mark scheme unit 3 jan 2010

7/30/2019 Mark Scheme Unit 3 Jan 2010

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Mark Scheme (Results)January 2010

GCE

GCE Psychology (6PS03) Paper 1

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General Guidance on Marking

Al l candidates must receive the same t reatm ent.

Examiners should look f or quali t ies t o rew ard rat her t han fault s t o penalise. This does NOT mean givingcredi t for incorrect or inadequat e answers, but i t does mean al lowing candidates to be rew arded foranswer s showi ng correct applicat ion of principl es and knowledge.

Examiners should t heref ore read careful ly and consider every r esponse: even if i t is not w hat i s expectedi t may be wor thy of c red i t .

Candidates must make t heir m eaning clear t o the exami ner t o gain the m ark. Make sure t hat t he answermakes sense. Do not give credit for correct wor ds/ phrases whi ch are put t oget her in a meaninglessmanner. Answers must be in t he correct context .

Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.

When exami ners are in doubt regarding the applicat ion of t he mark scheme t o a candidat e s response,

t he Team Leader must be consult ed.

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 responses t hat should NOT receive credit .

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 indicate t hat t he meaning of t he phrase or t he act ual word is essential

t o t he answer.5 ecf / TE/ cq (error carr ied forw ard) means t hat a wrong answer g iven in an ear l ier part of a

quest ion is used correct 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 arit y of expression construct and present coherent arguments

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

Full marks wil l be awarded if the candidate has demonstrated the above abil i t ies.

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


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Unit 3: Applications of Psychology

Sect ion A: Criminological Psychology

Guidance

Marking ntsshould b e ctha t e f fec t )Each bul ndeach pointcomprehenWhere lequest ion is

points are indicative, not comprehensive and other poiredited. In each case consider OWTTE (or words to.

let point is a marking point, unless otherwise stated, amade by the candidat e must be ident i f iable andsible.

vels marki ng is requir ed separate advice f or t hatgiven.

QuestionNumber

Question

A1(a) Billy was arrested by police and given an Anti-Social Behaviour Order

(ASBO) t o con anexplanat ion f or himwatch t oo manDescri be how Social Learn ing Theory w ould ex plai n aggressivebehaviour.

trol his aggressive behaviour. When asked fort he behaviour, Bi l ly b l amed his parent s for let t ing

y violent programmes.

Answer Mark

One mark pe laborat ion

The answer l ly/ aggressivebehaviour ge eral ly as a l l can gain credi t . Real l i fe / document edcase st udies lained.

Bi l ly would , beable to repr

SLT involves attention, retention, reproduction andmot i vat i on / eq;

B y d im i t at ingagg

Bil l y may have ident if ied w it h aggressive role models on TVa

Bi l l y mot ivat ed t o m odel t he aggressiveb olentbeh

SLT as a behaviour caused by model l inga q;

If a olem d

An i learn byvica

Look f

(A

r p oi nt / e

given may or may not r elat e to Bin(Columbi ne High) can gain 1 mark i f wel l exp

have to pay at t ent ion, ret a in t he informat ionoduce i t and be mot iva ted to / eq;

i l l s behaviour can be expla ined by watching anressive behaviour he wat ched on TV/ eq;

nd want ed to be aggressive too/ eq;

would be more

ehaviour i f t he ro le models were re inf orced for t heir v iaviour / eq ;

explains aggressionggression w hich i nvolves 4 st ages of processing/ e

n observer w atches aggression and ident if ies wit h a ro e l i t may be cop ied by the observer / eq ;

ndiv idual is more l ikely t o copy i f m ot ivated t or ious or internal re inforcement / eq;

or other reasonable marking points.

O1=3)


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QuestionNumber

Question

A1(b) Evaluate Social Learning Theory as an explanation of anti-social

behaviour.Answer Mark

One mark per point / e laborat ion.

Max 1 mark per other factors (e.g. personality, physiologicalfact ors, social) t hat are explained. If answer not f ocused onanti social behaviour m ax 2 marks.Evaluation of support ing/ opposing st udies can be accepted (onceper st udy) i f t he evaluat ion made is re levant t o the l ink m ade tot heory ( ignore ethics evaluat ion as not r elevant t o SLT theory)

Bandubehavio ren/ boys copied aggressive rolemode

Bandura s st udy only measured short t erm eff ects, so t hisst udy may not be applicable t o t he learning of aggression duet o long term exposure so t his may not be useful support forSLT/ eq;

It i s d observing ant isocialbehaviour and being antisocial because of t he possible t im elapse ;

Antisocitestoste

People w it h a tendency t o be antisocial people seek outantiso

Watchinserve t o nkinvalid/

Parke f ound a causal l ink b et w een observed aggression andq;

ngression in children on St Helena which goes

;

Lo

(AO2=4)

ra (1961) suppor t s SLT as an explanat ion of ant isocialur as he found chil d

ls/ eq ;

i f f icu l t t o est abl ish a l ink bet ween

betw een observat ion (ret ent ion) and imitat ion/ eq

al b ehaviour such as aggression coul d be a r esult of

rone in males rat her t han SLT/ eq;

c ia l media, making t he l ink inval id/ eq;

g antisocial/ aggressive medi a can be cat hart ic andreduce it rat her t han increase it making SLT as a l i

eq ;

actual aggression in j uvenile of fender s whi ch support s SLT/ e

Char l ton f ound no l ink betw een the int roduct ion of t e lev isioand rai sed agagainst SLT/ eq;

Wil l i ams et al f ound t hat aggressive behaviour increased aft er

t he intr oduct ion of t e lev ision t o Not el w hich supports SLT/ eqResearch of SLT and aggression t ends to be e it her short t ermor corre latory so we cannot be certa in of long t ermef fec ts/ eq;

Personality theory can explain aggressive behaviour assensati on/ r isk seeking/ psychotic as an alt ernat ive explanationof SLT/ eq;

ok for other reasonable marking points.


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QuestionNumber

Question

A1(c) Du you have st udied one ot her explanat ion of

So

Co t ion of ant i -soc . Ident i f y t he explanat ion in your answ er .

ring your course,cr iminal / ant i -social behaviour f rom t he Bio logical Approach or t he

cial Approach.

mpare Social Learning Theory wi t h one other explanaial behaviour

Comparisons include sim ilari t ies and di ff erences.

Answer Mark

One mark per compar ison point / e laborat ion. Speci f icident i f ic t ion. Ifwi t hin t he whole answer t he second explanat ion is notident i f iable, t hen no marks for gener ic points.

Where a l ist of point s for one explanat ion is given fol low ed by al ist f or t he other explanati on, m ax 1 (assumes one comparison).Sent ences fol low ing one anot her showing com parison arecredi table.

Other explanations: Self fulf i l l ing prophecy, personality theory(eg Eysenck), genes, t est ost erone, social i dent it y, body t ype(mesomorph etc) , - t hough t he f i rs t t wo are expected as t hey areon the specif ication.

SLT and SFP

SLT explains aggression as observation whereas SFP explainsaggression by how ot hers behaviour t owards us/ eq;

Bot h t heories have et hical issues regarding experiment al lytest ing them/ eq;

Elab of above poi nt t est ing SFP or SLT may cr eat e ant isocialbehaviour that may have otherw ise not t ranspired/ eq;

Bot h t heories rely l argely upon correlat ional analyses whi chcannot est ablish a cause and eff ect r elat ionship/ eq;

We ident i fy w i t h those around us or are d irect ly af f ected byt hose around us/ eq;

SLT and personalit y t heory ( Eysenck)

SLT looks t o t he inf l uence of ot hers on behaviour compar ed t owhat is wi t h in / eq;

SLT is about nur t ure and personalit y is largely det erm ined bynatu re / eq;

SLT consider the antisocial role models as a large influencet hrough model l ing t heir behaviour compared t o arousal of t henervous syst em l eading to cri mi nal behaviour as st im ulat ionseeking/ psychot ic ism/ eq;

Look for other reasonable marking points.

(AO2=3)ati on is not necessary, no m arks for ident if ica


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QuestionNumber

Question

A2(a) Out

e f fe

l ine the f ield experiment as i t is used to investigate witness

ctiveness.

Answer Mark

One mark per pMax 2 f or ge cr ipt ion of f ield exper iment w it houtreference t o w i t ness ef f ect iveness/ eyewitnesstest imony/ cMax 1 f or proce lear lyident i f ied as a

Max 2 i f no me ab exper iment s)

An incideenvironment / in the f ie ld for a wi t ness t o exper ience/ eq;

The inciden of w i t nessing areal event / e

The IV mani es(eg weap focus, l ead ing quest ions, e t c ) / eq;

The DV t h qual i t yof recal l abo

The researcwi t h in the f

The aim i t ;Loo for oth e marking points.

(AO3=3)o int / e laborat ion .

neral des

r ime / inciden t .

dure of a specific study as long as it is cf ie ld exper iment.

n t ion o f t he f ie ld (a l l about l

nt is set up by a researcher in a nat ural

t occurs in an environment typicalq;

pulated concerns a factor t hat af f ects wi t nesson

at is measured typi cally involves amount oru t the inc ident / eq ;

her t r ies to contr ol as many fact ors as possibleie ld se t t ing/ eq;

o est ablish a cause and eff ect conclusion/ eqs

k er reasonabl


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QuestionNumber

Question

A2(b) Out l ine exper iment as i t i s used t oinvest igate w it ness eff ect iveness.

one weakness of t he f iel d

Answer Mark

One mark per point / e laborat ion.

Comparison wit h laborator y experim ent s can gain credit . Max 1overal l f or a general evaluat ion of f ie ld exper iments wi t houtreference t o w i t ness ef f ect iveness/ eyewitnesstest im ony/ c r ime/ incident .

If mor e than one weakness mark al l and credit t he best .

No ident i f icat ion mark

Ignore categorical st atem ent s(e.g. t here is no control overvariables)

E.g. Poor et hics

I t can be somet im es unet hical t o expose a part icipant t o a realevent i f using a cr ime/ inc ident scenar io ( 1st mark) . Real l i f eexposure can cause distress and harm t o part icipant s whi ch isagainst the guidelines (2nd mark) / e q;

I t is d i f f icu l t t o get inf ormed consent and/ or give the r ight t owit hdraw as part ic ipants are used in t heir natural set t ing/ eq;

E.g. Lack of cont rol over variables

Field exper iment s may be not be able t o contro l ext raneousvar iab les that cou ld a f fec t par t ic ipant test im ony/ memory / eq;

However, a lack of cont ro l is real ist ic t o what a real wi t nesswould exper ience/ eq;

E.g. Lack of r e l iabi l i t y

I t i s hard t o repl icate f ie ld exper iment s exact l y because of t helack of contro ls/ eq;

In a f ie ld environment i t is l ike ly t hat each si t uat ion wi l l bed i f f e ren t / eq;


(AO3=2)


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QuestionNumber

Question

A2(c) r ing your course you have learned about one f ield study t hatinvestigates

Charact er ist ics st udy.

Describe the procedure of this f ield study. Identify the study in youranswer.

Duthe effectiveness of eyewitness testimony.

of t he procedure show i t is a f ie ld

Answer Mark

One mark pe dure. Ignoreaim s, resul t s an Lof t usexper iment s t l d exper iment ,al t hough t he m lab, so i t needs t o beclear before redi t . I f not ident i f iable then 0 marks, HOWEVER,i f in doubt c

Exam pl es in i l le and Cut shal l , Yarm ey, Kraf ka et al(1985) Nack ers.(Kraf ka et al an ere bot h about shops andident if ying cust omer s sales clerks).

Eg Yar

App y oppor t uni t y and asked f or help f indingj

The researcher and asked t or ala te

Par ere asked t o ident if y t he person f rom ap

Eg Y l

Int e robbery mont hs af t ert

The real and t he gunshop robbery w as notst aged/ eq;

Compare ol icein terv iews/ eq;

Used leading quest ions wi t hin t he int erview about a car paneland headl ight / eq;

Test ed t o see if t he misleading quest ions alt ered w it nessaccount af t er 3 months/ eq;

Look for other reasonable marking points

(AO3=3)r point / e laborat ion of t he st udy proce

d conclusions. Take care when dismissinghey may be describi ng a f ieajor i t y was conducted in t he

contact TL.

clude: Yua et a l , Valent ine, Wagst af f et a l . - t here are oth

d Nacka et al w

mey (2004)

roached public bewel lery or d i rect ions/ eq;

y were t hen approached by aec l l t he person they helped ei ther 2 mins or 4 hours

r / e q;

t ic ipants whotograph l ine up and recal l f eatures/ eq;

ui le and Cutshal l (1986)

rviewed real witnesses to a gun shophe inc ident / eq ;

wi t nesses were

d t he interv iew t ranscr ipt s wi t h the or ig inal p


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QuestionNumber

Question

*A3 The Governor of Markdale pr ison has recent ly had pr oblems in

managing t he behaviour of t he prisoners. The prison service hasrecomm ended using token economy programm es (TEP) as a t echniquet o contro l behaviour.

Describe how the Governor might implement a token economyprogramm e in Markdale prison and evaluate t he eff ecti veness oft oken economy pr ogramm es.Indicative content MarkRefer t o levels at the end of indicat ive content. If confusenegative reinforcement and punishment can still access topband (ignore confusion).

Appropr iate answers might inc lude the fo l low ing knowl edge, butt his l ist is not exhaust ive. Knowl edge may also be drawn f romunit 2.

Descriptive points (AO1)

Tokens are given for appr opriat e behaviour as a form ofsecondary re inforcement / eq;

Tokens can be exchanged for leisure t ime/ phone cards/ ext ravisi t s/ pr imary re inforcers/ eq;

Token economy pr ogrammes are based on operant condit ioningpr inc ip les/ eq;

Posit ive rei nfor cers encourage appropri ate behaviours t o berepeated/ eq;

Tokens are used to m anage behaviour not r ehabil i t ate/ eq; Tokens control behaviour in the short term making prison l i fe

more harmonious/ eq;

Evaluation points (AO2)

St af f and inmate int eract ion becomes more posi t ive/ eq; Tokens can be abused by pr ison st aff / eq; They can be used as a form of cont raband wit hin pri sons/ eq; Ot her form s of re inforcement in pr ison might overr ide the

value of t okens/ eq;

Reinf orcement in l i f e outside prison is more subtl e thant okens, so t he long t erm ef fect iveness is l imi t ed/ eq;

I t could be the increased posit ive social interaction betweenst aff and prisoners t hat cr eates good behaviour rather t han thet okens t hemselves/ eq;

TEP s are cost ef fect ive as professionals are not needed t oimp lement them/ eq;

Allyon and Azrin f ound t hat t oken produces a signif i cantimprovement in t he personal care of pat ients/ eq;

Pearson et al (2002) compared CBT and TEPs and found littlesuccess of t okens wi t hin pr isons/ eq;



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Level Mark Descri pt or

AO1: Knowledge and understanding of psychology and how psychology works.AO2: Applicat ion/ evaluation of knowl edge and underst anding of psychology

and how psychology works.No rewardable m ater ia l0

Level 1 3 Candidates wi l l produce brief answer s, making simp le stat ement s showingso

ns. Mayr .

at t empt at t he analyt ical / evaluat ion demands of thequestion.

Lack of r e levant evidence. The ski l ls needed to pr oduce ef f ect ive w r i t ing wi l lnot normally be present. The writ ing may have some coherence and wil l be

ut lack both clarity and organisation. High

ling err ors.

1-me r elevance to t he quest ion.

A brief descript ion of TEPs and/ or t he process of using t okeref er t o scenario in t he answenot

Li t t le o r no

generall y comprehensibl e, b

incidence of synt actical and / or spel

Level 2 4-6 Descr t each OR one is in lessdetai

ay not re fer t oscenario in t he answer .

weakness(es).Candidat es wi l l produce st atement s wi t h some development in t he form of

evant f actual mater ia l . There are l ikely to bepassages whi ch lack clari t y and proper organisati on. Frequent synt actical and

r i t y organisat ion in t he

ipt ion OR evaluat ion only OR l im i t ed at t empt al t han t he ot her

Basic description of TEPs with some understanding. M

Evaluation includes appropriat e st rength(s)/mostly accurate and rel

/ or spe l l ing er ror s are l i kel y t o be present . Li m i t ed cl aresponse.

Level 3 7-9 as att empt ed BOTH inj uncti ons of t he quest ion.

udin g somethe answer.

t ely explained str engths / weaknesses of

produceeff ect ive ext ended wr i t ing but t here wi l l be lapses in organisat ion. Somesyn l ikel y t o be present .

Candidate h

Description must include good description of TEPs inclfocus on learning princi ples. Must ref er t o scenario in

AND

Evaluation includes appropriaTEPs

The candidate w i l l demonst rate most of t he ski l ls needed t o

t act ical and / or spel l ing errors are

Level 4 10-12 t he quest ion

cludes an accurat e det ai led def init ion of TEPs and theunderlying pr ocess how learning pri nciples are involved. Must ref er

nswer.

s discussed

are in place. Veryical and / or spell i ng errors may be f ound. Very good organisati on

and pl anning.umber of marks, f u l l m arks must be

given when the answer i s reasonably detai l ed even if not al l t he indicat ivecontent is present.

Candidate has att empt ed and answer ed both i njunct ionsinvery well .

Descript ion int o scenario in t he a

Evaluation i ncludes appropriat e st rengths / weaknesseaccurately.

The ski l ls needed to produce convincing extended writ ingfew syntact

Given t i me const ra ints and l im i t ed n


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Section B: Child Psychology

QuestionNumber

Question

B1(a) Outl i ne how Genie (Curt iss, 1977) l ived bef ore she was found at t he

age of 13.Answer Mark

One mark per point / e laborat ion. No credi t f or caseanalysis/ outcom es/ result s/ conclusions draw n.

Genie w as found at 13 wi t h physical and psychologicalproblems associat ed w i t h neglect / eq;

She was locked in a smal l r oom wit h very l i t t le st imulat ion/ eq; Genie was ignored and of t en beat en by her fat her/ eq; Genie had very few t oys/ played wi t h cot t on spools/ eq; She was fed baby food by her brot her/ eq; Somet im es she was al low ed t o play by the closet wi t h rubber

rain macs/ eq;

She was t ied t o a pot t y chair / restr ic ted t o a cot so herphysical movements were rest r ic t ed/ eq;


(AO1=3)

QuestionNumber

Question

B1(b) Outl ine one or more strengths of the case study of Genie (Curtiss,1977).Answer MarkOne mark per point / e laborat ion of one st rengt h. No credi t for aweakness of t he st udy. Max 1 overall for generic evaluat ion ofcase studies.

Genie s case st udy gather ed rich and indept h data/ eq; A range of t est were conducted t o generate qual i t at ive and

quant i t a t ive data / eq;

The result s gat hered are det ai led and valid t o t he case beingstud ied/ eq;

Well d ocument ed case st udy by m any researchers, soinf ormat ion can be reassessed again in f ul l / eq;

A unique case t hat could not have been set up et hical ly by aresearcher, so in t his sense is special / eq;

At t he t i me confi dent ial i t y was maint ained such as using apseudonym, and th is was mainta ined for a long t ime/ eq;

Good knowledge about t he development of language and thesensit ive period of development was found, helpingpsychologist s underst and where t here are problem s/ eq;

Good knowl edge about t he eff ects and possible recovery (ornot) of privat ion was found so showing t hat at t achment s canbe formed af t er pr ivat ion, t hus help ing society/ eq;


(AO2=3)


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QuestionNumber

Question

B1(c) Using t he f indi ngs of t he case st udy of Genie (Curt iss, 1977), assess

whet her the ef fect s of pr ivat ion are reversib le.Answer Mark

One mark per point / e laborat ion. No credi t for a descr ipt ion of

is made

not a case of reversib i l i t y) wi t h explanat ion.

The st ud pr ivat ion w as not reversible becauseshe d velop t ypical language use/ socialbehaviour/ physical development/ eq;

The study found that her privation was part ly reversiblebecause she developed some language, att ached t o key f iguresand developed some social ski l ls/ eq;

Privaother ingenerali

She w as What w a

been t he eq;

The sl e l ret ardat ion f romb ir t h / e q;

Compared ta poolack of s

Look for ot

(AO2=4)t he case of Genie, only cr edit f i ndings relevant t o t he issue ofreversibi l i t y. Max 2 marks if no ref erence of Genie s casein t he answer . Accept r everse argument for Genie s case (is/ is

y found that herid not de

t ion data gathered by t his case st udy may not apply t odividuals/ Genie s condit ion was unique and you cannotse the resul t s t o the wider populat ion/ eq;

said to be retarded by her doctor f rom bir t h

s t hought t o be t he ef f ects of pr ivat ion could haveresul t of severe learning di f f icul t ies f rom bir t h/

p spindle research suggested mentae

o the Czech twins (Koluchova, 1972) Genie showedrer out come despit e good qualit y care possibly due t o

ib l ing to a t t ach to / eq;

her reasonable mark ing points.


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QuestionNumber

Question

B2(a) Outl i ne hod used in childpsycholo y .

t he st ruct ured observat ion as a research metg

Answer Mark

One mark per point / e laborat ion. Max 1 for any re levantexample(s) when it adds t o descript ion as elaborat ion.

Ignore evaluation comm ent s and reference t o experiment al issues(IV/ DV).

Total m ax 1 i f t he whole answer is a general descript ion of ast ructured observat ion wi t hout reference to chi ldren/ chi ldpsychology or is a general description of any observationalmet hod (not st ructured).

Takes place in a laborat ory set t ing t o measure/ record a child sbehaviour/ eq;

A task or si t uat ion is st aged/ set up for a chi ld t o do/ eq; The child s behaviour is observed in t he set t ing/ eq; Ainswor t h used t he st range sit uati on procedure t o observe t he

behaviour of a chi ld when lef t and reuni ted w i t hmother / st ranger anx ie ty / eq;

Oft en ther e is video t aping or a one-way mirr or is used t ogather data / eq;


(AO3=2)


16/36

QuestionNumber

Question

B2(b) aluate the structured observational research method in terms ofone strength

Evand one weakness

Answer Mark

One mark per p dtw o marks for ngt h/ weakness,mark al l and credi t best , how ever, some evaluat ion issuesover lap, p l eNo ident i f icat ioStrengthe.g. good co

The behavi rat oryset t ing/ eq;

Ext raneous er t he behaviour of t hech il d ar e nt r ol l ed or el im i nat e d/ e q;

e.g. useful in p

The st aged isti cobs/ eq;

As i t does aneous behaviour t oo

Unlh ct ured

obs dr oWeae.g. st

A occur r ingbehaviour is not m easured/ eq;

Tar t i

Nat ural behaviour may not occur in art i f ic ial surroundings/ eq; The si t ua haviour is not measured in

a

m te. g. de t er ist ics

T sof t

Tspo

Look f

(AO3=4)oint / e laborat ion. Two marks for a st rengt h ana weakness. If m ore t han one st re

ase go wi t h t he intent ion of t he st udent.

n mark

nt ro ls

our being measured is control led i n a labo

var iables t hat m ight a l tco

ract ice

sit uati on is less t im e consuming t han natural

not have to wai t for spontccur / eq ;

ike a natural ist ic observation, where the observer wouldave to wai t for an ar ising behaviour/ si t uat ion, a st ru

ervati on prom pt s behaviour so saves t im e ane s ur ces/ e q; ( 2 Marks)

knessaged sit uati on

t ask or sit uati on is st aged/ set up so natural l y

he environment is typical ly a l aboratory w hich isf i c ial / eq;

t ion is st aged so natur al bereal ist ic w ay, t h is l im i t s t he general isabi l i ty of t he research

e hod to real l i fe si tua t ions/ eq; (2 marks)

mand charac

he chi ldren may al ter t heir behaviour to meet t he demandhe si tua t ion / eq;

hey may guess t he point of t he st udy and not shownt aneous behaviour so data would not be valid/ eq;

or other reasonable marking points


17/36

QuestionNumber

Question

B2(c) out whenst udying children.

Explain why cross-cultural research is carried

Answer Markne mark per point / e laborat ion.

edi t is for t he purpose of t he research method, and not forul t ural st udy.description of a cross c

ax one mark for an exchi ldren t o see whet her

Cro l t ural reseauniversali ty of beha

One study is co duresu l t s are com a

Cross cult ural edue to nature or n

Dif f erences betwebecause of differen

Using the strange situain Germany, Miyake stt wo studies l ike t his c

Look for other reasonable

(AO3=2)

ample eg Grossman studied Germansame at t achment t ypes are found

ss cu rch is used t o invest igat e t hev iour / eq ;

d across dif fer ent cul t ures and then ct e

p red to see simi la r i t ies/ d i f fe rences/ eq;arch tel ls us whether the behaviour isresu r tu re/ eq;

en cross cultural studies are usuallyt met hods of social isat ion/ eq;

t ion, Grossman looked at chi l drenudied in Japan, and t he f indings ofan be compared/ eq;

marking points.


18/36

QuestionNumber

Question

*B3 Describe and evaluate B

owlbys theory of at tachment.

Indicative content MarkRefer to levels at the end of indicative contentAppropriat e answer s mi gt his l ist i s not exhaust ive.Only credit r esult s/ conclusiprocedure et c not appropr ia at ion of t he t heory.Furt her evaluati on of supaccepted (once per st udy) it he l ink made to theory ( ignto a t t achment theory) .

Description points (AO1)

At t achment is the lov ing bond betw een chi ld andcaregiver/ eq;

Childr en develop an at t achment t o a single caregiver(monotropy) dur ing t he f i rst f ew years of l i f e / eq;

There is a sensi t ive per iod for at t achment dur ing the f i rst fewyears of l i fe / eq;

I f an at t achment is not f ormed i t may be compensatedlate r / eq;

The internal working model represents a mentalconcept/ schema of what a re lat ionship should be l ike/ eq;

The origins of at t achment can be found in evolut ion as it is anecessary m echanism for survival/ eq;

At t achment is encouraged t hrough proximit y promot ingbehaviours/ eq;

Deprivat ion/ loss of at t achment can af fect laterdeve lopment / eq;

Rej ected chi ldren v iew t hemselves as unwort hy of l ove/ eq;Evaluation points (AO2)

Et hological exampl es show t hat at t achment has anevolut ionary basis/ eq;

The qual i ty o f a t t achment is more impor tant / eq ; Bowl by s own study, 44 juvenil e t hieves, supports his t heory as

he found that depr ived boys were m ore l ikely t o be del inquentand lack empathy/ eq;

His t heory has been used as a t ool t o encourage w omen t o st aya t home/ eq;

Bowlby fai led to dist inguish between deprivation andpr ivat ion / eq;

Lorenz im pri nt ing in geese support s Bowl by s mat ernalsensit ive period as an ethol ogical comp arison/ eq;

Harlow s monkeys provides evidence for t he mat ernaldeprivat ion hypot hesis and t he evolut ionary basis fora t tachmen t / eq;

However i t is problemat ic t o general ise f r om animals tohumans as human behaviour is more com plex/ eq;

ht i nc lude the fo l low ing knowledge, but

ons of study(ies) are creditworthy, aste t o eva lu

port ing/ opposing st udies can bef t he evaluat ion made is re levant t oore et hics evaluation as not relevant


19/36


AO dge and under st andi ng of psychol ogy and how psychol ogy w or ks.AO2: Applicat ion/ evaluation of knowl edge and underst anding of psychologyand how psychology works.

1: Knowle

No rewardable m ater ia l0Level 1 -3 Brief descript ion of Bowl by s t heory showing a basic underst anding of how

ear ly exper ience af fect s later development.

Descr ipt ion of Bowl bys theory is at t empt ed/ br ief .o f t he

Lack of rele produce ef f ect ive w r i t ing w i l lno t norm y be present . The wr i t ing may have some coherence and wi l l begenerally comprehensible, but lack both clarity and organisation. Highincidence of synt actical and / or spell ing error s.

1

Li t t le o r no a t t empt a t t he analy t ica l / evaluat ion demandsquestion.

vant evidence. The ski l l s needed t oal l

Level 2 4-6 mp t at each OR one is in less

Basic descript ion of Bowlby s t heory including one or more el ement s.weakness(es)

wit h some development i n the form ofly to be

Descript ion OR evaluation only OR l im it ed att edetai l t han t he ot her

Evaluation i ncludes appropriat e st rength(s) /Candidates wil l produce statementsmostly accurate and re levant f actual mater i a l . There are l ike

Frequent synt actical andpassages which lack clarity and proper organisation./ or spe l l ing er ror s are l i kel y t o be present .

Level 3 7-9 t he quest ion

ore element s of

Evaluation i ncludes appropriat ely expl ained st rengths / weaknesses.The candidate w i l l demonst rate most of t he ski l ls needed t o produceeff ect ive ext ended wr i t ing but t here wi l l be lapses in organisat ion. Somesynt actical and / or spell i ng error s are l ikely t o be present .

Candidate has att empt ed and answer ed both i njunct ionsinwell.

Descript ion includes good account of t wo or mBowlbys theory.

AND

Level 4 10-12 Candidate has att empt ed and answer ed both i njunct ionsin t he quest ionvery well .

Descript ion includes detai led and accurate account (two or moreelements) of Bowl bys t heory.

at ion incl udes approp ri at e st rengt hs / w eaknesses discussedaccurately, and should include appropr iat e research evidence.

The ski l ls needed to produce convincing extended writ ing are in place. Veryfew syntact ical and / or spell i ng error s may be found. Very good organisati onand pl anning.Given t i me const ra ints and l im i t ed number of m arks, f u l l m arks must begiven when the answer is reasonably detai led even if not al l the informationis present.

Evalu


20/36

Section C: Health Psychology

QuestionNumber

Question

C1(a) Wi misuse, def ine t he f ol low ing t erm s:

gical dependency.

t h regard t o subst ance

Physical depend ency Psycholo

Answer Mark

On ples of dependency

ma t he

Ph

Normal funct ioning cannot cont inue wi t hout t he drug/ eq;

cravings, skin cr awl,e tc )/ eq;

Psychological dependen cy

The d es cent ral t o t he rout ine of a user / eq; Need for pl easure maint ains drug taking/ eq; Withdrawal resul t s in a break of habi t which is d i f f icu l t t o

main ta in/ eq;


(AO1=3)

e mark per point / e laborat ion. Credi t examof specif ic drugs. Three marks are available for two definit ions

x 2 per def in i t ion. Examples can gain credi t i f t hey add t odef in i t ion (Total max 1 for examples).

ysical dependency The body becomes used t o t ak ing/ needing the drug/ eq;

Occurs due t o a change in t he chemist ry of t he brain t hatsubst i t utes normal f unct ioning/ eq;

There are physical ef f ects of wi t hdrawal (

rug becom


21/36

QuestionNumber

Question

C1(b) t a l k topa

ightus

Jane is a youth w orker who has been asked t o go to a school t orent s about subst ance misuse. She w ants to explain w hy young

people t ake drugs.

Describe one explanati on from t he Learning Approach that Jane me in her ta lk .

Answer Mark

l / cogn i t ivexplanati ons. If m ore t han one learning explanation described,

Max 2 marks if no refer ence to scenario in t he quest ion. Takecare with descript ion of peer pressure (OK if referr ing to rolemodel, v icar ious re inforcement or praise, but not i f general ly

re lat ing i t t o feel ing pressure to t ake the drug/ conform it y) .

Operant condi t ioning

Drugs t hat pr oduce a pleasant ef fect s can reinfor ce the drugt aking behaviour/ expla in how i t st ar ts to becomeaddic t ive/ eq;

Maint aining pleasurable ef fect s can explain drugmain tenance/ eq;

Drugs are pleasurable only in t he short t erm , so a user needsto t ake more to re turn to t he reward sta t e / eq;

Drugs are oft en t aken social ly and reinf orced by t he approvalo f f r iends/ peers/ eq;

Wit hdraw al of use can have unpleasant side ef f ects so isavoided which can be explained by negat ivere in forcement / eq;

SLT

An individual may observe a drug user and m odel t heirbehaviour/ eq;

A role m odel w ho t akes drugs can encourage drug m isuse if t heyhave st atus and power i s looked up to or respected/ eq;

Drug use can be glamorised and rew arded w hich can be a form ofv icar ious re inforcement for an observer/ eq;

The observer may ident i f y wi t h t he drug user and wish t o adopt t hesame drug t aking values and belief s as a role m odel/ eq

Classical conditioning

a drug user m ay associate a drug wi t h pleasurable/ relaxat ionef fec ts/ eq;

the condit ioned stimulus of a drug becomes paired with acondit ioned stimulus that already results inp leasure / re laxat ion / eq;

wi t h pair ing of t he UCS/ Drug and CS t he drug eventuall y becomes aCS/ eq;


(AO2=3)One mark per point / e laborat ion. Ignore sociaemark al l and credit best. No credit for ID of learning explanation.


22/36

QuestionNumber

Question

C1(c) Evaluat e t he emisuse.

Learning Approach as an explanation of substanc

Answer Mark

OneAl l biologicalexp e explanat ions t ot al max 1 m ark(be cautious wi t h peer pressure , t his t ime i t can be used as analCre

Evaluation of any learning explanati ons are credi t ed can be one

Tot m isuse

SLT

S d t heexp ura,196

S atadd i l ies/ eq;

SLT does not expl ain dr ug use in t he absence of observi ng ad

Many fact ors are involved in addict ion, and i t is d i f f icu l t t oisolat e SLT as one explanati on due t o ot her i nf l uences onbehaviour/ eq;

Operant condi t ioning

Pickens and Thompson (1968) found cocaine reinforced leverpressing behaviour for t he cocaine reward in rat s/ eq;

Drug use has oft en unpleasant side ef fect s fr om cont inuoususe, w hich does not expl ain continued m isuse/ eq;

Classical conditioning Classical condit ioning is unlikel y t o explain addict ion f or

smoking, when t he f i r st exper ience is of t en unpleasant/ eq;

Generic points

Family studies suggest a genetic link but research iscor re latory / eq;

The biological approach proposes a cont rast ing explanati on ont he nature side of the debat e/ eq;

Learning t heory argues only t he nurt ure side of t he debate soignores nature/ eq;


(AO2=4)mark per point / e laborat ion of evaluat ion/ comparison.

marks can be gain by j ust a comparison wit hlanat ions - a l l ot her a l ternat iv

t ernat ive explanat ion).

dit research findings as evidence

or more

al ax 2 for t he answer i f not f ocused on subst ance m

t u ies t hat demonst rate the re l iabi l i t y of SLT supportlanati on of dr ug misuse t hrough modell i ng (Band1) / eq;

LT provides an al t ernat ive explanat ion f or t he fact t hic t i ons t end to run in f am

rug using ro le model / eq;


23/36

QuestionNumber

Question

C2(a) During your t igationon a t opic in he lysis or a

summary of t w urces.

Describe how you carried out your practi cal invest igation.

course you wil l have conducted a pract ical invesalth psychology using either a cont ent ana

o art i cle so

Answer Mark

MarThe y be a cont ent analysis or summaryof two art icle sources.

Conducti ng the pr acti cal invest igation i nvolves planning andso m at er ial t o conduct a pract ical . It also covers t he

pr , apparat us, cont rols, coding decisions madein orde ct ion ofsource l , and draw ing conclusions.

O marNo rewardable mat er ia l .1Br ie act ical .2 markClea y ng t o a rangeof pr c3 m kMore d al issues t hatare de and howt he da w asreduce

(AO3=3)k according to the levels given below.

pract ical invest igat ion m a

urcing of

ocedure, samplingr t o gat her t he data. Descr ipt ion can refer t o sele

s, r eviewing the mater ia

ks

markf descr ipt ion of any part of w hat w as done for t he pr

sr l ident i f ied how data was gathered by re fer r io edural issues.

ar sept h, cl early describi ng a range of pr ocedurt ai led and show good underst anding of planningt a was gat hered such as bias in sources and how d at ad/ summarised.


24/36

QuestionNumber

Question

C2(b) You wi l l have gathered qual i t at ive and/ or quant i t at ive data( informat ion) for your pr act ical invest igat ion.

Describe how you analysed t he data ( inf orm ati on) you gather ed.Answer Mark

Mark according to the levels given below.

The practical investigati on may be a content analysis or summaryof two art icle sources.

Analysing dat a, qual i t at ive and quant i t at ive, r efers to how dat awas scored, t al l ied, t ot al led, t hemes analysed, conclusions drawnfr om t he summ aries (can include theory as relevant ).

O marksNo rewardable mat er ia l .1 markAwareness of using f i gures and/ or descript ion t o analysedata/ conclusions drawn f rom t he summ ary.2 marksBasic descr ipt ion of how f igures were obt ained f rom data and/ ort hemes ident if ied/ summ ary of sources and conclusions draw n.3 marksMore depth of qual i t at ive and/ or quant i t at ive analysis showinggood under st anding. Summ aries show det ai led conclusions fromt he sources (can include t heory).

(AO3=3)

QuestionNumber

Question

C2(c) Outl ine the conclusion(s) you drew from your practical investigation

Answer Mark

Mark according to t he levels given below .

The practical investigati on may be a content analysis or summaryof t wo sources.

O marksNo rewardable mat er ia l .1 markBrief and accurat e/ appropr iate conclusion drawn fr om t hepract ical2 marksMore dept h in descript ion of conclusions drawn f rom pr acticaland/ or showing some support ing ideas, evidence, conceptsand/ or j ust i f i cat ion .

(AO3=2)


25/36

QuestionNumber

Question

*C3 scribe and evaluat e Blt t ler et al s (2002) st udy of subst ancemisuse.De

Indicative content MarkRefer t o levels at t he end of indicat ive content .

Ap tth i sDe

Acocaine/ eq;

Ppr reduct ion in i l l egal drugu

Thp

Pa ery 6 mont hs t o measure t hei ri

Ur / eq; T

co

Ur regular cocaineuse of part ic ipant s on the programme/ eq;

T ur and of f encesas a resul t of t he programme/ eq;

Evaluation points

The st udy omit t ed data f r om part ic ipant s excluded f or deal ingor dropped out of t he programme, so the resul t s are l imi t ed tot he most dedicated pat ients/ eq;

Part ic ipants of the st udy were fu l l y informed about t he nat ureand ext ent of t he research, so i t was eth ical in t hat sense/ eq;

The applicati ons of t his st udy are far r eaching in t erm s ofeconomic and individual cost of drug use/ eq;

The validi t y of t he f indi ngs are est ablished t hrought r iangulat ion of b io logical and sel f report measures/ eq;

The part ic ipants were natural ly undertaking the c l in ical t r ia ls,so part ic ipants were not careful l y selected or m atched to acont ro l group/ eq;

As part icipants were fol lowed up over 18 months the long termeff ects of t he programme could be est abl ished/ eq;

Independent researchers conduct ed t he int erview s andanalysed t he f indings t o ensure t here w as no researcherbias/ eq;

The f indi ngs wer e compared t o baseline m easures to ensure arel i able change in drug usage was est ablished/ eq;

Ecological validity as they were drug users on a drugprogramme/ eq;

High populat ion val id i ty as t hey were ext reme dr ugusers/ polydrug users and f indings were r e lated t o t hem/ eq;

propr iate answers might inc lude t he fo l low ing knowl edge, bulist i s not exhaust ive.

scription points

im ed t o see if prescribed heroi n could reduce t he use of

ar t ic ipants were fo l low ed up af ter 18 months in theogramm e to see if t here was a

se/ eq;

e part ic ipants were selected f rom an exist ing t reatm entrogramme and had been addicted f or over 2 years/ eq;

r t ic ipants were int erv iewed evllegal subst ance use/ eq;

ine t est s wer e used t o confir m i l legal subst ance use

he treat ment resul t ed in more than hal f reducing t heircaine use/ eq;

ine analysis confir med t he huge reduct ion in

here was a reducti on in drug relat ed behavio


26/36

Low populat ion val id i t y i f general ised t o t he wider populat i on(e.g. users) / eq;

Cause and eff ect is hard t o show as there are m any otherfactors t o take into account/ eq;

Part ic ipants may have t aken part in t he programme w it h t heintent ion of get t ing f ree heroin not t o give up their drughab i t / eq;


mi ld drug


27/36


dge and understanding of psychology and how psychology works.standing of psychology

AO1: KnowleAO2: Applicat ion/ evaluation of knowledge and underand how psychology works.

0 No rewardable mat er ia lLevel 1 1-3 le st atem ent s showing

s procedure and/ or

Li t t le or no at t empt at t he analyt ical / evaluat ion demands of t heestion.

Lack of relevant evnot norm al l y be prese have some coherence and w i l l begeneral l y compreh ighincidence of syntactic

Candidates wil l produce brief answers, making simpsome rel evance t o t he quest ion.

Descript ion includes brief elements of Bltt lerresults.

quidence. The ski l ls needed to produce ef fect ive wr i t ing wi l l

n t . The wr i t ing mayensible, but lack both clarity and organisation. H

al and / or spell ing error s.

Level 2 4-6 Descr ipt ion OR eva t empt at each OR one is in lessdeta i l than the o th

Descript ion inct he st udy.

EvaluationCandidates wimostly accurate al mater ia l . There are l ikely to bepassages which lac d

/ or spe l l ing er ror s are

luation only OR l imited ater

ludes basic elem ent s of m ain procedure and results of

includes appropri ate st rength(s) / w eakness(es).l l produce st atement s wi t h some development in t he form of

and re levant f actuk clarit y and proper organisati on. Frequent synt actical an

l ikely t o be present.

Level 3 7-9 Candidate has att empwell.

Descript ion should includ e aim(s), procedure, result (s) and(

AND

EvaluationThe candidate w i l l demonst rate most of t he ski l ls needed t o produceef fect ive ext e esyntact ical and / or

t ed and answer ed both i njunct ionsin t he quest ion

conclusion s) must inc lude detai l in br eadt h or depth

includes appropri atel y explained str engths / weaknesses.

nd d wr i t ing but t here wi l l be lapses in organisat ion. Somespell i ng errors are l ikel y t o be present .

Level 4 10-12 Candidat e has at t em p nvery well .

Descript ion mut he st udy.

Evaluat ion i c ludes appropr iat e st rengt hs / weaknesses c lear ly andccurately

The ski l l s needed t o ended wr it ing are in place. Veryfew syntact icand pl anning.Given t i me const ra ints and l im i t ed number of m arks, f u l l m arks must begiven w hen t h nis present.

t ed and answer ed both i njunct ionsin t he quest io

st include breadth and detai led and accurate depth of

na explained.

produce convincing extal and / or spell i ng errors may be f ound. Very good organisati on

e answer is reasonably detai led even if not al l the informatio


28/36

Sect ion D rt Psychol: Spo ogyQuestionNumber

D1(a)(i) Sit a needs t o im prove hmajor compet i t ion.Describe one psychologperformance.

er running t i mes t o ensure select ion for a

ical technique used to improve sport ing

Answer MarkOne mark per point / e laboracom ment s t hat do or do no t a. No ID m ark. If m oret han one t echnique markSuit able t echniques includeret ra in ing, learning t heor iee.g. Imagery

Sit a could use im agery t o visualise wi nning the race/ eq; Sit a could imagine the f eeling of w inning and receiving a gold

medal / eq;

Sit a could imagine the m uscular power/ breathing dur ing agood run/ eq;

Imagery r equires visualising and feeli ng the d esired goal/ eq; Imagery a l lows t he at h lete t o put t hemselves ment al ly in t o

t he si t uat ion of w inning which acts as a mot i vat ion/ eq;

Ment al rehearsal of t he imagery can increase fam il i ari t y andconf idence and reduce anxiety/ eq;

Cognit ive general im agery involves the i magining of overal lsuccess/ eq;

Cognitive specific imagery concerns picturing success at aspeci f ic sk i l l / eq;

e.g. Goal sett ing

Target / goal set t ing woul d involve Sit a set t ing specif ic target st o achieve in her running/ eq;

Sit a might set a goal of beati ng her current lap t im e as itwould act as a mot ivat ion t o succeed/ eq;

Sit a would need to set hersel f speci f ic l apt im es/ of f t he blockst iming as part of t h is t echnique/ eq;

The goal needs t o be SMART because unsmart t arget s could bedemot ivat ing for Si t a/ eq;

Goals must be Specif ic, Measurable, Achievable / att ainable/ ap prop r iat e, rea l ist ic and t ime m easur ed/ eq ( l ist mar k);

Goals can be perf ormance based on a specif i c ski l l or out comebased on overall wi nning/ eq;

Specif ic t argets should not be vague so t hat a specif ic goal canbe focused upon eg service hand/ eq;

Measurable t argets al low a benchmark t o be set so t hatimprovement can be monitored to show improvement/ eq;

Appropr iate t argets are re levant t o t he sportsperson/ eq; Realist ic targets are not too diff icult or easy so demotivation

t hrough underperform ance or unachievable a ims/ eq; Time based t argets encourage and sust ain mot ivati on for

(AO1=3)t ion. Ful l credi t can be given for

t refer t o Si

al l and credi t t he best .imagery, goal set t ing, at t r ibut ion

s. There are ot hers.


29/36

appropr ia te t ime [per iod / eq;Look for other reasonable marking points

QuestionNumber

Question

D1(a)(ii) Evaluate t he psychological t echnique used t o im prove perf ormanceyou described in (a)( i).Answer MarkOne mark per point / e laborat ion.TE: Max 2 marks if t he t echnique evaluated is not t he same ast he one described in D1ai but can be ident if ied as a technique. IfD1ai is blank or incorrect, but an appropriate technique isevaluateMax ar ison point s w i t h anal ternat i ve technique.

e.g. Imagery Felt z and Landers (1983) f ound t hat overal l studies found

imagery to be bet t er than no ment al imagery at a l l / eq;

Imagery is not a subst it ut e for physical practi ce/ eq; Isaac ed

bet t e r t

Researctechniqu

Imagery t o greater physicalpract ice of t he ski l l , which would account f or the

r t han the imagery i tsel f / eq ;

argets set for rugby players

el f generat ed t argets are m ost ef f ect ive, t h is i t sel fmay b / eq;

t as a

lwi l l improve per formance/ eq;

(AO2=4)

d, f u l l marks can be credi ted i f i dent i f iable.

one mark in tot a l for any comp

(1992) found that high imagery trampolinists performhe low and no imagery groups/ eq;

h int o imagery has been experiment al, so t hee lacks f ie ld t r ia ls t o achieve val id i ty / eq;

is quit e specif ic and may lead

improvement rathe

e.g. Goal sett ing

Mellali eu (2005) f ound t hat SMART tshowed considerable sport ing impr ovement in t hose ski l l scompared t o the ski l ls t hat were not t argeted/ eq;

Because se int r insical ly mot ivat ional

Target s t hat are unr ealist ic m ay not be achieved and acdemot iva tor / eq ;

Goal set t ing, unlike im agery, i s mor e l ikely t o involve physicapract ice which



30/36

QuestionNumber

Question

D1(b) Sit a invest igates ot her psychological t echniques t o t ry and im proveher perf ormance and to see how t hey compare t o the one she is

current ly using.

Compare two psychological t echniques used t o im prove sport ingperf ormance. Comparisons involve looking at simil arit ies anddifferences.

Answer Mark

t s t hat do not involve comparison. Ignoretautolog

Where a l ist of point s for one explanat ion is given fol low ed by al ist f or t he other explanati on, m ax 1 (assumes one comparison).Sent ences fol low ing one anot her showing com parison arecredi tabe.g. Im ager

Goal setimagery

Both t ecintr ins ictargets/

The techniques have rarely been exper iment al ly t est ed w i t hhigh p e, so may only be usef ul w here

dings areid as t hey are about act ual sport ing

un dery use betw een track and f ie l d ath let es

ance, such asf e i ther t echnique on sport ing

d t o the re lat iveed in imagery / eq;


(AO2=3)One mark per point / e laborat ion. Ignore evaluat ion anddescript ion poin

y.

l e.

y and goal set t ing

t ing involves pract ical / physical act iv i t y w hereasinvolves menta l / cogn i t ive ac t iv i ty / eq ;

hniques al low t he at h lete t o mot ivate t hemselvesally t hrough visualising t he goal or meet ing seteq;

erf orm ing sport speoplimprovement can be considerable rather t han discrete/ eq;

Bot h have been t est ed using f i eld studies so t he f inl ikely t o be valperf ormance (1st m ark). E.g. Boyd and Munroe fodi f f erences in imagand c l imbers/ e.q. (second mark);

There are ot her factors t hat could af f ect perf ormaudience, f i t ness etc, i t would be di f f icul t t o accurat elymeasure the success oper formance/ eq;

Goal set t ing requires physical eff ort comparelack of ef f or t requir


31/36

QuestionNumber

Question

D2(a) or tpsy

Describe the questionnaire research method as it is used in spchology.

Answer Mark

a quest ionnaire wi t hout r efer ence to sport psychology. Examplesgain credi t i f t hey add t o the descr ipt ion of t he quest ionnaire as

).

Quest ionnaires can be used t o gat her dat a on the at hlet espercept ion of perf ormance/ ef f ect iveness of t echniques t oimprove per formance/ eq;

Unlike experim ents, t hey can be used as an invest igative t oolwi t hout in ter fe r ing wi th spor t ing per formance/ eq;

Quest ionnaires can be repeated several t im es t o t rack sport ingprogress/ eq;

Quest ionnaire can be used in met a analysis when t hey arestand

E. g. Cra ny st udies using t he CSAI-2 andused t he result s of al l t he st udies because t hey used t he sametoo l /

Quest ionnaires can be a useful probe/ precursor t oexper imental met hods/ eq;

Quest ionnaires gather self report dat a using open quest ionsand/ or c losed quest ions/ eq;

Qual i t i t at ive dat a (closedquestion

Look for

(AO3=3)

One mark per point / e laborat ion. Max 2 for general descr ipt ion of

a research method ( t ota l m ax 1 for examples

ardised so repeat able/ eq;

f t e t a l looked at ma

eq;

t at ive (open quest ions) and/ or quan

s) can be gather ed/ eq;

other reasonable marking points.


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QuestionNumber

Question

D2(b) ares

Descri be t he str engt hs and w eaknesses of using questi onnair es asearch met hod in sport psychology.

Answer MarkOn s should beexplained for credi t . Need t o refer t o sportspeople / ath let es

et c at l east once in t he answer t o access ful l

ToTota l ma for answer i f does not re la te to spor ts psycho logy .Researc

Str

e checked over

ica l ly conducted t o ensure t he re l iabi l i t yof specif ic quest ions/ eq;

in format ion/ eq;

There are m any ways of asking t he same question, whi ch cancheck for const ruct val id i ty / eq;

Asking athlet es as opposed t o infer r ing f rom experim ent s canbe seen as more valid/ eq;

Can be regarded as gaining consent and right t o wi t hdraw asdeclining complet ion of the quest ionnaire acts as t his/ eq;

Post al quest ionnaires can oft en neglect t o ful l y debriefpar t ic ipants / eq;

Weaknesses

Answers may reflect social desirabil i ty of athletes rather thanreali ty because part icipants respond in a way they think theyought t o answer/ eq;

Respondent s/ sport speople may l ie i f t hey feel t hey are beingj udged on t hei r an swer / eq ;

I f a respondent / sport sperson guesses t he aim of t he st udy t heymay answer in a way t hat ref lects the demands of t hequest ionnaire rat her t han honest y/ eq;

The response rat e for quest ionnaire is low, so t he result s maybe biased tow ards volunt eers/ eq;

They might involve sl ight decepti on as disclosure of t hepurpose may lead to demand characteri st ics/ eq;


(AO3=5)e mark per point / e laborat ion. Methodological term

/ spo r t psychol ogy /marks (read whole answ er befor e marking).

t al m ax 3 for answer i f only st rengths or w eaknesses.x 3

h evidence can be used as elaboration.

engths

Quest ionnaires can have test-r et est rel i abi l i t y andathl et es/ sport speople scores can b

t ime / par t i c ipan ts/ eq;Pilot st udies are t yp

Open quest ions can gather r ich quali t at i ve


33/36

QuestionNumber

Question

*D3 Describe and evaluate the inverted U hypothesis as an explanation

used i n sport s psychology.

Indicative content MarkRefer to levels at the end of indicative content

Appropr iatet his l ist i s nDescript

The i hypot hesis is a b iological t heor y t hat explainssport ing perf ormance re lat ing t o arousal and anxiety/ eq;

Arousal is import ant i n sport as i t can improveper formance/ eq;

An opt im um point i s reached where peak perform ance isachie

Too much arousal result s in a loss of physical per form ance/ eq; Accor

in opt im ends upon t he t ypeof sport ing

Fineof arous

Complexarousal/

High st rar ous l / Sim ple t asks are bett er perf ormed in high arousal st ate/ eq;Evaluati

Experas t he

Novic ks using low arousal as concent rat ion isneede

The cm ay n in a gradual drop in per f orm ance, as even amodeper fo

The invepsyche uof arous f spor t and individual / eq;

Experim ent al research to t est t he invert ed U hypothesis hasused t echniques t o relax or psych out an indivi dual (t hreat orincent ive) which m ay cause anxiet y/ ego rather t hanarousal / eq;

More recent m ult id imensional t heor ies have t r ied t o br idge thegap bet ween physical arousal and cognit i ve f actor s associatedwit h sport ing performance/ eq;

I f ski l led sport speople need hi gher l evels of arousal t operform, th is might expla in why records are broken more

answers might include the fol lowing knowledge, butot exhaust ive.

ion points (AO1)

nvert ed U

ved / eq;

ding t o t he Yerkes-Dodson law, moderat e arousal resultsum perform ance, but i t real ly dep

act iv i t y and exper ience level of t he indiv idual / eq;

mot or cont ro l sports are bet t er performed in a low st ateal / e q;

sport s are best perf ormed i n a st ate of loweq ;

engt h/ power sports are best performed i n h igh st ate ofeq ;a

on points (AO2)

ienced sport speople can perform wel l w it h high arousalre is less need t o focus on a well pract ised t ask/ eq;

e tases pract isd in learning a new ski l l / eq;

atastrophe model point s out t hat incr eases in anxietyot r esult

st increase in anxiet y can result in a lul l in sport ingrmance fo l lowing the opt im al arousal level / eq;

rt ed U hypothesis can be useful ly applied t o helpp or rel ax a sport sperson to achieve t he opti mal l evel

a l needed for t he type o


34/36

frequently at large important events where pressure is veryhigh/

Lowe s (1974) Litt le League st udy found t hat baseballperformance was bet t er in m oderat e condi t ions rather t hancrit ical or non-crit ical condit ions during a game, support ing

opt imal per formance/ eq; A field study by Klavora (1978) fol l owed a basket ball t eam

during a com pet it ion and f ound t hat coaches assessment s ofperformance re lated t o st anding in the t ournament (h igh orlow s

Can explper formance/ eq;

Look for ot able marking points

eq ;

t anding led to w orse perform ances)/ eq;

ain how an audience can have an eff ect on

her reason


35/36


AO e dge an d u nd er st a nd in g of p sych ol ogy and how p sychol ogy w or ks.AO2: Applicat ion/ evaluation of knowl edge and underst anding of psychologyand how psychology works.

1: Knowl

0 No rewardable mat er ia lLevel 1 1-3 Br show ing a basic underst anding

of

ie f / d iagram

t he

La produce ef f ect ive w r i t ing w i l lno w r i t ing may have some coherence and w i l l begeneral l y com prehensib bot h clar i t y and organisat ion. Highinc

ief descr ipt i on of t he inverted U hypothesisow arousal affects performance.h

Descr ipt ion of i nverted U hypothesis is at t empt ed/ br Li t t le or no at t empt at t he analyt ical / evaluat ion demands of

question.ck of rel evant evidence. The ski l l s needed tot normal ly be present. The

le , bu t lackidence of synt actical and / or spell ing error s.

Level 2 4-6 De on only OR l im i t ed at t empt at each OR one is in lessde e t o individualspo

sic understanding andreference t o sport / perform ance

Evaluation includes appropriat e st rength(s) / w eakness(es).Ca i l l produce st at em ent s w it h som e developm ent in t he f orm ofmostly accurate and re levant f actual mater i a l . There are l ikely to bepassages whi ch lack clari t y and proper organisati on. Frequent synt actical and

/ or spe l l ing er ror s are l i kel y t o be present .

script ion OR evaluatit a i l t han the other t hat t akes into account i t s re levancrt ing experience OR t ype of sport .

Descript ion of t he invert ed U showing ba

ndidat es w

Level 3 -9 Candidate has att empt ed and answer ed both i njunct ionsin t he quest ionwell.

A good descript ion of t he invert ed U hypot hesis t hat incl udes t hels AND/ OR t heir

chosen sport .

udes appropriat ely expl ained st rengths / weaknesses.The candidate w i l l demonst rate most of t he ski l ls needed t o produceeff ect ive ext ended wr i t ing but t here wi l l be lapses in organisat ion. Somesynt actical and / or spell i ng error s are l ikely t o be present .

7

relevance of t he theory t o sport speople as individua

AND

Evaluation incl

Level 4 10-12 Candidate has att empt ed and answer ed both i njunct ionsin t he quest ion

ve ccurate underst anding of

arousal and t he ef f ect on performance in depth (e.g. could inc ludeff erent t ypes of sport , b io logical det ai l , and/ or

luat ion i ncludes appropriat e str engths / weaknesses discussedarch evidence.ing are in place. Very

nt acti cal and / or spell i ng error s may be found. Very good organisati on

ull m arks must behe in format io

ry well .Descript ion must include a det ai led and a

the e f fec t on diwhet her beginner or expert et c.)

Evaaccurately, and should include appropr iat e rese

The ski l ls needed to produce convincing extended writfew syand pl anning.Given t i me const ra ints and l im i t ed number of m arks, fgiven when t he answer is reasonably detai l ed even if not al l tis present.

n


36/36

Furt her copies of t his publicat ion are available f romEdexcel Publi cati ons, Adam sway, Mansfi eld, Nott s, NG18 4FN

Telephone 01623 467467Fax 01623 450481

Email publicat ions@linneydirect .com

Order Code UA022989 January 2010

For more inform ation on Edexcel qualif icat i ons, please visit ww w. edexcel.com/ quals

Edexcel Lim it ed Regist ered i n England and Wales no 4496750

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