JANUARY TRIAL EXAM
FEEDBACK 2015
AS Psychology: Year 12
GRADE BOUNDARIES
72 marks in total
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A – 53
B – 48
C – 43
D – 38
E – 33
U – 32 and below
SECTION A: COGNITIVE PSYCHOLOGY
AND RESEARCH METHODS
Question 1
Research has suggested that the encoding and
capacity of short-term memory are different from
the encoding and capacity of long-term memory.
1 (a) Explain what is meant by encoding. (2 marks)
1 (b) Outline the difference between the capacity of
short-term memory and long-term memory. (2
marks)
QUESTION 1(A)
A01 – knowledge of encoding in memory.
1 mark for a very brief explanation.
E.g. ‘how it is stored’ or ‘changing its form’ OR an
example, ‘acoustic/visual/semantic.’
2 marks for a brief explanation and an example as
above, or for accurate elaboration.
The way in which information is stored/processed
into memory e.g. acoustic/visual/semantic.
QUESTION 1 (B)
A01 – outline (description) of difference – a comparison.
1 mark – brief outline of difference
2 marks – detailed outline of difference with accurate reference
to the capacity of STM.
A common mistake was that candidates muddled up
duration and capacity.
Duration – the length of time information can be stored.
Capacity – how much information can be held.
1(B) HOW MANY MARKS?
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The capacity of LTM is much larger than STM.
The capacity of STM is limited whereas the
capacity of LTM is potentially unlimited.
The capacity of STM is limited to 7 +/- 2 items
(according to Miller), whereas the capacity of
LTM is potentially unlimited.
QUESTION 2
Three components of the working memory model
are the central executive, the phonological loop
and the visuo-spatial sketchpad.
2 (a) Briefly outline each of these three
components. (2 marks + 2 marks + 2 marks)
MARK SCHEME 2(A)
A01 – outline (description) of the three
components.
1 mark – brief answer
2 marks – accurate elaboration
For each component award a maximum of 1 mark
for simply naming 1 or more parts e.g.
phonological store/articulatory control system in
the phonological loop OR visual cache/inner
scribe in the visuo-spatial sketchpad.
THE CENTRAL EXECUTIVE
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Main component of working memory (a.k.a. attentional control
system and has a supervisory function).
Controls the other ‘slave’ systems by determining how these
resources will be allocated.
Involved in problem-solving and decision-making.
Modality-free (i.e. can process information from any sensory
modality).
Limited capacity.
THE PHONOLOGICAL LOOP
 Limited
capacity.
 Deals
with auditory information and
verbal information in a speech-based
form.
 Made
up of the phonological store and
the articulatory control process.
THE VISUO-SPATIAL
SKETCHPAD
‘THE INNER EYE’
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Limited capacity.
Temporary store for visual information (what things
look like) and spatial information (arrangement of
things in 3D space).
Responsible for setting up and manipulating mental
images.
Made up of the visual cache and the inner scribe.
QUESTION 2(B)
An experiment was carried out to investigate the
working memory model.
One group of participants was asked to carry out two
visual tasks at the same time. A different group of
participants was asked to carry out a visual task and
a verbal task at the same time.
The results showed that the participants who carried
out the two visual tasks at the same time performed
less well on the tasks than participants who carried
out the visual task and verbal task at the same time.
Use your knowledge of the working memory model to
explain this finding. (3 marks)
MARK SCHEME
A02 – Application of knowledge
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1 mark – very brief/muddled explanation.
E.g. Both tasks use the same component.
Further 2-3 marks for accurate elaboration.
For full 3 marks candidates must refer to both
conditions in the given scenario.
EXEMPLAR ANSWER
Participants would find it difficult to perform
the two visual tasks at the same time
because they would both be competing for the
same limited resources of the visuo-spatial
sketchpad in working memory.
However, a visual task and a verbal task
performed at the same time would require
the use of two different components in
working memory (i.e. the visuo-spatial
sketchpad and the phonological loop) so they
would not be competing for the same
QUESTION 3
A psychologist used an independent groups design to
investigate whether or not a cognitive interview was
more effective than a standard interview, in recalling
information. For this experiment, participants were
recruited from an advertisement placed in a local
paper. The advertisement informed the participants
that they would be watching a film of a violent crime
and that they would be interviewed about the content
by a male police officer.
The psychologist compared the mean number of items
recalled in the cognitive interview with the mean
number of items recalled in the standard interview.
QUESTION 3 (A)
Name the sampling technique used in this
experiment. (1 mark)
Volunteer/volunteering/self-selected/self-selecting
1 mark
Voluntary 0 marks
QUESTION 3(B)
Suggest one limitation of using this sampling
technique. (2 marks)
1 mark – brief/muddled explanation.
2 marks – accurate elaboration.
For 2 marks the answer must relate explicitly to
volunteer sampling.
The question asks for one weakness of volunteer
sampling.
QUESTION 3(B)
Exemplar
A limitation of a volunteer sample is that it is
biased/not representative (1 mark).
Further elaboration for 2nd mark
This is because some people are more likely to volunteer
than others (e.g. highly motivated individuals or those
with extra time on their hands).
Therefore this means the findings cannot be generalised
to a population.
QUESTION 3 (C)
Identify the independent variable and the
dependent variable in this experiment. (2 marks)
Reminder
IV – manipulated/changed
DV – measured.
Fully operationalise the IV and DV to ensure
full marks!
3(C) ANSWERS
IV – the type/method of interview used, ‘standard
interview and/or cognitive interview,’ whether or
not cognitive interview used.
DV – mean number of items correctly recalled,
number of items recalled, what the participants
remembered/recalled.
1 mark for each.
QUESTION 3(D)
Explain one advantage of using an independent
groups design for this experiment. (2 marks)
1 mark – very brief/slightly muddled advantage of
experimental design used.
2 marks – accurate elaboration.
0 marks for simply stating that there are
different participants in each condition or
it takes less time.
QUESTION 3(D)
EXEMPLAR ANSWERS
1.
There is a better control (1) because the same
film can be used in both conditions (2).
2.
The participants are less likely to show
demand characteristics (1) because they take
part in only one condition of the experiment
(2).
3.
There are no order effects such as practice or
fatigue (1) because participants only take part
in one condition (2).
QUESTION 3(E)
Discuss whether or not the psychologist showed an
awareness of the British Psychological Society (BPS)
Code of Ethics when recruiting participants for this
experiment. (3 marks)
1 mark – very brief/muddled answer.
2 marks – accurate elaboration/discussion with
reference to experiment.
The question asks about recruiting participants so
answers referring to debriefing are not relevant.
EXEMPLAR ANSWER
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There was no deception in this
experiment. (1)
The participants were told that they
would be watching a video of a
violent crime and that they would be
interviewed by a male police officer
before they volunteered to take part.
(2)
This gave them the opportunity to
give informed consent. (3)
QUESTION 3(F)
One technique used in cognitive interviews is ‘report
everything.’ When using this technique, the police
officer in this investigation read the following
instructions to the participants:
“Please tell me everything you can remember about
what you saw in the film. Do not leave anything out,
even the small details you think may be
unimportant.”
Identify one other technique which could have been
used by the police officer in this cognitive interview.
Write down the instructions that he could have read
out to the participants.
(1 mark + 2 marks)
MARK SCHEME
A02 – application of knowledge to novel situation
1 mark for identification of a relevant cognitive
technique
1 mark for a very brief statement
2nd mark for elaboration
If instructions are not suitable to be “read out”
maximum of 1 mark for this part.
For 3 marks, technique and instructions must match.
EXEMPLAR ANSWERS
1.
Mental reinstatement of original context/Context
reinstatement
“I want you to imagine that you are back in the room
watching the video. I want you to describe what you can
see/hear.”
2.
Change the order of events/Recall in a different
order/Recall in reverse order
“I want you to recall what you saw in the video of the
violent crime starting from the end and working your way
back to the beginning when you first entered the room.”
3.
Change the perspective/Recall from a changed perspective
“I want you to put yourselves in the shoes of another
participant in the room and tell me what you can recall
from their viewpoint about the violent crime video.”
1 mark for identifying and 2 marks for instructions
QUESTION 3(G)
Cognitive interview Standard
interview
Mean number of correct
items recalled
45
32
Mean number of incorrect
items recalled
8
8
The psychologist also recorded the number of correct items
recalled and the number of incorrect items recalled in
each type of interview.
From these results, what might the psychologist conclude
about the effectiveness of cognitive interviews? (2
marks)
MARK SCHEME
0 marks – cognitive interview was effective with no
explanation.
1 mark – it was effective because there were more
correct items recalled OR it was not effective because
the number of incorrect items stayed the same.
2 marks – it was effective because there were more
correct items recalled and the number of incorrect
items stayed the same/did not increase.
Candidates are only awarded 1 mark if there is no
reference to effectiveness in answer.
QUESTION 4
Outline and evaluate research into the
effects of misleading information on
eyewitness testimony. (8 marks)
A01 – 4 marks – description of relevant
research
A02 – 4 marks – evaluation (i.e. strengths
and weaknesses) of relevant research
QUESTION 4
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Advice: 2 studies, including findings and
conclusions
Must include evaluation (A02).
Research into age and anxiety on EWT receives
no credit
Must link to the question – refer back to
misleading information
QUESTION 4
1.
Loftus and Palmer – car crash study
2.
Loftus and Palmer – broken glass
3.
Loftus et al – stop/yield
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Evaluation: at least 2 paragraphs, evidence and
elaborated (P.E.E.)
Ecological validity/practical applications/other
research – must link each point to EWT and
misleading information specifically
QUESTION 5A
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1.
2.
3.
4.
5.
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Include any of the following:
Create checklist of behaviours
Give examples of behaviours – e.g. crying
Read through diaries/mothers written reports
Count behaviours/tally them up
Compare tallies before and after day care
1 mark for each point
Maximum 2 marks if no mention of reading
mothers’ diaries
QUESTION 5B
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4 marks = 5 minutes
For full marks, make 2 points and elaborate each
one
Possible answers:
 Demand characteristics
 Social desirability
 Population validity
 Lack of control of EVs – mothers time to write,
time spent writing, time spent in day care
QUESTION 5B – EXEMPLAR ANSWER
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One limitation is that the research is based on
accounts of the mother who may write socially
desirable answers – she might not write down all
aggressive behaviours of her child for fear of
appearing badly in the eyes of the researcher.
Furthermore, there is little control over EVs –
the time spent in day care may be different with
each child, so one in full time care would be more
affected than with only one or 2 days a week.
QUESTION 5C
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1.
2.
3.
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1 mark for naming characteristic, 1 mark for
elaboration
Key worker
1:3 staff to infant ratio
Low staff turnover
Elaboration mark: Why is each characteristic
important for attachment?
One characteristic only – read the question
QUESTION 6A
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1.
2.
3.
4.
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For full marks must compare attachment types
directly
Compare types in terms of 4 observed behaviours:
Separation behaviour
Reunion behaviour
Stranger behaviour
Exploration of environment
Pick TWO and elaborate on the behaviour of each
type of attachment
QUESTION 6A – EXEMPLAR
ANSWER
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Separation behaviour – insecure avoidant
infants would seem unconcerned when the
mother left the room whereas insecure resistant
infants would become very distressed and cry.
Reunion behaviour – insecure avoidant infants
would show little reaction on the mother’s return
and not seek proximity of comfort whereas
insecure resistant infants might seek comfort and
closeness but then reject the mother and push
her away.
QUESTION 6B
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1.
2.
3.
Read the question carefully – answers must refer
to the method (not general A02 points)
4 marks – 2 points and elaborate each one
Ecological validity
Population validity
Internal validity (one attachment only or
demand characteristics)
QUESTION 6C
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For full marks, describe at least 2 studies
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Evaluation receives no credit – description only
1.
2.
3.
4.
Van Ijzendoorn and Kroonenberg
Ainsworth
Takahashi
Grossman and Grossman
QUESTION 6C
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Must answer the question – link
specifically to the procedure and
findings/conclusions of cultural research
in relation to attachment
Must provide enough information to
access top band: ‘accurate and detailed
answer that demonstrates sound K&U’
QUESTION 7
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1.
2.
3.
4.
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Privation refers to lack of attachment so can
describe any of the following:
Genie
Czech twins
Rutter
Hodges and Tizard
Each paragraph of description MUST link to
privation – anecdotal details of Genie’s life
receive no credit as they are not psychological
QUESTION 7
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Must include enough detail for 6 marks (accurate
and detailed)
Advice – include one case study and one natural
experiment and clearly link findings to
privation/lack of attachment
Evaluation (A02): at least 3 evidenced and
elaborated paragraphs (P.E.E) clearly linked to
the question – refer to what the research
says/doesn’t tell us about privation/lack of
attachment
QUESTION 7
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Evaluate methodology of research –
generalisability of single case studies (population
validity) or longitudinal studies
Effects of privation may depend on a number of
factors – age of child, quality of care (compare
the research on case studies and natural
experiments here)
Practical applications – implications for child
care practice – adoption ages/ fostering/
orphanages