AS Level Psychology
AS Level PsychologyH167/02 Psychological themes through corestudiesSample Question PaperDate – Morning/AfternoonTime allowed: 1 hour 30 minutesenYou must have: the OCR 12-page Answer Booklet(OCR12 sent with general stationery)000000*Specim*First nameLast nameCandidatenumberCentrenumberINSTRUCTIONS Use black ink. Complete the boxes above with your name, centre number and candidate number. Answer all the questions. Write your answers to each question in the Answer Booklet. Write the number of eachquestion answered in the margin. Do not write in the bar codes.INFORMATION The total mark for this paper is 75. The marks for each question are shown in brackets [ ]. Quality of extended responses will be assessed in questions marked with an asterisk (*). This document consists of 8 pages. OCR 2014[601/5312/X]H167/02Turn over
2Section A: Core studiesAnswer all the questions in Section A.12From Grant et al.’s study into context-dependent memory:(a) Identify the two types of tests undertaken by participants to assess their memory.[2](b) Draw one conclusion from the findings of this study.[2]From Loftus and Palmer’s study into eyewitness testimony:Describe the two kinds of information that go into an individual’s memory for a complexoccurrence.[4]Outline one difference between Sperry’s split brain study and Casey et al.’s study of neuralcorrelates of delay of gratification.[3]4From Bandura’s study into the transmission of aggression:Specimen3Outline how the model displayed aggressive behaviour.[3]5Suggest one strength of the sample used by Freud in his study of Little Hans.[2]6From Bocchiaro et al.’s study into disobedience and whistleblowing:Outline how participants responded to an unethical request from the experimenter.7From Milgram’s study of obedience:Describe two ways participants were deceived in this study.8[2][4]Baron-Cohen et al.’s study into autism in adults gathered quantitative data.Explain one strength of gathering this type of data in this study. OCR 2014H167/02[3]
3Section B: Areas, perspectives and debatesAnswer all the question parts in Section B.9 (a) Outline how biological psychology explains behaviour.[2](b) Suggest one strength of claiming that behaviour is only due to nature. Support your answerwith evidence from one appropriate core study.[3](c) Suggest one weakness of claiming that behaviour is only due to nature. Support your answerwith evidence from one appropriate core study.[3](d) Explain how any one core study can be considered to be located within the area of socialpsychology.[5]Specimen(e)* Discuss the extent to which psychology can be viewed as a science. Support your answer withevidence from core studies.[12]H167/02 OCR 2014
4Section C: Practical applicationsAnswer all the question parts in Section C.‘Abuse’ soldier ‘obeyed orders’A UK soldier accused of abusing civilians in Iraq is a war hero who had been obeyingorders, a court has been told.Soldier ‘X’ denies several abuse charges at a court in Germany.The soldier’s defence said orders given by commanding officers were to blame forthe alleged abuse. The defence blamed a military plan known as Operation Ali Babafor the alleged offences. The court heard that the camp commander responsible forOperation Ali Baba told his troops to catch looters who had been stealing food and“work them hard”. The defence told the court: “The whole reason the soldier is in thedock is because he followed orders.”enSoldier ‘X’ has entered a not guilty plea. The court case continues and is expected tolast three to four weeks.SpecimBased on an article cited on news.bbc.co.uk (Wednesday, 19 January, 2005).10 (a) Explain why this article can be viewed as being relevant to social psychology.[4](b) Briefly outline one core study and explain how it could relate to Soldier X’s obedience toauthority.[5](c) Identify one psychological issue raised by the above article. Support your answer withevidence from the article.[4](d) Use your psychological knowledge to suggest a training programme to manage the issue youhave identified in question 10(c).[6](e)* Evaluate your suggested training programme. OCR 2014H167/02[6]
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Specimen8Copyright Information:Section C Text adapted from: BBC (19 January 2005). BBC. 'Abuse' soldier 'obeyed orders' . mOCR 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 2014H167/02
day June 20XX – Morning/Afternoonec75SpMAXIMUM MARKimSAMPLE MARK SCHEMEenAS Level PsychologyH167/02 Psychological themes through core studiesThis document consists of 24 pagesDuration: 1 hour 30 minutes
H167/02Mark 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 PRACTICE AND STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS.TRADITIONALecBefore 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.SpMARKING1.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
H167/01Mark SchemeJune 20xxWork 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.6.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)if there is nothing written at all in the answer spaceOR 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.Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).8.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.10.For 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:Specimen5.DescriptorOn the borderline of this level and the onebelowJust enough achievement on balance for thislevelMeets the criteria but with some slightinconsistencyConsistently meets the criteria for this levelAward markAt bottom of levelAbove bottom and either below middle or at middle of level (depending on number of marksavailable)Above middle and either below top of level or at middle of level (depending on number of marksavailable)At top of level3
H167/02AnnotationsimenMeaningecAnnotationSp11.Mark Scheme4June 20xx
H167/0112.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:You should ensure that you have copies of these materials.enthe specification, especially the assessment objectivesthe question paper and its rubricsthe mark scheme.imYou 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: Notesfor New Examiners.SpecPlease ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.5
H167/01Mark 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
H167/01Mark 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.INSTRUCTIONS TO EXAMINERS: INDIVIDUAL ANSWERSimPlease 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.ec1 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
H167/02Mark SchemeQuestionAnswerSection A: Core studies1(a)From Grant et al.’s study into context-dependentmemory: Identify the TWO types of tests undertakenby participants to assess their memory.June 20xxMarks2Guidance2 marks – Both tests correctly identified.AO1 1b1 mark – One of the above tests correctly identified.0 marks – No creditworthy response.The two types of test were:Most likely answers:22 marks – A clear and contextualised conclusion.AO3 1aimFrom Grant et al.’s study into context-dependentmemory: Draw ONE conclusion from the findings ofthis study.ecThere are context-dependency effects on memory fornewly learned meaningful material, regardless ofwhether a short-answer test or a multiple-choice test isused.Studying and testing in the same environment has apositive effect on cognitive performance.There is a strong context-dependency when processingcomplex cognitive material.Environmental context may be important in the retrievalof newly learned meaningful material.Environmental context may be more important for therecognition of newly learned meaningful material thanfor the recognition of familiar stimuli.Other appropriate conclusions should be credited.Sp(b)enShort-answer (test).Multiple-choice (test).81 mark – Vague or partial answer, e.g. environmental contextis important, i.e. the answer has not been contextualised tothe learning/memory/cognition of material.0 marks – No creditworthy response.
H167/02Question2Mark SchemeAnswerFrom Loftus and Palmer’s study into eyewitnesstestimony: Describe the TWO kinds of information thatgo into an individual’s memory for a complexoccurrence.Marks4AO1 1aen1 mark - Basic description with reference to only one kind ofinformation3AO1 1becMost likely answers:2 marks – Vague or partial answer, e.g. information at thetime/information after, i.e. vague and not a description asasked for in the question; a clear description of just one kindof information i.e. a partial answer.imOutline ONE difference between Sperry’s split brainstudy and Casey et al.’s study of neural correlates ofdelay of gratification.The sample size was different. Sperry’s sample wassmaller than Casey’s.The length of the study was different. Sperry’s studywas a snapshot study whereas Casey’s waslongitudinal/Sperry’s was a snapshot study withparticipants only being tested once (on each task)whereas Casey et al.’s study was a longitudinal studyin which participants were tested more than once.Participants were used in different ways. All of Sperry’sparticipants took part in all the visual and tactile taskswhereas Casey et al. only used some of theparticipants from Experiment 1 in Experiment 2.The type of participants was different. All of Sperry’sparticipants had a history of epilepsy whereas Casey etal.’s participants were not known to suffer from anySp3Guidance4 marks – A clear and accurate description of both kinds ofinformation.3 marks – An accurate description of both kinds ofinformation but lacks some detail.Most likely answer:The first kind of information is information gleaned(gathered) during the perception of the original eventwhilst the second kind of information is externalinformation supplied after the perception of the originalevent.Other appropriate descriptions should be credited.June 20xx90 marks – No creditworthy response.3 marks – An appropriate difference is identified andsupported with evidence from both the named studies.2 marks – An appropriate difference is identified andsupported with evidence from one of the named studies.1 mark – Mere identification of an appropriate difference withno contextualisation, e.g. sample sizes were different sizes.0 marks – No creditworthy response.
H167/02Mark SchemeQuestion4AnswerMarksillness.The type of data gathered was different. Sperry onlygathered qualitative data whereas Casey et al.gathered both qualitative data and quantitative data.Other appropriate differences should be credited.From Bandura’s study into the transmission ofaggression: Outline how the model displayedaggressive behaviour.3AO1 1aGuidance3 marks – A very clear and accurate outline of how themodel showed both physical and verbal aggression to theBobo doll.2 marks – A clear and accurate outline of either how themodel showed physical aggression or a clear and accuratedescription of how the model showed verbal aggression ormere reference to the fact that the model showed physicaland verbal aggression to the Bobo doll.enThe answer may refer to the following content:ecimThe model began by assembling the tinker toys butafter approximately a minute had elapsed, they turnedto the Bobo doll and spent the remainder of the periodaggressing towards it. The model punched the Bobodoll, laid the doll on its side, sat on it and punched itrepeatedly on the nose. The model then raised theBobo doll, picked up a mallet and struck the doll on thehead. Following the mallet aggression
To determine the level – start at the highest level and work down until you reach the level that matches the answer b. To determine the mark within the level, consider the following: Descriptor Award mark On the borderline of this level and the one below At bottom of level Just enough achievement on balance for this level
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PROLOGUE The Story of Psychology WHAT IS PSYCHOLOGY? Psychology's Roots Psychological Science Develops CONTEMPORARY PSYCHOLOGY Psychology's iggest . Psychology's Roots ONCE UPON A TIME, ON A PLANET IN this neighborhood of the universe, there came to be people. Soon thereafter, these creatures became intensely interested in
