PSYB4 Past Paper Questions



PSYB4 Past Paper Questions

Listed below are all of the available past paper questions for the Debates section of your PSYB4 examination. The specimen paper below is representative of what your actual paper will look like (2 x 4 mark questions and 1 x 12 mark essay question. Older papers (June 2006-June 2009) used to have Psychology and Science as a separate section so there are a lot of past paper questions on this particular debate. Now they are combined and you would be asked a mixture of questions from across different debates.

Print off the copy of this document without the answers and use this to mark them and give yourselves targets for improvement.

Specimen Paper

Outline what is meant by hypothesis testing and explain the role of hypothesis testing

in scientific research. (4 marks)

[AO3 = 4]

Up to 2 marks for definition/outline of what is meant by hypothesis testing, eg a hypothesis is a testable, predictive statement/proposition specifying the relationships between events or variables.

Two further marks for explanation of the role of hypothesis testing in research, eg theories need

to be tested by empirical studies, hypothesis testing allows researchers to refute or support a theory, the degree of support determines confidence in a theory. Credit references to the null hypothesis and falsification of a theory

0 8 Explain what is meant by the nature-nurture debate in psychology. (4 marks)

[AOl = 2, AO2 = 2]

AOl One mark for outlining the term nature; genes, innate or inherited factors.

One mark for outlining the term nurture; environment, experience.

AO2 Marks to be awarded for explaining the debate; a controversy within psychology that is concerned with the extent to which particular aspects of a behaviour are a product of either acquired or inherited characteristics.

A further mark for an expansion. Most likely expansions will be areas of controversy such as intelligence (explanations of differences between individuals) or sex role (genes and hormonal influences or socially constructed and reinforced). Marks can be gained for information as to the roots of the debate; nativist philosophy vs empiricism or implications of the debate.

0 9 ‘Nomothetic and idiographic approaches are both needed for a complete study of

psychology.’

Discuss this statement with reference to at least one topic area in psychology.

(12 marks)

[AOl = 4, AO2 = 8]

This question encourages candidates to make links with the AS modules and module 3. Part (c) invites candidates to make links with any topics in psychology and to assess the two approaches both individually and in combination within psychology as a whole.

AOl Up to four marks for demonstrating relevant knowledge and understanding of the two approaches and bor relevant details from the chosen topic area, including research.

Answers will probably contain a brief outline of the characteristics of each approach.

AO2 These marks are to be awarded for analysis, by demonstrating awareness of the differences between the two approaches, for evaluation of each approach, for application by links to topic areas. Possible topic areas where both approaches have been applied are memory, gender, and child development. Credit use of relevant evidence to a maximum of three marks.

June 2006

3 (a) Briefly discuss one problem with common-sense explanations of human behaviour.

(4 marks)

[AO1=2, AO2=2]

AO1 Two marks for knowledge and understanding of a problem with common-sense explanations of

human behaviour.

Answers are expected to state that common-sense explanations are often wrong/inconsistent with empirical evidence, tend to oversimplify aspects of the world they purport to explain, tend not to be tested against reality in the same way that psychologists might test their own predictions, are frequently contradictory.

Two marks for an accurate answer which includes some detail/expansion.

One mark for a brief response.

AO2 Two marks for the discussion of the problem identified. Answers could deal with evaluating common-sense explanations by comparison with scientific enquiry or by discussing the value and reliability of common-sense explanations. Analysis could be demonstrated by discussing implications of the problem and application by reference to an example of a common-sense explanation and/or research.

Two marks for an accurate and full discussion. One mark for a brief attempt.

Discussion must deal with one problem only.

(b) Outline two limitations of the scientific approach in psychology. (4 marks)

[AO1=4, AO2=0]

AO1 Two marks for an outline of each limitation.

Answers will most probably address methodological issues but accept theoretical/ philosophical issues too. For methodological issues answers may deal with objectivity and control, ethical issues related to research, the problems of experimenter bias and demand characteristics, sampling issues, ecological validity, etc. For theoretical/philosophical issues, answers may deal with determinism and reductionism.

For each limitation, award two marks for an accurate outline which contains sufficient detail to convey why it is a limitation. One mark for a brief answer.

(c) ‘Psychology is a science.’

Discuss this statement. In your answer, refer to at least two perspectives in psychology.

(12 marks)

[AO1=4, AO2=8]

Where relevant evidence is presented it should be credited. It may gain AO1 and/or AO2 credit.

AO1 Up to 4 marks for describing the features of science, eg definable subject matter, hypothesis testing, systematic approach, theoretical basis, prediction and control, replicability, generalisation, objectivity, empiricism, unbiased and objective collection of data. Alternatively, up to 4 marks for a description of the scientific features within the chosen perspectives. Thus, for behaviourism, biological and cognitive approaches, reference could be made to objectivity, models of unobservable behaviour and experiments to confirm/refute, etc.

AO2 Eight marks are for discussing the statement. Candidates will probably discuss whether the different perspectives adhere to these features and some of the problems and subtleties, such as the issue of objectivity (degrees of objectivity-Popper). For the behaviourist approach, the discussion could focus on parsimonious theories of learning, précise and refutable hypotheses, observable behaviour. For the biological and cognitive approaches, discussion could focus on objective subject matter and experimental methodology, etc. For the psychodynamic approach, discussion could focus on the lack of prediction of behaviour, unfalsifiable and unrefutable theories, problems of sampling and the use of the case study method, and for the humanistic approach, the study of the individual and conscious experience. Credit answers which deal with philosophical and theoretical issues such as for the humanistic approach, the rejection of determinism and science or for the behaviourists, the view that only behaviours themselves rather than any internal mechanisms are needed to explain behaviour. Credit answers which discuss the aims of science: description, understanding, prediction and control and thus could accommodate the psychoanalytic approach as scientific (great explanatory power and understanding of behaviour). Any discussion of the assumptions of science such as determinism, positivism, predictability, a coherent body of knowledge, etc should also gain credit.

Maximum of 8 if only one perspective is referred to

4 (a) In the context of the free will and determinism debate in psychology,

(i) outline what is meant by determinism;

[AO1=2, AO2=2]

(i)

AO1 One mark for a brief outline, eg belief or assumption that behaviour is caused/governed/ dictated/influenced by external or internal factors acting upon the individual.

Second mark for an expansion, such as detail about internal/external factors or implications for responsibility or distinction between .soft. and .hard. determinism.

(ii) suggest why psychological explanations of behaviour are usually deterministic.

(4 marks)

ii)

AO2 One mark for each relevant point made. These could be that the ideas of determinism are compatible with science (1), science is seen as a successful route to knowledge (1), this allows cause-effect explanations (1), can predict and control behaviour (1).

Credit answers which deal with the problem of free will, eg inconsistent with the assumptions of science.

Credit one example which illustrates.

(b) Outline one strength and one limitation of the nomothetic approach in psychology.

(4 marks)

[AO1=4, AO2=0]

AO1 Allow two marks for a strength and two marks for a limitation.

Allow one mark for identifying each. For strength answers could deal with; accords with the deterministic law-abiding nature of science or that the ability to generalise laws from limited instances is very useful in predicting and controlling behaviour.

Second mark is for an expansion which can be by way of an example or by comparison with the idiographic approach.

For limitation, answers could deal with; the approach leaves us with a more superficial understanding of any one person, tells us what people have in common but ignores what makes us individual, generalisations may be too inaccurate for the individual.

Second mark is for an expansion which can be by way of an example or by comparison with the idiographic approach.

(c) Discuss the role of the environment in explaining behaviour. In your answer, refer to to at least two topics that you have studied in psychology. (12 marks)

[AO1=4, AO2=8]

Where relevant evidence is presented it should be credited. It may gain AO1 and/or AO2 credit.

AO1 Allow a maximum of two marks for outlining the heredity-environment debate. Marks can be awarded for relevant knowledge and understanding of explanations of behaviour relating to the topics chosen, the standing of different perspectives in psychology in their focus on the role of the environment in explaining behaviour, the methods employed to investigate the role of the environment, eg twin and adoption studies, enrichment studies, cross-cultural differences. Credit references to the different types of environment, eg inner-biological, physical.environmental,

sociocultural, shared and unshared, active/passive.

AO2 Eight marks are for the discussion of the role of the environment in explaining behaviour. There is scope for analysis, evaluation and application. Analysis and application can be demonstrated with reference to both research and to topic areas. Possible topics are schizophrenia, child development, autism, attachment, criminal behaviour, factors in alcohol abuse, intelligence, language and gender. Analysis may be shown by discussing how psychologists have tried to establish the role of the environment in explaining behaviour, the implications of environmental determinism (prediction and control of behaviour). Evaluation can cover both theoretical and methodological difficulties in investigating the role of the environment in explaining behaviour and the need to consider an interactionist approach.

Maximum of 8 if only one topic is referred to

June 2007

3 (a) Outline two ways in which common-sense explanations of behaviour differ from scientific explanations of behaviour. (4 marks)

[4 marks: AO1=4, AO2=0]

AO1 1 mark for identifying each difference.

Most likely will be reference to common-sense explanations being vague/ambiguous, possibly leading to false conclusions, containing contradictions, based on personal anecdote, subjective, unjustified generalisations from single cases. Whereas scientific explanations involve hypothesis testing, based on theory, stand up to replication, involve careful generalisations, etc. 1 mark for expansion. Credit distinction by illustration/example.

(b) Outline what is meant by private experience and explain why such experiences are difficult for psychologists to study. (4 marks)

[4 marks: AO1=2, AO2=2]

AO1 1 mark for a brief point, eg private experience is unique to the individual.

1 mark for an expansion such as it is subjective, not observable, contrasted with overt behaviour, verbally reported, or an example such as introspection/stream of consciousness.

AO2 2 marks for an explanation which is accurate and with the required expansion.

Explanations will probably deal with: not amenable to scientific enquiry and why – unable to verify reports - implications for replicability and generalisability, cognitive processes only constitute a part of private experience.

Credit relevant references to examples such as introspection, the role of inference in experiments into cognitive processes or the assumptions of the humanistic approach.

Credit references to ethical issues such as confidentiality. 1 mark for a brief or incomplete and/or expanded but not totally accurate answer.

(c) Discuss the use of the scientific approach in psychology. Refer to at least one topic you have studied. (12 marks)

[12 marks: AO1=4, AO2=8]

AO1 These marks can be gained for a description of the scientific approach as well as a description of the use of the scientific approach. Candidates may refer to the fact that the scientific approach is objective, provides accurate measurement, is replicable, reliable, generalisable. It provides theories which lead to the derivation of testable hypotheses, allows for progress within the discipline. The scientific approach in psychology aims to describe, predict, understand and control behaviour.

No credit for the description of research.

AO2 Up to 8 marks for the analysis/evaluation of the use of the scientific approach which should include a balance of strengths and limitations. Strengths may include objectivity, the production of theories and applications. Likely references to topic areas for the arguably successful use of the scientific approach may stem from the behaviourist perspective/theories of learning, social psychology, cognitive psychology including child development and biological approaches as well as specific research examples. Other likely topic areas and in particular for applications are health psychology, atypical psychology and criminology. Appropriate analysis and evaluation may stem from such illustrations. Limitations may cover dehumanisation, mechanistic view of humans,

reductionist and deterministic view, artificiality of research, limitations as a result of ethical restrictions. Credit answers which deal with the difficulties in conducting research, eg where humanistic and psychoanalytic perspectives are concerned as well as demand characteristics, experimenter bias, etc. Credit use of relevant evidence.

4 (a) Outline one strength and one weakness of the idiographic approach in psychology. (4 marks)

[4 marks: AO1=4, AO2=0]

AO1 1 mark for strength plus 1 mark for expanded description.

Likely answers: provides a complete global understanding of an individual, focuses on the uniqueness of the individual, useful when the study is long term.

Credit references to examples/illustrations as expansions.

Credit comparisons with the nomothetic approach.

1 mark for weakness plus 1 mark for expanded description.

Likely answers: cannot generalise, tend to be subjective, unreliable, and unscientific.

Credit references to examples/illustrations as expansions.

Credit comparisons with the nomothetic approach.

(b) Outline why some psychologists favour reductionist explanations of human behaviour.(4 marks)

[4 marks: AO1=2, AO2=2]

AO1 1 mark for knowledge and understanding of what is meant by a reductionist explanation of human behaviour, eg the subject matter of psychology can be explained within the frame work of the physical sciences.

1 mark for any expansion/elaboration.

Credit references to examples/illustrations as expansions, eg biochemical explanation of schizophrenia.

Maximum of 1 mark for showing knowledge and understanding of what is meant by reductionism - analysis and reduction of the whole to its simplest component parts.

AO2 Possible explanations may be ease of testing, in line with a scientific approach, ease of verification, scientific credibility, parsimonious explanations.

Expansions will probably deal with an analysis of any examples or illustrations offered or comparisons with a holistic approach.

1 mark for each relevant point to a maximum of 2.

(c) The following comment was made by a judge at the end of a trial:

“People are in control of their behaviour and they are responsible for their actions.” Discuss the free will and determinism debate in psychology. Illustrate your answer with reference to at least one topic in psychology. (12 marks)

[12 marks: AO1=4, AO2=8]

AO1 Marks can be awarded for outlining the debate (maximum of 3 marks for either side of the debate). Other marks can be awarded for relevant details of topic(s), eg obedience to authority, conformity, substance abuse, aggression, explanations of criminal behaviour, gender, personality, phobias, schizophrenia, depression, attraction, etc, credit any reference to perspectives (most likely humanistic versus behaviourist/psychoanalytic), and other debates (mind-body).

No credit for the description of research.

AO2 Up to 8 marks for analysis of the debate and topic(s) presented. The candidate must apply the debate to the topic(s), eg if selecting obedience to authority, discuss whether or not obedience is determined. Discussion will probably make reference to the underpinning theory and can include links with perspectives and other debates where relevant. Evaluation will most probably be related to the topic selected but may also be general.

Credit use of relevant evidence.

Max of 8 marks if no reference to a topic in psychology

June 2008

3 (a) Distinguish between common-sense and scientific explanations for human behaviour. Refer to an example in your answer. (4 marks)

[AO1 = 2, AO2 = 2]

AO1 One mark each for description of both elements.

Likely content:

Common-sense explanations are usually based on a single observation or experience; they are acquired in a haphazard, anecdotal way; they are not empirically tested; they are not tested against reality; they are subjective.

Scientific explanations are based on accurate observations; use empirical evidence; involve use of prediction and testing using objective, systematic and replicable methodology.

AO2 Up to two marks for application of the distinction to an example. Answer may be based on contradictory proverbs with corresponding scientific explanations based on research or on any topics studied where research has changed common-sense explanations/predictions. Milgram’s research would provide a useful example. One mark if application is very brief or lacks accuracy/detail.

(b) Outline two reasons why some psychologists regard Freud’s psychoanalytic perspective as unscientific. (4 marks)

[AO1 = 4, AO2 = 0]

AO1 Up to two marks for each reason.

One mark for identification and brief outline of a reason.

Appropriate reasons may include: the subject matter-unconscious mind; methodological issues-difficulty with control; replicability; objectivity; falsifiability; theoretical issues-hypothetical constructs, unrefutable, reification.

Second mark for the expansion eg if candidate chooses subject matter and the unconscious mind as the reason then an appropriate expansion could be how the unconscious mind was accessed/studied; interpreted; not publicly observable

(c) Discuss at least two limitations of applying the scientific approach to the study of human behaviour. Refer to examples from psychology in your answer. (12 marks)

[AO1 = 4, AO2 = 8]

AO1 Marks to be awarded for identification and brief outline of the limitations as a result of the subject matter –human beings. Limitations include participants exerting their influence on the research findings-demand characteristics; researchers exerting an influence on their own findings- researcher bias/experimenter effect/self-fulfilling prophecy. Other issues are biased sampling –frequent need to resort to volunteers/opportunity sampling; ethical issues-view of people - mechanistic,

reductionist, deterministic; subjective nature of personal experience; ethical constraints and their impact on how, what and where research can be conducted including ecological validity. Credit description of relevant evidence up to one mark.

AO2 Up to eight marks for discussion and application of the scientific approach to the study of human behaviour. Discussion should include relevant evaluative and analytical points most probably arising from examples though an analysis of scientific criteria is also acceptable. Examples can cover topics eg obedience to authority, perspectives

eg humanistic perspective, philosophical issues, eg holism and reductionism, research findings eg Orne and Evans (1967), Rosenthal (1966). Any references to animal studies may be credited as long as these are relevant to the discussion of applications

to human behaviour. Credit use of relevant evidence.

Maximum of 8 marks for reference to one limitation only

4 (a) In the context of the holism and reductionism debate in psychology, outline one strength and one weakness of holistic explanations of behaviour. (4 marks)

[AO1 = 4, AO2 = 0]

AO1 Two marks each for strength and weakness outlined.

Possible answers for strength: can provide a more complete and realistic understanding of behaviour; does not ignore complexity and ‘emergent’ properties of higher level phenomena eg (crowd behaviour cannot be explained in terms of the individuals in that crowd); functional explanations are only possible at higher levels-eg why someone behaves aggressively is not fully understood at a reductionist neuronal, hormonal level of explanation.

Possible answers for weakness: there is a practical difficulty in investigating the integration of the levels of explanations eg the interaction of environmental, psychological and biological explanations of depression; holistic explanations tend to be more hypothetical and lack the predictive power of reductionist explanations.

One mark for each point made to a maximum of two for strength/weakness. Accept

expansions based on examples.

(b) Explain what is meant by the mind-body debate in psychology. In your answer, refer to one topic that you have studied where this debate is relevant. (4 marks)

[AO1 = 2, AO2 = 2]

AO1 Two marks for an outline of the debate. One mark for a basic point such as the debate concerns the relationship or interaction between the physical body and the mind which is mental. One mark for an expansion eg how can something that is non-physical / non-material (the mind) influence or produce changes in something physical (the brain /body), or vice versa. Accept references to monism and dualism.

AO2 Two marks for application to a topic eg in Freud’s psychoanalytic theory, the debate is relevant in explanations of ‘hysteria’, in atypical development to explanations of schizophrenia, anxiety. One mark for identifying an appropriate topic area and brief outline of key points. Accept perspectives and in particular the humanistic perspective as a topic area. One mark for illustrating the ‘debate/problem’ through the example.

(c) ‘The debate about the roles of nature and nurture in behaviour is fundamental in psychology and touches on several different topic areas.’

Discuss the nature-nurture debate in psychology. Refer to at least one topic you have studied to illustrate your answer. (12 marks)

[AO1 = 4, AO2 = 8]

AO1 Up to four marks for description of the debate. Allow a maximum of two marks for defining the debate. Marks can be awarded for relevant knowledge and understanding of explanations of behaviour relating to the debate eg shared/unshared environment, active/passive environment, methods employed in relation to the debate, the standing of different perspectives in psychology in relation to the debate etc. Credit use of relevant evidence to a maximum of one mark.

AO2 Eight marks for the discussion which must include a relevant topic for discussion.

Possible topics are: schizophrenia, depression, cognitive development, attachment, autism, alcohol abuse, criminal behaviour. Topics may also be taken from the AS course such as intelligence and gender. Discussion may include analysing the basis for each side of the debate, the difficulties of establishing the relative contributions of nature and nurture, the implications of the debate for the prediction and control of behaviour. The discussion may cover the theoretical as well as methodological complexities and the need to take an interactionist approach. Credit use of relevant evidence.

Maximum of 7 marks if no reference to a topic

June 2009

3 (a) Emily has completed a course in psychology and is telling her friend Bruce that she has found the course most interesting. Bruce says, “Surely psychology is common sense.

You can learn all there is to know about human behaviour just from real life.” Emily replies, “You are wrong. There are numerous psychology studies in which the results were very different from those most people would have expected.”

Briefly discuss one difference between common sense and scientific psychology. Refer to the conversation between Emily and Bruce in your answer. (4 marks)

[4 marks: AO1 = 2, AO2 = 2]

AO1 Up to 2 marks for one difference between scientific psychology and common sense to an understanding of behaviour. Award 1 mark for identifying a difference and a further mark for some elaboration/further detail. Possible answers:

Common sense based on everyday observations of behaviour; based on insufficient information whereas scientific psychology is based on empirical evidence; hypothesis testing; objectivity; refuting evidence.

Allow 1 mark for reference to evidence eg Milgram’s study.

AO2 Up to 2 marks for application based on the stem.

Common sense is based on everyday observations. Bruce refers to ‘real life’.

Scientific psychology is based on empirical evidence. Emily refers to ‘psychological studies’ and suggests that common sense is based on insufficient information and/or can result in false conclusions ‘results are very different from what most people would have expected’.

(b) Outline what psychologists mean by the following:

(i) subjective experience; (2 marks)

[2 marks: AO1 = 2, AO2 = 0]

AO1 Up to 2 marks for outline dependent on detail: unique perception of the world; understanding events from the individual’s point of view; private and internal; not available for public scrutiny. Credit references to phenomenology and stream of consciousness.

(ii) overt behaviour. (2 marks)

(c) ‘Psychology is not a science.’ Discuss this claim. (12 marks)

[12 marks: AO1 = 4, AO2 = 8]

AO1 Up to 4 marks for knowledge of reasons why psychology may not be regarded as a science: lack of a paradigm; reflexivity; questionable generalisabilty; testability; issue of free will; predictability; rejection of science by humanistic approach; issue of qualitative and quantitative data collection.

Credit description of relevant evidence, 1 mark.

AO2 8 marks for the discussion of above issues (and others) such as: whether or not psychology does have an overall paradigm; reflexivity and the implications for an objective study of behaviour; psychological investigations limited to specific times and places; problem of accurately measuring the unobservable/inferential nature of psychology’s subject matter; dubious scientific status of psychoanalytic approach and outright rejection by humanistic approach; implications of free will for prediction and control of behaviour.

Counterarguments should be part of the discussion; the use of theory (testable, refutable, and parsimonious), objectivity of perspectives such as behaviourist approach; questionable objectivity of other ‘sciences’. Credit use of relevant evidence.

4 (a) Participants in a research study were ordered to give very powerful electric shocks to another person. Although the participants believed the shocks to be real, they still carried out the order. After taking part, some participants said, “I had to give the shocks. The experimenter ordered me to.” With reference to the above scenario, briefly explain what is meant by the free will and determinism debate in psychology. (4 marks)

[4 marks: AO1 = 2, AO2 = 2]

AO1 Up to 2 marks for an outline of the free will and determinism debate.

Debate between those who believe behaviour is caused by external or internal factors acting upon the individual (1) and those who believe that people can make choices/decisions/respond actively to events around them (1).

One mark for very brief or partially correct outline.

Two marks for a full outline.

AO2 Up to 2 marks for application to the scenario. One mark for each side of the debate.

For determinism: implication that there was no choice ‘I had to’; the participant was controlled by an external factor ‘The experimenter ordered me to’.

For free will: arguably there was no coercion; people are free agents; reference to moral responsibility (shocks believed to be real).

(b) Briefly discuss one limitation of reductionism in psychology. (4 marks)

[4 marks: AO1 = 2, AO2 = 2]

AO1 Up to 2 marks dependent on detail for knowledge and understanding of one limitation of reductionism such as single causal explanations (eg neurological factors as an explanation of behaviour); oversimplification of explanations (eg interactions and higher level phenomena ignored); limited value of the explanations.

AO2 Up to 2 marks for the discussion which must focus on the limitation. Credit analytical points, comparisons with holistic explanations eg explaining depression at a hormonal level whereas holistic explanations are beter able to account for why the depression occurred, applications to examples of behaviour/topic areas/perspectives. Brief or muddled discussion, one point. Credit to be given on a point for point basis.

(c) Describe and discuss the idiographic and nomothetic approaches in psychology. Refer to at least one topic area in your answer. (12 marks)

[12 marks: AO1 = 6, AO2 = 6]

AO1 Up to 6 marks for knowledge of each approach, usually three marks for each. Key points include: idiographic-case study method; in-depth study; subjective; unique understanding of individuals.

Nomothetic-large scale; often experimental; objective; large groups of people; general laws of behaviour.

Credit relevant references to perspectives such as humanistic (idiographic) and behaviourist (nomothetic).

Up to two marks for relevant descriptive information relating to a topic area eg Piaget and diaries on intellectual development of his three children; Little Hans and Oedipal conflict; classification systems (DSM); general principles/laws emerging from social psychology/cognitive psychology experiments; scales eg IQ, EPI.

AO2 Up to six marks for discussion which most probably will concern strengths and weaknesses of each approach, applications to topic area(s) eg memory, gender, cognition and law, child development, atypical behaviour, criminological psychology, analysis of strengths and weaknesses eg nomothetic approach and implications for the scientific approach. Credit answers which deal with the interaction between the two approaches.

Credit use of relevant evidence.

Max of 8 if no reference to a topic area.

June 2010

0 8 Explain the role of theory in scientific research. (2 marks)

[AO3 = 2 marks]

AO3 Up to two marks for explaining the role of theory in scientific research.

Answers should refer to: generating testable hypotheses- implying hypotheses which offer testable predictions of observations or facts organized by the theory; gives purpose and direction to research.

Accept answers embedded in an example.

Two marks for any of the above features in detail or both briefly stated.

One mark for an incomplete or vague answer

0 9 Explain the role of peer review in scientific research. (2 marks)

[AO3 = 2 marks]

AO3 Up to two marks for explaining the role of peer review in scientific research.

Answers will probably refer to: validating research; values and responsibilities of scientists; ensuring integrity; ensuring the quality of the research and relevance of research; acceptability of research reports for publication; funding approval. Accept one or more points as above. One mark for each valid point or two marks for one point elaborated.

1 0 Jamie is a healthy 18-year-old of average intelligence. When he was six days old, he was diagnosed with a rare genetic disorder. His parents were informed that, as a result of the disorder, Jamie would have severe learning difficulties unless he was kept on a special diet. His parents followed this advice and Jamie has not suffered any damage to his intelligence or to his learning abilities.

In the context of the nature-nurture debate in psychology, outline what is meant by an interactionist approach. Refer to Jamie’s case in your answer. (4 marks)

[AO1 = 2 marks, AO2 = 2 marks]

AO1 One mark for a clear and coherent outline of the meaning of ‘interactionist approach’. Behaviour due to combined influences of nature and nurture.

One mark for elaboration eg what is meant by nature/what is meant by nurture or reference to phenotype/genotype distinction.

AO2 Up to two marks for application to Jamie. Two marks for detailed application. One mark for incomplete or vague answers.

Answers along the lines of:

? Jamie has inherited a genetic disorder (nature). However whether or not the effects of this condition are expressed depend on the environment (nurture). It is not possible to separate nature and nurture.

or

? Had Jamie’s parents not followed the doctors’ advice then it would not be possible to say that genetic factors caused low intelligence. Neither could it be claimed that the environment caused the low intelligence. It is not possible to separate nature and nurture.

1 1 ‘Free will is an illusion. What seems to be freely chosen behaviour is really the result of internal and external forces acting upon the individual.’

Discuss this view. Refer to at least one topic area in your answer. (12 marks)

AO1 Up to four marks for demonstrating knowledge and understanding relevant to the

question. Maximum of one mark for knowledge of the debate: whether the behaviour is caused by the will of the individual/under the control of the individual or caused by forces over which the person has no control.

Credit outline of internal and external forces. Accept references to biological, psychic and environmental determinism.

Accept explanations of free will as an ‘illusion’ particularly with reference to

Skinner though this is not essential.

Credit description of relevant evidence up to one mark.

AO2 Up to eight marks for analysis of the debate and the topics which are discussed.

Better candidates may discuss the implications of the causes of behaviour for moral responsibility and for psychology as a science. Accept discussion points on the problem with free will and the difference between free will and soft determinism. Likely topic areas are social influence, particularly Milgram’s findings on obedience to authority, gender, aggression, phobias, mood disorders, substance abuse and offending behaviour. Credit analysis in relation to approaches, most likely the humanistic, psychodynamic and behaviourist approaches and other debates such as reductionism v. holism. Credit use of relevant evidence.

June 2011

0 9 Briefly outline the free will and determinism debate in psychology. Explain one reason why a belief in the existence of free will conflicts with scientific enquiry. (4 marks)

[AO3 = 4 marks]

AO3 Up to two marks for an outline of the debate. Allow one mark for each side of

the debate. For free will credit reference to: choice; ability to make decisions;

behaviour and thought under the control of the will/volition of an individual;

people as agents of own behaviour. For determinism credit reference to

behaviour caused by internal /external forces.

Up to two marks for an explanation as to why a belief in the existence of free

will conflicts with scientific enquiry. One mark for a superficial or muddled

explanation. Two marks for a sufficiently detailed and clear explanation.

Likely answers are: science is based on causal explanations whereas free will

implies that behaviours and thinking are non-deterministic; science aims to

predict and control behaviour whereas free will implies that behaviours and

thinking result from a person’s complete freedom to control what he or she

does and thinks; the idea that a non physical phenomenon like free will can

have an effect on the physical world in the form of behaviour is at odds with

the assumption of science that a physical effect must have a physical cause.

1 0 Briefly discuss strengths of the idiographic approach in psychology. (4 marks)

AO1 Up to two marks for knowledge of relevant strengths. Likely answers: focus on the subjective experiences of an individual; provides a more complete understanding of the individual than the nomothetic approach; satisfies some of the key aims of science-descriptions and understanding of behaviour; findings can serve as source of ideas for nomothetic studies; unique cases can serve to challenge general laws of behaviour.

One mark for each relevant strength outlined.

AO2 Up to two marks for evaluation/analysis/comment. Credit comparisons and

/or interactions with the nomothetic approach and relevant reference to a topic area. One mark for a superficial or muddled discussion. Two marks for a clear, relevant and coherent response.

1 1 Identify and discuss reasons why psychology should adopt the scientific approach.

(12 marks)

Candidates can respond to this question in a variety of ways. Many candidates will identify as reasons (AO1) the features of science, and gain AO2 credit for discussion of these as reasons psychology should be a science. Others will respond to the question more directly identifying as AO1 the material listed in the mark scheme as

AO2 and gain AO2 credit for discussion of these.

AO1 Up to four marks for knowledge and understanding of features of the scientific approach; theory construction; hypothesis testing; general laws; empirical methods of testing; replicability; definable subject matter; paradigm. Credit description of relevant evidence, 1 mark.

AO2 Up to 8 marks for arguments why psychology should /should not adopt the scientific approach. Arguments for greater understanding and knowledge at a theoretical level; objective and empirical support for a theory; allows for progress within the discipline; adds to creditability/scientific status; practical applications to behaviour; prediction and control of behaviour; replication.

Possible counter arguments may address the difficulty of applying a scientific approach to the study of humans and problems such as the control of variables; demand characteristics; ethical issues including dehumanization; constraints and mechanistic view of humans; artificiality of environments; reductionism; determinism; unobservable subject matter and subjective private experience. Credit use of relevant evidence.

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

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download