AQA GCSE · Thinka-original Practice Paper

2024 AQA GCSE Psychology 8182 Practice Paper with Answers

Thinka Jun 2024 AQA GCSE-Style Mock — Psychology 8182

200 marks210 mins2024
AnalysisSample paper
An original Thinka practice paper modelled on the structure and difficulty of the Jun 2024 AQA GCSE Psychology 8182 paper. Not affiliated with or reproduced from AQA.

Paper 1 Section A (Memory)

Answer all questions in this section. Questions range from multiple choice to short calculations and a 9-mark essay on a reconstructive memory study.
9 Question · 27 marks
Question 1 · Multiple Choice
2 marks
According to the Multi-Store Model of memory, which of the following statements correctly describes both the primary encoding format and the duration of short-term memory (STM)?
  1. A.Encoding is mainly acoustic, and the duration is 18 to 30 seconds.
  2. B.Encoding is mainly semantic, and the duration is 18 to 30 seconds.
  3. C.Encoding is mainly acoustic, and the duration is less than half a second.
  4. D.Encoding is mainly semantic, and the duration is up to a lifetime.
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Worked solution

According to the Multi-Store Model of memory, short-term memory (STM) encodes information mainly acoustically (by sound), as shown by Baddeley's research on acoustic similarity. Its duration is limited, lasting between approximately 18 to 30 seconds unless maintained through active maintenance rehearsal (as demonstrated by Peterson and Peterson). Therefore, option A is correct because it accurately pairs acoustic encoding with the 18 to 30 seconds duration.

- Option B is incorrect because semantic encoding is the primary code for long-term memory (LTM).
- Option C is incorrect because a duration of less than half a second is characteristic of sensory memory.
- Option D is incorrect because semantic encoding and a lifetime duration are both characteristics of long-term memory (LTM).

Marking scheme

- 2 marks for selecting the correct option (A).
- 0 marks for selecting B, C, or D.
Question 2 · Multiple Choice
2 marks
According to the Multi-Store Model of memory, which of the following statements correctly describes both the primary encoding format and the duration of short-term memory (STM)?
  1. A.Encoding is mainly acoustic, and the duration is 18 to 30 seconds.
  2. B.Encoding is mainly semantic, and the duration is 18 to 30 seconds.
  3. C.Encoding is mainly acoustic, and the duration is less than half a second.
  4. D.Encoding is mainly semantic, and the duration is up to a lifetime.
Show answer & marking scheme

Worked solution

According to the Multi-Store Model of memory, short-term memory (STM) encodes information mainly acoustically (by sound), as shown by Baddeley's research on acoustic similarity. Its duration is limited, lasting between approximately 18 to 30 seconds unless maintained through active maintenance rehearsal (as demonstrated by Peterson and Peterson). Therefore, option A is correct because it accurately pairs acoustic encoding with the 18 to 30 seconds duration.

- Option B is incorrect because semantic encoding is the primary code for long-term memory (LTM).
- Option C is incorrect because a duration of less than half a second is characteristic of sensory memory.
- Option D is incorrect because semantic encoding and a lifetime duration are both characteristics of long-term memory (LTM).

Marking scheme

- 2 marks for selecting the correct option (A).
- 0 marks for selecting B, C, or D.
Question 3 · Short Answer
3 marks
Complete the table below by identifying the correct terms to fill in gaps **A**, **B** and **C** concerning the characteristics of short-term memory (STM) and long-term memory (LTM).

| Memory Store | Main form of coding | Capacity | Duration |
| :--- | :--- | :--- | :--- |
| Short-term memory (STM) | **A** | 5 to 9 items | 18 to 30 seconds |
| Long-term memory (LTM) | Semantic | **B** | **C** |
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Worked solution

According to the Multi-Store Model of memory by Atkinson and Shiffrin, each memory store has distinct characteristics:

- **A** refers to the primary way information is encoded in the STM, which is **acoustic** (or auditory).
- **B** refers to the capacity of the LTM, which is **unlimited** (or potentially unlimited).
- **C** refers to the duration of the LTM, which is **potentially permanent** (or up to a lifetime).

Marking scheme

Award 1 mark for each correct answer:
- **A**: Acoustic / Acoustically (accept 'sound').
- **B**: Unlimited / Potentially unlimited (accept 'infinite'). Reject 'very large' or 'large'.
- **C**: Potentially permanent / Up to a lifetime / Permanent (accept 'infinite'). Reject 'very long' or 'long'.
Question 4 · Short Answer
2 marks
Describe how schemas can affect the accuracy of memory. [2 marks]
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Worked solution

Schemas are mental templates or packages of information about the world developed through previous experiences. When we attempt to retrieve a memory that is incomplete, we reconstruct it by filling in the missing details using our existing schemas. This can make memory inaccurate because we often recall what we *expected* to happen based on our schemas, rather than what actually happened.

Marking scheme

Award 1 mark for describing what a schema is in the context of memory (e.g., a mental framework/packet of information based on past experience).

Award 1 mark for explaining how this affects accuracy (e.g., we reconstruct memory by filling in gaps with details that fit our expectations, which leads to distortion, bias, or false memories).

Example 2-mark response:
Schemas are mental frameworks of knowledge from past experience (1 mark). They can make memory inaccurate because when we have gaps in our memory, we fill them in using our schemas, leading to distorted recall (1 mark).
Question 5 · Mathematical
2 marks
In a replication of Murdock's serial position curve study, a researcher tested 40 participants using a list of 20 words. Only 8 of these participants successfully recalled the 10th word in the list. Calculate the percentage of participants who recalled the 10th word. Show your workings.
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Worked solution

To find the percentage, divide the number of participants who recalled the word by the total number of participants, then multiply by 100: \(\frac{8}{40} \times 100 = 0.2 \times 100 = 20\%\).

Marking scheme

1 mark for showing correct working, e.g., \(\frac{8}{40} \times 100\) or \(8 \div 40\). 1 mark for the correct answer: 20% (accept 20).
Question 6 · Mathematical
2 marks
In a study investigating the effect of leading questions on the accuracy of eyewitness memory, Group A (who received a leading question) had 15 participants falsely recall a detail, whilst Group B (who received a non-leading question) had 6 participants falsely recall the same detail. State the ratio of Group A participants to Group B participants who falsely recalled the detail. Simplify your answer to its lowest terms and show your workings.
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Worked solution

The initial ratio of Group A to Group B is \(15:6\). To simplify this ratio, divide both sides by their greatest common divisor, which is 3: \(15 \div 3 = 5\) and \(6 \div 3 = 2\). This gives a simplified ratio of \(5:2\).

Marking scheme

1 mark for showing correct working or identifying the unsimplified ratio of \(15:6\). 1 mark for the correct simplified ratio: \(5:2\) (accept 5 to 2).
Question 7 · Application
2.5 marks
Sarah is preparing for her GCSE Psychology exam. She decides to study for the exam in the quiet school hall where the actual exam will take place, rather than in her busy bedroom. Using your knowledge of context-dependent retrieval, explain how studying in the school hall could help Sarah recall more information during her exam.
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Worked solution

Context-dependent memory refers to the phenomenon where memory retrieval is most effective when the external environment at the time of retrieval matches the environment during encoding. By studying in the school hall, Sarah encodes the environmental cues of that specific room (such as the lighting, layout, and atmosphere) alongside the psychology information. When she sits her exam in the same hall, these environmental cues are present again, making it easier to trigger and access the stored information.

Marking scheme

- 1 mark for identifying/defining context-dependent memory (the environment acts as a retrieval cue / matching encoding and retrieval environments helps recall).
- 1 mark for applying this to Sarah's scenario (studying in the hall means she encodes environmental cues of the hall which will also be present during the exam).
- 0.5 marks for explaining the cognitive outcome (this matching context makes it easier to trigger/access the stored information from her long-term memory).
Question 8 · Application
2.5 marks
Leo is trying to remember his old phone number to fill out an old registration form, but he finds that he can only recall his current, new phone number. Identify the type of interference Leo is experiencing and explain how this has affected his memory in this scenario.
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Worked solution

Interference theory suggests that forgetting occurs because memories conflict with one another. Retroactive interference happens when newly acquired information disrupts the retrieval of older, previously stored information. In Leo's case, learning and repeatedly using his new phone number has interfered with his ability to retrieve his old phone number from his long-term memory.

Marking scheme

- 1 mark for correctly identifying the type of interference as 'retroactive interference'. (Do not accept proactive interference).
- 1 mark for explaining the mechanism of retroactive interference (newly learned information interferes with/disrupts the ability to recall older information).
- 0.5 marks for applying this directly to Leo's scenario (the current, new phone number is blocking/scrambling the memory of the old phone number).
Question 9 · Extended Writing
9 marks
Describe and evaluate Bartlett's 'War of the Ghosts' study of reconstructive memory. [9 marks]
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Worked solution

AO1 (Description):

  • Aim: To investigate how memory of a story is reconstructed when it is recalled over time, especially when the story is from an unfamiliar culture.
  • Method: Bartlett used a Native American folk tale called 'The War of the Ghosts' which had unfamiliar concepts and structure. British participants were asked to read the story. They then recalled it using either repeated reproduction (recalling the story multiple times over weeks, months, or years) or serial reproduction (passing the story from person to person).
  • Results: Bartlett found that the recalled story changed in specific ways: it became shorter (omissions of details that didn't fit), more conventional (cultural expectations changed 'canoes' to 'boats' and 'hunting seals' to 'fishing' - a process called rationalisation), and details were simplified.
  • Conclusion: Memory is not an active recording device but is reconstructive. We use our existing cultural schemas to make sense of and reconstruct memories.

AO3 (Evaluation):

  • Strength: The study has high ecological validity in terms of how we use memory in real life (e.g., retelling stories or gossip) compared to artificial laboratory experiments that require memorising lists of nonsense syllables.
  • Limitation: The study lacked scientific controls. Bartlett did not standardise the instructions or the exact time intervals at which participants had to recall the story, making the results less reliable.
  • Limitation: The qualitative analysis used by Bartlett can be criticised as being subjective. He analyzed the changes in the stories himself, which could have led to bias in support of his hypothesis.

Marking scheme

Marking Scheme (9 Marks total):

Level 3 (7-9 marks): Knowledge of Bartlett's 'War of the Ghosts' study is accurate and detailed (AO1). Evaluation is detailed, balanced, and shows a clear understanding of both strengths and limitations (AO3). The essay is well-structured and uses appropriate psychological terminology throughout.

Level 2 (4-6 marks): Knowledge of the study is present but may lack specific details (e.g., omitting either the specific results or the exact methods used) (AO1). Evaluation is present but may be limited, one-sided, or lack development (AO3). There is some structure and use of terminology.

Level 1 (1-3 marks): Knowledge is basic, fragmented, or has significant inaccuracies (AO1). Evaluation is very brief, superficial, or absent (AO3). The response lacks clear structure and terminology.

0 marks: No relevant psychological content.

Paper 1 Section B (Perception)

Answer all questions in this section. Includes naming cues, application of monocular cues, evaluating studies, drawing illusions, and a 6-mark experimental design.
10 Question · 28.009999999999998 marks
Question 1 · Short Answer
1.67 marks
Outline how the monocular depth cue 'height in the plane' helps us to perceive depth.
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Worked solution

Height in the plane is a monocular depth cue where the position of an object relative to the horizon determines its perceived distance. Objects that are higher up in our visual field are interpreted by the brain as being further away, while objects that are lower down are perceived as being closer.

Marking scheme

1 mark for identifying that objects higher in the field of view or closer to the horizon are perceived as more distant. 0.67 marks for identifying that objects lower in the field of view are perceived as closer to the viewer.
Question 2 · Short Answer
1.67 marks
Explain how expectation can affect our perceptual set, using an example to support your answer.
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Worked solution

Perceptual set is a readiness to perceive things in a certain way. Expectation is a cognitive factor that influences this; if we anticipate seeing a particular object or pattern, our brain biases our sensory interpretation to match that anticipation. This was demonstrated in Bruner and Minturn's study where participants who expected letters perceived an ambiguous figure as the letter B, while those expecting numbers perceived it as the number 13.

Marking scheme

1 mark for explaining that expectation biases our interpretation of sensory data based on what we anticipate. 0.67 marks for providing a clear, relevant example (such as the Bruner and Minturn letter/number experiment or a real-life equivalent).
Question 3 · Short Answer
1.67 marks
Describe one ethical weakness of Gilchrist and Nesberg's study on how motivation affects perception.
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Worked solution

In Gilchrist and Nesberg's study, participants volunteered to go without food and water for 20 hours to test the effect of hunger on perception. This raises ethical issues regarding protection from harm, as food deprivation can cause physical discomfort, headaches, and psychological distress, which violates ethical guidelines.

Marking scheme

1 mark for identifying the ethical issue of participant harm/discomfort due to food deprivation. 0.67 marks for explaining why this is a weakness in relation to ethical guidelines (e.g., participants were subjected to physical or psychological distress for up to 20 hours, violating the guideline of protection from harm).
Question 4 · Application
3 marks
Amelia is looking at a landscape painting. She notices that the fence posts running along a path seem to get closer together and converge in the distance. Additionally, the mountains in the background are painted higher up on the canvas and are smaller than the trees in the foreground. Identify three monocular depth cues the artist has used in this painting to create the illusion of depth.
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Worked solution

The three monocular depth cues demonstrated in the scenario are:
1. Linear perspective: Shown by the fence posts converging (getting closer together) in the distance.
2. Height in plane: Shown by the background mountains being painted higher up on the canvas.
3. Relative size: Shown by the background mountains being painted smaller than the foreground trees.

Marking scheme

Award 1 mark for each correctly identified monocular depth cue up to a maximum of 3 marks:
- Linear perspective (1 mark)
- Height in plane (1 mark)
- Relative size (1 mark)
Do not accept binocular cues (e.g., retinal disparity, convergence) or cues not described in the scenario (e.g., occlusion).
Question 5 · Application
3 marks
Marcus has not eaten for six hours and is shown a series of blurry pictures of food on a screen. According to Gilchrist and Nesberg's study on the effect of motivation on perception, explain how Marcus's hunger is likely to affect his perception of the food pictures compared to someone who has just eaten.
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Worked solution

According to Gilchrist and Nesberg's study, hunger acts as a powerful motivator that alters our perceptual set. Because Marcus is hungry (food-deprived), he will have a heightened sensitivity to food-related stimuli. This means he is highly likely to perceive the blurry pictures of food as being brighter or more vivid than they actually are, whereas a person who has just eaten (and is not motivated by hunger) would perceive them more accurately.

Marking scheme

Award up to 3 marks for a clear explanation:
- 1 mark: Stating that Marcus will perceive the food pictures as being brighter (or more vivid) than they actually are (accuracy/finding).
- 1 mark: Linking this to his physiological state of hunger acting as a motivator (AO2 application).
- 1 mark: Explaining that motivation shapes our perceptual set / biases our interpretation of ambiguous stimuli (AO2/AO1 link).
Question 6 · Evaluation
4 marks
Evaluate Gilchrist and Nesberg's study into the effect of motivation on perception. (4 marks)
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Worked solution

One limitation is that the study has ethical issues. Depriving participants of food and water for up to 20 hours can cause physical discomfort, hunger, and stress, which violates the ethical guideline to protect participants from harm. Another limitation is that the study lacks ecological validity. Adjusting the brightness of projected images of food on a screen in a laboratory setting is an artificial task that does not reflect how we perceive food in real-world everyday environments.

Marking scheme

Apply the following criteria for a maximum of 4 marks: 4 marks: Two evaluation points are clearly identified and fully explained. 3 marks: One evaluation point is clearly identified and fully explained, and a second point is identified but lacks explanation. 2 marks: Two evaluation points are identified but not explained, OR one evaluation point is clearly identified and fully explained. 1 mark: One evaluation point is briefly identified but not explained. 0 marks: No creditworthy response. Indicative content: 1) Ethical issues (Weakness): Depriving participants of food/water for 20 hours causes physical discomfort/distress. 2) Ecological validity (Weakness): Adjusting picture brightness in a lab does not represent real-life perception of food. 3) Control group (Strength): Using non-deprived participants allowed comparison to prove hunger caused the effect rather than time passing. 4) Sample bias (Weakness): Small volunteer sample may not represent the general population.
Question 7 · practical
1 marks
Sketch the Ponzo illusion. Your sketch must clearly show the depth cue of linear perspective and the two horizontal lines used to demonstrate the illusion.
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Worked solution

The Ponzo illusion relies on the monocular depth cue of linear perspective. To sketch this: 1. Draw two straight lines that converge towards a point at the top (resembling a road or railway tracks stretching into the distance). 2. Draw two horizontal parallel lines of equal length across these converging lines. One horizontal line should be placed higher up (closer to where the lines converge), and the other should be placed lower down (where the lines are further apart). This demonstrates how the brain misapplies size constancy, perceiving the higher line as longer because the background depth cue suggests it is further away.

Marking scheme

Award 1 mark for an accurate sketch containing: Two converging diagonal lines representing linear perspective, and two horizontal lines of equal length positioned at different vertical heights between the diagonal lines. Do not award the mark if the diagonal lines do not converge, if there is only one horizontal line, or if the sketch depicts a different illusion (e.g., the Muller-Lyer illusion).
Question 8 · Short Answer
3 marks
Sarah is painting a landscape scene. She wants to make a group of trees appear further away in the distance than a cottage which is in the foreground. Identify two monocular depth cues Sarah could use to show this depth, and explain how she could apply one of these cues in her painting.
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Worked solution

To create the illusion of depth using one eye, Sarah can use monocular depth cues.

1. She could identify 'relative size' and 'height in plane' as her two cues.
2. To apply 'relative size': Sarah should paint the trees smaller than the cottage. Since more distant objects appear smaller, this will make the trees seem further away.
3. Alternatively, to apply 'height in plane': Sarah should paint the trees higher up on the canvas (closer to the horizon line) than the cottage, as objects higher in the visual field are perceived as being further away.

Marking scheme

1 mark for identifying one correct monocular depth cue (e.g., height in plane, relative size, occlusion/overlap).
1 mark for identifying a second correct monocular depth cue.
1 mark for a clear and accurate explanation of how one of the chosen cues is applied to the painting scenario.

Example applications for the 3rd mark:
- Relative size: Painting the trees smaller than the cottage to show they are further away.
- Height in plane: Placing the trees higher up on the paper/canvas than the cottage to show they are in the background.
- Occlusion: Drawing the cottage so that it partially blocks the view of the trees behind it.
Question 9 · Short Answer
3 marks
Sarah is painting a landscape scene. She wants to make a group of trees appear further away in the distance than a cottage which is in the foreground. Identify two monocular depth cues Sarah could use to show this depth, and explain how she could apply one of these cues in her painting.
Show answer & marking scheme

Worked solution

Sarah can use 'relative size' and 'height in plane' as her two cues. For relative size, she should paint the trees smaller than the cottage. This works because our brain perceives smaller objects on the retina as being further away.

Marking scheme

1 mark: first correct monocular cue identified.
1 mark: second correct monocular cue identified.
1 mark: correct application explanation of one cue to the scenario of the trees and cottage.
Question 10 · Design Study
6 marks
Describe how you would design an experiment to investigate the effect of expectation on how an ambiguous figure is perceived.

You must include the following details in your answer:
- The independent variable (IV) and the dependent variable (DV)
- One control variable and how you would control it
- The procedure you would use to conduct your study.
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Worked solution

### Model Response

**1. Independent Variable (IV) and Dependent Variable (DV):**
* **IV:** Whether participants are primed with numbers (e.g., seeing '12' and '14') or letters (e.g., seeing 'A' and 'C') before viewing the ambiguous '13/B' figure.
* **DV:** The participant's interpretation of the ambiguous figure (whether they report seeing it as the number '13' or the letter 'B').

**2. Control Variable and how to control it:**
* **Control Variable:** The amount of time the ambiguous figure is displayed to the participant.
* **Control Method:** Every participant will view the '13/B' figure on a screen for exactly 2 seconds. This controls for exposure time, ensuring no participant has extra time to process both interpretations.

**3. Procedure:**
* Recruited participants will be randomly split into two groups using a random number generator (Independent Groups design).
* Group 1 (Letter Prime) is shown the letters 'A' and 'C' on a screen, followed immediately by the ambiguous '13/B' figure.
* Group 2 (Number Prime) is shown the numbers '12' and '14' on a screen, followed immediately by the same ambiguous '13/B' figure.
* Immediately after the '13/B' figure disappears, each participant is asked to select whether they saw 'the letter B' or 'the number 13'.
* Collect the responses and compare the frequency of 'B' vs '13' responses between the two groups.

Marking scheme

### Marking Scheme

* **IV and DV (2 marks):**
* **1 mark** for clearly identifying/operationalising a suitable IV (e.g., priming with letters/numbers or animals/body parts).
* **1 mark** for clearly identifying/operationalising a suitable DV (e.g., participant's reported identification of the ambiguous figure).

* **Control Variable (2 marks):**
* **1 mark** for identifying a relevant control variable (e.g., image exposure time, size of the image, distance from the screen).
* **1 mark** for clearly explaining how this variable would be kept consistent/controlled.

* **Procedure (2 marks):**
* **2 marks** for a clear, logical, and replicable sequence of steps that directly tests the stated IV/DV.
* **1 mark** for a basic procedure description that is missing key details but shows some understanding of testing expectation on perception.

* **Accept/Reject Notes:**
* **Accept** any standard ambiguous figure experiment (e.g., Bruner and Minturn's B/13, Leeper's Lady, or Duck/Rabbit).
* **Reject** correlational designs or non-experimental studies that do not actively manipulate a factor to create an expectation.

Paper 1 Section C (Development)

Answer all questions in this section. Covers Willingham's ideas, Mindset theory evaluation, Piaget's stages application, and controlled observation design.
7 Question · 29 marks
Question 1 · Multiple Choice
1 marks
According to Daniel Willingham's learning theory, which of the following is the most effective way for a student to store information in their long-term memory?
  1. A.Matching the teaching style to their preferred learning style, such as visual or auditory.
  2. B.Focusing on and thinking deeply about the meaning of the information.
  3. C.Avoiding repetitive practice once a task has been successfully performed once.
  4. D.Relying on their innate, genetic intelligence rather than effort and practice.
Show answer & marking scheme

Worked solution

According to Willingham's cognitive science-based theory, there is no scientific evidence to support the existence of learning styles. Instead, Willingham argued that memory is the residue of thought, meaning that to remember information, students must think about its meaning rather than just its sounds or visual features.

Marking scheme

1 mark for identifying the correct option (b). 0 marks for any incorrect option.
Question 2 · Multiple Choice
1 marks
According to Daniel Willingham's learning theory, which of the following is the most effective way for a student to store information in their long-term memory?
  1. A.Matching the teaching style to their preferred learning style, such as visual or auditory.
  2. B.Focusing on and thinking deeply about the meaning of the information.
  3. C.Avoiding repetitive practice once a task has been successfully performed once.
  4. D.Relying on their innate, genetic intelligence rather than effort and practice.
Show answer & marking scheme

Worked solution

According to Willingham's cognitive science-based theory, there is no scientific evidence to support the existence of learning styles. Instead, Willingham argued that memory is the residue of thought, meaning that to remember information, students must think about its meaning rather than just its sounds or visual features.

Marking scheme

1 mark for identifying the correct option (b). 0 marks for any incorrect option.
Question 3 · Evaluation
3 marks
Explain one strength of Dweck's mindset theory of development.
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Worked solution

One strength of Dweck's mindset theory is its real-world application in educational settings. The theory teaches educators that praising effort rather than ability helps foster a growth mindset. As a result, schools can implement interventions that encourage students to view mistakes as learning opportunities, which has been shown to boost motivation and academic grades.

Marking scheme

3 marks: A clear and detailed explanation of one strength, with a logical link to why it is a benefit. 2 marks: A strength is identified and partially explained, but the link to its benefit is weak or missing. 1 mark: A strength is briefly identified but not explained. Mark breakdown: 1 mark for identifying a strength (e.g., practical application). 1 mark for explaining how it works (e.g., teachers praising effort). 1 mark for linking to the positive outcome (e.g., increased resilience or performance).
Question 4 · Evaluation
3 marks
Explain one strength of Dweck's mindset theory of development.
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Worked solution

One strength of Dweck's mindset theory is its real-world application in educational settings. The theory teaches educators that praising effort rather than ability helps foster a growth mindset. As a result, schools can implement interventions that encourage students to view mistakes as learning opportunities, which has been shown to boost motivation and academic grades.

Marking scheme

3 marks: A clear and detailed explanation of one strength, with a logical link to why it is a benefit. 2 marks: A strength is identified and partially explained, but the link to its benefit is weak or missing. 1 mark: A strength is briefly identified but not explained. Mark breakdown: 1 mark for identifying a strength (e.g., practical application). 1 mark for explaining how it works (e.g., teachers praising effort). 1 mark for linking to the positive outcome (e.g., increased resilience or performance).
Question 5 · short answer
6 marks
Leo is 4 years old and is given a row of 5 coins. When his father spreads the same coins out so they take up more space, Leo thinks there are now more coins. His sister, Clara, who is 8 years old, laughs and says, 'There are still only 5 coins, they are just further apart!'

Identify the stages of cognitive development that Leo and Clara are in, according to Piaget. Refer to the scenario to explain your answers.
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Worked solution

Leo is in the pre-operational stage of cognitive development (typically ages 2 to 7 years). We can see this because he fails to conserve quantity. When the coins are spread out, he is fooled by their physical appearance, focusing only on the length of the row (centration) rather than the actual number of coins.

Clara is in the concrete operational stage of cognitive development (typically ages 7 to 11 years). We can see this because she has developed the ability to conserve number. She understands that the quantity of coins remains the same even when their physical layout or appearance is modified, noting that they are simply 'further apart'.

Marking scheme

Up to 6 marks are awarded as follows:

- 1 mark: Correctly identifying that Leo is in the pre-operational stage.
- 1 mark: Explaining Leo's behaviour in relation to his stage (e.g., he cannot conserve number / shows centration / is fooled by the row's length).
- 1 mark: Correctly identifying that Clara is in the concrete operational stage.
- 1 mark: Explaining Clara's behaviour in relation to her stage (e.g., she can conserve number / understands quantity is unchanged by spacing).
- 2 marks: Clear and coherent application of relevant cognitive developmental concepts (such as 'conservation' or 'centration/decentration') to both children to explain the difference in their thinking.

Accept alternative phrasing that clearly describes the stage characteristics. Reject answers that confuse the stages (e.g., stating Leo is in the sensorimotor stage).
Question 6 · Design Study
6 marks
A researcher wants to conduct a controlled observation to investigate how the type of praise a child receives (person praise versus process praise) affects their persistence when faced with a difficult puzzle. Design a controlled observation to investigate this. You must include the following in your design: 1) Standardised instructions that the researcher would say to the children before starting the task. 2) Two specific, observable behaviour categories that could be used to measure 'persistence'. 3) How the researcher could ensure the reliability of the observation.
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Worked solution

1) Standardised instructions: 'Here is a puzzle for you to try. Some of these pieces are quite tricky, but I would like you to try your best to solve it. I will leave you to work on it, and you can let me know when you want to stop or if you have finished.' This must be read exactly the same way to every child to ensure standardized conditions. 2) Two behaviour categories for 'persistence': Category A: The amount of time (in seconds) the child spends actively manipulating the puzzle pieces. Category B: The number of times the child tries to fit two non-matching pieces together before stopping. 3) Ensuring reliability: The researcher can establish inter-observer reliability. This is done by having two independent observers watch video recordings of the children's tasks. They will use the same behaviour categories to record the actions. Afterwards, their tallies will be compared using a correlation test. If there is a high positive correlation (coefficient of 0.80 or higher), the observation is considered reliable.

Marking scheme

Marks are awarded as follows: 5-6 marks: Clear, coherent, and detailed design of a controlled observation. All three required elements (standardised instructions, two behaviour categories, and reliability) are addressed accurately and applied well to the scenario of praise and persistence. 3-4 marks: Mostly clear design. Two of the required elements are addressed well, or all three are addressed but lack detail or contain minor inaccuracies. 1-2 marks: Basic or disjointed design. Only one element is addressed, or there are significant inaccuracies/gaps throughout. Limited or no application to the scenario. 0 marks: No relevant content. Content Guidelines: Standardised instructions must be written as a direct script or highly specific set of instructions that keeps the test uniform. Behaviour categories must be objective and measurable (e.g., time spent, physical attempts) rather than subjective states. Reliability must be explained using inter-observer reliability (e.g., using two observers, comparing tallies, and checking for a high correlation/agreement).
Question 7 · essay
9 marks
Describe and evaluate Dweck's mindset theory of development.
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Worked solution

Carol Dweck's mindset theory argues that a person's beliefs about their intelligence and abilities heavily influence their success and motivation. Dweck identifies two main mindsets: a fixed mindset and a growth mindset. Individuals with a fixed mindset believe that intelligence and talent are innate and unchangeable. They tend to avoid challenges because they fear failure, which they interpret as a reflection of their lack of ability. In contrast, those with a growth mindset believe that intelligence and skills can be developed through hard work, effective strategies, and practice. They embrace challenges as opportunities to learn and view failure as a necessary step in the learning process. Dweck also highlights the role of praise: 'ability praise' (e.g., telling a child they are smart) fosters a fixed mindset, whereas 'effort praise' (e.g., praising the hard work or strategy used) fosters a growth mindset.

In evaluation, a major strength of Dweck's theory is its practical application in educational settings. Teachers can foster growth mindsets by praising effort rather than intelligence, helping students become more resilient when facing academic difficulties. Another strength is empirical support, such as Mueller and Dweck's study, which showed that children praised for their intelligence were less likely to persist with difficult tasks compared to children praised for their effort. However, a limitation of the theory is that it may oversimplify the factors that determine success. Critics argue that mindset interventions have only a very small effect on overall academic achievement, and that focusing too much on a child's mindset can ignore important structural barriers to learning, such as socioeconomic inequality or poor school resources.

Marking scheme

AO1 (4 marks): Candidates must describe Dweck's mindset theory. Award up to 4 marks for explaining key terms (fixed vs. growth mindsets) and the role of praise (person/ability praise vs. process/effort praise).

AO3 (5 marks): Candidates must evaluate the theory. Award up to 5 marks for identifying strengths (e.g., practical classroom applications, empirical support from research studies) and weaknesses (e.g., ignoring socioeconomic/environmental factors, exaggerating the size of the effect on academic achievement).

Level Descriptors:

Level 3 (7-9 marks): Detailed and accurate knowledge of Dweck's theory (AO1). Well-developed, balanced evaluation (AO3) containing clear arguments with logical chains of reasoning. Relevant psychological terms are used consistently and correctly throughout.

Level 2 (4-6 marks): Clear but sometimes incomplete knowledge of the theory (AO1). The evaluation (AO3) is present but may be one-sided or lack detail. Some appropriate use of psychological terminology.

Level 1 (1-3 marks): Basic, fragmented knowledge of the theory (AO1). Evaluation (AO3) is absent or very superficial (e.g., 'it is useful'). Limited or incorrect use of psychological terminology.

Paper 1 Section D (Research Methods)

Answer all questions in this section. Features multiple choice, sketching distribution curves, hypothesis writing, plotting scatter diagrams, and interview evaluation.
11 Question · 23.24 marks
Question 1 · multiple choice
1 marks
Which of the following is a limitation of using a repeated measures design in a psychological experiment?
  1. A.Order effects, such as practice or boredom, may affect participants' performance in the second condition.
  2. B.A larger number of participants is needed compared to an independent groups design.
  3. C.Differences between participants (participant variables) are not controlled.
  4. D.It cannot be used in laboratory experiments where conditions are highly controlled.
Show answer & marking scheme

Worked solution

In a repeated measures design, the same participants take part in all conditions of the experiment. This means that performance in the second condition could be influenced by order effects, such as practice (getting better) or fatigue/boredom (getting worse).

Marking scheme

Award 1 mark for selecting the correct option (a). Award 0 marks for selecting incorrect options (b, c, or d).
Question 2 · Practical / Sketch
2 marks
A researcher collects data on the IQ scores of 100 participants and finds that the data is normally distributed. Sketch a normal distribution curve to represent this data. You must label both the vertical and horizontal axes.
Show answer & marking scheme

Worked solution

A correct sketch must show a symmetrical, bell-shaped curve. The peak of the curve must be in the middle, representing the mean, median, and mode. The vertical axis (y-axis) must be labeled as 'Frequency' (or 'Number of participants') and the horizontal axis (x-axis) must be labeled as 'IQ Score' (or 'Score').

Marking scheme

2 marks: 1 mark for drawing a correctly shaped, symmetrical bell curve. 1 mark for correctly labeling both the x-axis (e.g. 'IQ Score') and the y-axis (e.g. 'Frequency').
Question 3 · short answer
1.78 marks
A psychologist wants to investigate whether playing brain-training games improves memory recall in older adults (aged 65+) compared to those who do not play. Write a directional hypothesis for this study.
Show answer & marking scheme

Worked solution

A directional hypothesis predicts the specific direction of the difference or relationship. In this case, it must state that the group playing brain-training games will perform better (higher memory recall scores) than the control group (no brain-training games).

Marking scheme

1.78 marks: A fully operationalised directional hypothesis containing both conditions of the IV (playing vs not playing brain-training games) and the DV (memory recall scores) with a clear direction (e.g., 'higher', 'better'). 1 mark: A directional hypothesis that is partially operationalised or slightly vague. 0 marks: Non-directional hypothesis, null hypothesis, or irrelevant response.
Question 4 · short answer
1.78 marks
An experimenter selects every 5th student from an alphabetical school register of 500 students to participate in a study on study habits. Identify the sampling method used and outline one strength of using this method.
Show answer & marking scheme

Worked solution

The sampling method is systematic sampling because a regular, predetermined system (every 5th student) is used to select participants. A strength of this is that it reduces researcher bias because the selection is determined by a system rather than the researcher's personal choice.

Marking scheme

1.78 marks: Correctly identifies systematic sampling and provides a clear, accurate strength of this method in context. 1 mark: Correctly identifies systematic sampling but does not outline a strength, or outlines a strength with no clear link to the scenario. 0 marks: Incorrect sampling method.
Question 5 · short answer
1.78 marks
Dr. Smith conducts a study on social anxiety. She interviews participants and transcribes their detailed verbal descriptions of how they feel in crowds. She also counts the number of times they make nervous hand movements during the interview. Identify which data is qualitative and which is quantitative, and explain why.
Show answer & marking scheme

Worked solution

Qualitative data is non-numerical and descriptive (the verbal transcripts of anxiety feelings). Quantitative data is numerical and countable (the frequency of hand movements).

Marking scheme

1.78 marks: Correctly identifies both qualitative and quantitative data types from the scenario and provides clear, accurate reasons for both. 1 mark: Identifies both correctly but only explains one, or explains both but gets the terms mixed up. 0 marks: Incorrect identification and explanation.
Question 6 · short answer
1.78 marks
A researcher investigates the relationship between the number of hours spent on social media per day and self-reported happiness scores (on a scale of 1-10). Explain how the researcher would plot these variables on a scatter diagram.
Show answer & marking scheme

Worked solution

To construct a scatter diagram for correlational data, one co-variable is plotted on the horizontal axis (X-axis) and the other on the vertical axis (Y-axis). For each participant, a single point (dot or cross) is plotted where their values for both variables intersect.

Marking scheme

1.78 marks: A clear and accurate explanation of how to plot a scatter diagram, explicitly mentioning plotting one variable on the X-axis, the other on the Y-axis, and plotting a point/dot for each participant's pair of scores. 1 mark: A partial explanation, e.g., mentioning axes or dots but omitting how the individual data points are plotted together. 0 marks: Inaccurate or irrelevant explanation.
Question 7 · short answer
1.78 marks
A class of highly gifted spelling students takes an extremely easy spelling test. Almost all of them score 100%, with only one or two scoring lower. Describe the likely distribution curve of these test scores and explain why it would look this way.
Show answer & marking scheme

Worked solution

An extremely easy test where almost everyone gets high scores leads to a negative skew. The peak of the distribution is on the right side (high scores), and the tail extends to the left (low scores).

Marking scheme

1.78 marks: Correctly identifies a negatively skewed distribution (or negative skew) and provides a clear explanation linked to the scenario (high scores clustered on the right, tail pulled to the left by a few low scores). 1 mark: Correctly identifies negative skew but provides a weak or incomplete explanation, or describes the shape correctly but uses the wrong term (e.g., positive skew). 0 marks: Incorrect description and explanation.
Question 8 · short answer
1.78 marks
A researcher investigates memory recall but tells participants the study is about 'creative writing' to prevent them from guessing the aim and changing their natural behavior. Explain how the researcher can deal with this ethical issue of deception after the study is complete.
Show answer & marking scheme

Worked solution

Deception can be addressed by conducting a thorough debriefing at the end of the session. In the debrief, the researcher must explain the real purpose of the research, answer any questions, and ensure the participant is happy for their data to be used.

Marking scheme

1.78 marks: Correctly identifies debriefing and explains what it involves in this context (explaining the true aim, justifying the deception, and offering the right to withdraw data). 1 mark: Identifies debriefing but provides a vague description of what it entails, or suggests a different method (e.g., retrospective consent) without detail. 0 marks: Incorrect or unethical suggestion.
Question 9 · short answer
1.78 marks
Two different researchers are testing reading comprehension in two different school classrooms. Why is it important that they use standardized instructions in this study?
Show answer & marking scheme

Worked solution

Standardized instructions ensure consistency across different researchers and settings. If instructions differ, they could act as an extraneous variable and affect the performance of the participants, making the results less valid.

Marking scheme

1.78 marks: Clear explanation of how standardized instructions maintain consistency/standardization and control extraneous variables to prevent them from affecting the dependent variable (comprehension scores). 1 mark: Partial explanation, e.g., stating it keeps things fair or consistent without explaining the impact on the results or control of variables. 0 marks: Irrelevant or incorrect response.
Question 10 · short answer
1.78 marks
A researcher decides to use a structured interview rather than an unstructured interview to investigate people's detailed opinions on a newly introduced city-wide public transport system. Explain one disadvantage of using a structured interview in this scenario.
Show answer & marking scheme

Worked solution

Structured interviews use pre-set questions which cannot be deviated from. In an investigation of detailed opinions, this is a disadvantage because it prevents the researcher from probing deeper or getting rich, detailed qualitative data when an interesting point is raised.

Marking scheme

1.78 marks: Clearly explains a relevant disadvantage of structured interviews in this scenario (e.g., lack of flexibility, inability to probe deeper, missing out on detailed qualitative data about the transport system). 1 mark: Identifies a disadvantage of structured interviews but does not apply it to the scenario. 0 marks: Incorrect disadvantage.
Question 11 · Extended Writing
6 marks
A psychologist wants to investigate how pupils feel about the transition from primary school to secondary school. They decide to use semi-structured interviews to gather qualitative data from a sample of Year 7 pupils. Evaluate the use of semi-structured interviews in this study. (6 marks)
Show answer & marking scheme

Worked solution

A major strength of semi-structured interviews is their flexibility. While the psychologist starts with a set of prepared questions about the transition to secondary school, they are free to ask spontaneous follow-up questions based on the pupil's responses. This is particularly useful when researching children, as the interviewer can prompt them to elaborate if they give brief answers, resulting in rich, detailed qualitative data about their emotional experiences. However, a significant weakness is that semi-structured interviews are difficult to replicate. Because the follow-up questions vary for each Year 7 pupil depending on their unique answers, the procedure is not standardised. This makes it very difficult for another researcher to repeat the study in the exact same way to check the reliability of the findings. Additionally, there is a risk of interviewer bias, where the psychologist's expectations or leading questions might unconsciously influence how the pupils describe their experiences, reducing the validity of the data.

Marking scheme

Level 3 (5-6 marks): The evaluation is thorough, balanced, and clearly applied to the scenario of pupils transitioning to secondary school. Relevant strengths and limitations of semi-structured interviews are explained with high accuracy. The response is well-structured and uses appropriate psychological terminology. Level 2 (3-4 marks): The evaluation has some clarity and includes both strengths and/or limitations, but the application to the scenario may be weak or inconsistent. There is some accurate use of psychological terms. Level 1 (1-2 marks): The response is basic, potentially listing points without explanation, or focusing generally on interviews without addressing the semi-structured nature. Minimal or no application to the scenario. 0 marks: No relevant content.

Paper 2 Section A (Social Influence)

Answer all questions in this section. Focuses on collective and bystander behaviour, calculations on obedience data, experimental design evaluation, and Asch conformity evaluation.
7 Question · 24 marks
Question 1 · multiple choice
1 marks
According to psychological research into bystander intervention, which of the following is classified as a situational factor that influences whether a person will help in an emergency?
  1. A.The expertise of the bystander.
  2. B.The similarity of the bystander to the victim.
  3. C.The cost of helping.
  4. D.The empathy level of the bystander.
Show answer & marking scheme

Worked solution

According to the AQA specification, factors affecting bystander behaviour are divided into situational factors (features of the environment) and personal factors (characteristics of the individual).

* **C is correct** because the 'cost of helping' (e.g., danger to oneself or time effort) is a feature of the situation itself.
* **A, B, and D are incorrect** because they are personal factors. Expertise, similarity to the victim, and individual empathy levels depend entirely on the characteristics of the individual bystander rather than the situation itself.

Marking scheme

1 mark for identifying option C.
0 marks for any other option selected.
Question 2 · Short Answer
2 marks
Explain how expertise affects bystander intervention.
Show answer & marking scheme

Worked solution

Expertise refers to having specialist skills or knowledge relevant to an emergency. When a bystander has relevant expertise, they feel more competent and confident in their ability to assist, which significantly increases the likelihood that they will intervene. In contrast, those who lack expertise are more likely to remain passive due to feeling helpless or fearing they might cause more harm.

Marking scheme

Award 1 mark for identifying that expertise increases the likelihood of helping because of increased competence or confidence. Award 2nd mark for elaboration (e.g., explaining why those without expertise do not help, or providing a relevant example such as a nurse helping in a medical crisis).
Question 3 · short answer
3 marks
Chloe is walking through a busy shopping center when she sees an elderly man trip and drop his shopping bags. There are dozens of other shoppers nearby who also see him fall, but everyone continues walking. Use your knowledge of situational factors in bystander behaviour to explain why no one stopped to help the elderly man.
Show answer & marking scheme

Worked solution

1 mark for identifying a relevant situational factor (e.g., diffusion of responsibility, crowd size/presence of others, or pluralistic ignorance).
1 mark for explaining this factor (e.g., when other people are present, the pressure to intervene is shared, so each person feels less personally responsible).
1 mark for applying this explicitly to Chloe's scenario (e.g., because there are dozens of other shoppers in the busy center, each individual shopper assumes someone else will help the elderly man, leading to collective inaction).

Marking scheme

3 marks: Clear, coherent explanation of a situational factor with accurate and explicit application to Chloe's scenario.
2 marks: Detailed explanation of a factor but weak application to the scenario, or good application but partial explanation.
1 mark: Identification of a relevant factor (e.g., diffusion of responsibility) with no explanation or application.
Question 4 · calculation
3 marks
A psychologist replicated Milgram's obedience study with a group of 40 local volunteers. The psychologist found that 28 of these participants fully obeyed the experimenter's commands to deliver the maximum virtual shock level. Calculate the percentage of participants who did NOT fully obey the experimenter in this study. Show your workings.
Show answer & marking scheme

Worked solution

Step 1: Calculate the number of participants who did not fully obey: \(40 - 28 = 12\) participants.
Step 2: Calculate this number as a fraction of the total: \(12 / 40 = 0.3\).
Step 3: Convert the fraction to a percentage: \(0.3 \times 100 = 30\%\).

Marking scheme

1 mark for calculating the correct number of disobedient participants (12).
1 mark for showing correct workings (e.g., \(12 / 40 \times 100\)).
1 mark for the correct final percentage (30%).
Award full 3 marks for the correct answer (30%) even if no working is shown.
Question 5 · short answer
3 marks
A researcher wants to study peer pressure. They decide to use a laboratory experiment design where participants are asked to conform to an obviously incorrect group opinion about a simple visual task. Explain one disadvantage of using a laboratory experiment rather than a natural experiment to study social influence in this scenario.
Show answer & marking scheme

Worked solution

1 mark for identifying a disadvantage of laboratory experiments (e.g., low ecological validity/artificiality, or presence of demand characteristics).
1 mark for explaining why this is a disadvantage (e.g., artificial settings make participants behave unnaturally because they know they are being observed and the stakes are low).
1 mark for applying it to the scenario (e.g., judging visual stimuli in a lab does not reflect how real peer pressure occurs, such as conforming to friends' lifestyle choices or rule-breaking in school).

Marking scheme

3 marks: Clear disadvantage identified, explained accurately, and explicitly linked to the scenario of peer pressure/visual tasks.
2 marks: Disadvantage identified and explained, but missing a clear application to the scenario.
1 mark: Disadvantage identified but not explained or applied.
Question 6 · short answer
3 marks
A researcher conducted a study on conformity where participants rated the quality of various household products. In some trials, four confederates gave an obviously incorrect rating before the genuine participant spoke. Critics argue that, like Asch's original line-judging study, this research lacks 'mundane realism'. Explain what is meant by 'mundane realism' and evaluate whether this criticism applies to the product-rating task compared to Asch's original study.
Show answer & marking scheme

Worked solution

1 mark for defining mundane realism (the extent to which an experimental task is similar to a real-life, everyday task).
1 mark for applying it to Asch's study (judging line lengths is an artificial, abstract task that people do not do in everyday life, so it has low mundane realism).
1 mark for comparing it to the product-rating scenario (rating products is a common, realistic daily task, so this study has higher mundane realism than Asch's, making the criticism less applicable here).

Marking scheme

3 marks: Accurate definition of mundane realism, clear explanation of how Asch's task lacks it, and a logical comparison showing why the criticism is less applicable to the product-rating task.
2 marks: Good definition and application to either Asch or the scenario, but lacking a clear comparison.
1 mark: Basic definition of mundane realism with no application.
Question 7 · essay
9 marks
Describe and evaluate Piliavin et al.'s subway study of bystander behaviour. Refer to the method, results, and evaluation points in your answer. [9 marks]
Show answer & marking scheme

Worked solution

### AO1: Description of Piliavin et al. (1969) Subway Study (4 marks)
* **Method:**
* Field experiment conducted on a New York subway journey (lasting 7.5 minutes) between 11 a.m. and 3 p.m.
* About 4,450 passengers acted as unsolicited participants.
* Four groups of student researchers (two males, two females) took turns acting as victim, model, and observers.
* The victim collapsed on the train floor 70 seconds after departure. He was either 'ill' (carrying a black cane) or 'drunk' (smelling of alcohol and carrying a bottle wrapped in a brown paper bag).
* A model helper intervened if no one else helped after a set period of time.
* **Results:**
* The 'ill' victim received spontaneous help on 95% of the trials (62 out of 65 trials) without the model needing to step in.
* The 'drunk' victim received spontaneous help on 50% of the trials (19 out of 38 trials).
* Helping occurred faster and more frequently for the ill victim than the drunk victim.
* There was no evidence of 'diffusion of responsibility' (helping was faster in larger groups).
* 90% of spontaneous first helpers were male.

### AO3: Evaluation (5 marks)
* **Strength: High Ecological Validity:**
* The study was a field experiment carried out in a real-life setting (a busy subway train) where participants behaved naturally, unaware they were being studied. This means the findings can easily be generalized to real-life emergency situations in public transport.
* **Limitation: Ethical Concerns:**
* Participants did not give informed consent to take part in the research.
* Participants were deceived as the collapse was faked, which may have caused psychological distress, anxiety, or guilt for not helping.
* It was impossible to debrief all passengers on the train afterwards.
* **Limitation: Lack of Control over Extraneous Variables:**
* Because it was a field experiment, researchers could not control environmental factors such as how crowded the train carriage was, whether passengers had seen the trial before, or the presence of regular commuters who might have noticed the repetition.

Marking scheme

**Level 3 (7-9 marks):**
* Clear, accurate, and detailed description of Piliavin's subway study, covering both the method and results (AO1).
* Evaluation is well-developed, balanced, and contains at least two distinct points (such as ecological validity and ethics) that are fully explained in relation to the study (AO3).
* The answer is well-structured with logical progression and clear psychological terminology.

**Level 2 (4-6 marks):**
* The description of the study is mostly accurate but may lack specific details (e.g., omitting the percentages of help or details about the independent variables).
* Evaluation is present but may be basic, repetitive, or only contain one fully explained point.
* The answer has some structure, though some information may be disorganized.

**Level 1 (1-3 marks):**
* Very basic or disjointed description of the study, with significant inaccuracies.
* Evaluation is superficial, generic (e.g., 'it was unethical' without explanation), or missing.
* The writing lacks structure and relies on minimal psychological terminology.

**0 marks:** No relevant content.

Paper 2 Section B (Language, thought and communication)

Answer all questions in this section. Covers body language, eye contact, factors in personal space, Sapir-Whorf description, cross-cultural study design, and Von Frisch's bee study.
9 Question · 31 marks
Question 1 · multiple-choice
1 marks
In von Frisch's bee study, what does the direction of the straight run during the waggle dance represent?
  1. A.The distance of the food source from the hive.
  2. B.The direction of the food source in relation to the sun.
  3. C.The richness of the nectar found at the food source.
  4. D.The height of the food source above the ground.
Show answer & marking scheme

Worked solution

In von Frisch's study of bee communication, the waggle dance is performed when food is located more than 100 metres away from the hive. During the waggle dance, the direction of the straight run relative to the vertical line of the hive comb indicates the direction of the food source in relation to the sun.

Marking scheme

1 mark for selecting the correct option B. 0 marks for any other option selected.
Question 2 · multiple-choice
1 marks
Which of the following statements is correct regarding how gender affects personal space, according to psychological research?
  1. A.Pairs of men generally maintain a larger personal distance than pairs of women.
  2. B.Pairs of women generally maintain a larger personal distance than pairs of men.
  3. C.Mixed-sex pairs always stand closer together than same-sex pairs of women.
  4. D.Gender has been shown to have no significant effect on personal space.
Show answer & marking scheme

Worked solution

Research investigating factors that affect personal space has consistently shown that gender is an influential variable. Specifically, male-male pairs (pairs of men) typically maintain a larger physical distance from each other than female-female pairs (pairs of women) during social interactions.

Marking scheme

1 mark for selecting the correct option A. 0 marks for any other option selected.
Question 3 · Short Answer
3 marks
A group of business associates from the UK and Saudi Arabia are attending an international conference. Explain how cultural differences might affect the personal space of these individuals during their conversations.
Show answer & marking scheme

Worked solution

The candidate needs to explain how culture influences personal space using the scenario. 1 mark is awarded for identifying that different cultures have different norms for personal space (e.g. contact vs non-contact cultures). 1 mark is awarded for explaining the specific differences (e.g. Saudi Arabian people prefer smaller personal space/standing closer, whereas British people prefer a larger distance). 1 mark is awarded for applying this to the scenario (e.g. explaining that the Saudi associate may step closer while the UK associate may back away).

Marking scheme

3 marks: A clear, accurate and coherent explanation of how culture affects personal space, fully applied to the UK and Saudi Arabian associates. 2 marks: A partially applied explanation, or a clear explanation of cultural differences in personal space but with weak application to the scenario. 1 mark: A basic or vague statement about culture and personal space, lacking application. 0 marks: No creditworthy response.
Question 4 · Short Answer
4 marks
Describe the method used by Von Frisch in his study of bee communication.
Show answer & marking scheme

Worked solution

Candidates should describe the main methodological steps of Von Frisch's study. Award 1 mark for each key point described, up to a maximum of 4 marks: 1 mark for mentioning the glass-walled hive setup to allow observation, 1 mark for describing the placement of food sources (sugar water) at various distances/directions from the hive, 1 mark for explaining that bees were marked with paint to track them, and 1 mark for explaining that Von Frisch observed and recorded the specific dances (round and waggle) they performed upon returning.

Marking scheme

4 marks: A detailed and highly accurate description of the method, covering at least four key aspects of the study design. 3 marks: A mostly accurate description covering three key aspects of the method. 2 marks: A basic description covering two key aspects of the method. 1 mark: A limited description covering only one key aspect of the method. 0 marks: No creditworthy response.
Question 5 · Application
2 marks
Sanjay is meeting his school headteacher to discuss a project. During their conversation, Sanjay stands significantly further away from the headteacher than he does when talking to his classmate, Leo. Use your knowledge of personal space to explain Sanjay's behaviour.
Show answer & marking scheme

Worked solution

According to research into factors affecting personal space, social status plays a key role. Individuals tend to stand further away from people who have a higher status than them (such as a headteacher) to show respect or due to feeling less comfortable, whereas they stand closer to peers of equal status (such as a classmate like Leo).

Marking scheme

1 mark for identifying status as a factor affecting personal space (e.g., status affects how close people stand to each other, with higher status demanding more distance). 1 mark for applying this directly to the scenario (e.g., Sanjay stands further from the headteacher because the headteacher has higher social status than Sanjay, whereas Leo is an equal-status peer).
Question 6 · Evaluation
2 marks
Evaluate Von Frisch's bee study by explaining one limitation of his research.
Show answer & marking scheme

Worked solution

One limitation of Von Frisch's study is that it lacked ecological validity. The researchers used artificial sugar water feeders rather than natural flowers. This is a limitation because the artificial setup might have caused the bees to behave unnaturally, meaning the findings about their communication dances might not fully generalise to wild bee behavior.

Marking scheme

1 mark for identifying a valid limitation of Von Frisch's study (e.g., lack of ecological validity, ignoring other communication signals like sound, or potential researcher bias in observation). 1 mark for explaining/elaborating on why this is a limitation (e.g., explaining how artificial sugar feeders don't reflect natural foraging behavior, which reduces the validity of the findings).
Question 7 · Design Study
6 marks
Imagine you have been asked to design an observational study to investigate how status (e.g. wearing formal clothes vs. wearing casual clothes) affects personal space when people are approached by a stranger.

Write a description of how you would conduct this study.

You must include:
- The type of observation you would use (e.g. covert or overt, participant or non-participant) and a justification for your choice.
- How you would measure personal space.
- One control variable you would use and how you would control it.
- One ethical issue you would need to address and how you would deal with it.
Show answer & marking scheme

Worked solution

### Example Response:

1. **Type of observation and justification**: I will use a **covert non-participant observation**. This is because if participants knew they were being observed (an overt observation), they might alter their natural behaviour (demand characteristics) and stand closer or further away than they normally would. A non-participant observation ensures the researcher remains objective and does not influence the interaction.

2. **Measuring personal space**: I will operationalise personal space by having a confederate (who is either dressed formally in a business suit or casually in jeans and a t-shirt) stop members of the public in a shopping centre to ask for directions. I will measure the physical distance between the confederate and the participant by using pre-measured floor tiles (each 30cm wide) as a visual grid to estimate the distance in centimetres.

3. **Control variable**: The confederate's verbal script and tone of voice. The confederate must use the exact same neutral words (e.g., 'Excuse me, could you tell me where the nearest exit is?') and a consistent polite tone in both conditions. This ensures that the participant's reaction is due only to the clothing status and not the politeness or assertiveness of the confederate.

4. **Ethical issue and resolution**: Lack of informed consent. Because it is a covert observation in a public place, participants cannot consent beforehand. To resolve this, researchers will debrief participants immediately after the interaction, explain the study's purpose, and obtain retrospective consent to use their data. If a participant objects, their data will be immediately destroyed.

Marking scheme

**[5–6 marks]** The response is detailed, clear, and fully addresses all four required elements: observation type with justification, operationalised measurement of personal space, a control variable with a clear method of control, and a relevant ethical issue with a practical resolution. Psychological terminology is used accurately throughout.

**[3–4 marks]** The response is reasonable and covers at least three of the required elements clearly. Some details may be missing (e.g. the justification is weak or the method of measuring distance is not fully operationalised), but the study design is generally logical.

**[1–2 marks]** The response is basic and lacks detail. Only one or two requirements are mentioned, or the descriptions are very vague. Key terms may be missing or used incorrectly.

**Key guidelines for markers:**
- **Observation type:** Must specify type (e.g. covert, non-participant) and give a logical reason (e.g. to avoid demand characteristics/social desirability).
- **Measurement:** Must be a clear, physical way to measure space (e.g. floor tiles, floor markings, estimating in metres/centimetres).
- **Control variable:** E.g. same confederate, same location, same question asked, same facial expression. Must state *how* it is controlled.
- **Ethics:** Acceptable options include lack of consent, deception, or protection from harm. The resolution must be practical (e.g. retrospective consent/debriefing).
Question 8 · Extended Writing
6 marks
Describe and evaluate the Sapir-Whorf hypothesis of language and thought. [6 marks]
Show answer & marking scheme

Worked solution

Possible AO1 Content (3 marks): The Sapir-Whorf hypothesis proposes that the structure of a language influences or determines the way its speakers think. It is divided into two main versions. The strong version (linguistic determinism) states that language determines thought, meaning that if a language lacks a word for a concept, its speakers cannot think about it. The weak version (linguistic relativity) states that language merely influences thought, meaning that having words for certain concepts makes them easier to think about and remember, but does not completely limit cognitive ability if those words are absent. Possible AO3 Content (3 marks): One strength is supporting evidence from cross-cultural color studies. For example, Robertson et al. found that the Berinmo people of Papua New Guinea, who have different color terms in their language compared to English, categorized and remembered colors differently. This supports the weak version of the hypothesis as language shaped their cognitive processing. However, a limitation is that the strong version is widely criticized. Research by Rosch on the Dani people of New Guinea, who only have two words for color, showed they could still distinguish between various colors as well as English speakers, suggesting thought is not strictly limited by language. Additionally, Jean Piaget argued the exact opposite of Sapir-Whorf, suggesting that thought determines language because children must cognitively understand concepts before they can use language to describe them.

Marking scheme

Level 3 (5-6 marks): Knowledge of the Sapir-Whorf hypothesis is accurate and detailed, showing a clear distinction between the strong and weak versions. Evaluation is effective, balanced, and uses relevant research (such as Robertson, Rosch, or Piaget) to support arguments. The response is coherent and uses appropriate psychological terminology. Level 2 (3-4 marks): Knowledge of the hypothesis is mostly accurate, though the distinction between strong and weak versions may be slightly unclear. Evaluation is present but may lack detail or explicit connection to the hypothesis. Level 1 (1-2 marks): Knowledge is basic and limited. Evaluation is minimal, generic, or absent. Level 0 (0 marks): No relevant content. Accept/Reject notes: Max 3 marks if the response only provides description (AO1) or only provides evaluation (AO3).
Question 9 · Extended Writing
6 marks
Describe and evaluate the Sapir-Whorf hypothesis of language and thought. [6 marks]
Show answer & marking scheme

Worked solution

Possible AO1 Content (3 marks): The Sapir-Whorf hypothesis suggests that the language we speak influences or determines the way we think about the world around us. There are two versions: the strong version (linguistic determinism) states that language determines thought, meaning if we do not have a word for a concept, we cannot think about it. The weak version (linguistic relativity) suggests that language merely influences our thinking, making it easier to perceive and categorize things we have words for, though it does not completely limit our thoughts. Possible AO3 Content (3 marks): One strength is evidence from color recognition studies, such as Robertson et al., who found that the Berinmo people, whose language has different color categories to English, categorized and remembered colors differently. This supports the weak version of the hypothesis as language influenced their perception. However, a limitation is that the strong version is largely discredited; research with the Dani people of New Guinea showed that despite having only two color terms, they could still distinguish between different colors as well as English speakers. Additionally, Piaget argued that thought determines language rather than the other way around, proposing that children must first understand a concept before they can learn the words for it.

Marking scheme

Level 3 (5-6 marks): Knowledge of both the strong and weak versions of the Sapir-Whorf hypothesis is accurate and detailed. Evaluation is effective, showing clear understanding of research evidence (such as Robertson or Rosch) or alternative theories (like Piaget). The response is logical and uses psychological terminology. Level 2 (3-4 marks): Knowledge of the hypothesis is mostly accurate, though the distinction between strong and weak versions may lack detail. There is some appropriate evaluation, but it may lack depth. Level 1 (1-2 marks): Basic and limited knowledge of the hypothesis is demonstrated. Evaluation is minimal or absent. Level 0 (0 marks): No relevant content. Accept/Reject notes: Max 3 marks if the response only describes the hypothesis (AO1) or only evaluates it (AO3).

Paper 2 Section C (Brain and neuropsychology)

Answer all questions in this section. Features mathematical interpretation of stroke-anxiety correlations, localisation outline, Hebb's theory, and Tulving study evaluation.
9 Question · 31 marks
Question 1 · Mathematical
1.5 marks
A neuropsychologist investigated the correlation between the size of stroke damage (in \(\text{mm}^3\)) and anxiety levels (rated on a scale of 1 to 10) in a sample of 120 patients. They found that 18 patients showed a negative correlation, while the remaining patients showed a positive correlation. Calculate the percentage of stroke patients who showed a positive correlation.
Show answer & marking scheme

Worked solution

1. Find the number of patients who showed a positive correlation: \(120 - 18 = 102\) patients.
2. Express this as a percentage of the total sample: \(\frac{102}{120} \times 100 = 85\%\).

Marking scheme

• 1 mark for showing correct workings: calculating the positive correlation cohort size \((102)\) and dividing by the total \(\left(\frac{102}{120}\right)\).
• 0.5 marks for the correct final answer of 85% (accept 85).
Question 2 · Mathematical
1.5 marks
In a study investigating the localisation of brain function, researchers examined 160 patients with speech deficits. They discovered that 96 patients had damage localised to Broca's area, and 24 patients had damage localised to Wernicke's area. Express the ratio of patients with Broca's area damage to Wernicke's area damage in its simplest form.
Show answer & marking scheme

Worked solution

1. Write down the initial ratio of Broca's area damage to Wernicke's area damage: \(96 : 24\).
2. Find the greatest common divisor of both numbers, which is 24.
3. Divide both sides by 24: \(\frac{96}{24} = 4\) and \(\frac{24}{24} = 1\).
4. The simplified ratio is \(4 : 1\).

Marking scheme

• 1 mark for demonstrating the initial ratio \(96:24\) or partial simplification (e.g., \(48:12\) or \(8:2\)).
• 0.5 marks for the correct, fully simplified ratio of \(4:1\).
Question 3 · Mathematical
1.5 marks
According to Hebb's theory of learning, synaptic connections become stronger when used. In an investigation of synaptic plasticity in the cortex, a researcher recorded the neural response (in millivolts, mV) of a cell assembly. Before learning, the response was 8 mV. After learning, the response increased to 14 mV. Calculate the percentage increase in the neural response.
Show answer & marking scheme

Worked solution

1. Calculate the increase in response: \(14\text{ mV} - 8\text{ mV} = 6\text{ mV}\).
2. Calculate the percentage increase relative to the original pre-learning value: \(\frac{6}{8} \times 100 = 75\%\).

Marking scheme

• 1 mark for showing correct method/workings: calculating the difference \((6)\) and setting up the fraction over the original value \(\left(\frac{6}{8}\right)\).
• 0.5 marks for the correct final answer of 75% (accept 75).
Question 4 · Mathematical
1.5 marks
In a modern replication evaluating Tulving's gold memory study (which mapped brain activity during episodic and semantic memory retrieval), researchers collected data from 32 participants. They found that 28 of these participants showed increased cerebral blood flow in different cortical regions during the two memory tasks. Express the number of participants who showed this difference as a fraction of the total sample in its simplest form.
Show answer & marking scheme

Worked solution

1. Write the initial fraction: \(\frac{28}{32}\).
2. Simplify the fraction by dividing both the numerator and denominator by their greatest common divisor (4): \(\frac{28 \div 4}{32 \div 4} = \frac{7}{8}\).

Marking scheme

• 1 mark for showing the initial fraction \(\frac{28}{32}\) or an unsimplified/partially simplified equivalent fraction (e.g., \(\frac{14}{16}\)).
• 0.5 marks for the final correct fraction in its simplest form, \(\frac{7}{8}\).
Question 5 · Extended Writing
6 marks
Describe and evaluate Hebb's theory of learning and neuronal growth. (6 marks)
Show answer & marking scheme

Worked solution

Donald Hebb's theory of learning proposes that learning is a physical process that involves changes in the brain's neural networks. When we learn new information, the brain adapts and changes, a concept known as neuroplasticity. According to Hebb, when one neuron repeatedly and consistently fires to excite another neuron, a chemical change occurs at the synapse, which strengthens the connection between them. This process is often summarised as 'cells that fire together, wire together'. Over time, these repeatedly activated neurons form groups called cell assemblies. These cell assemblies represent an engram, which is a physical trace of a memory. A strength of Hebb's theory is that it is highly scientific. It is based on objective biological mechanisms, and modern neuroscience has confirmed Hebbian learning through the discovery of Long-Term Potentiation (LTP), which shows that synaptic connections do physically strengthen. However, a weakness of the theory is that it is reductionist. It attempts to explain complex human learning and memory purely through biological and physical connections at a cellular level, ignoring the important role of cognitive strategies and social factors in how we learn.

Marking scheme

AO1 (3 marks): Description of Hebb's theory of learning and neuronal growth.
AO3 (3 marks): Evaluation of Hebb's theory of learning.

Level 3 (5-6 marks): Knowledge of Hebb's theory is accurate and detailed. Evaluation of the theory is effective, balanced, and well-developed. The response is coherent and structured.
Level 2 (3-4 marks): Knowledge of Hebb's theory is present but may lack detail or contain minor inaccuracies. Evaluation is present but may be limited or lack development. The response is mostly structured.
Level 1 (1-2 marks): Knowledge is basic or fragmented. Evaluation is very limited, superficial, or absent. The response lacks structure.
0 marks: No relevant content.

Indicative content AO1:
- Learning results in physical changes in the brain (neuroplasticity).
- When neurons repeatedly excite one another, the synaptic connection between them is strengthened ('cells that fire together, wire together').
- Repeated activation leads to the formation of cell assemblies.
- Cell assemblies form an engram (a physical trace of memory).

Indicative content AO3:
- Strength: Supported by modern scientific evidence, such as the discovery of Long-Term Potentiation (LTP).
- Strength: Real-world applications, such as in education (stimulating environments improve brain development) or neurorehabilitation.
- Weakness: Reductionist, as it reduces complex cognitive behaviours to simple cellular changes.
Question 6 · Extended Writing
6 marks
Describe and evaluate Hebb's theory of learning and neuronal growth. (6 marks)
Show answer & marking scheme

Worked solution

Donald Hebb's theory of learning proposes that learning is a physical process that involves changes in the brain's neural networks. When we learn new information, the brain adapts and changes, a concept known as neuroplasticity. According to Hebb, when one neuron repeatedly and consistently fires to excite another neuron, a chemical change occurs at the synapse, which strengthens the connection between them. This process is often summarised as 'cells that fire together, wire together'. Over time, these repeatedly activated neurons form groups called cell assemblies. These cell assemblies represent an engram, which is a physical trace of a memory. A strength of Hebb's theory is that it is highly scientific. It is based on objective biological mechanisms, and modern neuroscience has confirmed Hebbian learning through the discovery of Long-Term Potentiation (LTP), which shows that synaptic connections do physically strengthen. However, a weakness of the theory is that it is reductionist. It attempts to explain complex human learning and memory purely through biological and physical connections at a cellular level, ignoring the important role of cognitive strategies and social factors in how we learn.

Marking scheme

AO1 (3 marks): Description of Hebb's theory of learning and neuronal growth.
AO3 (3 marks): Evaluation of Hebb's theory of learning.

Level 3 (5-6 marks): Knowledge of Hebb's theory is accurate and detailed. Evaluation of the theory is effective, balanced, and well-developed. The response is coherent and structured.
Level 2 (3-4 marks): Knowledge of Hebb's theory is present but may lack detail or contain minor inaccuracies. Evaluation is present but may be limited or lack development. The response is mostly structured.
Level 1 (1-2 marks): Knowledge is basic or fragmented. Evaluation is very limited, superficial, or absent. The response lacks structure.
0 marks: No relevant content.

Indicative content AO1:
- Learning results in physical changes in the brain (neuroplasticity).
- When neurons repeatedly excite one another, the synaptic connection between them is strengthened (cells that fire together, wire together).
- Repeated activation leads to the formation of cell assemblies.
- Cell assemblies form an engram (a physical trace of memory).

Indicative content AO3:
- Strength: Supported by modern scientific evidence, such as the discovery of Long-Term Potentiation (LTP).
- Strength: Real-world applications, such as in education (stimulating environments improve brain development) or neurorehabilitation.
- Weakness: Reductionist, as it reduces complex cognitive behaviours to simple cellular changes.
Question 7 · Short Answer
4 marks
Describe Hebb's theory of learning and neuronal plasticity.
Show answer & marking scheme

Worked solution

Donald Hebb's theory explains learning in terms of physical brain changes:
1. **Brain Plasticity**: The brain is plastic, meaning its structure can change and adapt as a result of experience and learning.
2. **Synaptic Strengthening**: Learning occurs when synaptic connections between neurons are established or strengthened. When one neuron repeatedly excites another, chemical or structural changes happen at the synapse to make the transmission more efficient.
3. **Neuronal Co-firing**: This is often summarised as "neurons that fire together, wire together". Concurrent activation of neurons strengthens their synaptic link.
4. **Engrams**: These changes create a memory trace (or engram). With practice and repetition, these pathways are consolidated, making the memory or skill permanent. If pathways are not used, they can eventually weaken or be pruned.

Marking scheme

**4 marks**: Clear, accurate, and detailed description of Hebb's theory, demonstrating a thorough understanding of neuronal plasticity, synaptic connection changes, co-firing/wiring, and memory traces/engrams.

**3 marks**: Mostly accurate description of Hebb's theory with some detail, but may lack a bit of depth or misapply some psychological terminology.

**2 marks**: Basic description of Hebb's theory showing some understanding (e.g., mentioning that brain connections change or strengthen during learning) but lacking detail or clarity.

**1 mark**: Fragmented or very limited description of Hebb's theory (e.g., stating only that the brain changes when we learn).

**0 marks**: No response worthy of credit.
Question 8 · Design Study
4 marks
A researcher wants to investigate Hebb's theory of learning by testing whether repeated physical practice of a complex motor task (a specific 10-step sequence of button presses) improves performance speed over a five-day period.

Design an laboratory experiment to investigate this.

In your design, you must include:
- The independent variable (IV) and dependent variable (DV).
- A brief description of the procedure.
- One control measure you would use to ensure the results are valid.
Show answer & marking scheme

Worked solution

### Model Answer:

* **IV and DV (1 mark):**
* **IV:** Before practice (Day 1) versus after practice (Day 5).
* **DV:** Time taken (in seconds) to complete the 10-step sequence.

* **Procedure (2 marks):**
* On Day 1, participants are shown the 10-step sequence. Their initial time to complete it is measured using a stopwatch.
* Participants practice this exact sequence for 10 minutes every day at the same time for 4 consecutive days. On Day 5, their final speed is recorded to see if practice improved completion speed.

* **Control Measure (1 mark):**
* Participants must use the same dominant hand throughout the study to control for hand-coordination differences.

Marking scheme

**[4 marks total]**

* **IV and DV (1 mark):**
* Award 1 mark for clearly identifying a workable Independent Variable and Dependent Variable.
* *Acceptable IV:* Before vs. after practice; number of practice sessions.
* *Acceptable DV:* Time taken (seconds), or accuracy (number of errors).

* **Procedure (2 marks):**
* **2 marks:** Clear, logical, and replicable procedure that demonstrates how the IV is manipulated and how the DV is measured across a period of practice.
* **1 mark:** Basic or vague procedure that lacks detail but shows a basic understanding of a pre-and-post practice test design.

* **Control (1 mark):**
* Award 1 mark for a specific control measure relevant to the task (e.g., using the same hand, using the same equipment, keeping practice time identical for all participants, or ensuring participants do not practice outside the designated sessions).
Question 9 · Evaluation
5 marks
Evaluate Tulving's 'gold' memory study. In your answer, you should include at least one strength and one weakness of the research. (5 marks)
Show answer & marking scheme

Worked solution

Strength: Tulving's study used objective and highly controlled scientific measurements (PET scans) to observe active brain blood flow. This means the findings were not based on subjective self-reports, thereby increasing the internal validity and scientific credibility of the research into the localization of memory types.

Weakness: The sample size was extremely small, consisting of only 6 participants (which included Tulving and his wife). Furthermore, only 3 of these participants showed consistent, usable data. This highly restricted sample makes it difficult to generalise the findings to the wider population, as individual differences in brain structure or memory processing could have skewed the results.

Marking scheme

Level 3 (4-5 marks): Both a strength and a weakness are clearly identified and fully explained with direct reference to the validity, reliability, or generalisability of Tulving's 'gold' memory study. The response is coherent and uses appropriate psychological terminology.

Level 2 (2-3 marks): Evaluation is present but may lack detail or balance (e.g., only a strength or only a weakness is fully developed, or both are described but not thoroughly explained). There is some use of psychological terminology.

Level 1 (1 mark): Basic point(s) are stated (e.g., 'it had a small sample' or 'it used scans') without further explanation.

Indicative strength points:
- Uses highly objective, scientific PET imaging, providing empirical, physical proof of localization.
- Hard to fake or bias the results of a blood-flow scan, increasing internal validity.

Indicative weakness points:
- Highly artificial setting (lying in a scanner with a radioactive tracer injected) lacks ecological validity.
- Sample size is extremely small (6 people, only 3 consistent), which severely limits the generalisability of the findings.

Paper 2 Section D (Psychological problems)

Answer all questions in this section. Covers symptoms of addiction under ICD, evaluation of twin studies, discussion on mental health campaigns, and depression therapies.
8 Question · 26 marks
Question 1 · Multiple Choice
1 marks
According to the International Classification of Diseases (ICD-10) criteria for dependence syndrome, which of the following is a recognized symptom of addiction?
  1. A.Progressive neglect of alternative pleasures or interests.
  2. B.A permanent decrease in physical tolerance to the substance.
  3. C.Exhibiting an increased level of control over when to stop using the substance.
  4. D.A sudden increase in positive social engagement with non-users.
Show answer & marking scheme

Worked solution

According to the ICD-10, one of the key diagnostic criteria for dependence syndrome (addiction) is the progressive neglect of alternative pleasures or interests in favour of substance use. The other options are incorrect because: tolerance typically increases (not decreases), there is a loss of control over the substance use (not a high level of control), and individuals tend to neglect social circles rather than show an increase in social engagement with non-users.

Marking scheme

1 mark for the correct option (A). 0 marks for any other option selected.
Question 2 · Multiple Choice
1 marks
According to the International Classification of Diseases (ICD-10) criteria for dependence syndrome, which of the following is a recognized symptom of addiction?
  1. A.Progressive neglect of alternative pleasures or interests.
  2. B.A permanent decrease in physical tolerance to the substance.
  3. C.Exhibiting an increased level of control over when to stop using the substance.
  4. D.A sudden increase in positive social engagement with non-users.
Show answer & marking scheme

Worked solution

According to the ICD-10, one of the key diagnostic criteria for dependence syndrome (addiction) is the progressive neglect of alternative pleasures or interests in favour of substance use. The other options are incorrect because: tolerance typically increases (not decreases), there is a loss of control over the substance use (not a high level of control), and individuals tend to neglect social circles rather than show an increase in social engagement with non-users.

Marking scheme

1 mark for the correct option (A). 0 marks for any other option selected.
Question 3 · Application/Scenario
2 marks
Maya has started playing online video games for several hours every day. When she tried to reduce her screen time last week, she became extremely irritable and anxious. She also found that she could not stop thinking about playing until she logged back on to the game. Identify two clinical characteristics of dependence according to the ICD that are shown in Maya's behaviour.
Show answer & marking scheme

Worked solution

According to the ICD-10 classification of dependence (addiction): 1. A withdrawal state is shown when Maya experiences irritability and anxiety upon trying to reduce her gaming. 2. A strong desire or sense of compulsion (craving) is shown by her inability to stop thinking about playing until she is back online.

Marking scheme

1 mark for identifying 'withdrawal' / 'withdrawal state' and linking it to Maya becoming irritable/anxious when trying to reduce her screen time. 1 mark for identifying 'craving' / 'strong desire/compulsion' and linking it to Maya being unable to stop thinking about playing. Accept other valid ICD dependence characteristics if correctly identified and applied (e.g., difficulty controlling behaviour).
Question 4 · Application/Scenario
2 marks
Liam has been diagnosed with depression. His therapist is helping him by identifying his negative automatic thoughts and asking him to test whether these thoughts are true by carrying out small tasks in his daily life. Identify two features of Cognitive Behavioural Therapy (CBT) for depression that are described in this scenario.
Show answer & marking scheme

Worked solution

The scenario describes two key aspects of CBT: 1. The cognitive component, where Liam and his therapist identify his negative automatic thoughts. 2. The behavioural component (often referred to as 'homework' or 'behavioural experiments'), where Liam is asked to test these thoughts out by carrying out practical tasks in his daily life.

Marking scheme

1 mark for identifying the cognitive component (challenging / identifying negative automatic thoughts) linked to the scenario. 1 mark for identifying the behavioural component (homework / testing beliefs / behavioural activation) linked to the scenario.
Question 5 · Short Answer
2 marks
According to the International Classification of Diseases (ICD), outline two clinical characteristics used to diagnose addiction.
Show answer & marking scheme

Worked solution

The ICD-10 diagnostic criteria for substance dependence (addiction) list several key characteristics. A clinical diagnosis is usually made if three or more of these have been experienced or shown at some time during the previous year:
1. Strong desire or sense of compulsion to take the substance.
2. Difficulties in controlling substance-taking behaviour (its onset, termination, or levels of use).
3. A physiological withdrawal state when substance use has ceased or been reduced.
4. Evidence of tolerance, such that increased doses of the psychoactive substance are required to achieve effects originally produced by lower doses.
5. Progressive neglect of alternative pleasures or interests because of psychoactive substance use, and/or increased amount of time necessary to obtain or take the substance or to recover from its effects.
6. Persisting with substance use despite clear evidence of overtly harmful consequences, such as harm to the liver through heavy drinking, depressive mood states, or cognitive impairment.

Marking scheme

Award 1 mark for each of any two of the following points outlined (up to 2 marks):
- A strong desire/craving or a sense of compulsion to take the substance.
- Difficulties in controlling substance-use behaviour (e.g., when to start, stop, or how much to use).
- Experiencing a physiological withdrawal state/symptoms when substance use is stopped or reduced (or using the substance to relieve/avoid withdrawal).
- Showing evidence of tolerance (needing increased doses of the substance to get the same effect).
- Progressive neglect of alternative pleasures, hobbies, or interests because of the substance use.
- Persisting with substance use despite clear evidence of harmful physical or psychological consequences.
Question 6 · Evaluation
3 marks
Explain one weakness of using twin studies to explain depression.
Show answer & marking scheme

Worked solution

One weakness of using twin studies to explain depression is that they cannot completely separate the effects of nature (genes) and nurture (environment). Even though identical (MZ) twins share 100% of their genes compared to 50% for non-identical (DZ) twins, MZ twins are also much more likely to be treated similarly by parents and teachers, and to share the same friends. This means they have a more similar environment than DZ twins. Therefore, any higher concordance rate for depression in MZ twins could be due to environmental factors rather than purely genetic factors, which reduces the validity of twin studies as an explanation.

Marking scheme

Apply the following criteria: 1 mark for identifying a relevant weakness (e.g., difficulty separating genes and environment / equal environments assumption is flawed). 1 mark for developing/explaining the weakness (e.g., MZ twins are treated more similarly than DZ twins / share a more similar environment). 1 mark for linking this clearly to the impact on twin study findings (e.g., means high concordance rates might reflect environmental influence rather than genetic influence, lowering validity). Accept alternative valid weaknesses, such as: Twin studies use small/atypical samples, so results may not be generalisable to the wider population; Concordance rates are never 100%, meaning genes alone cannot explain depression.
Question 7 · Extended Writing
7.5 marks
Mia is worried that she will automatically develop an alcohol addiction because her mother has one. She believes that addiction is entirely genetic. Describe the genetic explanation of addiction, referring to Mia in your answer. Evaluate the use of twin studies as evidence for this explanation.
Show answer & marking scheme

Worked solution

AO1 (Genetic Explanation & Twin Studies): This explanation suggests that genetics play a significant role in the development of addiction, often linked to genes that regulate dopamine receptors, such as the DRD2 gene. Twin studies are used to support this by comparing monozygotic (MZ) twins, who share 100% of their DNA, with dizygotic (DZ) twins, who share 50%. If MZ twins show a significantly higher concordance rate for addiction than DZ twins, this points to a genetic basis. AO2 (Application to Mia): Mia shares 50% of her genetic makeup with her mother, meaning she may have inherited a genetic vulnerability to addiction. However, Mia will not 'automatically' develop an addiction. According to the diathesis-stress model, genes only create a vulnerability, and environmental stressors are required to trigger the actual addictive behaviour. AO3 (Evaluation of Twin Studies): A strength of twin studies is that they offer a unique way to compare the effects of different degrees of genetic similarity. However, a major limitation is the 'shared environment assumption'; MZ twins are often treated more similarly by parents and society than DZ twins, making it difficult to completely separate nature from nurture. Additionally, twin samples are often small and atypical, reducing the generalisability of the findings.

Marking scheme

Marks are allocated out of 7.5 as follows: AO1 (Description) - up to 2.5 marks: Awarded for accurate description of the genetic explanation of addiction and how twin studies are conducted (comparing MZ and DZ twins). AO2 (Application) - up to 2.5 marks: Awarded for applying these concepts to Mia, explaining that genetics offer a predisposition rather than a certainty, and referencing the diathesis-stress model. AO3 (Evaluation) - up to 2.5 marks: Awarded for evaluating the use of twin studies (e.g., shared environments, sample size issues, and difficulty isolating genes). Band descriptors: 6.0-7.5 marks: Clear, coherent, and detailed coverage of all three elements (AO1, AO2, AO3). 3.5-5.5 marks: Reasonable description, basic application to Mia, and some attempt at evaluation. 0.5-3.0 marks: Limited description with weak application and little or no evaluation.
Question 8 · Extended Writing
7.5 marks
A local health authority is designing a campaign to reduce the social stigma around depression and encourage more young people to seek therapy. Discuss how mental health campaigns, such as Time to Change, can be used to change public attitudes. Refer to the health authority's plan and evaluate the effectiveness of these campaigns in your answer.
Show answer & marking scheme

Worked solution

AO1 (Mental Health Campaigns): Campaigns like Time to Change aim to reduce the stigma and discrimination associated with mental illness. They use multimedia strategies, public education, and high-profile ambassadors to normalize conversations about mental health and challenge negative stereotypes. AO2 (Application): The health authority can adapt these strategies by launching targeted social media campaigns featuring young people sharing their personal experiences with depression and therapy. This can reduce the fear of peer judgment and make seeking therapy seem normal and positive. AO3 (Evaluation): A strength of public campaigns is that national evaluations (such as surveys) have shown significant, measurable improvements in public attitudes and a self-reported reduction in stigma. However, a major limitation is that expressing positive attitudes on a survey does not always translate into real-world behavior change; discrimination may still persist in social or professional settings. Additionally, campaigns can be highly expensive to run and may fail to reach the most vulnerable, hard-to-reach groups.

Marking scheme

Marks are allocated out of 7.5 as follows: AO1 (Description) - up to 2.5 marks: Awarded for accurate description of how mental health campaigns work (e.g., raising awareness, challenging stereotypes, using media). AO2 (Application) - up to 2.5 marks: Awarded for applying these campaign strategies to the local health authority's target of reducing stigma and encouraging therapy in young people. AO3 (Evaluation) - up to 2.5 marks: Awarded for evaluating the effectiveness of mental health campaigns (e.g., survey evidence of success, the gap between attitude and behavior, high costs, and reach). Band descriptors: 6.0-7.5 marks: Clear, coherent, and detailed coverage of AO1, AO2, and AO3. 3.5-5.5 marks: Reasonable description, basic application, and some evaluation of campaigns. 0.5-3.0 marks: Limited description with weak application and little or no evaluation.

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