A-level PSYCHOLOGY 7182/2

A-level PSYCHOLOGY 7182/2 Paper 2 Psychology in context Mark scheme June 2024 Version: 1.0 Final *246A71 2/2/MS* Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from 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 © 2024 AQA and its licensors. All rights reserved. Level of response marking instructions 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, i.e. 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 of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. Section A Approaches in psychology Describe the ego and superego according to the psychodynamic approach. [4 marks] Marks for this question: AO1 = 4 For each description award: 2 marks: for a clear description of the part of personality with some detail 1 mark: a limited and/or muddled description. Possible content: • the ego: rational, balancing the id and superego, reference to ‘reality principle’, formed between 18mths–3yrs. • the superego: reference to ‘morality principle’, acts as the conscience or moral guide, represents the ego ideal/ideal self, based on parental and societal values, formed between 3–6yrs. Credit other relevant content. Outline Wundt’s method of introspection. [4 marks] Marks for this question: AO1 = 4 Level Marks Description 2 3–4 Outline of Wundt’s method of introspection is clear and accurate with some detail. The answer is generally coherent with effective use of terminology. 1 1–2 Some outline of Wundt’s method of introspection is evident. The answer lacks accuracy and/or detail. Use of terminology is either absent or inappropriate. 0 No relevant content. Possible content: • the process of analysing one’s own conscious awareness/experience • Wundt would ask people to focus on an everyday object and look inwards noticing sensations and feelings and images • focus on being objective • systematic reporting of an experience of an object • breaking thoughts about an object down into separate elements • reflection on sensations, feelings and images/verbal reporting of own inner thoughts • participants were presented with standardised sensory events like a ticking metronome and asked to report their reactions. Credit other relevant content. Outline one example of how neurochemistry influences behaviour. [3 marks] Marks for this question: AO1 = 3 3 marks for a clear and coherent outline of an example of how neurotransmitter(s) influence behaviour with some elaboration. 2 marks for an outline of an example of how neurotransmitter(s) influences behaviour that lacks the clarity and/or detail of the 3-mark answer. 1 mark for a naming a neurotransmitter with a relevant behaviour. Possible content: • reference to specific neurochemicals and their effects, eg dopamine regulates motor behaviour/plays a role in brain’s reward system; serotonin regulates appetite/sleep/memory/mood/muscle contraction • imbalances of neurochemicals have been linked to abnormal behaviour/mental illnesses, eg low serotonin and OCD, high or low dopamine and schizophrenia • the mode of action of psychoactive drugs, eg SSRIs to reduce anxiety and thereby reduce compulsive behaviour. Credit other relevant content. Explain why a humanistic psychologist would suggest that Karishma is not displaying congruence. [2 marks] Marks for this question: AO2 = 2 2 marks for a clear explanation of why a humanistic psychologist would suggest that Karishma is not displaying congruence with some effective application. 1 mark for a limited and/or muddled explanation of why a humanistic psychologist would suggest that Karishma is not displaying congruence. Possible content: • there is a (big) gap between Karishma’s concept of self and her ideal self • she does not think she is clever but wants to go to university/to be a lawyer. Credit other relevant points. Explain how a humanistic psychologist might help Karishma to achieve congruence. [3 marks] Marks for this question: AO2 = 3 3 marks for a clear and coherent explanation of how a humanistic psychologist might help Karishma to achieve congruence with some effective application. 2 marks for an explanation of how a humanistic psychologist might help Karishma to achieve congruence that lacks the requirements of the 3-mark answer. 1 mark for a limited and/or muddled explanation. 0 marks for no relevant content Possible content: • the psychologist would create a therapeutic atmosphere by offering unconditional positive regard, empathy and warmth to raise Karishma’s self-esteem • the psychologist would use counselling/client-centred therapy with Karishma by reflecting back in a way that enables Karishma to determine the changes she needs to make in order to feel she is worthy of a place at university/would cope with a law degree • the psychologist should help Karishma to improve her feelings of self-worth, eg by asking her about the good GCSE grades she achieved • the psychologist might ask Karishma to complete a Q-sort at intervals to demonstrate any change in congruence; congruence will be achieved once Karishma develops a healthier view of herself/believes that she is worthy of a place at university/is good enough to study law. Credit other relevant points. Outline how behaviourists explain learning through the process of operant conditioning. Compare operant conditioning with social learning. [8 marks] Marks for this question: AO1 = 3 and AO3 = 5 Level Marks Description 4 7–8 Knowledge of how behaviourists explain learning through the process of operant conditioning is accurate with some detail. Comparison of operant conditioning with social learning is thorough and effective. Minor detail and/or expansion of argument is sometimes lacking. The answer is clear, coherent and focused. Specialist terminology is used effectively. 3 5–6 Knowledge of how behaviourists explain learning through the process of operant conditioning is evident but there are occasional inaccuracies/omissions. Comparison of operant conditioning with social learning is mostly effective. The answer is mostly clear and organised but occasionally lacks focus. Specialist terminology is used appropriately. 2 3–4 Limited knowledge of how behaviourists explain learning through the process of operant conditioning is present. Focus is mainly on description. Any comparison of operant conditioning with social learning is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions. 1 1–2 Knowledge of how behaviourists explain learning through the process of operant conditioning is limited. Comparison of operant conditioning with social learning is very limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used. 0 No relevant content. Possible content – outline: • learning is shaped (and maintained) by its consequences/determined by association between response and consequences • types of reinforcement (positive/negative) and their role in increasing the likelihood of a behaviour being repeated • role of punishment in extinguishing behaviour • Skinner’s research. Possible comparisons: • direct/indirect reinforcement – in operant conditioning these processes are direct but in social learning these are vicarious/indirect and can occur through observation and imitation • both assume that human development is a consequence of nurture; babies are born as ‘blank slates upon which experience writes’; both suggest that behaviour is a result of learned associations and reinforcement/punishment; social learning involves mediational processes (cognition) and operant conditioning does not