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AMS Paper 4Section A1 (a) In Bocchiaro into disobedience and whistle blowing, identify two groups of participants used in this study [2]A group of university students from Amsterdam who participated in the actual study [1]Another group of university students from Amsterdam who made predictions about how they and other students would behave in the scenario [1](b) Explain why this study is not considered an experiment [2]Because there was not an independent variable present [1] participants all experienced the same sensory deprivation cover story with no manipulation [1]2 The study by Piliavin (subway Samaritans) was a field experiment. Suggest why diffusion of responsibility was not found in this study [2]Diffusion of responsibility did not occur as Piliavin found that the more people that were present the more likely they were to help [1] therefore the helpers took it upon themselves to be responsible for helping [1]3 Outline one conclusion from the Levine study of helping behaviour [3]Overall, levels of helping across cultures are related to a country’s economic productivity, this could be because those who are poorer have more of a sense of community that means they help each other more so [3]Overall, countries with a tradition of Simpatia are on average more helpful than countries without this tradition. This could be because the culture of Simpatia believes strongly in peace and harmony which would follow suit in helpful behaviours [3]4 (a) Outline one advantage of using an experiment in Grant [2]Grant was able to establish cause an effect due to the high control and the use of an experiment. For example he used the independent variable of matching compared to mismatching conditions and was able to test the effect of this change by measuring memory recall using standardised memory tests [2](b) Outline one disadvantage of using an experiment in Grant [2]Grant could be argued to have a lack of ecological validity, this is because his memory test was not a true class assignment, therefore the memory recall may not reflect that of a reall school test [2]5 Outline one similarity between Moray into Dichotic listening and Simon and Chabris into visual inattention [4]Both Moray and Simon & Chabris both use a lab experiment [1]. This means that they both have high control and standardisation [1] For example Moray, in experiment 1 he used the same dichotic listening task for each participant, and all participants were asked to shadow one message and reject the other [1]. In Simon and Chabris, all participants were provided with the same instructions in relation to the condition they were in, for example to count how many passes the white t-shirt team made.4 marks – An appropriate similarity is identified and elaborated and appropriate evidence is given from both of the studies as detailed in the answer guidance3 marks – An appropriate similarity is identified and elaborated and appropriate evidence is given from one of the studies2 marks – An appropriate similarity is identified and elaborated but no evidence is provided for either studyOR an appropriate similarity is identified (not elaborated) and appropriate evidence is given from one of the studies1 mark – An appropriate similarity is identified but is not elaborated and no evidence is provided for either study e.g. Moray’s study and Simon and Chabris’ study both used standardised procedures.0 marks – No creditworthy response6 From Kohlberg’s study into the stages of moral development: Describe the two stages of pre-conventional moral thinking. [4]Obedience and punishment orientation [1] is where the child believes that they should do the right behaviour in order to avoid being punished by an authority figure. [1]Self interest orientation stage [1] is when the child behaves in a self-centred way and is only performing behaviours which they believe will bring benefit to them [1]7 From Maguire’s study of taxi drivers:(a) Suggest the purpose of using a correlation in this study. [2]The purpose of using a correlation was to see if there was a relationship between how many years a taxi driver has been driving, and the size of grey matter in the hippocampal area(b) Describe what the correlation indicated in this study. [2]This correlation indicated a positive correlation [1] this is because the more experience the taxi driver had, the larger the grey matter in their hippocampus [1]8 In Baron-Cohen the study of Theory of mind in autistic adults.(a) Identify the two control groups used. (2)Normal participants [1]Tourette’s [1](b) Explain why one of these control groups was used. (2)The normal group was used because it enabled the researchers to establish cause and effect between the groups as they could compare the Theory of mind scores through the eyes task and whether they had autism or not. [2]The Tourettes group was used as they had similar characteristics to that of autism, for example, it mainly effects boys, and they both have underactive perfrontal lobes, therefore it could help to establish cause and effect between level of theory of mind and whether they had autism or not [2]9 From Gould’s study into bias in IQ testing: Outline one problem with the design of the IQ tests used by Yerkes. [2]Yerkes used American cultured questions [1] this was a problem as many of the participants answering the questions were from other cultures and would not know the answers [1]Yerkes still used written tasks (even when there were pictures) [1] this was a problem as some of the participants who were classed as illiterate had never held a pencil in their life and would have found it difficult to complete [1]Yerkes still used written instructions in the test that was developed for those who were illiterate [1] this was a problem as some of the participants may not have understood that the test wanted them to do [1]10 Identify two findings from Hancock [2]Psychopaths used more disfluencies compared to non-psychopaths [1]Psychopaths made more reference to materialistic aspects in their life compared to non-psychopaths [1]11 Outline one explanation Hancock gave for one of these findings [2]Psychopaths used more disfluencies compared to non-psychopaths [1] because they would need more time to think about what to say in order to fit in with the norms of society with their language [1]SECTION B: Areas, perspectives and debatesAnswer?all?the questions in Section B.12a) Describe the difference between a Biological explanation and a Developmental explanation [4]Examples – they are both:Biological more Deterministic than developmentalBiological considers the Nature whereas developmental considers both nature and nurtureBiological more ethical than development – informed consentBiological tends to be more objective/scientific compared to developmentalOther appropriate answers should be credited4 marks – An appropriate difference is identified and elaborated and appropriate evidence is given from both of the approaches as detailed in the answer guidance3 marks – An appropriate difference is identified and elaborated and appropriate evidence is given from one of the approaches2 marks – An appropriate difference is identified and elaborated but no evidence is provided for either approachOR an appropriate difference is identified (not elaborated) and appropriate evidence is given from one of the approaches1 mark– An appropriate difference is identified but is not elaborated and no evidence is provided for either approach0 marks – No creditworthy response12b) Explain how one psychological study provides a deterministic explanation for behaviour [5]A definition of determinism is needed for full marks.Studies that may be referenced includes biological studies e.g. Casey, Blakemore and Cooper, Maguire and Sperry. Any other research which may imply lack of free will could include developmental stage theories such as those from Freud or Kohlberg. Milgram and Bocchiaro can also be considered deterministic through situational factors etc.5 marks: The response shows good knowledge of a core study as there is accurate reference to the aim of the study, the findings of the study and possible conclusions of the study. There is also a good explanation of why the study can be considered deterministic with good links the chosen piece of research.3-4 marks: Good knowledge of an appropriate psychological study as there is accurate The explanation of why the research is deterministic lacks clarity1-2 marks: shows some knowledge and understanding of one appropriate study but the explanation of why it can be considered deterministic is limited and shows little real understanding.12c) Evaluate the usefulness of providing a deterministic explanation of behaviour. Support your answer with evidence from one appropriate psychological study [6]Strengths:Predictable behaviourUseful interventions/applications to real lifeCan establish cause and effectEasy to understand due to reductionism – simplicityWeaknesses:Unrealistic to assume humans have no free-willDoes not fit into societies views that individuals should accept responsibility for their actionsCan be socially sensitiveCan also be reductionistAt least one strength and one weakness is needed to achieve full marksFor each point:3 marks – weakness identified and explained with supporting evidence2 marks – Attempt to explain but lacks clarity – vague or limited evidence1 mark – weakness identified with no evidence or explanation12d) Discuss the usefulness of conducting research which is considered reductionist. Support your answer with evidence from the core studies (20)Is useful:Standardised procedures often usedCause and effect can be better establishedHigh level of control over extraneous variablesUse of quantitative dataMore reliabilityEasier to apply in terms of treatment/techniquesIs not useful:May lack validityLimit applications to real lifeSocial sensitivityLack in depth understandingMay lack ecological validityEthnocentricLevel 4: 15 – 20 marks – Response demonstrates good evaluation/discussion that is relevant to the demand of the question. Evaluation/argument is coherently presented with clear understanding of the points raised (they are all identified AND explained). A range (at least 4) of evaluation points are considered (positive and negative) and discussed in detail. Valid conclusions that effectively summarise issues and argument is highly skilled and discussion is clearly apparent. The evaluation points are supported by relevant and appropriate evidence. The answer is explicitly and consistently related to the context of the question.Level 3: 10-14 marks – Response demonstrates reasonable evaluation/discussion that is mainly relevant to the demand of the question. Evaluation/argument is organised with reasonable understanding of the points raised but lacks development. A range of evaluation points are considered (positive and negative) and discussed but lacks some clarity of expression. Valid conclusions that effectively summarise issues and argument are reasonable and discussion is clearly attempted. The evaluation points are mostly supported by relevant and appropriate evidence. The answer is often related to the context of the question.Level 2: 6– 9 marks – Response demonstrates limited evaluation that is sometimes relevant to the demand of the question. Evaluation/argument lacks clear structure/organisation and has limited understanding of the points raised (limited explanation of identified points). Limited range evaluation points considered. Some valid conclusions that summarise issues and arguments but a discussion is only sometimes apparent. The evaluation points are occasionally supported by relevant and appropriate evidence The answer is sometimes related to the context of the question.Level 1: 1 – 5 marks – Response demonstrates basic evaluation that is rarely relevant to the demand of the question. Evaluation/argument lacks structure/organisation and has basic understanding of the points raised (identified points are seldom explained). Very limited range of evaluation points considered and a discussion is rarely/not apparent. The evaluation points are not supported by relevant and/or appropriate evidence The answer is rarely/not related to the context of the question.0 marks – No creditworthy responseSection C A stroke is an injury to the brain. The brain controls everything we do including everything we interpret and understand. A stroke can cause problems with communicating if there is damage to the parts of the brain responsible for language. These functions are controlled by the left side of the brain in most people. As the brain controls the opposite side of our body, many people who have communication problems after a stroke also have weakness of paralysis on the right side of their body. 1a) Explain why this article can be seen as relevant to biological psychology [4]Define biological psychology then link to article which refers to the brain, which is a biological influence on behaviourb) Briefly outline one core study and explain how it could relate to the above article [5]The core study is likely to be Sperry as both the article and Sperry relate to lateralisation and contralateral control i.e. the left hemisphere controls the right side of the body and vice versa. Or you could describe the Maguire study. c) Identify one psychological issue raised by the above article. Support your answer with evidence from the article [5]Lateralisation Localisation Contralateral controld) Use your psychological knowledge to suggest a training programme to manage the issue you have identified [8]Exam structure is What, How, Why x2 In order to manage communication issues in stroke victims, a training programme could be devised that focusses on improving the abilities of the affected area of the brain. Maguire’s research into taxi drivers found that practice of a certain activity can mould the brain to dedicate a greater amount of neural space to that activity through what she called brain plasticity. Taxi drivers had significantly greater grey-matter volume in their posterior hippocampus compared to non-taxi drivers, an area of the brain linked to navigational memory. This showed that the longer you practice something, the better your brain will adapt to carry out that function and so the programme should instruct stroke victims that had damage to their communication to engage in activities that practice their language and speech skills such as reading aloud difficult texts, and having long conversations with munication issues in stroke victims could also be managed by having the training programme incorporate a form of positive reinforcement into the speech therapy. Skinner showed in his research on operant conditioning that rewards greatly improve learning abilities by creating an association between behaviour and a positive consequence. This could be used in this situation by having the training programme reward stroke victims with rewards depending on their age, such as free time from the therapy while in hospital, for teenagers or children for instance. A rewards chart could be devised that recorded when there was success in the speech therapy and a reward would follow.e) Evaluate your suggested training programme [14]One difficulty with using a rewards chart to encourage success in the speech therapy is that it may come across as patronising to the adult stroke victims and impact the training programme negatively because of this. The use of rewards in operant condition may work well for children, but for adult patients it may seem childish and demeaning to receive a reward for therapy, and so a different approach would need to be taken. If the adult patients are upset buy the reward scheme they could be discouraged from speech therapy, which would have an opposing effect to what was intended. Therefore, the rewards given to a child and adult patient must consist of different things to encourage speech therapy, such as paly time rewards for children, and simple praise for adults to encourage them to keep practising.Another difficulty with using operant conditioning to encourager speech therapy practice is that it must be consistent in order to work. If the behaviours of the stroke victims are not monitored by everyone working with them in the hospital, as well as friends or family if they are released, then they may forget to practice speech therapy which would defeat the point of the training programme. This could therefore be corrected by having everyone at the hospital working with the stroke victims briefed on the training programme and the point of the rewards in order to reinforce behaviour, as well as parents or family at home when they leave the hospital so it continues.One strength of the training programme is that the financial costs are low, especially considering the rewards part. Having a stroke victim practice reading aloud and speech therapy is a fairly simple and cost-effective task, as all they need is reading material to practice. The rewards area of the programme is also cheap, considering that for adults it may be as simple as giving them praise and encouraging them to continue as a reward. On the other hand there may be practical constraints that effect the training programme, as the victim may be busy and unable to practice every day, or their friends and family may be unable to always help, and so the programme may be forgotten about.Another strength of the training programme is that it is backed by scientific theory, and so has evidence behind it conforming its effectiveness. Maguire’s research into the brain structure of London taxi drivers found that their brains adapted to perform better at navigational memory tasks due to practice driving around the city. This was measured by the amount of grey matter in their posterior hippocampus being larger than normal people’s, an area of the brain responsible for navigational memory. This therefore shows that the training programme is backed by scientific, objective evidence and so is likely to work. ................
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