AQA A-Level 2023/2024 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme

AQA A-Level Psychology Paper 1 Introductory Topics In Psychology Mark Scheme 0 6 State one advantage of an independent groups design. [1 mark] Marks for this question: AO3 = 1 Possible advantages:  removes order effects/effects of practise/fatigue etc  participants are less likely to work out the aim and change their behaviour/less influenced by demand characteristics. Accept other valid advantages. 0 7 Suggest a more appropriate measure of central tendency for this data set and explain why it would be more appropriate. [3 marks] Marks for this question: AO3 = 3 1 mark for the median. Plus 2 marks for a clear, elaborated explanation of why the median would be more appropriate for this data set. 1 mark for a limited or muddled explanation, or no explicit reference to the data set. Possible content:  AQA A-Level June 2022 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme 100%Complete Detailed Verified Answers Updated 2024 A-level PSYCHOLOGY 7182/1 Paper 1 Introductory topics in psychology Mark scheme June 2020 Version: 1.0 Final Mark Scheme AQA A-Level June 2022 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2020 AQA and its licensors. All rights reserved. 3 AQA A-Level June 2022 Psychology Paper 1 Introductory AQA A-Level June 2022 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme Topics In Psychology Mark Scheme Level of response marking instructions Level of response marking instructions Level of response m Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. Answers in the standardising materials will correspond with the different levels of the mark scheme. These answers will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the standardised examples to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the highest level 4 MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 5the median would be better as there is a large anomalous result in the data set (p4 has scored 28). This would distort the mean value making it unrepresentative of the data set as a whole OR  recall of words cannot be classed as interval data as not all words are equally difficult/easy to recall. As the data is ordinal, the median should be used rather than the mean. MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 0 8 Using an example, explain what is meant by retroactive interference. [3 marks] Marks for this question: AO1 = 3 2 marks for a clear, elaborated explanation of retroactive interference. 1 mark for a limited or muddled explanation. Possible content: Possible content:  when new/recently stored information disrupts/affects the recall of old/previously stored when new/recently stored information disrupts/affects the recall of old/previously stored information  more likely if competing information is similar. Plus 1 mark for an appropriate example. 0 9 Explain how the police could use the cognitive interview to help Danielle’s recall of the event. [6 marks] Marks for this question: AO2 = 6 Leve Mark Descriptio eve l ark s riptio n Application of knowledge to Danielle’s experience is mostly clear and 3 5–6 effective. The answer is generally coherent with appropriate use of terminology. There is some application of knowledge to Danielle’s experience. The 2 3–4 There is some application of knowledge to Danielle’s experience. The answer answer lacks clarity in places. Terminology is used appropriately on occasions. There is limited application of knowledge to Danielle’s experience. The answer as a whole lacks clarity and has inaccuracies. Terminology 1 1–2 is either absent or inappropriately used. 0 No relevant content. Possible content:  Danielle is encouraged to mentally reinstate the context, reminded of, eg why she was walking do AQA A-Level June 2022 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme order)  Danielle should recall the event from the perspective of others, eg the couple of other witnesses who were present at the time (changing perspective)  credit features of enhanced cognitive interview to facilitate recall if applied to Danielle’s experience. Credit other valid applications. Answers may cover fewer points in more depth or more points in less depth. 1 2 MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 1 0 Outline and evaluate research into duration in memory. [8 marks] Marks for this question: AO1 = 3, AO3 = 5 Leve Mark Descriptio l s n Knowledge of research into duration in memory is accurate and generally well detailed. Evaluation is thorough and effective. Minor 4 7–8 detail and/or expansion of argument is sometimes lacking. The answer is clear, coherent and focused. Specialist terminology is used effectively. Knowledge of research into duration in memory is evident but there are occasional inaccuracies/omissions. Evaluation is mostly effective. 3 5–6 The answer is mostly clear and organised but occasionally lacks focus. Specialist terminology is used appropriately. Limited knowledge of research into duration in memory is present. Focus is mainly on description. Any evaluation present is of limited 2 3–4 effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions. Knowledge of research into duration in memory is very limited. Evaluation is limited, poorly focused or absent. The answer as a 1 1–2 whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used. 0 No relevant content. Possible content  knowledge of procedures and/or findings/conclusions of studies which investigate duration of sensory memory, STM or LTM, eg Peterson and Peterson - Trigrams study (1959), Bahrick - Yearbook study (1974). Accept other valid studies of duration in memory. Note: That the term ‘research’ may include theories/explanations and/or studies. Possible evaluation: Possible evaluation:  use of artificial material, eg recall of trigrams, lists of unconnected words etc  use of artificial material, eg recall of trigrams, lists of unconnected words etc  use of artificial laboratory setting  use of artificial laboratory setting  discussion AQA A-Level June 2022 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme Section C Attachme nt 1 1 . 1 Identify the attachment type that Annie’s mother is describing. [1 mark] Marks for this question: AO2 = 1 Insecure-resistant/anxious-resistant/insecure- ambivalent/resistant/ambivalent/Type C. Do not credit ‘insecure’. Full marks can be awarded if two types in (ii) are different from an incorrect answer in (i). Credit other relevant distinction points. 15 AQA A-Level June 2022 Psychology Paper 1 Introductory AQA A-Level June 2022 Psychology Paper 1 Introductory Topics In Psychology Mark Scheme Topics In Psychology Mark Scheme 1 2 Studies of attachment often involve naturalistic observations. 1 2 Studies of attachment often involve naturalistic observations. Suggest one way in which studies of attachment could be improved by Suggest one way in which studies of attachment could be improved by using controlled observations. using controlled observations. [3 marks] Marks for this question: AO3 = 3 3 marks for a clear, elaborated suggestion of one way studies of attachment could be improved by using controlled rather than naturalistic observations. 2 marks for a suggestion with some elaboration. 1 mark for a limited or muddled suggestion. Possible reasons:  controlled observations can minimise extraneous variables  controlled observations are likely to have standardised procedures, so reliability/replication is more of a possibility than in naturalistic observations  cause and effect relationships are easier to establish than in a naturalistic observation. Credit other relevant ways. Credit reference to research examples, eg Ainsworth, if they support suggestion. If more than one way is presented credit the best one. MARK SCHEME – A-LEVEL