a bird flying over
them. Her mum says, ‘bird’ and Shannon repeats this.

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The next day, Shannon is in the park with her dad and sees an aeroplane in the sky.
She points at the aeroplane and says, ‘bird?’ to her dad. Her dad smiles and says, ‘No,
that is an aeroplane.’
Explain why Shannon mistakenly thought the aeroplane was a bird.
You should refer to Piaget’s Theory of Cognitive Development in your answer.
(2)

(Total for Question 3 = 2 marks)

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412

4 Sara is at home with her father. She is trying to read a book given to her by her
teacher but is finding a lot of the words difficult to read. Sara stops reading after the
first page and says to her father that there is no point continuing as she will never

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understand the words.
Later, Sara is trying to help her father by doing some digging in the garden. Her
father had previously told her that she was good at digging. However, when the
digging becomes difficult, Sara stops and goes inside the house.
(a) Explain what Sara choosing to stop reading and digging shows about
her mindset.
You should refer to Carol Dweck’s mindset theory in your answer.
(2)

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(b) Explain one strength and one weakness of using Carol Dweck’s mindset theory to
account for Sara choosing to stop reading and digging.
(4)
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Strength

Weakness

(Total for Question 4 = 6 marks)

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5 Leanne is investigating children’s development at a local school. She asks 30 pupils,

aged 6 years old, 8 years old and 10 years old, to participate in her investigation.

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Leanne asks the pupils to come to the gymnasium and put on a virtual reality (VR)
headset, where they will see a simulation of a set of buildings. The buildings are
different shapes and colours.
• A triangular blue building.
• A square red building.
• A rectangular black building.
From the pupils’ perspective, the triangular building is at the front and the
rectangular building is at the back of the image. The pupils are asked to say what a
person living on the opposite side of the town will see.
Table 1 shows the overall responses given by the pupils.

Number of pupils who said Number of pupils who said

the triangular building the rectangular building
Pupil age would be at the front and would be at the front and
the rectangular building the triangular building
would be at the back would be at the back

6 years old 26 4

8 years old 13 17

10 years old 3 27

Table 1

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(a) Explain one conclusion you could make regarding the cognitive development of
the children using the data from Table 1.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Explain one improvement that Leanne could have made to her investigation.
(2)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 5 = 4 marks)

TOTAL FOR SECTION A = 16 MARKS

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SECTION B: MEMORY – HOW DOES YOUR MEMORY WORK?

Answer ALL questions. Write your answers in the spaces provided.

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Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
6 Identify which of the following would be the most appropriate to define the capacity
of the short‑term memory.

A 3 ± 2 digits

B 5 ± 2 digits

C 7 ± 2 digits

D 9 ± 2 digits
(Total for Question 6 = 1 mark)

7 Identify which of the following would be the most appropriate to define the ‘storage’
stage of the memory process.

A Recalling information

B Keeping information

C Noticing information

D Selecting information
(Total for Question 7 = 1 mark)

8 The ‘sensory register’ is included in the Multi-store Model of Memory.

Describe the ‘sensory register’ as part of the Multi-store Model of Memory.

(Total for Question 8 = 2 marks)

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418

9 Simon is investigating the memory of his students. He shows his students 6 words
for 15 seconds as a group. Simon removes the words and asks his students to try and
remember them.

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After 30 minutes, Simon asks his students to try and recall the words.
Simon’s word list is shown in Figure 1.

Acid Unripe Lemon

Bitter Sharp Tart

Figure 1
Simon finds that some of his students recalled the word ‘sour’ as part of their list
of words.
(a) Explain why some of the students have recalled the word ‘sour’ when recalling the
word list.
You should refer to the Theory of Reconstructive Memory in your answer.
(2)

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(b) Explain one strength and one weakness of Simon’s investigation.

(4)
Strength
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Weakness

(Total for Question 9 = 6 marks)

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10 Jack is trying to help his little brother remember the names of football players in their
favourite football team.

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He reads out three names of players and asks his brother to say them back to him out
loud. Jack does this until he has gone through the whole squad of football players.
Over the next week, Jack repeats this process every day with his little brother.
Explain what Jack is likely to find regarding his little brother’s memory of the
football players.
You should refer to the Multi‑store Model of Memory in your answer.

(Total for Question 10 = 2 marks)

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422

11 Lydia wants to investigate the effects of a new painkiller on memory. She wants to
see if the new painkiller affects people’s ability to remember new information. Lydia
recruits male participants from her local town for her investigation.

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Lydia has two conditions:
• No painkiller – The male participants are shown three pictures. One hour later, the
participants have to pick the three pictures from a selection of nine pictures.
• Painkiller – The same male participants are given the new painkiller. The
participants are shown three new pictures. One hour later, the participants have
to pick the three pictures from a selection of nine pictures.
Lydia’s results are shown in Table 2.

Average number of pictures

Condition
correctly recognised (out of 3)
No painkiller 2.9

Painkiller 1.1

Table 2
(a) Explain one conclusion that could be made using the data in Table 2.
(2)

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(b) Explain one improvement Lydia could make to her investigation.

(2)
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(Total for Question 11 = 4 marks)

TOTAL FOR SECTION B = 16 MARKS

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SECTION C: PSYCHOLOGICAL PROBLEMS –

HOW WOULD PSYCHOLOGICAL PROBLEMS AFFECT YOU?

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Answer ALL questions. Write your answers in the spaces provided.
12 (a) Describe the sample used in Caspi et al. (2003).
(2)

(b) State two findings from Caspi et al. (2003).

(2)

(Total for Question 12 = 4 marks)

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13 Dawood and his friends went shopping one weekend in the local shopping centre.
He bought a pair of shoes and his friends said his shoes looked amazing.
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The next weekend, Dawood bought three more pairs of shoes from the shopping
centre when he returned with his friends. His friends all commented again on how
nice the shoes were. Over the next week, Dawood found he could not stop thinking
about shoes, so he bought 15 more pairs from an online internet shop. Dawood’s
older brother buys a lot of shoes too and frequently swaps shoes with Dawood.
After buying 800 pairs of shoes over the next six months, Dawood is diagnosed with
an addiction to shoes.
Explain one way that nurture could be used to explain Dawood’s addiction to shoes.

(Total for Question 13 = 2 marks)

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14 Christian is a researcher who is investigating the use of drugs for treating addiction.
He is testing how effective a new drug called ‘rndo‑7’ is for reducing the symptoms

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of addiction. To test the effectiveness of ‘rndo‑7’, Christian recruits 1,200 patients
from across the world to take part in his investigation. All of the patients have been
addicted to the same drug for at least 6 months and have volunteered to take part in
the trials.
Christian splits the participants into three groups.
Group A – participants who will take the new drug ‘rndo‑7’.
Group B – participants who will take an established, already commonly used drug.
Group C – participants who will take no drug and will act as the control group.
Before and at the end of the investigation, participants were asked to rate the severity
of their symptoms on a scale of 1–10, where 10 indicated extremely severe symptoms
and 1 indicated no symptoms at all.
The average symptom severity for Christian’s investigation is shown in Table 3.

Group Group A Group B Group C

Symptom severity (1–10)

6.8 9.8 7.6
before the investigation
Symptom severity (1–10)
6.5 6.5 7.3
at the end of the investigation

Table 3

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Explain two conclusions that can be made using the data in Table 3.

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 14 = 4 marks)

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15 Henrietta is a 19‑year‑old female who has been diagnosed as addicted to gambling.

She began gambling when at a casino on holiday but continued to gamble more
frequently when she returned home. Henrietta began visiting the casino every

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weekend, but she now visits every day. She bets large amounts of money and
frequently loses, and she now owes a lot of money to her bank.
Henrietta has visited a clinical psychologist who has said they will help her using
cognitive behavioural therapy (CBT).
(a) Explain how the clinical psychologist could measure whether cognitive
behavioural therapy (CBT) is helpful for Henrietta’s addiction.
You should refer to Young (2007) in your answer.
(2)

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(b) Explain two weaknesses of using Young (2007) to account for the effectiveness of
using CBT for Henrietta’s gambling addiction.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 15 = 6 marks)

TOTAL FOR SECTION C = 16 MARKS

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SECTION D: THE BRAIN AND NEUROPSYCHOLOGY –

HOW DOES YOUR BRAIN AFFECT YOU?

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Answer ALL questions. Write your answers in the spaces provided.
16 Describe how damage to the pre‑frontal cortex could affect an individual.

(Total for Question 16 = 2 marks)

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17 Figure 2 shows a typical synapse.

Complete the boxes provided with the correct labels.
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2
..................................................................... . .

1
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Figure 2
(Total for Question 17 = 2 marks)

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18 Matthew has been asked to assess a patient who has had a brain injury.
He decided to give the patient a series of pictures of objects and a photograph of

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someone from the patient’s social media page. The objects included a set of keys, a
games console, and a boat’s anchor. Matthew asked the patient to name what they
could see in the pictures and who they saw in the photograph.
The patient could not name the objects but was able to recognise the person in
the photograph.
(a) Explain what the results of Matthew’s assessment indicated for the patient.
You should refer to a concept of neurological damage in your answer.
(2)

(b) Explain one improvement that could have been made to Matthew’s assessment
of the patient.
(2)

(Total for Question 18 = 4 marks)

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19 Mikel was investigating the role of the hemispheres of the brain.

He recruited a participant with damage to their left hemisphere and another

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participant with damage to their right hemisphere.
Mikel gave the participants two tasks.
Task 1 – Word category task – the participant had to pick one word from a selection
of four that fitted a different category of words to the other three (see Figure 3).
Task 2 – Shape category task – the participant had to pick one shape from a selection
of four that fitted a different category of shapes to the other three (see Figure 3).

Word category task example Shape category task example

teacher doctor lamp poet

Figure 3
Each participant was given 25 task items to respond to and their total number of
correct responses was recorded.
Mikel’s results are shown in Table 4.

Task 1 – percentage of Task 2 – percentage of

correct responses correct responses

Participant with damage

to the left hemisphere of 4% 8%
the brain
Participant with damage
to the right hemisphere of 92 % 6%
the brain

Table 4

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(a) Explain one conclusion that could be made regarding the role of the hemispheres
of the brain using the data in Table 4.
(2)
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(b) Explain one strength and one weakness of Mikel’s investigation into the role of
the hemispheres of the brain.
(4)
Strength

Weakness

(Total for Question 19 = 6 marks)

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20 Serinda was recently involved in a motorbike accident. A doctor is checking if her

central nervous system is functioning as expected. Before the accident, Serinda had
no damage to her central nervous system.

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The doctor places hot and cold pads on Serinda’s arms and legs. Serinda says she
cannot feel the hot and cold pads on her legs. The doctor concludes Serinda has
damaged her central nervous system.
Explain one reason why the doctor concluded this.
You should refer to the role of the central nervous system in your answer.

(Total for Question 20 = 2 marks)

TOTAL FOR SECTION D = 16 MARKS

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438

SECTION E: SOCIAL INFLUENCE – HOW DO OTHERS AFFECT YOU?

Answer ALL questions. Write your answers in the spaces provided.

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Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
21 Define the term ‘anti‑social behaviour’. Use an example in your response.

(Total for Question 21 = 2 marks)

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22 As part of your course, you will have studied Haney, Banks, and Zimbardo (1973).
(a) Identify the number of male participants selected from the 75 who responded to
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the newspaper advertisement in Haney, Banks, and Zimbardo (1973).

(1)
A 4

B 14

C 24

D 34

(b) State how long the Haney, Banks, and Zimbardo (1973) study was supposed to
last for before being abandoned after 6 days.
(1)

(Total for Question 22 = 2 marks)

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23 Hannah was investigating how obedient people would be to an authority figure.

She got permission from a train station to conduct her investigation during a busy

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rush hour period. Passengers were requested to only leave the train station via one of
the exits by an authority figure.
Hannah compared the findings from three variations:
Variation A: the request was given in person or over a loudspeaker.
Variation B: the request was given by a man who wore a uniform or casual clothes.
Variation C: the request was given by a male or female authority figure.
Hannah’s results are shown in Table 5.

Variation A: Variation B: Variation C:

Authority figure Clothes worn by Gender of
presence authority figure authority figure

In person Loudspeaker Uniform Casual Male Female

% obedience 30 10 45 15 30 30

Table 5
(a) Explain two conclusions that could be made in terms of obedience to authority
using the data in Table 5.
(4)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(b) Explain one strength and one weakness of Hannah’s investigation.

(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 23 = 8 marks)

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24 A crowd of fans who support a football club has gathered outside the stadium.
The fans are protesting at what they feel is an unfair situation about the ownership of
their football club.

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The organiser of the crowd is using a loudspeaker to encourage everyone to protest
calmly and frequently reminds members of the crowd they are responsible for their
own actions. Most of the members of the crowd are silent and are waving signs with
messages on them.
Explain one reason why the crowd is acting peacefully.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... ................................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 24 = 2 marks)

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25 Justin is investigating how people respond in the presence of others in crowded

situations. He recruits confederates to stand in a queue in a crowded shopping
centre, with one real participant in the queue. One of the confederates steals the
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purse from another confederate’s backpack, in full view of the real participant, and
then walks off with the purse. The real participant can see that all of the confederates
have seen what has happened.
Justin repeated the scenario with the real participant being male or female on many
occasions during the course of a day.
Explain what Justin is likely to find regarding the real participant’s reaction to the
theft of the purse in the crowded shopping centre.
You should refer to Piliavin et al. (1969) in your answer.

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(Total for Question 25 = 2 marks)

TOTAL FOR SECTION E = 16 MARKS

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SECTION F
Answer all questions. Write your answers in the spaces provided.

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*26 Declan is researching human memory. He recruited a selection of volunteers
with amnesia and a selection of volunteers without amnesia to participate in an
investigation assessing their memory.
The volunteers were asked questions about public events that happened during their
lifetime. They were asked to answer 90 questions using a multiple‑choice format,
where the number of correct responses were recorded.
Later, the volunteers were shown 100 photographs of people and asked to respond
‘yes’ or ‘no’ to whether the photograph showed a certain celebrity. For example, ‘Is this
person Barack Obama?’ Half of the time the correct answer was ‘yes’. Their score for
the test was recorded.
Declan carried out data analysis for the two memory tasks to see whether there
was a difference between the memory of those with amnesia compared to those
without amnesia.
Assess how far research into memory, such as Declan’s investigation, could be
considered reductionist.
(9)

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(Total for Question 26 = 9 marks)

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448

*27 The Chesworths are a family who love to play board games and card games together
at the weekend and in the school holidays.

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When at school, Gerard Chesworth is not competitive and always waits his turn and
never shouts or screams. When the whole family are at home playing games they
become very competitive, they all scream and shout a lot and Gerard joins in.
Recently, Gerard’s father taught the family to play a new card game. Gerard found the
game difficult to understand and kept forgetting the rules, which meant he lost most
of the time. This made Gerard very upset, so he played the game repeatedly on his
own in private.
The next time the family played the new card game, Gerard won quite a few times
which made him happier. Gerard’s brother started to come last all of the time. He
stopped playing, stood up and told the family there is no point in playing any more
as he would never improve.
Assess the Chesworth family’s behaviour using two areas of psychology that you
have studied.
.(9)

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(Total for Question 27 = 9 marks)

TOTAL FOR SECTION F = 18 MARKS

TOTAL FOR PAPER = 98 MARKS

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Mark Scheme
(Results)

Summer 2024

Pearson Edexcel
GCSE Psychology (1PS0)
Paper 1
452

Edexcel and BTEC Qualifications

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Summer 2024
Question Paper Log Number 75500
Publications Code 1PS0_01_2406_MS
All the material in this publication is copyright
© Pearson Education Ltd 2406
453

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.
454

2024 1PS0/01

Paper 1 mark scheme

Section A
Development – How did you develop?

Question Answer Mark

number
1(a) One mark for accurate definition of the sensorimotor stage. (1)

For example:
• The sensorimotor stage considers development from birth to
two years old and is based around senses and motor skills (1).

Accept any other appropriate response.

Question Answer Mark

number
1(b) One mark for accurate definition of the concrete operational (1)
stage.

number
3 One mark for demonstrating accurate understanding of Piaget’s (2)
Theory of Cognitive Development.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:
• Assimilation is where a child can fit their understanding of the
world into an existing schema (1). Shannon saw the aeroplane
and thought it was a bird as it was flying in the sky like the
bird the previous day, so assimilated the bird into her
aeroplane schema (1).

Accept any other appropriate response.

456

Question Answer Mark

number
4(a) One mark for demonstrating accurate understanding of Carol (2)
Dweck’s mindset theory.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:
• A fixed mindset is when someone thinks their ability is always
the same regardless of effort and practice (1). Sara appears to
have developed a fixed mindset because she stopped reading
when she felt it was difficult as she did not think she would
improve (1).

Accept any other appropriate response.

Question Answer Mark

For example:

Strength
• There is experimental evidence to support the influence of
praise on ability and effort, such as Mueller and Dweck (1998),
which showed person praise led to fixed mindsets so could
support Sara having developed a fixed mindset by stopping
digging (1) as they found praising performance led to children
decreasing performance and effort, so could account for Sara
giving up digging as her father had previously praised her for
this (1).

Weakness
• Evidence to support Dweck’s theory have been based in
artificial settings, such as Mueller and Dweck (1998), so may
not account for Sara’s behaviour as she is at home with her
father (1), so any evidence from laboratory research into
mindsets may only lead to artificial behaviour and not be able
to fully explain Sara’s reading or digging at home as this is in
an everyday, normal setting for Sara (1).

Accept any other appropriate response.

457

Question Answer Mark

number
5(a) One mark for appropriate conclusion. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:

• The ability to decentre and see the world from others’

perspectives appears to have been developed by 10 years old
(1). This is shown by 27/30 of the 10 year olds saying the
rectangular building would have been at the front for the
person on the opposite side of town which is not what they
could personally see (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

• The investigation about the placement of the buildings could

have been carried out in different schools, in a variety of areas
across the country and not just the local school (1) which
would give a wider variety of pupils of 6,8,10 years old so the
findings regarding the set of buildings and how egocentric the
children were could be more representative of all children of
those ages from that country (1).

Accept any other appropriate response.

458

Accept any other appropriate response.

459

Question Answer Mark

number
9(a) One mark for accurate understanding of the Theory of (2)
Reconstructive Memory.
One mark for exemplification of how the Theory of Reconstructive
Memory can be used to explain the scenario.

For example:

• The theory of reconstructive memory suggests people change

their original memory when recalling by using their own
schema (1). Simon found some of his students used
confabulation to recall a word similar to those on the list, such
as the word ‘sour’ being similar to ‘bitter’, as it fits into the
same schema (1).

Accept any other appropriate response.

460

Question Answer Mark

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

For example:

Strength

• Simon gave all his students the same 6 words and the same
15 seconds to remember the words so there were some
controls (1) which is a strength because Simon can test his
findings about memory of the 6 words for reliability to see if
he gets consistent results from his students about recall (1).

Weakness

• Simon only recruited one group of his own students to

investigate memory so this lacks generalisability to all
students (1) because his students may all have a very good
prior memory ability so any conclusions about memory would
be affected by this and so not be representative of students in
general (1).

Accept any other appropriate response.

Question
461 Answer Mark
number
10 One mark for accurate understanding of the multi-store model of (2)
memory.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:

• Multi-store Model of Memory proposes rehearsal of information

over time will mean it is transferred from the temporary short-
term store to the long-term store (1). Jack’s little brother is
likely to remember a lot of the football players names as he
has repeatedly rehearsed them over a week so they should be
in his long-term store now (1).

Accept any other appropriate response.

462

Question Answer Mark

number
11(a) One mark for a conclusion made. (2)
One mark for justification of the conclusion through
analysis/interpretation.

For example:

• The painkiller appeared to cause the participants to have

difficulty in remembering new information (anterograde
amnesia) (1). This is because the average image recognition
was 2.9 before the painkiller but was only 1.1 after they had
experienced the painkiller (1).

Accept any other appropriate response.

• Young (2007) used a client outcome questionnaire at the 3rd,

8th, 12th sessions and after 6-month follow-up which measured
the effectiveness of the therapy using a 5-point Likert scale
(1). The clinical psychologist could give Henrietta a
questionnaire with Likert scale questions to measure how
effective her motivation to quit gambling at the casino is after
the 3rd, 8th, and 12th sessions and after a 6-month follow-up
period (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Weakness one
• Henrietta’s addiction is for gambling in casinos whereas
participants in Young’s (2007) study were addicted to the
internet so this may not be useful (1) because there may
be differences in how effective CBT is for addiction to the
internet compared to addiction to live venues like casinos
so it may not account for how effective it will be for
Henrietta’s gambling addiction (1).

Weakness two
• Henrietta has an addiction to gambling which may not be
helped by CBT as Young (2007) did not specify which types
of addictions specifically benefitted from CBT (1) so the
findings about the effectiveness of CBT for online addiction
from Young’s (2007) study may not be representative to
Henrietta’s specific addiction to gambling (1).

Accept any other appropriate response.

467

470

Question Answer Mark

number
20 One mark for accurate understanding of the role of the central (2)
nervous system.
One mark for exemplification of how the role of the central
nervous system can be used to explain the scenario.

For example:

• The central nervous system helps the brain communicate with

the rest of the body via the spinal cord (1). As Serinda cannot
feel the pads on her legs, the messages of hot and cold from
her legs must not be being successfully sent to her brain via
the spinal cord, indicating her central nervous system has
been damaged (1).

Accept any other appropriate response.

471

Section E
Social influence – How do others affect you?

Question Answer Mark

number
21 One mark for accurate definition of ‘anti-social behaviour’. (2)
One mark for an appropriate example.

For example:

• Anti-social behaviour is an action that causes alarm, distress

or harassment to others (1). For example, a person making
excessive noise during the night time can cause distress to
neighbours (1).

Accept any other appropriate response.

Question Answer Mark

number
22(a) C – 24 (1)

The only correct answer is C.

A is incorrect because it was not 4 who were selected.
B is incorrect because it was not 14 who were selected.
D is incorrect because it was not 34 who were selected.

Question Answer Mark

number
22(b) One mark for stating the correct time period. (1)

For example:

• The study was supposed to last for two-weeks (1).

Accept any other appropriate response.

472

Question Answer Mark

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

For example:

Conclusion one
• The presence of the authority figure influenced the level of
obedience of the train passengers (1) because there were 20%
more who obeyed the request to leave by a single exit if the
authority figure was present compared to when they were
absent (1).

Conclusion two
• The use of a uniform increased the level of obedience of the
train passengers (1) because there were 30% more who
obeyed the request to leave by a single exit if the authority
figure wore a uniform compared to casual clothes (1).

Accept any other appropriate response.

Question Answer Mark

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

For example:

Strength
• Hannah conducted her investigation in a real-life setting of a
train station so the findings will have high levels of ecological
validity (1) because the train passengers participating are in
their natural setting of a train station so are more likely to act
as they usually would when being given the order when exiting
the station (1).

Weakness
• Hannah conducted her investigation during a busy rush hour
period at the station so extraneous variables may have
influenced the passengers behaviour (1) because high
passenger numbers during the busy period may have forced
the participants to use multiple exits so they did not get
crushed, which will have affected the validity of her results
(1).

Accept any other appropriate response.

473

Question Answer Mark

number
24 One mark for accurate understanding of a factor affecting crowd (2)
behaviour.
One mark for exemplification of how the factor affecting crowd
behaviour could be used to explain the scenario.

For example:

• Crowd behaviour may be influenced by an authority figure,

who can give orders for the crowd to be peaceful or aggressive
(1). The crowd may see the organiser of the football protest as
an authority figure, so have chosen to follow the order to
protest about the club ownership peacefully as a group (1).

Accept any other appropriate response.

Question Answer Mark

number
25 One mark for accurate understanding of Piliavin et al. (1969). (2)
One mark for exemplification of how of Piliavin et al. (1969) can
be used to explain the scenario.

For example:

• Piliavin showed that females were less likely to help than

males, with 90% of the spontaneous helpers (within 70
seconds) being male (1), so the female participant is less likely
to raise the alarm about the theft of the purse than the male
participant (1).

Accept any other appropriate response.

474

Section F

Question Indicative content Mark

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

Candidates who do not consider reductionism (as instructed in the

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

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

AO1
• Reductionism is the process of simplifying an idea to the sum
of its parts and not considering the interrelationships between
ideas.
• Memory research such as Peterson and Peterson (1959) found
evidence for the duration of short-term memory through
isolating a variable and measuring how it is affected by
prevention of rehearsal.
• Holism is the process of considering the whole explanation for
an idea and on understanding the interrelationships between
the parts.

AO2
• Declan simplified long-term memory into the recognition of
public events or celebrities to understand human memory in
the volunteers with amnesia or those without amnesia.
• Similar to Peterson and Peterson (1959), Declan focussed on
how isolated variables, such as the recognition of celebrities,
was used to measure memory performance, and therefore see
the long-term memory in the volunteers with or without
amnesia.
• Declan did not consider other factors that could be involved in
the long-term memory of the volunteers with amnesia or
without amnesia in the study or the interrelationships between
them.

AO3
• Memory research, such as that of K.F., have shown that
breaking memory down into one type of STM and one type of
LTM as multi-store model does, is too simplistic and shows
reductionist research may not fully explain memory.
• Research into multi-store model, such as Peterson and
Peterson (1959) breaks down the memory process into
isolated variables, such as the role of rehearsal on
performance, so could be considered reductionist.
• Bartlett (1932) considered the role of schemas in the memory
process where the participants were found to rationalise
content using effort after meaning so it was more acceptable
to them, which is a more holistic approach to studying
memory.
475

Level Mark Descriptor

Question Indicative content Mark

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

Candidates who do not consider two areas of psychology (as

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

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

AO1
• Conformity is when an individual follows the majority in a
group situation to fit in.
• Carol Dweck’s mindset theory states that a fixed mindset is
when someone believes abilities are static and they cannot
therefore improve.
• Multi-store model of memory assumes that attention and
rehearsal are critical to information being transferred to the
long-term memory.

AO2
• Gerard was not competitive at school, but when playing games
with his family, he followed their behaviour and conformed
into becoming competitive.
• Gerard’s brother is showing a fixed mindset as he stops
playing saying he will not improve, but Gerard is showing
more of a growth mindset as he is investing effort to improve.
• Gerard was struggling to remember the rules for the new card
game so repeatedly rehearsed the rules by playing on his own,
so the rules were transferred to his long-term memory and
began winning some games.

AO3
• Asch (1951) used a line study to support conformity to
majority influence with about one third (32%) on average
conforming to the majority, so can account for Gerard
becoming competitive and loud with his family when playing
games when he was not usually like this at school.
• Evidence supporting mindset theory, such as Mueller and
Dweck (1998), can be laboratory-based so participants may
have shown artificial behaviour, so explaining Gerard and his
brother’s behaviour around card games at home using this
evidence lacks credibility.
• Peterson and Peterson (1959) provided evidence for the
importance of rehearsal in memory with more than 90% of
trigrams forgotten after 15 seconds, so could support Gerard
not remembering the rules of the new card game as he had
not rehearsed them.
477

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 • Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
• Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
• Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6 • Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
• Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9 • Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
• Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
• Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)

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