Paper 1 mark scheme

Section A
Development – How did you develop?

Question Answer Mark

number
1 C (1)

Question Answer Mark

number
2 One mark for correct statement of the term ‘morality’. (1)

For example:

 Understanding the difference between right and wrong (1).

Accept any other appropriate response.

Question Answer Mark

number
3 Up to two marks for description. (1)

For example:

 The medulla is important because it regulates the involuntary

processes that are required for survival (1) such as respiration
and blood circulation which are essential mechanisms in living
beings (1).

Accept any other appropriate response.

Question Answer Mark
number
4(a) One mark for accurate understanding of Piaget and Inhelder (2)
(1956).
One mark for exemplification of how the study can be used to
explain the scenario.

For example:

 Piaget and Inhelder (1956) found that children aged between

4 and 6½ years old gave their own viewpoints not the
viewpoint of the doll (1) so Andreas is likely to find that the
children will say what they can see of the doll’s house not what
he can see (1).

Accept any other appropriate response.

Question Answer Mark

number
4(b) One mark for identification of each weakness (4)
(maximum two marks).
One mark for justification which must be linked to the weakness
identified (maximum two marks).

For example:

 One weakness is that the use of the dolls house is an artificial

task that is unrealistic (1). This would mean the test of the
boys’ ability to understand viewpoints of others lacks validity
as it does not represent real life situations (1).
 Another weakness is that Andreas has a biased sample of boys
as there are no girls in the study (1). This means his sample is
not representative of both genders so Andreas cannot say his
results represent girls (1).

Accept any other appropriate response.

Question Answer Mark
number
5(a) One mark for demonstrating accurate understanding of schema (2)
theory.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:

 A schema is a mental structure of prior knowledge and

experiences to understand the world (1), so Christie’s
daughter will have experienced a puppy at home and used that
framework to interpret the baby koalas to be the same (1).

Accept any other appropriate response.

Question Answer Mark

number
5(b) One mark for identification of each relevant reason (maximum (4)
two marks).
One mark for justification which must be linked to the reason
identified (maximum two marks).

For example:

 Christie’s daughter could believe the baby pandas in the zoo

are called ‘joeys’ due to accommodating this in her schema (1)
because she amended her schema for baby animals to include
the concept of ‘joeys’ for baby animals that are found in a zoo
(1).
 She could have assimilated ‘joeys’ into her existing schema for
baby animals alongside ‘puppies’ (1) so by using this schema
she would interpret the baby pandas as ‘joeys’ as they may
have similar features to ‘joeys’ instead of ‘puppies’ (1).

Accept any other appropriate response.

Section B
Memory – How does your memory work?

Question Answer Mark

number
6 Up to two marks for description. (2)

For example:

 This is where information from the five senses enters human

memory (1) where it is held in modality specific form (1).

Accept any other appropriate response.

Question Answer Mark

number
7(a) Up to two marks for description. (2)

For example:

 Duration is how long information can be held which is 15 to 30

seconds items in STM (1) whereas the duration of LTM is
potentially infinite having no limit on how long information can
be retained for (1).

Accept any other appropriate response.

Question Answer Mark

number
7(b) One mark for accurate understanding of the Multi-store Model. (2)
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:

 Multi-store Model suggests that the STM has a capacity of 5 to

9 items (1) so Jack may be unable to recall all 11 digits as
some may have been displaced from STM and forgotten (1).

Accept any other appropriate response.

Question Answer Mark
number
8 One mark for demonstrating accurate understanding of relevant (2)
form of amnesia selected.
One mark for exemplification of how the form of amnesia can be
used to explain the scenario.

For example:

 Retrograde amnesia is when a person cannot remember the

recent past events preceding damage to the brain/memory (1)
which is why Sophia can remember her childhood and fiancé
as they are older memories but not her wedding day which is
the recent past (1).

Accept any other appropriate response.

Question Answer Mark

number
9(a) One mark for conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

 Stating the colour is more difficult when the word colour does
not match the text colour (1) as all experimental participants
got less than half correct compared to the control participant
who accurately stated all 30 colours correctly (1).

Accept any other appropriate response.

Question Answer Mark

number
9(b) One mark for identification of each strength (maximum two (4)
marks).
One mark for justification, which must be linked to the strength
identified (maximum two marks).

For example:

 One strength is the fixed timings of the presentation of words

at 1 per second (1). This increases the reliability of the study
as all experimental participants experienced the same test
conditions (1).
 Another strength is that Barry tested a control participant
without manipulation of the IV of word colour (1) which gives
him data to compare his experimental group to in order to see
if there is a difference when the IV is manipulated (1).

Accept any other appropriate response.

Question Answer Mark
number
9(c) One mark for identification of a relevant improvement. (2)
One mark for justification, which must be linked to the
improvement identified.

For example:

 Barry could increase the number of participants in the control

condition from one to four to match the experimental group
(1). This would give more reliable data to compare as it can
limit the impact of anomalies such as one person having above
average attention skills (1).

Accept any other appropriate response.

Section C
Psychological problems – How would psychological problems affect
you?

Question Answer Mark

number
10 C (1)

Question Answer Mark

number
11 A (1)

Question Answer Mark

number
12(a) One mark for each appropriate feature described (2)

 In 2014, 19.7% of people aged 16 and older in the UK showed

symptoms of anxiety or depression (1) and this was higher
among females (22.5%) than males (16.8%) (1).

Accept any other appropriate response.

Question Answer Mark

number
12(b) One mark for demonstrating accurate understanding of relevant (2)
cognitive theory selected.
One mark for exemplification of how the theory can be used to
explain the scenario.

For example:

 Cognitive theories suggest depression is a result of faulty

thought patterns (1) so Alysha may have a negative bias in
her interpretation of life events that she has experienced, such
as her separation (1).

Accept any other appropriate response.

Question Answer Mark
number
12(c) One mark for identification of each strength/weakness (maximum (4)
two marks).
One mark for justification which must be linked to the
strength/weakness identified (maximum two marks).

Strength
 Cognitive theory looks at Alysha’s thought processes and
considers these changeable to improve her symptoms without
drug intervention (1), leading to CBT as a non-invasive
treatment that Alysha can use to help her cope with her
separation from her boyfriend (1).

Weakness
 A weakness of cognitive theory is that it ignores any biological
components to Alysha’s depression such as changes in her
serotonin (1) that means it may not be a complete explanation
of Alysha’s depression which could be a result of the influence
of neurotransmitters rather than the separation from her
boyfriend (1).

Accept any other appropriate response.

Question Answer Mark

number
13 One mark for demonstrating accurate understanding of how (2)
mental health problems change over time.
One mark for exemplification of how these changes can be used
to explain the scenario.

For example:

 Incidences of mental health can change over time because

social norms of expected or acceptable behaviours in a society
can change (1). Alcohol use by women may have increased
with social acceptance, which can result in more women
misusing alcohol because of more overall contact with it (1).

Accept any other appropriate response.

Question Answer Mark
number
14 One mark for each conclusion made (maximum two marks). (4)
One mark for justification of conclusion through
analysis/interpretation (maximum two marks).

 Drug treatment is more effective than CBT (1) as only 6 of the

drug treatment patients returned to using alcohol compared to
10 of the CBT treatment patients returning to alcohol use (1).
 CBT and drug treatments both have an overall positive effect
on treating alcohol addiction (1) as the number of patients
remaining alcohol free in both treatment groups was higher
than the number who returned to alcohol use (1).

Accept any other appropriate response.

Section D
The brain and neuropsychology – How does your brain affect you?

Question Answer Mark

number
15(a) One mark for naming the area of the brain (1)

 Cerebellum

Question Answer Mark

number
15(b) One mark for naming the area of the brain (1)

 Occipital lobe

Question Answer Mark

number
16 Up to two marks for describing the function of a neuron. (2)

For example:

 A neuron transmits messages by receiving incoming signals

from nerve impulses and transmits it (1) by releasing a
neurotransmitter to travel through the synapse to another cell
(1).

Accept any other appropriate response.

Question Answer Mark

number
17 One mark for accurate understanding of neurological damage. (2)
One mark for exemplification of how neurological damage can be
used to explain the scenario.

For example:

 Neurological damage is when the brain is affected by an

impairment to an area or transmission process (1). Charlotte
may have visual agnosia which would explain her inability to
know what the objects she sees are, as this affects the
identification of common objects (1).

Accept any other appropriate response.

Question Answer Mark
number
18(a) One mark for an appropriate conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

 Patients are more aggressive after damage to their pre-frontal

cortex (1), shown by an increase in aggression scores for all
patients with most doubling in their score (1).

Accept any other appropriate response.

Question Answer Mark

number
18(b) One mark for accurate understanding of Damasio et al. (1994) (2)
One mark for exemplification of how the study can be used to
explain the scenario.

For example:

 Damasio et al. (1994) found that the ventromedial frontal

region of the brain is involved in emotional regulation and
decision making (1) so the increase in aggression shown in the
university researcher’s study could indicate a deficit in the
ability to regulate emotional responses due to the brain
damage (1).

Accept any other appropriate response.

Question Answer Mark

number
18(c) One mark for identification of each weakness (maximum two (4)
marks).
One mark for justification, which must be linked to the weakness
identified (maximum two marks).

For example:

 The researchers only looked at five case studies of individuals

with damage to their pre-frontal cortex (1). This decreases the
generalisability of their findings to a wider population as the
sample only consists of one type of brain damage (1).
 Another weakness is that case studies are unique, and it is
unlikely each person had the same pre-frontal cortex damage
(1) which limits the representativeness of the data gathered as
others with different types of damage to their pre-frontal
cortex may be less aggressive (1).

Accept any other appropriate response.

Question Answer Mark
number
18(d) One mark for identification of a relevant improvement to (2)
objectivity.
One mark for justification, which must be linked to the
improvement identified.

For example:

 They could ask other researchers to look at the case studies

and score the patients for a range of emotions including
aggression (1). This could reduce experimenter bias in the
interpretation of the data increasing objectivity in the results
gathered (1).

Accept any other appropriate response.

Section E
Social influence – How do others affect you?

Question Answer Mark

number
19 One mark for each term correctly defined. (2)

For example:

 Obedience is when an individual follows the orders of an

authority figure (1).
 Conformity is when an individual changes their behaviour to fit
in with a group (1).

Accept any other appropriate response.

Question Answer Mark

number
20 Up to two marks for description. (2)

For example:

 Bystander intervention is when an individual helps in an

emergency situation often due to empathy with their situation
(1) whereas bystander apathy is when a group presence
creates a diffusion of responsibility that stops people from
helping in an emergency situation (1).

Accept any other appropriate response.

Question Answer Mark
number
21(a) One mark for demonstrating accurate understanding of (2)
personality.
One mark for exemplification of how personality can be used to
explain the scenario.

For example:

 Different personality types can influence the likelihood of

people obeying an authority figure (1). Phoebe may have an
authoritarian personality making her more likely to obey the
instruction of the teacher (1).

Accept any other appropriate response.

Question Answer Mark

number
21(b) One mark for conclusion made. (2)
One mark for justification of conclusion through
analysis/interpretation.

For example:

 It is not effective as the impact of the teacher’s authority

reduces when there is more than one student in the situation
(1) because just over half the students (52%) did not attend
detention when it was given to them for how they behave in a
group (1).

Accept any other appropriate response.

Question Answer Mark

number
21(c) One mark for identification of a relevant improvement. (2)
One mark for justification which must be linked to the
improvement identified.

For example:

 When detention is given to a student, other teachers and

parents could be notified of the detention (1). This would
increase the number of authority figures involved in the
situation which means the student is more likely to obey (1).

Accept any other appropriate response.

Question Answer Mark
number
22(a) One mark for identification of reason (maximum two marks). (4)
One mark for reasoning/justification of outcome through theories
or concepts (maximum two marks).

 In the presence of the protesting crowd, individuals have a

‘group mentality’ that changes their behaviour to that of the
whole crowd (1) so the protestors may become violent even
through this is not how they would think or behave in isolation
(1).
 Haney, Banks and Zimbardo (1973) claimed a person may
experience deindividuation when in a crowd such as the groups
of protestors (1) which suggests that the people feel
anonymous as part of the protest and commit violent acts that
they would not normally commit (1).

Accept any other appropriate response.

Question Answer Mark

number
22(b) One mark for demonstrating accurate understanding of a theory (2)
of obedience.
One mark for exemplification of how obedience can be used to
explain the scenario.

For example:

 Obedience is when people give up their free will and act as

agents of an authority figure (1). As the leader would have
been considered an authority figure the people would have
carried out the instructions believing the leader was
responsible for their actions (1).

Accept any other appropriate response.

Section F

Question Indicative content Mark

number
23 AO1 = 3 marks; AO2 = 3 marks; AO3 = 3 marks (9)

Markers must apply the descriptors in line with the general

marking guidance (pages 2-3).
Performance in all AOs is interdependent. An answer displaying
qualities of AO1 only cannot be awarded more than the top of
Level 1, no matter how strong the performance is in AO1.
An answer displaying qualities of knowledge and understanding
(AO1) and application (AO2) only, cannot be awarded more than
the top of Level 2, no matter how strong the performance is in
AO1 and AO2
Due to the hierarchy of the AOs, AO3 cannot be achieved without
displaying evidence of AO1 and AO2.

AO1
 Reductionism involves breaking aspects of human behaviour
into individual parts.
 Reductionism involves testing individual variables to find cause
and effect in human behaviour.
 Holism is looking at human behaviour as a whole interaction
between all parts.

AO2
 Adelyn is breaking memory down into simple processes to
explain how memory works in human behaviour.
 The counting of the number of words recalled is used as
evidence of interference in a memory process.
 Adelyn has not accounted for individual differences in memory
ability so is ignoring other possible factors.

AO3
 Explanations like the multi-store model of memory reduce
processes to simple systems which can aid application to the
real world, such as revision strategies, but ignores the fact
that not all memories can be accounted for this way.
 Peterson and Peterson (1959) conducted a similar test which
has been beneficial in enabling psychologists to understand
short-term memory and develop their explanations.
 Memory could be more complex than Adelyn is considering,
which means reductionism ignores other possibilities like in
the case of Clive Wearing, so it is not useful for cognitive
psychology to be reductionist.
Level Mark Descriptor
0 No rewardable material.
Level 1 1–3  Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
 Attempts to apply understanding to elements in the context of the
question with flawed or simplistic links and connections made.
(AO2)
 Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited synthesis
of understanding. Judgements are supported by limited evidence.
(AO3)
Level 2 4–6  Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
 Applies understanding to elements in the context of the question,
with some logical links and connections made. (AO2)
 Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding but not entirely coherently, leading
to judgements that are supported by evidence occasionally. (AO3)
Level 3 7–9  Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
 Applies understanding to elements in the context of the question
to provide sustained linkage and logical connections throughout.
(AO2)
 Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that synthesises
relevant understanding coherently. Judgements are supported by
evidence throughout. (AO3)
Question Indicative content Mark
number
24 AO1 = 3 marks; AO2 = 3 marks; AO3 = 3 marks (9)

Candidates who do not consider two areas of psychology (as

instructed in the question) cannot achieve marks beyond Level 2.
Markers must apply the descriptors in line with the general
marking guidance (pages 2-3).
Performance in all AOs is interdependent. An answer displaying
qualities of AO1 only cannot be awarded more than the top of
Level 1, no matter how strong the performance is in AO1.
An answer displaying qualities of knowledge and understanding
(AO1) and application (AO2) only, cannot be awarded more than
the top of Level 2, no matter how strong the performance is in
AO1 and AO2
Due to the hierarchy of the AOs, AO3 cannot be achieved without
displaying evidence of AO1 and AO2.

AO1
 Internalisation is changing public behaviour and private
beliefs, in the presence of the group.
 Cohesiveness of a group can increase the likelihood of others
conforming to the group behaviour.
 Addiction is when someone is unable to limit the use or
exposure to a stimulant.

AO2
 Cassie may smoke with the group and believe it is what she
wants to do when she is with the group of friends.
 The group of friends may have a strong bond through shared
experiences making conformity more likely.
 Cassie is becoming anxious when she has no cigarettes so is
showing signs that she is addicted to nicotine.

AO3
 Haney, Banks and Zimbardo (1973) found that the prisoners
and guards conformed to their group behaviours supporting
the idea that Cassie started smoking to conform.
 Cassie is likely to share similarities with the group, such as
age and gender, which will have influenced her starting
smoking and refusal to stop.
 However, now she has signs of addiction, Cassie’s continued
smoking may now be more biological than social as the drugs
in cigarettes may have affected acetylcholine.
Level Mark Descriptor
0 No rewardable material.
Level 1 1–3  Demonstrates isolated elements of understanding of a limited
range of psychological ideas. (AO1)
 Attempts to apply understanding to elements in the context of
the question, with flawed or simplistic links and connections
made. (AO2)
 Limited attempt to deconstruct relevant psychological ideas. An
unbalanced or one-sided argument that provides limited
synthesis of understanding. Judgements are supported by
limited evidence. (AO3)
Level 2 4–6  Demonstrates mostly accurate understanding of some relevant
psychological ideas. (AO1)
 Applies understanding to elements in the context of the
question, with some logical links and connections made. (AO2)
 Deconstructs relevant psychological ideas using mostly logical
chains of reasoning. An imbalanced argument that synthesises
mostly relevant understanding, but not entirely coherently,
leading to judgements that are supported by evidence
occasionally. (AO3)
Level 3 7–9  Demonstrates accurate and thorough knowledge and
understanding of relevant psychological ideas. (AO1)
 Applies understanding to elements in the context of the
question to provide sustained linkage and logical connections
throughout. (AO2)
 Deconstructs relevant psychological ideas using logical chains of
reasoning. A balanced, well-developed argument that
synthesises relevant understanding coherently. Judgements are
supported by evidence throughout. (AO3)