mark scheme jan 09

7/30/2019 Mark Scheme Jan 09

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Mark Schem e Resul t sJanuary 2009

GCE

GCE Psychology (6PS01/ 01)

Edexcel Limited. Registered in England and Wales No. 4496750Registered Office: One90 High Holborn, London WC1V 7BH


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General Guidance on Marking

Using the mark scheme

The m ark scheme gives:

an idea of t he t ypes of response expect ed how individual marks are to be awarded

t he tot a l mark for each quest ion

examples of r esponses t hat should NOT receive cr edit (w here applicabl e).

1 / means t hat t he responses are alt ernat ives and eit her answer should receive ful l credit .2 ( ) means t hat a phrase/ word is not essent ia l for t he award of t he mark, but helps t he examiner

t o get t he sense of t he expected answer .3 [ ] wor ds inside square bracket s are inst ruct ions or guidance for examiners.4 Phrases/ w ords in bold ind icate t hat t he meaning of t he phrase or t he actual w ord is essential t o

the answer.

5 TE (Transfer red Error ) means t hat a wr ong answer given in an earl ier part of a quest ion is usedcorrect ly in answer t o a later part of t he same quest ion.

Qualit y of Wri t ten Communicat ion

Quest ions whi ch involve the w rit ing of conti nuous prose wi l l expect candidates t o:

show cl ari t y of expression construct and present coherent arguments

demonstrate an effective use of grammar, punctuation and spell ing.

Full m arks can only be awarded if t he candidate has demonst rat ed the above abil i t ies.

Quest ions where QWC is l ike ly to be part icu lar ly import ant are i ndicat ed QWC in t he mark schemeBUT thi s does not preclude ot hers.


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Unit 1: Social and Cognitive Psychology

Section A

QuestionNumber

Question

1. The measurement obt ained by adding up al l t he scores and dividing by

t he number of scores is known as t heAnswer Mark

A mean

B median

C mode

D range

(1 AO3)

QuestionNumber Question

2. Counterbalancing is used with the _______ ________ design to helpovercome order ef f ects.Answer Mark

A independent groups

B repeatedmeasures

C m atched pairs

D unrelat ed groups

(1 AO3)

QuestionNumber

Question

3. Which of t he fol l owi ng term s ref ers t o t he consist ency of a t est a testt hat produces t he same r esult s on dif fer ent occasions?Answer Mark

A Validity

B Counterbalancing

C Reliability

D Object iv i ty

(1 AO3)


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QuestionNumber

Question

4. In which one of t he fol l owing exampl es would you be using anindependent groups design?Answer Mark

A You compare 20 boys wi th 20 gir ls on a reading test .

B You test 10 part icipant s on t wo dif fer ent IQ t est s and compare theresults.

C You invest igate whet her t here is a l ink betw een a st udent s days offcol lege and t heir achievement in exams.

D You give 20 A level st udent s a personali t y t est and then re-t est t hemt he fo l lowing week.

(1 AO3)

QuestionNumber Question

5. You are conduct ing an experim ent t est ing memor y but some of yourpart icipants have to cope with more noise than others.These ___________ variables may affect your results.Answer Mark

A part icipant

B dependent

C situational

D exper imenter

(1 AO3)

QuestionNumber

Question

6. Which two of t he fo l lowi ng f ive st atement s would be examples ofnon-directional (two-tai led) hypotheses?Answer MarkA Older people are mor e f orgetf ul t han younger people.

B People wil l tr eat members of their in-group dif ferentl y to

members of an out-group.

C Boys are mor e aggressive t han girl s.

D There wi ll be a dif ference in levels of obedience between menand women.

E Recal l of a l is t of words wi l l improve i f the l is t of words isrehearsed.

(2 AO3)


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QuestionNumber

Question

7. According t o levels of processing theory, whi ch one of t he fo l lowingt ypes of pr ocessing should st udent s use w hen r evising?Answer Mark

A Phonetic

B Semantic

C Structural

(1 AO1)

QuestionNumber

Question

8. Discrim inat ion is most accurately def ined asAnswer Mark

A pre-j udging someone befor e f i nding anything out about t hem.

B behaving differently towards someone from another group.

C believing t hat a mem ber of anot her group is not as good as you.

D st ereot yping other s based only on t heir appearance.

(1 AO1)

QuestionNumber

Question

9. Which of t he fo l lowi ng is an i l lust rat ion of moral st ra in?Answer MarkA Ali oft en for gets his homew ork and alw ays gives his t eacher a poor

excuse because he does not care.

B Jackie goes out w it h her f ri ends because she thi nks she deserves anight out af t er work ing hard a l l w eek.

C Asmar a help s an old man across t he road because he is part iall ysighted and cannot see t he t raff ic l i ghts changing.

D Kazim has been asked to do something he beli eves to be wrong

but does not want t o disobey his father.

(1 AO1)


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QuestionNumber

Question

10. A study investigating the role of context cues in remembering wascarr ied out byAnswer Mark

A Hofl ing

B Godden and Baddeley

C Tajfel

D Craik and Lockhart

(1 AO1)


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Section B.

QuestionNumbers

General Instructions

11 - 14 Marking point s are indicat ive, not comprehensive and other point s should becredit ed. In each case consider or words to that eff ect . Each bullet point is a

marking point unless otherwise stated, and each point made by the candidatemust be clearly and effectively communicated.If an evaluation point is made about a study NO credit for stating it lackedecological validi t y . In such cases if a technical term is used correctl y andexplained it can gain 2 marks, 1 mark for correct use of t he technical term and 1for the corr ect explanat ion.

QuestionNumber

Question

11. Complete the fol lowing table to show the f indings of Milgrams 1963

study.Answer Mark

Findings Percent age (%)

Part icipant s who conti nued shocking t o 300 volt s 100% [+/ - 5%]

Al l o f them

Part icipant s who conti nued shocking t o 450 volt s 65% [+/ - 5%]

two- th i rds

(2 AO1)

Question

Number

Question

12. Outl ine one of Milgram s variat ion st udies of obedience.Answer MarkIf more than one variation outlined mark all and credit the best. Noseparate ID mark. Any generic descri pt ions max 1 mark. Credi t can be g iven to each/ al l o f t he fo l lowing:

Ai m Procedure

Results [+/- 5%] Conclusions

e.g. inf luence of rebel l ious st ooges

He aimed to see if disobedience from others inf luencesbehaviour/ eq;

3 teachers, t wo of w hich are confeder ates/ st ooges and onewas a real part i c ipant / eq;

1 confederate st opped at 150 vol t s and one went fur t her/ eq;1 confederate teacher stops at 150 volts, the 2nd teacher stops

at 210 vol ts/ eq; (2marks)

Only 10 % of part icipant s went t o 450 volt sThis shows how levels of obedience can be inf luenced by

others/ eq ;

e.g. t eacher forces learners hand ont o shock plat e

(3 AO1)


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To see if level of obedience increased or decreased whent eacher and learner are in same room/ eq;

At each incorrect answer the vict im was shocked only when thet eacher forced his hand on a shock plate/ eq

At 150 volts, the learner refused to place his hand on the plate,and the exper imenter ordered the subject to hold the v ic t im'shand on the p la te / eq ;

Twel ve of for t y subj ects (30 %) forci bly held t he vict i m's hand inplace and continued to administer shocks up to the maximum450 vol t s/ eq;

Obedience decreased ( in relat ion to the original experiment) asthe sub jec t came in to c lose proximi t y wi t h the v ic t im/ eq;

e.g. exper im ent is supposedly conducted b y a private r esearch f ir m

The experiment was conducted in an off ice suite in Bridgeportaway f rom t he Universi t y / eq;

I t was apparently conducted by a private researchcompany/ downtown o f f ice eq ;

All other aspects such as recruitment and payment were thesame as in t he original st udy/ eq;

48% of t he part icipant s obeyed up to t he maxim um 450vshock/ eq;

This shows how the environment can inf luence levels ofobedience/ eq;

e.g. d ist ant author i t y f igure

Too see if i t is easier t o resist t he orders fr om an authori t y f igurei f t hey are not c lose by/ eq;

The exper iment er inst ructed and prompt ed the t eacher byte lephone f rom another room/ eq;

Obedience fel l t o 20.5% and many part icipant s cheated andmi ssed out shocks or gave less volt age t han ordered t o/ eq;

This shows when t he author it y f i gure is close by t hen obedienceis more l ike ly / eq;

e.g. tw o teacher condi t ion

To see whether less personal responsibility increasesobedience/ eq;

Part icipant s could instruct an assist ant t eacher t o press t heswit ches/ eq;

The assist ant t eacher actually del ivered t he shocks whi le t hesenior teacher j ust r ead out t he word l ist / eq;

95% (com pared t o 65% in t he ori ginal study) shocked t o t hemaximum 450 vol ts/ eq;

This shows how dif fusion of responsibi l i t y can i ncreaseobedience/ eq;

Look f or other reasonable ways of expressing this answer


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QuestionNumber

Question

13.(a) What did Milgram mean by the agentic state?Answer Mark2 marks for a complete answer, 1 mark for a part ial answer.A suit able example woul d serve as elaborat ion.

In an agent ic s tate indiv iduals g ive up t heir f r ee wi l l / eq;

In an agentic state individuals give up their free wil l e.g. astudent g ives up their f ree wi l l in order to obey theirteacher / eq ;(2 marks)

In an agentic state they see themselves as an agent ofo thers/ eq ;

In an agent i c st ate t hey defer t he responsib i l i t y of t heir act ionsto o thers/ eq ;

In an agent ic st ate t hey give up their f ree wi l l in order to f o l lowinst ruct ions f rom an author i ty f igure/ eq; two marks

In an agentic state they give up their free wil l and see

t hemselves as an agent of t hose in authorit y/ eq; two marks


(2 AO1)


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QuestionNumber

Question

(b) Evaluate Milgrams Agency Theory.Answer Mark1 marks per point / e laborat ion. Real l i f e examples should be credi ted i ft hey help i l lust rate a point .

Any problems wi th t he research that support t he theory can be credi t edas long as i t shows how t he t heory lacks empi r ical support .

Max 1 mark per evaluation of each support ing study, e.g. 1 mark forMilgram and 1 mark for Hofl ing

The theory has real- l i f e applicat ions t o explain obedience. Forexample i t account s for why so many soldier s in WWII fol low edorders wi t hout quest ion/ eq; (1 mark). They saw themselves asagent s for t he person giving the orders, in t his case Hit l er/ eq; (1mark)

Ps in Milgram s experim ent w ere seen to be f ol low ing ordersfr om t he experim ent er and had passed over responsibi l i t y forthe i r act ions/ eq ; (1 mark)

In Hofl ings experim ent t he nurses became agent s of t he doct orswho were the author i ty / eq ;(1mark)

However, in Migram s exper iment both t he t ask(giv ing electr icshocks) and set t ing were art i f ic ial giving i t l ow ecologicalval id i ty / eq ; 1 mark (2 marks)

Agency theory cannot explain indi vidual dif fer ences inobedience. Mi lgram has neglected t he minor i t y of part ic ipantswho did not obey him/ eq; (1 mark) 35% of ps did not go up t o450v. even t hough Milgram supposed t hey wer e in t he same stat eat t he st ar t of t he st udy as t hose t hat d id obey the author i t yf i gu re/ eq; ( 1 mark)

The idea of an identif iable agentic state has proved very diff icultto p in down/ eq; (1 mark) Sim ply saying th at someone is anagent ic st ate because t hey obey and t hat t hey obey because t heyare in an agent ic s tate is a c i rcular argument/ eq; (1 mark)


(4 AO2)


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QuestionNumber

Question

14. (a) You wi l l have st udied one of t he fo l lowi ng st udies in deta i l f rom t heCognitive Approach:

Pet erson and Pet erson (1959) st udy of t he role of int erf erenceCraik and Tulving (1975) study of levels of processingRamponi et al (2004) study of age and levels of processing

Describe one st udy f rom t he l ist .Answer MarkOne mark per descript ive point unless otherwise indicated. Givingmarks for e laborat ion where appropr iate is part icu lar ly important sothat the ful l range of marks is available.

The answer must describe one of the three specif ied studies or zeromarks. I f m ore t han one st udy is described m ark al l and credit t he best .

Aim(s)Procedure(s)

ResultsConclusion(s)

1 mark per process i f named, def ined and exampl e provided.ONE l ist mark for the three processes if they are al l correctly identif iedbut not descibed.

E.g. Craik and Tulving

Used an experiment al met hod wit h a repeated m easures designcomparing t hree condit ions st ruct ural, p honeti c andsemant ic / eq ;

Part ic ipants d id not in i t ia l ly know t hat i t was a memory t est andt hought t hey just had t o answer quest ions on a l ist of w ords/ eq;

In real i t y , d i f ferent t ypes of quest ions were m aking part ic ipantsuse dif fer ent levels of pr ocessing st ruct ural, phoneti c andsemant ic / eq ;

Words were presented to part icipants, each word was fol lowedby a quest ion whi ch required a yes or no answer / eq;

Final ly , part ic ipant s were presented wi t h t he inc idental m emoryt est - inc idental as t hey d idn t or ig inal ly know t hey were going tod o i t / e q;

Recall w as measured t hrough a recognit ion t ask w herepart icipant s had to choose as many of t he original w ords as t heycould amongst several other s/ eq;

80% sem ant ic 50% phonet ic and 18% of st ruct ural ly processedwords were recal led. / eq; [ percentages can be more or lesssimilar provided are appropriately paired]

The researchers had found t hat t he deeper t he processing themore durab le the memory / eq ;

E.g. Ramponi et al Max 2 marks for descript ion of t he 4 LOP tasks(graphemic, phonemic, semant ic and im age) 1 l ist mark i f t hey are

(5 AO1)

} Max 3

} Max 3


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al l correct ly ident i f ied but not descr ibed.

Compared older and younger adult s on int ent ional associati onscued-recall and incident al free-associati on t est s/ eq;

48 older part icipant s (ret ired persons mean age 71) and 48younger part icipant s (mean age 24) al l f rom London form ed t hesample/ eq ;

Some part icipant s wer e t est ed wi t h weak associati ons e.g. t able

meal and some w it h st rong associati ons e.g. t able chair/ eq; Half of each group knew t hey would have t o recal l t he words( intent ional) and hal f d id not know t hey would have to recal l thewords ( inc ident al) / eq;

Younger and older part icipant s wer e randoml y assigned t hesegroups wi t h 24 ppts. receiv ing each t est t ype/ eq;

The eff ect s of f our LOP t asks (graphemic, phonemic, semant ic,and image) on retention were measured for these fourcondi t ions/ eq;

Part icipant s st udied 168 wor d pairs presented i n t he middl e of acomputer screen wi t h the cue word on the lef t and t he targetword on t he r ight

In the graphemic t ask part i c ipant s decided w hich of t he tw owords had more let t ers t hat ext ended above t he main body oft he word (e.g. , b, f ) . In the phonemic task, t hey decided whichword had more sy l lables/ eq;

In the semant ic t ask whi ch word had t he more pleasant m eaning.In the image task t hey created an interact ive im age of t he tw owor ds and decided which w ord w as easier t o include in t heimage/ eq;

Semant ic processing led to bet t er recall f or bot h weak and st rongassociat ions when t he t est of m emory w as int ent ional / eq

Younger ppt s. recal led m ore words than older ppt s. for bot h

weak and st rong associati ons/ eq; LOP and age eff ect s occurred only f or w eak associati ons but not

for str ong associati ons when t he test of m emory w asinc identa l / eq ;

E. g. Peter son and Peter son

Participants hear various trigrams such as XPJ only one trigram ispresent ed on each tr ial

Immediate ly af t erwards t hey are inst ructed t o recal l what t heyheard or t o count backwards in threes out l oud for someseconds/ eq;

The funct ion of th is retent ion int erval (count ing backwards) is t oact as a d ist racter t ask t o prevent rehearsal / eq;

At the end of the t ime period (3,6,9,12,15,or 18 seconds)part ic ipants t ry and recal l the t r igram/ eq;

The average percentage of correct ly recalled t r igrams was highwi t h short delays but decreased as t he delay int ervalincreased/ eq;

Nearly 70% was forgott en aft er only a 9 second int erval and 90%aft er 18 seconds/ eq;

In the absence of rehearsal then STMs duration is very shorteven wi t h very smal l amounts of in form at ion/ eq;

I f a more dif f i cult dist ract er t ask is used it can be made evenshor t e r / eq ;


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Look for other reasonable marking points

QuestionNumber

Question

(b) Outl ine one st rength and one weakness of t he st udy you described in

(a). Answer MarkThe strength and weakness must come from the same study outl ined in14 (a) w hich must be one f rom t he l ist .TE. If (a) i s blank and (b) correct ly gives a st rength/ weakness of one oft he st udies in t he l ist t hen (b) can gain up t o 4 marks. I f (a) is incorrectand (b) evaluates a cognit ive study that was described in (a) then max2 marks. I f (a) is incorrect but (b) evaluat es a st udy f rom t he l ist t henmax 2 marks.

1 point per mark ing point or for e laborat ion. Fi rs t mark is foridentifying the strength or weakness and second mark is for

e laborat ion. Giv ing marks for e laborat ion where appropr iate ispart icu lar ly im portant so that t he fu l l range of m arks is avai lable.

2 marks for an appropriate strength and 2 marks for an appropriateweakness. 1 mark for a part ial answer and 2 marks when the answer iselaborated. If more than one strength or weakness mark al l and creditt he best as appropriat e.

E.g. Craik and TulvingStrength

The st udy does have a pract ical appl icat ion t o real l i f e ; / eq; (1stmark) Students can be taught to make notes which havemeaning rather than just reading informat ion that makes nosense to help t hem revise/ eq; (2nd mark)

As a laboratory experiment the study has t ight control ofext raneous variables/ eq; (1st mark) which also makes it morel ike ly t hat t he IV inf luenced the DV/ eq; (2nd mark)

Weakness

Even shallow processing could lead to better processing IF themat er ia l was d ist inct ive/ eq; (1st mark) There are ways ofremember ing informat ion other than j ust i t s meaning/ E.g. youmay see somet hing so dist inct ive t hat i t creat es a ment al

image/ eq; (2nd

mark)

E. g. Ramp oni Strength

There were very strong controls such as random allocation toei ther in t ent ional or inc idental associat ion/ order of wordpai rs/ eq ; (1st mark) meaning each part icipant had an equalchance of being selected/ eq; (2nd mark)

The study is laboratory based with thorough detai ls aboutprocedure and st r ic t contro ls so i t would be repl icable/ eq; (1stmark) and easy to t est f or re l iabi l i t y / eq; (2nd mark)

(4 AO2)


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Weakness

There may sti l l be individual dif ferences, such as famil iar i tywi t h the words / exper imenta l p rocedure/ eq (1st mark),between the part ic ipants other than age which ef fect theDV/ eq; (2nd mark)

The st udy was a laborat ory exper im ent w hich looked at memory

of w ord pairs which is not an everyday t ask/ eq; (1

st

mark) an dso suf f ers f rom low ecological val id i ty / eq; (2nd mark)

E. g. Peter son and Peter sonStrength

The researchers had control over t he variables whi ch makes t hestudy easier to repl icate (1st mark) and so i t can be tested forre l iab i l i t y / eq ; (2nd mark)

The study does have support ing evidence from other studies (1mark) e.g. Brown (1959) who also found that preventingrehearsal decreased recall / eq; (2nd mark)

Weakness The st udy was a laborat ory exper im ent w hich looked at memory

of nonsense t r igrams which is not an everyday task/ eq; (1stmark) and so suf f ers f rom low ecological val id i ty / eq; (2ndmark)

Demand characterist ics may seriously threaten the val idity of theexper iment / eq ; (1st mark) Participants may try to behave insome w ay that t hey perceive as being helpfu l t o t heresearcher/ eq; (2nd mark)

There are too m any problems wi t h actual ly def i n ing deep

processing and why i t is ef f ect ive/ eq; (1

st

mark) The findings arecr i t ic ised for being c i rcular / i .e . Mater ia l w hich has been deeplyprocessed wi l l be rem ember ed bet t er BUT you could say mater ialis well rem ember ed because it must have been processeddeep ly / eq ; (2nd mark)



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QuestionNumber

Question

15.(a) As part of t he course requir ement s for social psychology you wi l l haveconducted a survey ( interv iew / quest ionnaire) .

Outl ine the alternative hypothesis of your survey and state whether i t isd i rect ional (one-t a i led) or non-direct ional ( tw o-ta i led) .

Answer Mark0 marks Either no mention of an alternative hypothesis or a veryunclear predict ion1 mark A basic alternative hypothesis so that the examiner can justabout identify what was predicted. Weak IV or DV mentioned.2 marks A clear alternative hypothesis so that the examiner canident i fy and understand what was predicted or a basic alternativehypothesis wi t h direct ion correct ly st ated. Bot h IV and DV are present .

3 marks A clear alternative hypothesis so that the examiner canidentify and understand what was predicted and has correctly statedits direction. Both IV and DV are present and appropriate tohypothesis.

(3 AO3)

QuestionNumber

Question

(b) Outl ine one problem you came across when pl anning and/ or carryingout t he survey ( interv iew/ quest ionnaire) .Answer MarkI f there is more than one problem descr ibed mark a l l and credi t thebest up t o fu l l marks.No marks for solut ion of probl em.

0 marks A muddled answer wi th no c lear problem out l ined. No focuson t he interv iew / quest ionnaire being descr ibed or no answer at a l l .1 mark One appropriate problem given such asint erv iew/ quest ionnaire may have suf f ered f rom dem andcharacterist ics or that some part icipants may not have respondedtruthfu l ly to quest ions. Can be an eth ical or pract ical problemincluding one with the procedure or sample.2 marks Answer clearly outl ines one appropriate problem butcandidate has also included some elaboration such as interview may

have suffered from demand characterist ics and the candidate hasexpla ined what th is means). Candidate must refer to their ownpract ical at least once e.g. my .

Look for other reasonable marking points.

(2 AO3)


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QuestionNumber

Question

(c) Explain how you mi ght have addressed (or did address) t his problemwhen planning and/ or carry ing out t he survey ( interv iew/ quest ionnaire) .Answer MarkIf (b) is blank or incorrect but (c) correctly addresses and identif ies are levant problem max 1 mark. (T.E)

0 marks A muddled answer wi t h no c lear ly ident i f i able solut ion t o theproblem out l ined. No focus on the int erv iew/ quest ionnaire beingdescribed or no answer at al l .1 mark One appropriate solution to the problem given in (b) isaddressed such as part icipants were left to f i l l out theint erv iew/ quest ionnaire on their own t o prevent any demandcharacter is t ics

2 marks Answer shows a clearly appropriate solution to the problemgiven in (b) with clear elaboration and explanation


(2 AO3)


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QuestionNumbers

General Instructions

16 - 17 Marking point s are indicat ive, not comprehensive and other point s should becredit ed. In each case consider or words to that eff ect . Each bullet point is amarking point unless otherwise stated, and each point made by the candidatemust be clearly and effectively communicated.

QuestionNumber

Question

16. Explain why it might be preferable to use a research method thatproduces qual i tat ive rather t han quant i t at ive data.Answer MarkI f candidate expla ins why quant i tat ive methods are bet ter thanquali tat ive methods then zero marks.Candidate can gain credit for applying question to their own study (but

does not have to).

Qual i tat ive methods conducted in more natural c i rcumstancestend to produce more ecological ly val id data as they are reall i fe si tua t ions/ eq ; (2 marks)

Quant i tat ive data produces narrow, unreal is t ic in format ionwhi ch only focuses on small fr agment s of behaviour/ eq;

Qual i tat ive met hods produces more r ich deta i led type ofin fo rmat ion / eq;

Qualitat ive methods enables the researcher to delve into thereasons behind t heir quant i t at ive f indings/ eq;

Qual i tat ive data can be broken down to quant i tat ive data butnot v ice versa/ eq;


(4 AO3)


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QuestionNumber

Question

17.(a) Social ident it y theory incl udes t he concept of social comparison. What i smeant by social compari son?Answer Mark2 marks for a complete answer, 1 mark for a part ial answer.

A suit able example woul d serve as elaborat ion.0 marks for social categorisation or social identif ication.

We compare our own group wi t h others/ eq;

Our group needs to compare well against others in order tomainta in our sel f est eem/ eq; 2 marks

E.g. Manchester United fans wil l put Liverpool fans down to tryand lower t heir sel f est eem and ra ise t heir own/ eq;


(2 AO1)

Question

Number

Question

(b) Evaluate social identity theory as an explanation of prejudice.Answer Mark1 mark per point / e laborat ion. Real l i fe examples should be credi t ed i ft hey help i l lust rate a point .Evaluation using alt ernat ive t heories can also be credit ed max 1 mark.

Any problems wi th t he research that support t he theory can be credi t edas long as i t shows how t he t heory lacks empi r ical support . Max 1 markper evaluation of each support ing study, e.g. 1 mark for Tajfel and 1mark f or Sherif and 1 mark f or Lalonde

The t heory has evidence fr om m inim al group st udies such asTaj f e l w ho (1970) demonst rated t hat being part of a group issuf f ic ient t o lead to pre j udice against people not wi t h in thatgroup/ eq;

However t h is part icu lar st udy is a laboratory exper iment whichsuff ers fr om low ecological val idit y as i t is carr ied out in anar t i f i c ia l se t t ing/ eq ;

I t underest imat es t he import ance of indiv idual d i f f erences, somepeople have a much greater t endency than other s t o favour in-group over out-group, depending on t heir personal i t y / eq;

The t heory can explain many real l i f e phenomena such asfoot ball hooliganism w here opposing fans wi l l act as in groupsand out groups / eq;

Sherifs Robbers Cave study provides further evidence for SIT int hat t he tw o groups showed prejudice before compet i t ion wasint roduced and showed in group favourit ism/ AND/ OR reverseargument / eq ;


(4 AO2)


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Question Number*18. Describe and evaluate cue dependent theory of forgett ing.

Your evaluat ion should include:

Compar ison wi t h one ot her theory of f orget t ing St rengths and/ or w eaknesses of t he cue dependent t heory

12 Marks (AO1 + AO2)Indicative content

QWCi,ii,i i i

Refer to levels at t he end of the indicat ive content.

Appropr iate answers might inc lude t he fo l low ing knowl edge points, but t h isl ist i s not exhaust ive.

Descript ion of cue dependent theory

When cues present at encoding are not pr esent at r et r ieval t henforget t ing may occur/ eq;

Cues (or prompts) are l ike addit ional pieces of information that guideus t o t he informat ion we are seeking a b i t l ike t he cont ents page of abook/ eq;

These mem ory cues may be necessary t o access inf orm ati on t hat isavailable but not accessible/ eq;

There are t wo t ypes of cues, t he f i rs t is context which areenvironment al cues such as your classroom/ eq;

For exam ple when someone goes upst airs to get somet hing andforgets what i t was, t hey might remem ber again when they are backdownstairs in the same place (context) they f irst thought abouti t / eq ;

The second is st ate whi ch are cues internal t o t he person such asbeing exci ted or afra id/ eq;

For exampl e i f you learn somet hing when in a relaxed m ood butcannot recal l i t when in a tense mood/ eq;


Evaluat ion of cue dependent theory

Cue-dependent forget t ing can be supported by t he fact t hat m ostpeople f ind t hat t heir recol lect ions of chi ldhood become fa inter ast hey grow older. However, i f t hey return to t he area they l ived in aschildr en, t he st reet s, houses and school oft en serve t o bring t he pasta l ive / eq ;

The physical environment of chi l dhood can act as an eff ect ive cueproving that many mem ory t races est ablished a long t im e ago can bere t r ieved/ eq;

The problem is we don't know what informat ion is in t he memoryt race and which is extracted f rom t he retr i eval cue. So i t may bedi f f icu l t t o know i n some c i rcumst ances whet her a t rue m emory isaccessed as a result of a cue or i f t he mem ory is areconst ruct ion/ eq;

Baddeley argues the effects of context dependent forgett ing only

occur i f t he cont exts in which informat ion is learned and ret r ievedare vastly different. For example information learned in a classroom


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and then retr ieved in an ice r ink wi l l be poorer t han i f t he sameinform at ion had to be recal led in a l ibrary/ eq;

Intereference theory would argue forgett ing is due to confusionbetw een old and new m emories and not t o do wi t h the st ate of m indyou are in / eq ;

Cue dependent does not t ake b io logical fact ors for forget t ing intoaccount . Tr ace decay believes for gett ing is due to t he natural

wast ing away of t he neural t race and therefore t he context has l i t t leto do wi t h fo rge t t ing/ eq ;

Has also been applied to real world successfully such as helping thepolice reconst ruct ions based on cue dependency/ eq;

The theory does have lots of experimental evidence to support i t .St udies by Godden and Baddeley and/ or Tulving and Pearlst onehave demonst rated t hat f orget t ing is in f luenced by lack of ret r ievalcues present/ eq;



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Level Mark Descri pt or

A01: Knowl edge and underst anding of cue dependent t heoryA02: Appl icat ion/ evaluat ion of knowledge and underst anding of cuedependent t heory. Evaluation should include:

Compar ison wi t h one ot her theory of f orget t ing St rengths and/ or w eaknesses of t he cue dependent t heory

0 No rewardable mater i a l

Level 1 1- 3marks

Candidates wil l produce brief answer s, making sim ple stat ement s showingsome rel evance t o t he quest ion.Lack of r e levant ev idence. The sk i l ls needed to produce ef f ect ive w r i t ingwil l not normally be present. The writ ing may have some coherence andwil l be general ly comprehensible, but lack both clari ty and organisation.High incidence of synt acti cal and / or spell i ng error s.No use of appropri ate t erm inology.

Level 2 4- 6marks

Descript ion OR evaluation only, OR l im it ed att empt at each, OR one isweak.

Descr ipt ion inc ludes at t empt ed def in i t ion of at least one type ofcues

Evaluation includes appropriat e strengt hs and/ or w eaknesses ORcompar ison wi t h one other re levant t heory of forget t ingThere are l ikely t o be passages whi ch lack clari t y and proper organisati on.Frequent synt actical and / or spell i ng error s are l ikely t o be present .An at t empt at appropr iate t erminology.

Level 3 7- 9marks

Candidate has att empt ed and answer ed both of the two injunctionsin thequestion well.

Descript ion must include correct definit ions of both types of cues Evaluation includes appropriat e st rengths and/ or w eaknesses and

attempt at compar ison wi t h one other re levant t heory of forget t ingThe candidate w i l l demonst rate most of t he sk i l ls needed t o produceeff ect ive ext ended wr i t ing but t here wi l l be l apses in organisat ion. Somesyntact ical and / or spell ing error s are l ikely t o be present .Some use of appropr iat e t erm inology.

Level 4 10-12marks

Candidate has att empt ed and answer ed both of the two injunctionsin thequestion very well .

Descript ion must include correct definit ions of both types of cuest hat are e laborated e.g. wi t h appropr iate examples

Evaluation includes appropriat e st rengths and/ or w eaknesses and atleast on e appropriate compar ison wi t h one other re levant t heory offo rge t t ing

The ski l ls needed to produce convincing extended writ ing are in place. Veryfew syntact ical and / or spell i ng errors may be found. Very good

organisation and planning.Appropriate use of terminology.Given t ime constra ints and l imi ted number of marks, fu l l marks must begiven when t he answer is reasonably det a i led even i f not a l l t he inform at ionis present.

mark scheme jan 09

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