OCR A Level Psychology Component 3 SAM

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A Level PsychologyH567/03 Applied psychologySample Question PaperDate – Morning/AfternoonSpecimYou must have: OCR 12-page Answer Booklet(OCR12 sent with general stationery)enTime allowed: 2 hours*000000*First nameLast nameCandidatenumberCentrenumberINSTRUCTIONS Use black ink. Complete the boxes above with your name, centre number and candidate number. Section A: Answer all the questions in this section. Section B: Choose two options and answer all parts of the question in the options youhave chosen. Write your answers in the Answer Booklet. The question numbers must be clearly shown. Do not write in the bar codes.INFORMATION The total mark for this paper is 105. The marks for each question are shown in brackets [ ]. Quality of extended response will be assessed in questions marked with an asterisk (*). This document consists of 8 pages. OCR 2014[601/5122/5]H567/03Turn over

2SECTION A: Issues in mental healthAnswer all the questions in Section A.1(a)(b)2Outline one definition of abnormality.[2]Explain why labelling people ‘abnormal’ could be considered unethical.[3]Rosenhan (1973) hypothesised that psychiatrists cannot reliably tell the difference betweenpeople who are sane and those who are insane.enWith reference to the key research, discuss how classification of mental illness can result in‘stickiness of labels’.[5]Suggest how biological treatment can be used to treat one specific disorder.4*Compare a cognitive explanation with one other explanation of mental illness.5*Discuss the nature/nurture debate in relation to the biological explanation of mental illness.[10] OCR 2014Specim3H567/03[5][10]

3Section B: OptionsChoose two options and answer all parts of the question in the options you have chosen.OPTION 1Child psychology6(a)* Using the research by Barkley-Levenson et al. (2014), explain the relationship between braindevelopment and risk taking behaviour.[10](b)* Assess ethical problems with using brain structure as an explanation of risk taking behaviour.[15]Max has just passed his driving test and often breaks the speed limit. He enjoys driving fast and even apolice warning has not stopped him. Max’s parents have tried to punish him for this behaviour but theirinterventions have not been successful.[10]SpecimOPTION 2en(c)* Discuss how a psychologist could investigate whether Max’s behaviour is due to braindevelopment.Criminal psychology7(a)*Explain how the research by Hall and Player (2008) could be used to improve fingerprintidentification.[10](b)* Assess the usefulness of research into the collection and processing of forensic evidence.[15]A series of high profile serious violent crimes have been committed in a small village over the last year.Experts are working on the case but it remains unsolved. There are a number of potential suspectsincluding one who has a previous conviction for assault.(c)*Discuss how motivating factors might impact the collection and processing of forensic evidencein this case.[10]H567/03 OCR 2014

4OPTION 3Environmental psychology8(a)*Using the research by Drews and Doig (2014), explain how ergonomic research can influenceworkplace design.[10](b)*Assess the methodological issues involved when researching the impact of observation in theworkplace.[15]Discuss how a psychologist could design Angie’s work station to prevent cognitive overload.[10]OPTION 4Specim(c)*enAngie is an air traffic controller, one of the most stressful jobs according to suicide statistics. She oftenhas several planes to manage in and out of a busy regional airport. She has to monitor their speed,flight path and height as well as have an ongoing dialogue with the pilot throughout their landing andtake-off. It’s no wonder she is exhausted at the end of a shift as she is very aware of how easy it wouldbe to miss a vital piece of information.Sport and exercise psychology9(a)* Explain how research by Smith et al. (1979) could be used to improve relationship skills in youthsports coaches.[10](b)*Assess the individual and situational debate with regard to the performance of sports teams.[15]A team of young hockey players are ambitious to improve their performance. They have a new coachwho spends a considerable amount of time socialising with the team. He is criticised by the team’sparents who think the team should always be practising their hockey. However, in the next big game theteam wins.(c)*Discuss how a sports psychologist might apply their knowledge of sports coaching to explain thewin to the team’s parents.[10] OCR 2014H567/03

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8SpecimenBLANK PAGECopyright Information:OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted toidentify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information tocandidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for eachseries of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correctits mistake at the earliest possible opportunity.For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local ExaminationsSyndicate (UCLES), which is itself a department of the University of Cambridge. OCR 2014H567/03

day June 20XX – Morning/AfternoonenA Level PsychologyH567/03 Applied psychologyec105SpMAXIMUM MARKimSAMPLE MARK SCHEMEThis document consists of 28 pagesDuration: 2 hours

H567/03Mark SchemeJune 20xxMARKING INSTRUCTIONSPREPARATION FOR MARKINGSCORISMake sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training;OCR Essential Guide to Marking.2.Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM CambridgeAssessment Support Portal http://www.rm.com/support/ca3.Log-in to scoris and mark the required number of practice responses (“scripts”) and the required number of standardisation responses.en1.imYOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVESCRIPTS.ecTRADITIONALMARKINGSpBefore the Standardisation meeting you must mark at least 10 scripts from several centres. For this preliminary marking you should use pencil andfollow the mark scheme. Bring these marked scripts to the meeting.1.Mark strictly to the mark scheme.2.Marks awarded must relate directly to the marking criteria.3.The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% (traditional 50% Batch 1 and 100% Batch 2)deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.4.If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the scoris messaging system.2

5.Work crossed out:a.where a candidate crosses out an answer and provides an alternative response, the crossed out response is not marked and gains nomarksb.if a candidate crosses out an answer to a whole question and makes no second attempt, and if the inclusion of the answer does notcause a rubric infringement, the assessor should attempt to mark the crossed out answer and award marks appropriately.Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If thecandidate has continued an answer there then add a tick to confirm that the work has been seen.7.There is a NR (No Response) option. Award NR (No Response)imen6.if there is nothing written at all in the answer space-OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’)-OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question.ec-8.SpNote: Award 0 marks – for an attempt that earns no credit (including copying out the question).The scoris comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these commentswhen checking your practice responses. Do not use the comments box for any other reason.If you have any questions or comments for your Team Leader, use the phone, the scoris messaging system, or e-mail.9.Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of themarking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructivecriticism of the question paper/mark scheme is also appreciated.3

H567/0310.Mark SchemeJune 20xxFor answers marked by levels of response:a.To determine the level – start at the highest level and work down until you reach the level that matches the answerb.To determine the mark within the level, consider the following:Award markAt bottom of levelJust enough achievement on balance for thislevelAbove bottom and either below middle or at middle of level (depending on number of marksavailable)Meets the criteria but with some slightinconsistencyAbove middle and either below top of level or at middle of level (depending on number of marksavailable)Consistently meets the criteria for this levelAt top of level11.AnnotationimMeaningSpAnnotationsenOn the borderline of this level and the onebelowecDescriptor4

H567/0312.Mark SchemeJune 20xxSubject-specific Marking InstructionsINTRODUCTIONYour first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:the specification, especially the assessment objectivesenthe question paper and its rubricsYou should ensure that you have copies of these materials.imthe mark scheme.ecYou should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCRbooklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:Notes for New Examiners.SpPlease ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.5

H567/03Mark SchemeJune 20xxLEVELS OF RESPONSE – LEVEL DESCRIPTORSAO2Response demonstrates goodapplication of psychological knowledgeand understanding. Application will bemainly explicit, accurate and relevant.AO3Response demonstrates good analysis,interpretation and/or evaluation that is mainlyrelevant to the demand of the question. Validconclusions that effectively summarise issuesand argument is highly skilled and showsgood understanding.ReasonableResponse demonstratesreasonable relevant knowledgeand understanding. Generallyaccurate description lacking somedetail.Response demonstrates reasonableapplication of psychological knowledgeand understanding. Application will bepartially explicit, accurate and relevant.Response demonstrates reasonable analysis,interpretation and/or evaluation that ispartially relevant to the demand of thequestion. Valid conclusions that effectivelysummarise issues and argument arecompetent and understanding is reasonable.LimitedResponse demonstrates limitedrelevant knowledge andunderstanding. Limited descriptionlacking in detail.Response demonstrates limitedapplication of psychological knowledgeand understanding. Application may berelated to the general topic area ratherthan the specific question.Response demonstrates limited analysis,interpretation and/or evaluation that may berelated to topic area. Some valid conclusionsthat summarise issues and arguments.BasicResponse demonstrates basicknowledge and understanding thatis only partially relevant. Basicdescription with no detail.Response demonstrates basicapplication of psychological knowledgeand understanding. Responses will begeneralised lacking focus on thequestion.Response demonstrates basic analysis,interpretation and/or evaluation that is notrelated to the question. Basic or no validconclusions that attempt to summariseissues. No evidence of arguments.SpecimenAO1Response demonstrates goodrelevant knowledge andunderstanding. Accurate anddetailed description.Good6

H567/03Mark SchemeJune 20xxUSING THE MARK SCHEMEPlease study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper andends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues ofdifferentiation and positive achievement can be addressed from the very start.This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘bestguesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.enIn your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You willencounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to themarking criteria.imPlease read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Alwaysbe prepared to use the full range of marks.ecINSTRUCTIONS TO EXAMINERS:INDIVIDUAL ANSWERS1 The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpectedapproaches where they show relevance.2 Using ‘best-fit’, decide first which set of BAND DESCRIPTORS best describes the overall quality of the answer. Once the band is located, adjustthe mark concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.SpHighest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded.Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the bands below and show limitedevidence of meeting the criteria of the band in question) the LOWEST mark should be awarded.Middle mark: This mark should be used for candidates who are secure in the band. They are not ‘borderline’ but they have only achieved some ofthe qualities in the band descriptors.3 Be prepared to use the full range of marks. Do not reserve (e.g.) high Band 6 marks ‘in case’ something turns up of a quality you have not yetseen. If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately.4 Consideration should be given to the weightings of the assessment objectives within a question, these are clearly stated for each question andcare should be taken not to place too much emphasis on a particular skill.7

H567/03Mark SchemeQuestionAnswerSection A: Issues in Mental Health1 (a)Outline ONE definition of abnormality.June 20xxMarks2Definitions may refer to the use of categories to define specificdisorders such as meeting a set of criteria such as inInternational Classification of Diseases diagnostic tool (ICD)would be considered abnormal.AO1 1aGuidance2 marks – A clear, accurate definition.1 mark – Vague or partial definition.0 marks – No creditworthy response.To access full marks the candidate must include onedefinition that has been cited in psychological literature.Marks will only be allocated to one way to defineabnormality.ecOther appropriate responses should be credited.Explain why labelling people ‘abnormal’ could beconsidered unethical.Candidates could make reference to the anti-psychiatrymovement or to people who were part of it. For example, Szasz,who considers that labelling people as abnormal or mentally illwas a form of persecution akin to labelling people as witches inthe mediaeval era, so this is unethical as it causes harm. Szaszand others like Rosenhan and RD Laing believed that labelswere ‘sticky’ and dangerous and would mean people often couldbe treated differently, i.e. losing their liberty unfairly andunethically. This would mean extreme distress was caused.Candidates could consider that labelling can lead to treatmentfor those considered abnormal, which might be seen asinfringement of their rights or may cause harm such as sideeffects and therefore the treatment, or simply having thetreatment, may be considered unethical.Other appropriate responses should be credited.Sp(b)imenCandidates may also give definitions based on Rosenhan’sdefinitions such as ‘deviation from social norms’, ‘failure tofunction adequately’ or ‘behaviour that does not fit with thecontext’. They could equally focus on Szasz’s criticisms of theconcept of abnormality and mental illness.83AO1 1b3 marks – Clear reasoning why labelling could beconsidered unethical.2 marks – Focus on labelling or ethics, not clearly linked.1 mark – Definition of labelling and/or ethics, with no linkbetween them.0 marks – No creditworthy response.To access full marks the candidate must explain whylabelling people as ‘abnormal’ is unethical. This could bedone by citing one explanation in detail or more than oneexplanation in less detail.

H567/03AnswerRosenhan (1973) hypothesised that psychiatrists cannotreliably tell the difference between people who are sane andthose who are insane.With reference to the key research, discuss howclassification of mental illness can result in ‘stickiness oflabels’.June 20xxMarks51 AO11a4 AO31a/1bAO1 (1 mark)Guidance5 marks – Detail of Rosenhan’s study is appropriatelyused to support discussion of stickiness of labels.Discussion of stickiness of labels refers to classificationof mental illness.3–4 marks – Discussion of stickiness of labels, with littleor no reference to the study.1–2 marks – Discussion of parts of the study with no linkto stickiness of labels.enDemonstration of knowledge and understanding throughreference to Rosenhan’s study.0 marks – No creditworthy response.imAO3 (4 marks)ecStickiness of labels is analysed in terms of the behaviour metedout by the staff, due to the initial labelling by the doctors whoadmitted the pseudo patients and/or the stickiness of the labelsshown by the pseudo patients being discharged with the label of‘Schizophrenia in remission’. Discussion of the classification ofmental illness demonstrates analysis of the information, ideasand evidence from the Rosenhan study and the associatedissues. This includes engagement with the discussion whichcould be in terms of the labelling being due to culturalexpectations or the problems of using diagnostic criteria leadingto labelling. The key discussion should focus on how theclassification resulted in the stickiness of labels.SpQuestion2Mark SchemeOther appropriate responses should be credited.9To access full marks the candidate should discuss theissue of stickiness of labels and how these result fromclassification of mental illness.

H567/03Mark SchemeQuestion3AnswerSuggest how biological treatment can be used to treat ONEspecific disorder.MarksGuidance55 marks – Good application of a clear, detailed andaccurate biological treatment is a specified (named)AO2 edisorder. More than one biological treatment may besuggested in less detail.3-4 marks – Reasonable application of a biologicaltreatment to a specified (named) or implied disorder.More than one biological treatment may be suggested inless detail. Response lacks some detail.enCandidates are likely to suggest drugs as a treatment for anydisorder, for example depression, schi

A Level Psychology. H567/03 Applied psychology . Sample Question Paper . Date – Morning/Afternoon . Time allowed: 2 hours. You must have: OCR 12-page Answer Booklet (OCR12 . sent with general stationery) * 0 0 0 0 0 0 * First name. . A Level Psychology H567/03 Applied psychology SAMPLE MARK SCHEME Specimen

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