A Level Psychology Practice Questions
 Name: __________________________________________________________
Paper 2: Research Methods
Instructions:
1. Use LCWC to practice your key knowledge
2. Read through the list of statements on the Mastery Matrix and prove that you can do each one.
3. Use the revision guide or text book to recap any statements you are unable to do.
4. Use this booklet to practice applying this knowledge to a range of questions.
5. Use the mark scheme at the back to redraft your answers.

Topic	Sub-topic	Paper	R	A	G	
	Research Methods	Experimental Method	2				
	Research Methods	Variables	2				
	Research Methods	Experimental design	2				
	Research Methods	Types of experiment	2				
	Research Methods	Sampling	2				
	Research Methods	Ethics	2				
	Research Methods	Pilot studies	2				
	Research Methods	Types of observation and observational design 	2				
	Research Methods	Self-report techniques- interviews and questionnaires	2				
	Research Methods	Correlations	2				
	Research Methods	Kinds of data	2				
	Research Methods	Descriptive statistics	2				
	Research Methods	Graphs	2				
	Research Methods	Mathematical content	2				
	Research Methods	Peer review	2				
	Research Methods	Psychology and the economy	2				
	Research Methods	Probability and significance	2				
	Research Methods	The Sign Test	2				
	Research Methods	Choosing a statistical test	2				
	Research Methods	Case studies and content analysis	2				
	Research Methods	Reliability	2				
	Research Methods	Types of validity	2				
	Research Methods	Reporting psychological investigations	2				
	Research Methods	Features of science	2				

1
Read the item and then answer the questions that follow.
Participants in an experiment were shown a film of a robbery. The participants were then divided into two groups. One group was interviewed using a standard interview technique and the other group was interviewed using the cognitive interview technique. All participants were then given an ‘accuracy score’ (out of 20) based on how closely their recall matched the events in the film (20 = completely accurate, 0 = not at all accurate).
The results of the experiment are shown in the table below.
The median accuracy score for the standard interview and the cognitive interview
 
 	Standard interview	Cognitive interview	
Median	10	15	
(a)	Sketch an appropriate graphical display to show the median accuracy scores in the table above.
 
(6)
(b)	The experiment used an independent groups design.
Explain how this study could have been modified by using a matched pairs design.
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(4)
(Total 10 marks)
 
2
Read the item and then answer the question that follows.
 
Studies of attachment often involve observation of interactions between mother and baby pairs like Tasneem and Aisha. Researchers sometimes write down
 	everything that happens as it takes place, including their own interpretation of the events.
Explain how such observational research might be refined through the use of behavioural categories.
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(Total 4 marks)
 
3
Read the item and then answer the questions that follow.
A psychologist wanted to see if creativity is affected by the presence of other people. To test this he arranged for 30 people to participate in a study that involved generating ideas for raising funds for a local youth club. Participants were randomly allocated to one of two conditions.
Condition A: there were 15 participants in this condition. Each participant was placed separately in a room and was given 40 minutes to think of as many ideas as possible for raising funds for a local youth club. The participant was told to write down his or her ideas and these were collected in by the psychologist at the end of the 40 minutes.
Condition B: there were 15 participants in this condition. The participants were randomly allocated to 5 groups of equal size. Each group was given 40 minutes to think of as many ideas as possible for raising funds for a local youth club. Each group was told to write down their ideas and these were collected by the psychologist at the end of the 40 minutes.
The psychologist counted the number of ideas generated by the participants in both conditions and calculated the total number of ideas for each condition.
Total number of ideas generated in Condition A (when working alone) and in Condition B (when working in a group)
 
	Condition A Working alone	Condition B Working in a group	
Total number of ideas generated	110	75	
(a)	Identify the experimental design used in this study and outline one advantage of this experimental design.
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(3)
(b)	Describe one other experimental design that researchers use in psychology.
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(2)
(c)	Apart from using random allocation, suggest one way in which the psychologist might have improved this study by controlling for the effects of extraneous variables. Justify your answer.
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(2)
(d)	Write a suitable hypothesis for this study.
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(3)
(e)	From the information given in the description, calculate the number of participants in eachgroup in Condition B.
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(1)
Read the item and then answer the questions that follow.
 
The psychologist noticed that the number of ideas generated by each of the individual participants in Condition A varied enormously whereas there was
 
little variation in performance between the 5 groups in Condition B. He decided to calculate a measure of dispersion for each condition.
(f)	Name a measure of dispersion the psychologist could use.
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(1)
(g)	The psychologist uses the measure of dispersion you have named in your answer toquestion (f). State how the result for each condition would differ.
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(1)
(h)	Explain how the psychologist could have used random allocation to assign the 15 participants in Condition B into the 5 groups.
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(3)
(i)	Using the information given in the table above, explain how the psychologist could further analyse the data using percentages.
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(2)
(j)	At the end of the study the psychologist debriefed each participant. Write a debriefing that the psychologist could read out to the participants in Condition A.
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(6)
(Total 24 marks)
 
4
Social influence research helps us to understand how it is possible to change people’s behaviour: for example, understanding how to persuade people to eat more healthily.
With reference to this example of social change, explain how psychology might affect the economy.
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(Total 4 marks)
 
5
Read the item and then answer the questions that follow.
A child psychologist carried out an overt observation of caregiver-infant interaction. She observed a baby boy interacting separately with each of his parents. Using a time sampling technique, she observed the baby with each parent for 10 minutes. Her findings are shown in the table below
Frequency of each behaviour displayed by the infant when interacting with his mother and when interacting with his father
 
 	Gazing at parent	Looking away from parent	Eyes closed		Total	
Mother	12	2	6	20		
Father	6	10	4	20		
Total	18	12	10	40		
(a)	Using the data in the table, explain the procedure used for the time sampling technique inthis study.
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(3)
(b)	In what percentage of the total observations was the baby gazing at his mother? Show your calculations.
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(2)
(c)	Which one of the following types of data best describes the data collected in this study? Shade one box only.
 
 	A	Primary data	 	
 	B	Qualitative data	 	
 	C	Secondary data	 	
 	D	Continuous data	 	
(1)
(Total 6 marks)
 
6
Explain what is meant by ‘overt observation’.
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(Total 2 marks)
 
7
A cognitive psychologist investigating how memory works gave participants the same word list to recall in one of two conditions. All the words were of equal difficulty.
Condition 1: Ten participants recalled the words in the same room in which they had learned the words.
Condition 2: Ten different participants recalled the words in a room that was not the same room as that in which they had learned the words.
The following results were obtained:
Mean values and standard deviations for Condition 1 and Condition 2 in a memory experiment.
 
 	Condition 1	Condition 2	
Mean	15.9	10.6	
Standard deviation	3.78	1.04	
(a)	Why are the standard deviation values found in the study above useful descriptive statistics for the cognitive psychologist?
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(2)
(b)	Outline one problem of studying internal mental processes like memory ability by conducting experiments such as that described in part (a) above.
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(2)
(Total 4 marks)
 
8
Read the text below and then answer the questions that follow.
Two researchers obtained a sample of ten people whose ages ranged from 20-years-old to 60-years-old.
Each participant was asked to take part in a discussion of social care issues. This included discussion about who should pay for social care for elderly people and how to deal with people struggling with mental health problems. A confederate of the researchers was given a script to follow in which a series of discussion points was written for the confederate to introduce.
Each participant then came into a room individually and the discussion with the confederate took place. The maximum time allowed for a discussion was 30 minutes.
The researchers observed the discussions between the confederate and participants and rated the active engagement of the participants in the discussion. The ratings were between 1, (not at all interested) and 20, (extremely interested.) The researchers believed that the rating provided a measurement of the participants’ attitudes towards social care issues.
The following data were obtained in the study:
The relationship between age and attitude to social care.
 
Age of participant	Attitude to social care issues rating	
21	5	
23	3	
34	8	
36	12	
40	10	
47	13	
52	17	
53	15	
58	18	
60	20	

(a)	Use the graph paper below to sketch a display of the data given in the table above. You donot need to give your display a title.
 
(3)
(b)	What does the display you have drawn in your answer in part (a) suggest about the relationship between age and attitude to social care issues? Explain your answer.
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(2)
(c)	The researchers rated the active engagement of the participants in the discussion on social care. They used this rating as a measure of each participant’s attitude to social care issues.
Briefly explain how investigator effects might have occurred in this study.
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(2)
(d)	Outline how the researchers could have avoided investigator effects having an impact on the study.
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(2)
The researchers thought it might be interesting to investigate further the attitudes of the participants in the study. They decided to interview each participant. The researchers devised a questionnaire in order to collect the data they required. The questionnaire included both open and closed questions.
(e)	Briefly discuss the benefits for the researchers of using both closed and open questions on their questionnaire about attitudes to social care.
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(4)
(f)	Write one question that you think the researchers might have put on their questionnaire. Explain which type of question you have written and why you think this would be a suitable question for this study.
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(3)
The researchers have obtained both qualitative and quantitative data in the observations and interviews they have conducted.
(g)	Identify the qualitative and quantitative data collected in this study. Explain your answer.
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(4)
(h)	Explain how the researchers should have addressed two ethical issues in the investigation.
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(4)
(Total 24 marks)

10
Read the item and then answer the question that follows.
 
A group of researchers used ‘event sampling’ to observe children’s friendships  over a period of three weeks at break times and lunchtimes during the school day.
Explain what is meant by ‘event sampling’.
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(Total 2 marks)
 
11
Briefly discuss how observational research might be improved by conducting observations in a controlled environment.
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(Total 4 marks)
 
12
Read the item and then answer the questions that follow.
Twenty depressed patients were treated using cognitive behavioural therapy. Over the course of the six-week treatment, each patient’s mood was monitored every week using a self-report mood scale (where a score of 20 = extremely positive mood and a score of 0 = extremely negative mood). Each week they also completed a quality of sleep questionnaire which was scored from 10 = excellent sleep to 0 = very poor sleep.
At the end of the study the researchers correlated each patient’s final mood score with his or her final sleep score. The results are shown in the graph below.
Scattergram to show the relationship between final mood scores and final sleep scores for 20 patients at the end of therapy
 
(a)	Outline the type of relationship shown in the graph above and suggest why it would not be appropriate for the researchers to conclude that better sleep improves mood.
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(2)
(b)	Outline one way in which the researchers should have dealt with ethical issues in this study.
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(2)
(c)	The sleep questionnaire used by the researchers had not been checked to see whether or not it was a reliable measure of sleep quality.
Explain how this study could be modified by checking the sleep questionnaire for test-retest reliability.
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(4)
(Total 8 marks)

14
Read the item and then answer the questions that follow.
A psychologist wanted to see if verbal fluency is affected by whether people think they are presenting information to a small group of people or to a large group of people.
The psychologist needed a stratified sample of 20 people. She obtained the sample from a company employing 60 men and 40 women.
The participants were told that they would be placed in a booth where they would read out an article about the life of a famous author to an audience. Participants were also told that the audience would not be present, but would only be able to hear them and would not be able to interact with them.
There were two conditions in the study, Condition A and Condition B.
Condition A: 10 participants were told the audience consisted of 5 listeners.
Condition B: the other 10 participants were told the audience consisted of 100 listeners.
Each participant completed the study individually. The psychologist recorded each presentation and then counted the number of verbal errors made by each participant.
The results of the study are given in the table.
Mean number of verbal errors and standard deviations for both conditions
 
 	Condition A
(believed audience of 5 listeners)	Condition B
(believed audience of 100 listeners)	
Mean	11.1	17.2	
Standard deviation	1.30	3.54	
(a)     What conclusions might the psychologist draw from the data in the table? Refer to the means and standard deviations in your answer.
(6)
(b)     Read the item and then answer the question that follows.
 
The psychologist had initially intended to use the range as a measure of  	dispersion in this study but found that one person in Condition A had made an exceptionally low number of verbal errors.
Explain how using the standard deviation rather than the range in this situation, would improve the study.
(3)
(c)     Name an appropriate statistical test that could be used to analyse the number of verbal errors in the table. Explain why the test you have chosen would be a suitable test in this case.
(4)
(d)     The psychologist found the results were significant at p<0.05. What is meant by ‘the results were significant at p<0.05’?
(2)
(e)     Briefly explain one method the psychologist could use to check the validity of the data she collected in this study.
(2)
(Total 17 marks)
 
15
Briefly explain one reason why it is important for research to undergo a peer review process.
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(Total 2 marks)
 
16
Read the item and then answer the question that follows.
 
The psychologist focused on fluency in spoken communication in her study.
 	Other research has investigated sex differences in non-verbal behaviours such as body language and gestures.
Design an observation study to investigate sex differences in non-verbal behaviour of males and females when they are giving a presentation to an audience.
In your answer you should provide details of:
•	the task for the participants
•	the behavioural categories to be used and how the data will be recorded•        how reliability of the data collection might be established •        ethical issues to be considered.
(Total 12 marks)

19
Explain one limitation of a self-report technique.
(Total 2 marks)
 
20
Read the item and then answer the questions that follow.
 
In a study of androgyny, a group of 100 18-year-old students completed a self-report sex-role inventory. The inventory gave two sets of scores: a femininity score and a masculinity score. Each set of scores was on a scale of
0–20, with 0 representing no masculinity or no femininity and 20 representing  	extreme masculinity or extreme femininity.
The researchers calculated measures of central tendency for the masculinity scores. They found that the mean masculinity score was 10.3, the median masculinity score was 9.5 and the mode masculinity score was 7.
(a)	Sketch a graph to show the most likely distribution curve for the masculinity scores in thisstudy. Label the axes of your graph and mark on it the positions of the mean, median and mode.

(3)
(b)	What sort of distribution does your graph show?
(1) (Total 4 marks)
 
21
Explain one limitation of a self-report technique.

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(Total 2 marks)

24
A researcher wanted to see whether cognitive behaviour therapy was an effective treatment for depression. Twenty depressed patients who had all recently completed a course of cognitive behaviour therapy were involved in the investigation. From their employment records, the researcher kept a record of the number of absences from work each patient had in the year following their treatment. This was compared with the number of absences from work each patient had in the year prior to their treatment.
Those patients who had fewer absences from work in the year following their treatment than in the year prior to their treatment were classified as ‘improved’ (+). Those patients who had more absences were classified as ‘deteriorated’ (-). Those patients who had the same number of absences were classified as ‘neither’ (0).
The results of the investigation are included in Table 1 below.
Table 1
 
Patient	Improved	Deteriorated	Neither	
1	+	 	 	
2	 	 	0	
3	 	–	 	
4	+	 	 	
5	+	 	 	
6	+	 	 	
7	 	–	 	
8	 	–	 	
9	 	 	0	
10	+	 	 	
11	 	–	 	
12	+	 	 	
13	+	 	 	
14	+	 	 	
15	+	 	 	
16	 	–	 	
17	+	 	 	
18	+	 	 	
19	+	 	 	
20	 	 	0	
The researcher decided to use the sign test to analyse the data.
(a)	Explain two factors that the researcher had to take into account when deciding to use the sign test. Refer to the investigation above in your answer.
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(4)
(b)	Calculate the sign test value of s for the data in Table 1. Explain how you reached your answer.
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(2)
Table 2: Critical values for the sign test
 
n	0.005 (one tailed)
0.01 (two tailed)	0.01 (one tailed)
0.02 (two tailed)	0.025 (one tailed)
0.05 (two tailed)	0.05 (one tailed)
0.10 (two tailed)	
16	2	2	3	4	
17	2	3	4	4	
18	3	3	4	5	
For significance, the value of the less frequent sign is equal to, or less than, the value of the table.
(c)	With reference to the critical values in Table 2, explain whether or not the value of s that you calculated in response to question (b) is significant at the 0.05 level for a two tailed test.
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(2)
(d)	The investigation above is based on secondary data.
In what ways would the use of primary data have improved this investigation?
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(3)
(e)	Outline the implications of psychological research for the economy. Refer to the investigation above in your answer.
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(5)
(Total 16 marks)
 
25
A psychologist wanted to test the effects of biological rhythms on the ability to solve maths problems. She used random sampling to form two groups each of 20 students.
She tested one group on one set of maths problems at 3 am in the morning. The other group were tested on another set of maths problems at 3 pm in the afternoon. She found that performance of the group tested at 3 pm was significantly better than the group tested at 3 am.
When submitted for peer review the paper was rejected because of serious design problems.
Explain one problem with the design of this study and suggest ways of dealing with this problem.
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(Total 4 marks)
 
26
Read the item and then answer the questions that follow.
Researchers were interested in the spatial awareness skills of motorists. They decided to investigate a possible relationship between different aspects of spatial awareness. Motorists who had between ten and twelve years of driving experience and held a clean driving licence with no penalty points were asked to complete two sets of tasks.
Set 1: To follow a series of instructions and using a map, to identify various locations correctly. This provided a map reading score for each motorist with a maximum score of 20.
Set 2: To complete a series of practical driving tasks accurately. This involved tasks such as driving between cones, driving within lines and parking inside designated spaces. Each motorist was observed completing the Set 2 tasks by a single trained observer who rated each performance by giving the driver a rating out of 10.
The following results were obtained.
The map reading scores and driver ratings of motorists
 
Participant driver	Map reading score	Driver rating	
1	17	9	
2	8	4	
3	15	7	
4	12	6	
5	3	2	
6	4	4	
7	6	8	
8	14	6	
9	19	10	
(a)	Should the hypothesis be directional? Explain your answer.
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(2)
(b)	Write a suitable hypothesis for this investigation.
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(3)
(c)	Identify a suitable graphical display for the data in the table and briefly explain why this display would be appropriate.
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(2)
(d)	Using the data in the table, comment on the relationship between the map reading scores  and the driver rating scores of the participants.
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(3)
(e)	Briefly outline one problem of using a single trained observer to rate the participants’ driving skills in the practical task. Briefly discuss how this data collection method could be modified to improve the reliability of the data collected.
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(6)

27
Distinguish between a Type I error and a Type II error.
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(Total 4 marks)
 
28
Researchers studying male and female map reading ability calculated the following statistics
 
 	Map reading scores	
 	Males	Females	
Mean	15.4	5.25	
Sd	2.70	2.22	
(a)	What do the mean and standard deviation values suggest about the male and femaleperformances in the investigation?
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(4)
(b)	In a replication of the part of the study in which map reading skills were investigated, 20 men and 20 women completed the original map reading task and the researchers obtained the following data:
 
Male map reading scores	17, 20, 13, 12, 13, 11, 8, 17, 12, 15, 14, 18, 20, 17, 17, 15, 13, 10, 5, 9.	
Female map reading scores	12, 8, 10, 11, 4, 2, 11, 18, 17, 12, 13, 10, 3, 15, 11, 9, 10, 11, 16, 10.	
The mean map reading score for both groups together was 12.23.
What percentage of the male group scored above the mean score and what percentage of the female group scored above the mean score? Show your calculations.
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(4)
(c)     Using your answers to both question (a) and question (b), comment on the performances of the male and the female participants in this study.
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(2) (Total 10 marks)
 
29
Briefly explain one reason why it is important for research to be replicated.
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(Total 2 marks)
 
30
Imagine you have been asked to design a study to investigate possible gender differences in card sorting behaviours. You decide you will ask participants to sort a shuffled pack of playing cards into their suits of hearts, clubs, diamonds and spades. You decide you will time the participants as they do this using a stop watch.
Discuss the following aspects of this investigation:
•	with reference to the card sorting task, explain how you would ensure that this is made thesame task for all participants
•	one methodological issue you should take into account when obtaining suitable participants for this study and explain how you would deal with this issue •        how you would ensure that the experience of your participants is ethical.
(Total 9 marks)
 
31
Read the item and then answer the questions that follow.
 
In a study of antisocial activity and social background, researchers interviewed 100 children aged 14 years. They then classified each child according to their level of antisocial activity. They concluded that 26 were ‘very antisocial’, 40 were
 
‘mildly antisocial’ and 34 were ‘not antisocial’. The researchers found that the majority of the ‘very antisocial’ children attended Crayford secondary school, whereas most of the other two groups of children attended another local school.
(a)	The study on the opposite page is an example of socially sensitive research.
Briefly explain how the researchers could have dealt with the issue of social sensitivity in this study.
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(b)	What level of measurement is being used in this study?

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(1)
(c)	Explain one limitation of the level of measurement you have identified in your answer to (b).

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(2) (Total 7 marks)

34
Prison staff compared two methods of managing anger in offenders. One group of offenders took part in cognitive therapy. Another group of offenders took part in discussion therapy.
After one month following the training, levels of anger for each individual were rated by prison staff on a scale of 0 – 100. The results are given in the table below:
Ratings of anger in offenders given either systematic CBT anger management training or general advice
Cognitive
Group	Anger rating	Discussion group	Anger rating	
1	37	1	44	
2	45	2	22	
3	23	3	74	
4	17	4	36	
5	41	5	66	
6	32	6	63	
7	27	7	44	
8	26	8	81	
9	38	9	56	
10	52	10	45	
Median	 	Median	 	
Complete the table by calculating the median for the two groups. Show your working. Why did the psychologist use the median as a measure of central tendency rather than the mean?
(Total 4 marks)
 
35
A psychologist was interested in the role of sensation-seeking in the development of addictive behaviour. She tested ten participants addicted to smoking (Group A) and ten participants who had no addictive behaviours (Group B). Each participant was given a questionnaire that measured sensation-seeking. Scores on the questionnaire are given in the table below:
Sensation seeking scores for those with addictive behaviours and for those with no addictions
Group A
(Addicted to smoking)	Score on sensation seeking questionnaire	Group B (No addictive behaviours)	Score on sensation seeking questionnaire	
1	65	1	16	
2	32	2	25	
3	25	3	27	
4	29	4	24	
5	28	5	59	
6	30	6	26	
7	18	7	33	
8	30	8	21	
9	35	9	18	
10	28	10	23	
Median	 	Median	 	
Complete the table by calculating the median and range for the two groups. Why did the psychologist use the median rather than the mode?
(Total 4 marks)
 
36
A researcher investigated whether memory for words presented with pictures was better than memory for words presented without pictures. The researcher used an independent groups design.
In Condition 1, participants were given a limited time to learn a list of 20 words. They were then asked to recall the 20 words in any order.
In Condition 2, participants were given the same time to learn the same 20 words, but this time each word was presented with a picture. For example, the word ‘apple’ was presented alongside a picture of an apple. They were then asked to recall the 20 words in any order.
(a)     A pilot study is a small-scale investigation carried out before the main study.
Explain why it would be appropriate for this researcher to use a pilot study. In your answer you must refer to details of the experiment given above.
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(4)
(b)	State a non-directional hypothesis for this experiment.
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(2)
(c)	Explain two reasons why it was more appropriate to use an independent groups design than a repeated measures design.
Reason 1 ......................................................................................................
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Reason 2 .......................................................................................................
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(4)
The range and median number of words correctly recalled for participants shown words without pictures and for participants shown words with pictures
 
 	Condition 1 Words without pictures	Condition 2 Words with pictures	
Median number of words correctly recalled	13	16	
Range	11	13	
 
(d)     What do the scores in the table above show?
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(2)
After he had carried out the experiment, the researcher noticed that one participant in Condition 1 had recalled all 20 words. The researcher thought that this participant might have used a strategy for memory improvement, even though he had not been told to do so.
(Total 12 marks)
 
37
A psychologist wanted to investigate the effects of age of adoption on aggressive behaviour. He compared children who had been adopted before the age of two with children who had been adopted after the age of two. The children were observed in their school playground when they were six years old.
(a)	Suggest two operationalised behavioural categories the psychologist could use in his observation of aggressive behaviour. Explain how the psychologist could have carried out this observation.
Behavioural Category 1 .............................................................................
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Behavioural Category 2 .............................................................................
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Explanation of how the observation could have been carried out ......
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(4)
(b)	Explain one ethical issue the psychologist would have needed to consider when carrying out this research. How could the psychologist have dealt with this issue?
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(4)

The psychologist wanted to investigate how aggressive the children were when they were at home. He interviewed a sample of their parents to investigate this.
(c)     Explain why using interviews might be better than using questionnaires in this situation.
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(4) (Total 12 marks)

38
Type A personality can be measured by using a questionnaire. Explain two strengths of using questionnaires.
Strength One ........................................................................................................
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Strength Two ........................................................................................................
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(Total 4 marks)
39
A researcher investigated obedience. The table shows the percentages of people who obeyed a simple request from a confederate who was either smartly dressed or casually dressed.
 
Request	Smartly dressed confederate	Casually dressed confederate	
Pick up some litter	80%	61%	
Post a letter lying near a post box	61%	40%	
Carry a heavy box up some stairs	30%	30%	
What do these results suggest about obedience?
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(Total 4 marks)
40
Two groups of patients took part in a trial to compare the effectiveness of two different drug therapies. One of the groups was given Drug A and the other group was given Drug B. All patients completed a rating scale at the start of a ten-week course of treatment and again at the end of the course. This scale measured the severity of symptoms.
The Drug A group had an average score of 9 before the therapy and an average score of 4 at the end of the course.
The Drug B group had an average score of 7 before the therapy and an average score of 5 at the end of the course.
Sketch and label a bar chart to illustrate the data.
     
(Total 4 marks)

42
A psychologist wanted to see whether or not there is a difference in the expectations that men and women have of their own numeracy skills. She obtained a sample of 15 men and 15 women from a factory. She conducted her study in two parts.
In the first part of the study, the psychologist said to each participant: “I want you to estimate how many marks you think you will get on a maths test that is suitable for 14-year-old children. If the test has a maximum score of 50, what mark do you think you will get?”
The psychologist recorded the estimate given by each participant and calculated the median estimates for the men and for the women.
The results of the study are given in Table 1.
Table 1: Median estimated maths test scores for men and women
 
 	Median estimated maths test score	
Men	31	
Women	19	
(a)	Explain how a median score is calculated.
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(1)
(b)	Identify the dependent variable in this study.
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(1)
(c)	Write a suitable hypothesis for this study.
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(2)
(d)	Identify and explain the experimental design used in this study.
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(2)
(e)	Explain how the psychologist could have obtained a random sample of 15 men and a random sample of 15 women for this study.
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(3)
(f)	What conclusion could the psychologist draw from the median estimated scores in Table 1? Justify your answer.
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(2)
In the second part of the study, each participant took a 30-minute maths test suitable for 14-year-old children. The test took place under examination conditions. The psychologist marked the test. The maximum mark was 50.
The results of the maths test are given in Table 2.
Table 2: Median maths test scores for men and women
 
 	Median maths test score	
Men	25	
Women	25	
(g)	Taking the results from both parts of the study (Table 1 and Table 2), what can the psychologist now conclude?
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(3)
(h)	After both parts of the study had been completed, the psychologist needed to debrief the participants.
Write a debrief that the psychologist could read out to the participants.
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(4)
(i)      This psychologist did not conduct a pilot study. Explain one reason why psychologists sometimes conduct pilot studies.
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(2)
(Total 20 marks)

49
A psychologist used an independent groups design to investigate whether or not a cognitive interview was more effective than a standard interview, in recalling information. For this experiment, participants were recruited from an advertisement placed in a local paper. The advertisement informed the participants that they would be watching a film of a violent crime and that they would be interviewed about the content by a male police officer.
The psychologist compared the mean number of items recalled in the cognitive interview with the mean number recalled in the standard interview.
(a)	Name the sampling technique used in this experiment.
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(1)
(b)	Suggest one limitation of using this sampling technique.
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(2)
(c)	Identify the independent variable and the dependent variable in this experiment.
Independent variable .................................................................................
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Dependent variable ....................................................................................
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(2)
(d)	Explain one advantage of using an independent groups design for this experiment.
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(2)
(e)	Discuss whether or not the psychologist showed an awareness of the British Psychological Society (BPS) Code of Ethics when recruiting participants for this experiment.
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(3) (Total 10 marks)
 
50
(a)     One technique used in cognitive interviews is ‘report everything’. When using this technique, the police officer in this investigation read the following instructions to the participants:
“Please tell me everything you can remember about what you saw in the film. Do not leave anything out, even the small details you think may be unimportant.”
Identify one other technique which could have been used by the police officer in this cognitive interview. Write down the instructions that he could have read out to the participants.
Technique ....................................................................................................
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Instructions to participants ........................................................................
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(3)
(b)     The psychologist also recorded the number of correct items recalled and the number of incorrect items recalled in each type of interview. The following results were obtained:
 
 	Cognitive Interview	Standard Interview	
Mean number of correct items recalled	45	32	
Mean number of incorrect items recalled	8	8	
From these results, what might the psychologist conclude about the effectiveness of cognitive interviews?
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(2) (Total 5 marks)
 
51
A researcher used content analysis to investigate how the behaviour of young children changed when they started day care.
He identified a group of nine-month-old children who were about to start day care.
He asked the mother of each child to keep a diary recording her child’s behaviour every day for two weeks before and for two weeks after the child started day care.
(a)     Explain how the researcher could have used content analysis to analyse what the mothers had written in their diaries.
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(b)     Explain one or more possible limitations of this investigation.
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(4)
(Total 8 marks)
 
52
Research has shown that there is a relationship between stress and illness.
The figure below shows the number of days off work through illness in a year and scores on a stress questionnaire, where a high score indicates more stress.
Relationship between days off work in a year   through illness and stress scores
    
                                      Number of days off work in a year through illness
What does the figure above tell you about the relationship between stress and illness?
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(Total 2 marks)

55
The report was subjected to peer review before it was published in a journal.
What is meant by peer review?

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(Total 2 marks)
 
56
The report was subjected to peer review before it was published in a journal.
Explain why peer review is an important aspect of the scientific process.

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(Total 4 marks)

Mark schemes
 
1
(a)	[AO2 = 6]
1 mark for each of the following:
•	display as a bar chart
•	both axes labelled correctly
•	an informative title with reference to the IV and DV
•	y axis has appropriate scaling
•	bars are separate
•	bars are plotted reasonably correctly.
 
(b)	[AO3 = 4]
Award one mark for each of the following points:
•	the researcher needs to ensure that the two groups are matched for keyvariables
•	example of at least one key variable – any that might reasonably be expectedto affect memory in this situation, eg eyesight, age, intelligence
•	all participants should be pre-tested / assessed for the key variable / variables
•	for each person in one condition, the researcher should assign a ‘matched’person in the other condition.
Credit other relevant points or this information embedded in the example.
 
2
[AO3 = 4]
Award 1 mark for any four points explained from the following points, to a maximum of 4 marks:
•	behavioural categories allow observers to tally observations into pre-arrangedgroupings
•	examples of behavioural categories appropriate in this situation might be ……
•	using categories provides clear focus for the researcher
•	categorisation enables proposal of a testable hypothesis
•	categories allow for more objective / scientific data recording
•	use of categories should result in greater reliability
•	categories provide data that is easier to quantify / analyse
•	contrast with method described in the stem (own interpretation is too subjective /opinion-based).
Credit other valid points.
 
3
(a)	[AO1 = 1 and AO3 = 2]
1	mark for identification of the correct experimental design – independent groups / independent measures.
Plus
2	marks for a clear and coherent outline of an advantage using appropriate terminology.
OR
1 mark for a brief / vague / muddled outline of an advantage.
Possible advantages:
•	performances not affected by order effects as people only do one condition
•	demand characteristics less likely as participants only aware of own condition
•	same task / materials can be used in both conditions as participants are alwaysnaïve to the task.
Credit other relevant advantages.
(b)	[AO1 = 2]
2 marks for a clear and coherent outline of how participants are used in either a repeated measure or a matched pairs design.
1	mark for a vague, muddled or incomplete outline of a repeated measure or a matched pairs design.
If the answer to (a) is incorrect, credit a different design to that given.
(c)	[AO3 = 2]
1 mark for an appropriate and plausible suggestion.
Plus
1 mark for an appropriate justification.
Likely suggestions:
•	testing all participants in the same room
•	making sure that all participants hear the same instructions•        ensuring that all participants are tested by the same researcher.
Credit other relevant suggestions.
(d)	[AO2 = 3]
3 marks for an appropriate non-directional (or directional) operationalised hypothesis: ‘There is a difference in the number of ideas generated when participants work alone and when they work in groups.’
2 marks for a statement with both conditions of the IV and DV that lacks the clarity or has only one variable operationalised.
1	mark for a muddled statement with both conditions of the IV and DV where neither variable is operationalised.
0 marks for expressions of aim / questions / correlational hypotheses or statements with only one condition.
Full credit can be awarded for a hypothesis expressed in a null form.
(e)	[AO2 = 1]
1	mark: 3 (in each group)
(f)	[AO1 = 1]
1	mark for naming a suitable measure of dispersion (range or standard deviation).
(g)	[AO2 = 1]
1	mark for stating that the statistic calculated (either the range or the SD) would be greater in Condition A than in Condition B.
or written as
1 mark for stating that the statistic calculated (either the range or the SD) would be less in Condition B than in Condition A.
(h)	[AO2 = 3]
Marks for a clear description of a practical way as follows:
1 mark – all the participants allocated a number from 1 to 15.
1 mark – the 15 numbers are put in a hat.
1 mark – assign first three numbers drawn to a group and repeat process for other 4 groups.
Accept other valid descriptions that would be practical and produce the same outcome.
(i)	[AO3 = 2]
1 mark : for each condition, the overall number of ideas generated should be divided by the overall total of 185.
Plus
1 mark : the result for each condition should then be multiplied by 100 to give the percentage.
(j)	[AO2 = 6]
 
Level	Marks	Description	
3	5 – 6	Both elements of required content are clear and mostly well detailed. The debrief is all in verbatim format.	
2	3 – 4	Both elements of required content are present. The answer lacks detail and / or clarity in places. Some of the answer is in verbatim format.	
1	1 – 2	There is some information about at least one element of required content. The answer lacks clarity. Verbatim format is lacking.
For one mark there must be some relevant content, eg an optional point about ethics.	
 	0	No relevant content.	
Required content:
•	explanation of the aim: to see if creativity is affected by the presence orabsence of others
•	information about the other condition – in an independent design people needto know about the condition in which they did not take part.
Optional content:
•	specific ethical issues, eg right to withdraw data / be informed of results / checkof welfare
•	general ethical considerations, eg respect for participants.
 
4
AO2 = 4
 
Level	Marks	Description	
2	3 – 4	Explanation of how psychology / social influence research might affect the economy is clear. There is effective application to the example of eating healthily. The answer is generally coherent with effective use of terminology.	
1	1 – 2	There is limited / partial explanation of how psychology / social influence research might affect the economy. There is limited application to the example of eating healthily. The answer lacks coherence. Use of terminology is either absent or inappropriate.	
 	0	No relevant content.	
Possible content:
•	Social influence research tells us how behaviour and attitudes can be changed: eghow minority influence can be exerted or how people tend to conform to perceived norms (or reference to any other relevant social influence process).
•	In this case, the resulting change of eating more healthily means that people shouldbe more healthy.
•	Economic implication: eg saves health service / care resources; means less time offwork sick.
Credit other relevant information.
 
5
(a)     AO2 = 3
1 mark for each of the following points:
•	The total observation time for each parent was 10 minutes.
•	The psychologist made 20 observations for each parent.
•	To generate 20 observations for each parent she must therefore have recordedher observation every ½ minute or every 30 seconds.
(b)     AO2 = 2
1 mark for the correct answer: 30%.
Plus
1 mark for showing correct workings: 12 divided by 40 multiplied by 100.
(c)     AO2 = 1
1 mark for primary data.
 
6
AO1 = 2
1	mark for stating that overt observation is where the observer is clearly visible (not hidden from view).
Plus
1 mark for explanation – people being observed know that they are being observed.
 
7
(a)     AO2 = 2
2 marks for a clear and coherent explanation of the usefulness of the standard deviation in this study.
1 mark for a weak or muddled answer in which the impact of the difference in the SDs is alluded to.
•	Useful to inform about the spread of scores.
•	Indicates participant variables – as a group the people in Condition 1 are quitedifferent / are more variable than those in Condition 2.
Credit answers which suggest that the SDs can be used to look for similarity or differences in variance.
(b)     AO3 = 2
2 marks for a clear, coherent outline of a relevant problem.
1 mark for a weak, muddled or very limited outline.
Possible problems:
•	Direct observation of memory is not possible and must be inferred from theresults / behaviour of the participants – this inference could be mistaken.
•	The task given is rarely how normal memory functioning occurs because it isspecifically designed to make measurement possible – the researcher therefore collects data that is only related to memory processing under experimental conditions.
Credit other valid problems.
 
8
(a)     Marks for this question: AO2 = 3

3 marks for the following points:
•	Axes correctly labelled as Age of participant and Attitude to social care rating.
•	Scales are suitable.
•	Points plotted accurately.
(b)     Marks for this question: AO2 = 2
2 marks for: there is a positive relationship between age and interest in social care issues / as people get older their interest in social care increases (1) this is because as the values on one co-variable increase, so do the values on the other co-variable
(1) OR as age increases so does attitude to social care rating / score.
(c)     Marks for this question: AO2 = 2
1 mark for knowledge of an investigator effect – this is when the person collecting the data has knowledge of what the research aim is / traits and that knowledge / those traits affect the data obtained.
1 mark for a brief explanation of how investigator effects might have occurred in this study.
If the researchers believed that older people would be more interested in social care they could have just given scores based on the age of the person.
(d)     Marks for this question: AO3 = 2
2 marks for explaining how investigator effects could have been avoided in the study. The answer needs to explain what could be done and how that would decrease / eliminate the effect.
Possible content:
•	Discussion of separate observation by the two researchers and comparison –inter-rater reliability.
•	Having ‘blind’ rating of the discussion by someone who is unaware of the aim orresearch hypothesis.
•	Filming the discussions so there is a permanent record that can be checked bypeer review of the data to confirm the scores / ratings.
Credit other relevant procedures.
(e)     Marks for this question: AO2 = 4
 
Level	Marks	Description	
2	3 – 4	Explanation of how closed and open questions are beneficial is clear. The answer is generally coherent with effective use of terminology.	
1	1 – 2	There is limited / partial reference to the benefit(s) of closed and open questions. The answer lacks accuracy and detail.
Use of terminology is either absent or inappropriate.
OR answer only refers to either closed or open questions at Level 2.	
 	0	No relevant content.	
Possible content:
•	Closed questions would present participants with options for their response sothe researchers would be able to collate and display the information collected easily.
•	Closed questions make it easy to compare specific response to questions theresearchers wanted answered – they can be sure there will be certain information because they have restricted the options to include that information.
•	Open questions allow respondents to interpret the question as they wish to anddevelop their response with detail or depth – so there is lots of information received.
•	Open questions allow the researchers to pursue a line of enquiry that they maynot have predicted but which comes to light because of a response by an interviewee.
Credit other relevant procedures.
(f)	Marks for this question: AO2 = 3
•	1 mark for an appropriate open or closed question – requiring information about a social care issue.
•	1 mark for correct identification of this as an open or closed type of question.
•	1 mark for a suitable explanation for why the choice was appropriate – this could relate to producing a type of data (closed – ease of analysis, open – lots of detail or depth to response / allows respondent to elaborate her / his reasoning for the response given) or it could focus on an issue of social care introduced by the candidate and not in the stem.
(g)	Marks for this question: AO1 = 2 AO2 = 2
AO2
1 mark: the responses to the open questions in the interview constitute qualitative data.
Plus
1 mark: the attitudes ratings AND / OR the collated responses to the closed questions in the interview constitute quantitative data.
AO1
1 mark for an explanation of how the responses to the open questions is qualitative data ie is non-numeric / descriptive / retains detail of actions / thoughts / feelings.
Plus
1 mark for an explanation of how the ratings / collated responses to closed questions is quantitative data ie numerical such as a score / behaviour is represented in the form of a score on a scale.
(h)	Marks for this question: AO3 = 4
2 marks for each explanation of how the chosen ethical issue could be dealt with.
1 mark for a brief muddled explanation. 2 marks for a clear explanation.
Consent – to be part of what is in essence two studies. Participants should be forewarned – a briefing.
Protection from harm – at the end of participation all will have to be fully aware that they were rated for their social care interest and a low score might indicate they are ‘uncaring’. They may wish to withdraw their data.
Right to withdraw – being made aware that they can at any time stop participating and at the end of their participation they can withdraw detail of their behaviour in the research.
The explanation must demonstrate an appreciation that people should be dealt with, with respect and competence.
Credit other relevant ethical issues.

10
[AO1 = 2]
1 mark each for any two of the following points:
•	observers / researchers decide on a specific event relevant to the investigation
•	relevant event is recorded every time it happens
•	in this investigation this may be every time a child in the playground is approached by/ talks to / plays with another.
Students may refer to the investigation described in their answer, though this is not required by the question.
 
11
[AO3 = 4]
 
Level	Marks	Description	
2	3 – 4	Discussion is relevant, well developed and well explained, with focus on improvements to be had by using controlled observation. The answer is generally coherent with effective use of specialist terminology.	
1	1 – 2	Discussion is relevant although there is limited explanation / development and / or limited focus on the issue of improvement. Specialist terminology is not always used appropriately. Award one mark for answers consisting of a single point briefly stated or muddled.	
 	0	No relevant content.	
Possible content:
•	controlled environment affords the opportunity for control of extraneous variables
•	examples of extraneous variables that might be controlled and how / why they couldaffect the outcome of a study if not controlled
•	exclusion of extraneous variables allows for greater inference about cause and effect
•	exclusion of extraneous variables means researcher can replicate the observation tocheck for reliability of the effect.
Credit other relevant discussion points.
 
12
(a)	[AO3 = 2]
Award 1 mark for outline of a positive correlation / as one variable increases, so does the other.
and
1	mark – It would not be appropriate because correlation only shows a relationship between the two variables, not cause.
(b)	[AO3 = 2]
2 marks for a clear, coherent outline of an appropriate way of dealing with a relevant ethical issue.
1	mark for a vague / muddled or incomplete outline of an appropriate way of dealing with a relevant ethical issue.
0 marks if the ethical issue is irrelevant or the way is inappropriate.
Relevant issues would include:
•	asking for consent
•	preferably written and on more than one occasion
•	offering the right to withdraw from the study•        maintaining confidentiality
•	treating with respect.
(c)	[AO3 = 4]
Award one mark for each of the relevant points below:
•	the same participants would complete the sleep questionnaire on more thanone occasion
•	each participants’ scores from the first occasion should be correlated with his /her results from the later occasion to be shown on a scattergraph to describe the correlation, with scores from the first test plotted on one axis and the scores from the second test plotted on the other axis
•	the strength of the correlation should then be assessed using either aSpearman’s rho test (or a Pearson’s r test)
•	the degree of reliability is then determined by comparing the correlation with thestatistical table to determine the extent of correlation – there should be a (strong) positive correlation between the two sets of scores.

14
(a)	[AO2 = 2 and AO3 = 4]
 
Level	Marks	Description	
3	5 – 6	Conclusions in respect of both means and standard deviations are presented with clarity. Understanding of the relevance of each statistic is demonstrated. Justifications for each make good use of the values given.	
2	3 – 4	Conclusions and justification in respect of both means and standard deviations are relevant, but there is some lack of clarity in both. Or, one is done well and justified appropriately (most usually this will be the mean).	
1	1 – 2	One conclusion is drawn or two are partially correct. Any justification is limited. The answer lacks clarity.	
 	0	No relevant content.	
Means
•	Conclusion: when people believe they are presenting to a large audience theyare less fluent in their spoken communication than when they believe the audience is small (or vice versa).
•	Justification / Application: this is supported by the difference in the meanfluency scores which show more verbal mistakes (on average 6 more mistakes) when the audience is believed to be large (or vice versa).
Standard deviations
•	Conclusion: performances of participants in Condition A where audience isbelieved to be small are less varied / dispersed / spread out than in Condition B where audience is believed to be large (or vice versa).
•	Justification / Application: lower SD in Condition A suggests that individualperformances in Condition A were more similar to each other and / or all quite close to the mean of 11.1.
(b)	[AO3 = 3]
1 mark – this would be an improvement because the SD is a measure of dispersion that was less easily distorted by a single extreme score.
Plus
1 mark – one that takes account of the distance of all the verbal error scores from the mean.
Plus
1 mark – not just the distance between the highest verbal error score and the lowest verbal error score.
(c)	[AO2 = 4]
1 mark for naming the t-test for independent / unrelated groups or a Mann-Whitney test.
Plus
Up to 3 marks for explanation for unrelated t-test. Credit relevant points as follows:
•	can assume interval data because verbal errors can be assumed to be of equalsize (ie one verbal error is equivalent to any other verbal error)
•	the experimental design is independent groups
•	the psychologist is looking for a difference between the two conditions.
OR
Up to 3 marks for explanation for Mann-Whitney test. Credit relevant points as follows:
•	data should be treated as ordinal. Cannot assume interval data because verbalerrors cannot be assumed to be of equal size (ie one verbal error is not equivalent to any other verbal error)
•	the experimental design is independent groups
•	the psychologist is looking for a difference between the two conditions
•	SDs are quite different.
(d)	[AO1 = 2]
2	marks for a clear and appropriate definition as follows:
This means that there is a less than 5% likelihood that this difference would occur if there is no real difference between the conditions OR the researchers would have a 95% confidence level.
1 mark for a less clear answer which shows some understanding, eg this means the researcher can conclude that the difference was not due to chance.
Accept any other valid answer.
(e)	[AO2 = 2]
2	marks for a clear and detailed explanation applied to this study.
1 mark for a partial or muddled explanation or one that is only loosely applied to the study.
Credit answers based on any type of validity. Most answers will refer to either face or concurrent as follows:
•	asking other people if verbal errors are a good measure of verbal fluency (facevalidity)
•	giving participants an alternative / established verbal fluency test and checkingto see that the two sets of data are positively correlated (concurrent validity).
 
15
[AO3 = 2]
2 marks for a clear and coherent explanation of one reason.
1 mark for a partial or muddled explanation of one reason.
Possible content:
•	prevents dissemination of irrelevant findings / unwarranted claims / unacceptableinterpretations / personal views and deliberate fraud – improves quality of research
•	ensures published research is taken seriously because it has been independentlyscrutinised
•	increases probability of weaknesses / errors being identified – authors andresearchers are less objective about their own work.
Accept other valid answers.
 
16
[AO2 = 12]
 
Level	Marks	Description	
4	10 – 12	Suggestions are generally well detailed and practical, showing sound understanding of observational techniques. All four elements are present. There is sufficient information for most aspects of the study to be implemented with success.
The answer is clear and coherent. Specialist terminology is used effectively.
Minor detail and / or explanation sometimes lacking.	
3	7 – 9	Suggestions are mostly sensible and practical, showing some understanding of observational techniques. At least three elements are present.
Implementation of some aspects is possible. The answer is mostly clear and well organised. Specialist terminology is mostly used effectively.	
2	4 – 6	Some suggestions are appropriate but others are impractical or inadequately explained. At least two elements are addressed. Implementation would be difficult based on the information given. The answer lacks clarity, accuracy and organisation on occasions.	
1	1 – 3	At least one element is addressed but knowledge of observational techniques is limited. Implementation would be very difficult. The whole answer lacks clarity, has many inaccuracies and is poorly organised.	
 	0	No relevant content.	
Four elements of design to be credited:
•	The task for the participants – detail of what the men and women in the study will have to do. This must go beyond ‘give a presentation to an audience’.
•	The behavioural categories to be used and how the data will be recorded – detail of specific and observable behaviours to be recorded. This must go beyond the idea of global constructs such as ‘body language’ or ‘gesture’. Also detail of recording method to be used, eg record sheet.
•	How reliability of the data collection might be established, eg using two observers / raters and comparing separate recordings; statistical comparison of data from both observers / raters.
•	Ethical issues to be considered, eg specific or more general ethical considerations as applied to this study – protection of welfare, confidentiality and deception, respect or integrity.
Examples of possible tasks:
•	presentation of findings from a school project
•	presentation on ‘My Hobby’
•	presentation on ‘My Holiday’.
Examples of suitable non-verbal behaviours include:
•	arm movements
•	smiling
•	speech hesitations
•	pointing etc.

19
[AO3 = 2]
1 mark for a brief explanation (must be explained rather than stated). Plus
1 mark for elaboration in relation to consequences for the research / implications.
Possible limitations: questionable validity; lack objectivity (questions about self).
Credit any other relevant limitation.
 
20
(a)	[AO2 = 3]
 
Credit a rough sketch of a positively skewed distribution as follows:
1	mark for shape of curve with tail to the right.
1 mark for axis labels – ‘(Masculinity) Score’ on horizontal axis, ‘Number (of Students)’ / ‘Frequency’ on vertical axis.
1 mark for positioning the mean, median and mode appropriately in relation to one another.
(b)	[AO2 = 1]
1	mark for stating a positive skew.
If the graph sketched in (a) does not show a positive skew, credit answers that match the sketch given.
 
21
[AO3 = 2]
1 mark for a brief explanation (must be explained rather than stated). Plus
1 mark for elaboration in relation to consequences for the research / implications.
Possible limitations: questionable validity; lack objectivity (questions about self).
Credit any relevant limitation.

24
(a)	AO2 = 4
2 marks for identifying two factors that are relevant for use of the sign test: nominal/categorical data; test of difference; related design/repeated measures. Plus
Up to 2 marks for application of these to the investigation described:
•	Nominal data as patients are assigned to one of three categories – ‘improved’,‘deteriorated’ or ‘neither’.
•	Testing for difference in the number of absences in the year following and priorto treatment.
•	Repeated measures as the same patients' work records are compared beforeand after treatment.
(b)	AO2 = 2
1 mark for identifying the correct value of s as 5
Plus
1 mark for explanation/calculation of how this was arrived at:
•	The most commonly occurring sign is + (12) and the least frequently occurringsign is – (5). The 0s are disregarded.
•	The total for the least frequently occurring sign is the value of s = 5
(c)	AO2 = 2
1 mark for stating that the value of s (5) is not significant at the 0.05 level. Plus
1 mark for explanation:
•	The critical value is 4. As the calculated value is higher than/exceeds the criticalvalue, the result is significant not at the 0.05 level.
Accept alternative wording
(d)	AO3 = 3
Marks may be awarded for a single point that is expanded/elaborated or more than one point briefly stated.
1 mark only if there is no reference to the investigation described.
Possible points:
•	Primary data are obtained ‘first-hand’ from the participants themselves so arelikely to lead to greater insight: e.g. into the patients' experience of treatment, whether they found it beneficial, negative, etc.
•	Secondary data, such as time off work, may not be a valid measure ofimprovement in symptoms of depression. Primary data are more authentic and provide more than a surface understanding: e.g. participants may have taken time off work for reasons not related to their depression.
•	The content of the data is more likely to match the researcher’s needs andobjectives because questions, assessment tools, etc. can be specifically tailored: e.g. an interview may produce more valid data than a list of absences.
(e)	AO1 = 3 and AO2 = 2
 
Level	Marks	Description	
3	4 – 5	Knowledge of the implications of psychological research for the economy is clear. Application to the investigation described is effective. The answer is coherent with effective use of terminology.	
2	2 – 3	Some knowledge of the implications of psychological research for the economy is present but there is a lack of detail/clarity. Application to the investigation described is limited or absent. Terminology is used appropriately on occasion.	
1	1	An implication of psychological research for the economy is briefly stated.	
 	0	No relevant content.	
AO1 – possible content:
•	Psychological research may lead to improvements in psychologicalhealth/treatment programmes which may mean that people manage their health better and take less time off work.
•	Absence from work costs the economy an estimated 15 billion a year annuallyand much of this absence is due to ‘mild’ mental illness: e.g. stress, anxiety.
•	Psychological research may lead to better ways of managing people whilst theyare at work to improve productivity: e.g. research into motivation and workplace stress.
•	‘Cutting-edge’ scientific research may encourage investment from overseascompanies into this country.
Credit other relevant points/implications, including examples not linked to psychopathology.
AO2 – application
•	If research (such as the investigation described) suggests that depressives arebetter able to manage their condition following CBT and return to work, then it may benefit the economy to make treatment more widely available, improve funding, etc.
•	Psychological research such as this plays an important role in sustaining ahealthy workforce and reducing absenteeism.
Credit other relevant application points.
 
25
AO3 = 4
 
Level	Marks	Description	
2	3 – 4	Explanation of problem and way of dealing with it is clear and mostly appropriate. The answer is generally coherent with effective use of specialist terminology.	
1	1 – 2	Some explanation of problem and/or appropriate way of dealing with it. The answer lacks accuracy and detail. Use of specialist terminology absent or inappropriate.	
 	0	No relevant content.	
Possible content:
•	Problem – random sampling; the 3 pm group might simply have been better at mathsthan the 3 am group. The solution would be a matched pairs (matched on maths ability) or repeated measures design.
•	Problem – use of different maths tests, with no evidence that they were matched fordifficulty. The solution would be to use the same set of maths problems if a matched pairs design was used.
•	Individual differences due to independent groups design so use repeated measuresbut would need different but equivalent tests and counterbalancing.
•	Other issues, such as individual differences in biological rhythms (‘owls’ versus
‘larks’) confounding results. Such answers should be marked on their merits – is the problem plausible and is the solution sensible?
 
26
(a)	AO2 = 2
2 marks for explanation that a non-directional hypothesis is suitable or ‘it should not be directional,’ (1) as there is no reference to evidence that allows the researchers to predict the direction of the results (1).
1 mark for a muddled/limited explanation of why the hypothesis should be non-directional or 1 mark for stating non-directional.
(b)	AO2 = 3
3 marks for an appropriate non-directional operationalised hypothesis:
‘There is a relationship between the map reading scores and the driving error ratings of motorists’.
2 marks for a non-directional statement with both key variables that lacks clarity or has only one variable operationalised.
1 mark for a muddled statement with some reference to variables.
0 marks for expressions of aim/questions/causal statements or statements with only one condition.
Full credit can be awarded for a hypothesis expressed in a null form.
(c)	AO2 = 2
1 mark for stating scattergraph or scattergram.
Plus
1 mark for explanation – because it shows a relationship between two variables.
(d)	AO2 = 3
Possible content
•	General pattern - if a participant scored highly on the map reading task thenthey are also rated highly on the practical driving task, (or vice versa)
•	This suggests a person who has good map reading ability also has good drivingskills so these spatial abilities are (positively) related/correlated
Accept other relevant comments
(e)	AO2 = 2 and AO3 = 4
 
Level	Marks	Description	
3	5 – 6	Outline of the problem is clear and coherent. Discussion of how the method could be modified is appropriate and effective. The answer is clear and coherent. Specialist terminology is used effectively. One modification in detail can access this level.	
2	3 – 4	Outline of the problem is clear. Discussion of how the method could be modified is mostly appropriate and effective. There is some appropriate use of specialist terminology.	
1	1 – 2	Outline of the problem is vague/muddled. Discussion of how the method could be modified either lacks detail or is muddled. Specialist terminology is either absent or inappropriately used.	
 	0	No relevant content.	
Possible problems:
•	Researcher bias – using one observer means objectivity/reliability/validitycannot be checked
Possible modifications:
•	Increasing the number of observers of the driving task because then the data isless subject to individual bias – the observations could then be correlated
•	Recording the driver performance so that the data is not lost but can bereviewed as often as required.
Credit other relevant information.

27
AO1 = 4
1 mark each for a correct definition of both a Type I and a Type II error
Plus
Up to 2 marks for a clear distinction between these two errors.
Possible content:
•	A Type I error occurs when a researcher claims support for the research hypothesiswith a significant result when the results were caused by random variables
•	A Type II error occurs when the effect the researcher was attempting to demonstratedoes exist but the researcher claims there was no significance in the results/erroneously accepts the null hypothesis
•	The difference is that in a Type I error the null hypothesis is rejected when it is trueand in a Type II error it is retained when it is false.
 
28
(a)	AO2 = 2 and AO3 = 2
2 marks for an accurate comment about the means for both males and females
Plus
2 marks for an accurate comment about the standard deviations for both sets of data
Means: the mean score for males is almost 3 times larger than that of the females which suggests they are very much better at map reading than the females
Standard deviations: sds are quite similar to each other suggesting the spread of performances of the male participants and the female participants is similar within each group.
(b)	AO2 = 4
Award 2 marks for a correct calculation of the percentage for the male participants and 2 marks for a correct calculation of the percentage for the female participants.
If the calculation for one or both of the groups is incorrect but the procedure used is correct award 1 mark for each time this occurs to a maximum of 2 marks.
Males – 13/20 = 65%
Females 5/20 = 25%
(c)	AO2 = 2
Up to 2 marks for a clear comment on the data
Possible content: the difference in the percentages confirms the earlier suggestion that men are much better at map reading than women.
 
29
AO1 = 2
Possible content:
•	The likelihood of the same differences occurring twice (or more), by chance alone aremuch smaller than when they occur the first time.
•	Effects that occur in a study are more likely to be reliable if they occur in a repeat ofthe study – replication therefore increases (external) reliability.
 
30
AO2 = 9
 
Level	Marks	Description	
3	7 – 9	Suggestions are generally well detailed and practical, showing sound understanding of design of an experiment. All three elements are present. There is sufficient information for most aspects of the study as required to be implemented with success. The answer is clear and coherent. Specialist terminology is used effectively. Minor detail and/or explanation sometimes lacking.	
2	4 – 6	Some suggestions are appropriate but there may be a lack of detail. At least two elements are addressed. Implementation may be difficult given the lack of information. The answer is mostly clear and organised. There is some appropriate use of specialist terminology.	
1	1 – 3	At least one element is addressed but knowledge of task design or dealing with participants is limited. Successful implementation would be difficult given the information provided. There is substantial inaccuracy/muddle. Specialist terminology is either absent or inappropriately used.	
 	0	No relevant content.	
Possible content:
•	The task: the answer must show an appreciation of the fact that the usual way of merely sorting a shuffled pack of cards into suits will have to be modified in order to ensure that each participant has exactly the same task. [Initial shuffle, record the order, reinstate that order for each participant.]
•	Suitability of participants: the answer must include information about how familiarity with cards could become a confounding variable if not controlled and how this could be controlled practically.
•	Ethical issues: specific or more general ethical considerations as applied to this study – protection of welfare, confidentiality, respect or integrity.
 
31
(a)	AO3 = 4
 
Level	Marks	Description	
2	3 – 4	Clear understanding of the notion of social sensitivity is demonstrated through effective application to the stem. Explanation of how the researchers could have dealt with the issue of social sensitivity in this case is clear. The answer is generally coherent with effective use of terminology.	
1	1 – 2	Some understanding of the notion of social sensitivity is demonstrated through limited application to the stem. There is limited/partial explanation of how the researchers could deal with the issue of social sensitivity in this case. The answer lacks accuracy and detail. Use of terminology is either absent or inappropriate.	
 	0	No relevant content.	
Content:
•	Awareness of issue: Researchers should be aware of the implications of theirresearch: possible negative impact for the children in the sample; possible negative implications of the research for the reputation of Crayford school and the wider community; possible self-fulfilling prophecy
•	Dealing with the issue: Researchers should take adequate steps to counter theabove: sensitive briefing/debriefing of participants, parents, teachers etc; care in relation to publication, disclosure of results and confidentiality/anonymity.
(b)	AO2 = 1
1	mark for nominal level/categorical level
(c)	AO3 = 2
1	mark – categorical data is crude/unsophisticated/does not enable very sensitive analysis
Plus
1 mark – because it does not yield a numerical result for each participant

34
AO2 = 4
Content:
•        Median is 34.5 for Group A (32 + 37/2) and 50.5 for Group B (45 + 56/2)
1	mark for each accurately calculated median
Plus
2	further marks for explaining that the median is used because the level of measurement is not interval – ratings data with units of variable size.
 
35
AO2 = 4
Possible content:
•        Median is 29.5 (29 + 30/2) for Group A and 24.5 (24 + 25/2) for Group B
1	mark for each accurately calculated median
2	further marks for explaining the median is the more appropriate measure because of the outlying extreme scores in each group which could have distorted the mean.
Accept answers based on unsafe level of measurement.
 
36
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•	A single set of numbered levels (formerly bands) to cover all skills
•	Content appears as a bulleted list
•	No IDA expectation in A Level essays, however, credit for references to issues, debatesand approaches where relevant.
(a)	AO3 = 4
In this experiment a pilot study could be used to:-
•	check how long the participant should be given to look at the stimulus material
•	check whether the pictures were appropriate and clear
•	check whether 20 is an appropriate number of words to use
•	check whether the words were appropriate
•	check the participants understand the instructions and what they are required todo
•	ask a few participants about their experience of taking part
Changes can then be made to the procedure if necessary, to avoid wasting time / money.
There is a depth / breadth trade off. Candidates may cover one point in detail or more than one in less detail.
Vague or general statements which simply state “to save time / money” , “to see of it works” ,
“to see if there is a difference” = 0
To test / change the hypothesis = 0
 
AO3     Application of knowledge of research methods	
4 marks Accurate and reasonably detailed
Accurate and reasonably detailed explanation that demonstrates sound knowledge and understanding of why a pilot study would be appropriate, including at least one detail from the experiment.	
3 marks Less detailed but generally accurate
Less detailed but generally accurate answer that demonstrates sound knowledge and understanding of why a pilot study would be appropriate, including at least one detail from the experiment.	
2 marks Basic
Basic answer that demonstrates some understanding of why a pilot study would be appropriate in this study, but lacks detail and may be muddled.	
1 mark Very brief / flawed
Very brief or flawed answer demonstrating very little understanding of why a pilot study would be appropriate in this study.	
0 marks
No creditworthy material.	
(b)	AO3 = 2
0	marks for a directional / correlational / null hypothesis.
1	mark for an appropriate non directional hypothesis where either or both variablesare not operationalised e.g. memory will be different in the two conditions and / or when the hypothesis is not written as a statement e.g. “ To see if ...” or “ Is there.....?” 2 marks for an appropriate non directional hypothesis where both variables are operationalised e.g. there will be a difference in the number of words correctly recalled when words are presented with pictures and without pictures.
(c)	AO3 = 4
Reasons for using an independent groups design rather than repeated measures include:-
There are no order effects because participants only do the task once.
The same words can be used in both conditions so one set of words is no easier to recall than the other set of words.
Demand characteristics are less likely because participants will be unaware of the other condition.
Credit other appropriate reasons.
Simply stating IGD is quicker / saves time = 0.
In each case 1 mark for a very brief / slightly muddled potentially relevant reason that could explain the use of IGD.
2nd mark for some elaboration of a reason that is relevant / appropriate to this study.
(d)     AO3 = 2
The focus of this question is on understanding the outcome of this experiment.
Simply re-stating the data in table 1 = 0
e.g. The range for Condition 1 is 11 and for Condition 2 is 13. Or    The range is higher for Condition 1 than for Condition 2.
Or    The median for Condition 1 is 13 and Condition 2 is 16. Or    The median for Condition 2 is higher than Condition 1.
1 mark for accurate reference to either median or range
e.g. more words were correctly recalled with pictures than without pictures.
Or    The spread / dispersion of scores is larger with pictures than without pictures.
Or    There is more individual variation with pictures than without.
2 marks for accurate reference to both difference and dispersion (spread) as above.
 
37
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•	A single set of numbered levels (formerly bands) to cover all skills
•	Content appears as a bulleted list
•	No IDA expectation in A Level essays, however, credit for references to issues, debatesand approaches where relevant.
(a)	AO3 = 4
Suitable behavioural categories for investigating children’s aggressive behaviour could be:– pushing, hitting, biting, punching, swearing, etc.
Maximum 2 marks – 1 for each suitable behaviour category.
Candidates may suggest recording playground behaviour on CCTV for later analysis by ticking a box when a relevant behaviour is shown by the child. Alternatively the researcher could watch each child’s behaviour in the playground and tick the box when each behaviour is shown. In this case where the researcher stands and whether the children know they are being observed would be relevant.
1 mark for a very brief or slightly muddled explanation e.g. use a tally chart 2nd mark for accurate elaboration
(b)	AO3 = 4
There are no ethical issues named in the specification, so any potentially relevant issues in this research should be credited.
Although the psychologist would not be responsible for the behaviour of the children in the playground he might consider his responsibility if he saw that one of the children was being harmed.
Likely ethical issues include informed consent, right to withdraw, confidentiality or respect. Ways of dealing will depend on the issue selected.
There are different routes to achieving 4 marks depending on the ethical issue selected, but for full marks both the ethical issue and how the psychologist could have dealt with it should be clear.
 
AO3    Knowledge of research methods	
4 marks Accurate and reasonably detailed
Accurate and reasonably detailed answer that demonstrates sound understanding of one relevant ethical issue and how the psychologist could have dealt with this issue.	
3 marks
Less detailed but generally accurate answer that demonstrates relevant understanding of one relevant ethical issue and how the psychologist could have dealt with this issue. or
Accurate and reasonably detailed answer that demonstrates sound understanding of one relevant ethical issue or how the psychologist could have dealt with an issue.	
2 marks Basic
Basic answer that demonstrates some relevant understanding of one relevant ethical issue and / or how the psychologist could have dealt with an ethical issue, but lacks detail and may be muddled.	
1 mark Very brief / flawed
Very brief or flawed answer demonstrating very little understanding of a relevant ethical issue and / or how the psychologist could have dealt with an issue.	
0 marks
No creditworthy material.	
(c)	AO3 = 4
There are different routes to full marks in this question. Candidates explain one advantage in reasonable detail or more advantages in less detail.
Advantages of using an interview rather than a questionnaire could include it would allow the interviewer to clarify questions and answers; it might be easier to see if participants were answering honestly because their reactions could be observed; it is easier to collect detailed qualitative data.
 
AO3
Knowledge of research methods	
4 marks Accurate and reasonably detailed
Accurate and reasonably detailed answer that demonstrates sound understanding of one or more advantages of using interviews rather than questionnaires in this situation.	
3 marks Less detailed but generally accurate
Less detailed but generally accurate answer that demonstrates relevant understanding of one or more advantages of using interviews rather than questionnaires in this situation.	
2 marks Basic
Basic answer that demonstrates some relevant understanding of one or more advantages of using interviews rather than questionnaires in this situation, but lacks detail and may be muddled.	
1 mark Very brief / flawed
Very brief or flawed answer demonstrating very little understanding of one or more advantages of using interviews rather than questionnaires in this situation.	
0 marks
No creditworthy material.	

 
38
AO3 = 4
Two strengths of using questionnaires could include:
•	Compared to interview they are easy to use (1 mark). The researcher doesn’t needany special training to hand out the questionnaires (2nd mark for elaboration).
•	People may be happier to disclose personal information on a questionnaire (1 mark)compared to a face-to-face situation (2nd mark for elaboration).
•	Participants can answer the questions without the need for the researcher to bepresent (1 mark) so reducing experimenter bias (2nd mark for elaboration).
•	If the questionnaire used closed questions which generate quantitative data, this iseasier to analyse (1 mark) than open questions which generate qualitative data which is difficult to analyse (2nd mark for elaboration).
•	Can be given to a large group of people (1 mark).
For each strength, 1 mark for identifying the strength and a further mark for explaining why it is a strength. The final bullet point is an example of a 1-mark answer as there is no explanation of why it is a strength.
Examiners should be aware that this question asks about the strengths of the method, not of the type of data collected. Answers that refer to data should not receive credit unless they are explicitly related to the type of question used (as illustrated in the bullet point above).
 
39
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•	A single set of numbered levels (formerly bands) to cover all skills
•	Content appears as a bulleted list
•	No IDA expectation in A Level essays, however, credit for references to issues, debatesand approaches where relevant.
AO3 = 4
•	A smartly dressed confederate elicits more obedience (1 mark) than a casually-dressed confederate (second mark)
•	The type of task (request) also influences rate of obedience (1 mark)
•	If told to do something that requires effort (e.g. heavy task) obedience levels are notaffected by what the person is wearing (2 marks)
 
AO3    Interpretation of data	
4 marks Effective interpretation of data
Effective interpretation that demonstrates sound knowledge of what the data shows, with reference to both what the confederate is wearing and type of task.	
3 marks Reasonable interpretation of data
Reasonable interpretation of what the data shows, with reference to what the confederate is wearing and the type of task, but one in more detail.	
2 marks Basic interpretation of data
Basic interpretation of what the data shows; in terms of, for example “more” or “less”.	
1 mark Rudimentary interpretation of data
Rudimentary, muddled interpretation of the data, demonstrating very limited knowledge.	
0 marks
No creditworthy material.	
 
40
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
AO3 = 4
 
1 mark for correctly labelled x-axis: either with over-arching label, e.g. Type of Drug, or by clearly labelling the 2 conditions e.g. Start and End of course.
1 mark for correctly labelled y-axis: average score on (rating) scale.
Up to 2 marks for clearly sketching a bar chart. For full marks, there needs to be an appropriate use of graph paper and bars labelled correctly.

42
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•	A single set of numbered levels (formerly bands) to cover all skills
•	Content appears as a bulleted list
•	No IDA expectation in A Level essays, however, credit for references to issues, debatesand approaches where relevant.
(a)	[AO3 = 1]
A median score is calculated by putting all the scores in order from lowest to highest (or vice versa) and finding the middle score in the set.
Credit explanations that refer to sets with even numbers of values, ie by finding the numerical mid-point between the two middle scores.
(b)	[AO3 = 1]
One mark for identification of the dependent variable:
The estimate of how many marks would be scored on the maths test.
Accept alternative wording.
(c)	[AO3 = 2]
2 marks for a clear, testable statement containing both conditions of the IV and an operationalised DV.
There is a difference in the estimates men will give of their scores on a maths test and the estimates women will give of their scores on a maths test. (Accept a null version)
Men will give higher (or lower) estimates of their scores on a maths test than the estimates women will give of their scores on a maths test.
For 1 mark – a statement with both conditions of the IV and a DV which may not be operational or testable.
No marks for expressions of aim / questions / correlational hypotheses or statements with only one condition.
(d)	[AO3 = 2]
One mark for identification of the experimental design as independent groups / measures / samples. No credit if incorrect design is chosen.
One mark for an explanation of this design.
The participants in the male group are different people from those in the female group or reference to only participating in one condition.
(e)	[AO3 = 3]
Up to 3 marks for a clear explanation of the procedure for obtaining a random sample in this study:
•	put all the names / numbers of the men (from the factory) in a hat / computer (1)
•	draw out 15 names for the sample or get computer to randomly generate 15numbers (1).
•	repeat for all the women (of the factory) (1) or vice versa.
Accept other ways that would clearly generate a random sample. (f)      [AO3 = 2]
Up to 2 marks for a suitable conclusion drawn from the data in Table 2.
One mark for the conclusion:
There is a difference in the expectations men and women have of their own numeracy skills.
Accept a directional statement such as:
Men think they are likely to achieve better scores on a maths test than women think they will achieve.
One mark for the justification:
The median estimate for men was much higher than that for the women.
(g)	[AO3 = 3]
Up to 3 marks for what comparison of the estimated and actual maths scores of the men and women indicates.
Men overestimated their numeracy skills / numerical ability / score they would get (or similar) (1 mark)
Women underestimated their numeracy skills / numerical ability / score they would get (or similar) (1 mark)
Overall conclusions:
•	People / Men / Women are not very good at estimating our ability
•	Expectations were wrong
•	(Although estimates are different) ability was the same
•	Men are over confident re ability
•	Women under confident re ability
(1 mark for any of these)
(h)	[AO3 = 4]
 
 Information must be written in verbatim form for more than 1 mark.
Essential points
 	Purpose / aim of the study
Ethical point	
Optional points
 	Background information / Elaboration of the aim and conditions
Any questions?
Thanking for participation Interest in the results?	
 
4 marks	Verbatim Both essential and at least one optional point are addressed clearly such that an understanding of the study is achieved. Information should be clear, relevant, sensible and logically structured.	
3 marks	Verbatim Both essential points are addressed such that there is reasonable understanding of the study. There may be deficiencies in clarity, some irrelevance, illogical sequencing or inappropriate content.	
2 marks	Verbatim Any 2 points are addressed. There may be omissions / irrelevances / muddle such that understanding of the study might be limited.	
1 mark	There must be at least one relevant point. Information may be unclear / inappropriate / irrelevant such that understanding of the study would be very limited or most points addressed but not in verbatim form.	
0 marks	No relevant information. Understanding of the study would not be possible.	
(i)	[AO3 = 2]
One mark for a valid reason and a further mark for elaboration of the reason given.
Reason: to identify any possible flaws in (the design of) the study (1 mark).
Elaboration: to provide an opportunity to improve the study / or so that the researcher does not waste time collecting data that will have to be discarded (1 mark).
Accept any other valid answer.

49
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
(a)	AO3 = 1
Volunteer / volunteering or self-selected / self-selecting sample. 1 mark Voluntary 0 marks.
(b)	AO3 = 2
A limitation of a volunteer sample is that it is biased / not representative (1 mark) because some people are more likely to volunteer than others (1 mark) or the findings cannot be generalised to a population (1 mark).
1	mark for a very brief or slightly muddled explanation eg it is biased. 2nd mark foraccurate elaboration. For 2 marks the answer must relate explicitly to volunteer sampling.
(c)	AO3 = 2
IV    The interview, type of interview, method of interview, ‘standard interview or / and cognitive interview’, whether or not cognitive interview.
DV   Number of items recalled, recall, what they remembered.
(d)	AO3 = 2
There is better control because the same film can be used in both conditions. The participants are less likely to show demand characteristics because they take part in only one condition. There are no order effects such as practice or fatigue, because participants take part in one condition. 1 mark for very brief or slightly muddled advantage. 2nd mark for accurate elaboration.
0 marks for simply stating there are different participants in each condition or takes less time.
(e)	AO3 = 3
The question asks about recruiting participants, so answers referring to debriefing are not relevant.
There was no deception. Participants knew they would be watching a film of a violent crime and that they would be interviewed about the content by a male police officer before they volunteered. This gave them the opportunity to give informed consent. Students may argue that the psychologist did not follow BPS guidelines eg because they were not told of their right to withdraw.
1	mark for a very brief or slightly muddled answer, linking a relevant ethical issue towhether or not awareness was shown. Further marks for accurate elaboration / discussion.
Eg He told them what he was going to do. (1 mark) They could give informed consent because he told them what he was going to do. (2 marks) The participants were told that they would be watching a violent crime so they were able to give informed consent. (3 marks)
 
50
(a)	AO2 = 3
The answer must clearly relate to one or more of the main techniques used in a cognitive interview (other than report everything):-
Context reinstatement
Recall from a changed perspective
Recall in reverse order
Some of the main additional features of the enhanced cognitive interview could be relevant, as long as it could be explained to the participant: – eg Encourage to relax
1	mark for identification of a relevant cognitive technique.
1 mark for very brief statement eg “tell me what you saw in reverse order”. Second mark for appropriate elaboration eg “Tell me what you saw on the film in a different order to how it actually happened.” If instructions are not suitable to be read out maximum 1 mark for this part.
For 3 marks technique and instructions must match.
(b)	AO3 = 2
The researcher might conclude that the cognitive interview was effective because more correct items were recalled, but it did not affect the number of incorrect items recalled.
0	mark - the cognitive interview was effective with no explanation.
1	mark - it was effective because there were more correct items recalled or it was noteffective because the number of incorrect items stayed the same.
2	marks - it was effective because there were more correct items recalled and the number of incorrect items stayed the same / didn’t increase.
1	mark for stating there were more correct items recalled with the cognitive interviewthan with the standard interview and the number of incorrect items recalled was the same. (There is no reference to effectiveness).
 
51
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•	A single set of numbered levels (formerly bands) to cover all skills
•	Content appears as a bulleted list
•	No IDA expectation in A Level essays, however, credit for references to issues, debatesand approaches where relevant.
(a)     AO3 = 4
Content analysis is a way of analysing data such as text using coding units such as themes. In this case mothers were asked to write down how their child behaved, so students might suggest.
Create a checklist / categories
Relevant example(s) of behaviours eg aggression, crying
Read through the diaries / mothers’ writing / reports
Counting behaviours or tallying
Compare before and after day care
Any 1 of these equals 1 mark
Any 2 of these equals 2 marks
For 3 marks any 3 components but must refer to reading diaries / mothers’ writing / reports.
For 4 marks any 4 components but must refer to reading diaries / mothers’ writing / reports.
Ie Max 2 marks if there is no reference to reading diaries.
 
AO3    Knowledge and understanding of content analysis	
4 marks  Effective explanation
Explanation is accurate, reasonably detailed and demonstrates sound knowledge and understanding of how content analysis could be used. Includes reference to both coding / categorizing and counting.	
3 marks  Reasonable explanation
Explanation is generally accurate but less detailed and demonstrates reasonable knowledge and understanding of how content analysis could be used.	
2 marks  Basic explanation
Explanation demonstrates basic knowledge of how content analysis could be used.	
1 mark  Rudimentary explanation
Explanation demonstrates rudimentary knowledge of how content analysis could be used.	
0 marks
No creditworthy material.	
(b)     AO3 = 4
Credit all possible limitations of this investigation such as mothers not having time to write much, or to problems in the analysis such as difficulties deciding on appropriate categories. Other limitations could be demand characteristics, mothers dropping out of the study, bias in recording, lack of control of time spent in day care, nine-month-olds not representative of all young children etc. Also ethical issues such as maintaining confidentiality could be made relevant.
Students may explain one limitation in detail, or more than one in less detail.
 
AO3    Knowledge and understanding of limitations of this investigation	
4 marks  Effective explanation
Explanation is accurate, reasonably detailed and demonstrates sound knowledge and understanding of one or more limitations of this investigation.	
3 marks  Reasonable explanation
Explanation is generally accurate but less detailed and demonstrates reasonable knowledge and understanding of one or more limitations of this investigation.	
2 marks  Basic explanation
Explanation demonstrates basic knowledge of one or more limitations of this investigation.	
1 mark  Rudimentary explanation
Explanation demonstrates rudimentary knowledge of one or more limitations of this Investigation.	
0 marks
No creditworthy material.	
 
52
AO3 = 2
The graph indicates a fairly strong, positive correlation between scores on a stress questionnaire and days off through illness. The following can all receive a mark:
direction, strength and a description of their relationship. Credit can also be given for mentioning the flattening of the graph at higher stress levels.
 
55
AO1 = 2
Peer review is the process of subjecting a piece of research to independent scrutiny by other psychologists working in a similar field who consider the research in terms of its validity, significance and originality.
0	marks for ‘other psychologists look at the research’.
1	mark for a very brief outline eg ‘other psychologists look at the research report before it ispublished’. Award one further mark for elaboration.
 
56
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
•	AO1 knowledge and understanding
•	AO2 application (of psychological knowledge)
•	AO3 evaluation, analysis, interpretation.
Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
•	A single set of numbered levels (formerly bands) to cover all skills
•	Content appears as a bulleted list
•	No IDA expectation in A Level essays, however, credit for references to issues, debatesand approaches where relevant.
AO2 / AO3 = 4
Peer reviewed research may be accepted, sent back for revisions or rejected. Peer review is an important part of the scientific process because:
•	It is difficult for authors and researchers to spot every mistake in a piece of work. Showingthe work to others increases the probability that weaknesses will be identified and addressed.
•	It helps to prevent the dissemination of irrelevant findings, unwarranted claims,unacceptable interpretations, personal views and deliberate fraud.
•	Peer reviewers also judge the quality and the significance of the research in a widercontext.
•	This process ensures that published research can be taken seriously because it has beenindependently scrutinised by fellow researchers.
No credit for merely re–stating what is meant by peer review.
 
AO2 / AO3 Mark Band	
4 marks  Effective
Effective analysis and understanding.
The answer contains a coherent explanation of the importance of peer review. Ideas are well structured and expressed clearly and fluently.	
3 marks  Reasonable
Reasonable analysis and understanding.
The answer includes one or more of the above points about the importance of peer review.
Most ideas appropriately structured and expressed clearly.	
2 marks  Basic
Basic, superficial understanding.
The answer shows a basic understanding of the importance of peer review.	
1 mark  Rudimentary
Rudimentary with very limited understanding.
The answer is weak, muddled and may be mainly irrelevant.	
0 marks
No creditworthy material is presented.