Qualification

Accredited
Oxford Cambridge and RSA

GCSE (9-1)

Exemplar Candidate Work

PSYCHOLOGY
J203
For first teaching in 2017

J203/02 Summer 2019

examination series
Version 2

www.ocr.org.uk/psychology
 Contents
Introduction 3 Question 14 17

Question 2 4 Question 17 (a), (b) and (c) 18

Question 3 5 Question 18 20

Question 5 (a), (b), (c), (d) and (e) 6 Question 19 21

Question 6 8 Question 21 25

Question 7 9 Question 22 (a) 27

Question 9 10 Question 22 (b) 28

Question 10 (a) and (b) 12 Question 24 29

Question 11 13 Question 25 30

Question 12 (a) and (b) 14 Question 26 31

Question 13 16

Would you prefer a

Word version?
Did you know that you can save
this pdf as a Word file using Acrobat
Professional?
Simply click on File > Save As Other . . .
and select Microsoft Word
(If you have opened this PDF in your browser you will
need to save it first. Simply right click anywhere on the
page and select Save as . . . to save the PDF. Then open
the PDF in Acrobat Professional.)

If you do not have access to Acrobat Professional there

are a number of free applications available that will also
convert PDF to Word (search for converter).

2
Introduction
These exemplar answers have been chosen from the
summer 2019 examination series.

OCR is open to a wide variety of approaches and all

answers are considered on their merits. These exemplars,
therefore, should not be seen as the only way to answer
questions but they do illustrate how the mark scheme has
been applied.

Please always refer to the specification https://www.ocr.

org.uk/Images/309306-specification-accredited-gcse-
psychology-j203.pdf for full details of the assessment for
this qualification. These exemplar answers should also be
read in conjunction with the sample assessment materials
and the June 2019 Examiners’ report or Report to Centres
available from Interchange https://interchange.ocr.org.
uk/.

The question paper, mark scheme and any resource

booklet(s) will be available on the OCR website from
summer 2020. Until then, they are available on OCR
Interchange (school exams officers will have a login for
this and are able to set up teachers with specific logins –
see the following link for further information http://www.
ocr.org.uk/administration/support-and-tools/interchange/
managing-user-accounts/).

It is important to note that approaches to question

setting and marking will remain consistent. At the same
time OCR reviews all its qualifications annually and may
make small adjustments to improve the performance of
its assessments. We will let you know of any substantive
changes.

3
Question 2

Exemplar 1 1 mark

Exemplar 2 2 marks

Examiner commentary
Questions such as these are assessing understanding of evaluation in context of theory and so achieve full marks, candidates must
demonstrate specific knowledge of the theory named in the question. For example, many candidates were able to demonstrate
accurate knowledge of the concept of reductionism, fewer were able to illustrate this by drawing upon their knowledge of
Activation Synthesis Theory of Dreaming.

Exemplar 1 demonstrates an understanding of the concept of reductionism by referring to how it only focuses on the biological
aspect. As there is no further, specific knowledge of Activation Synthesis Theory of Dreaming, this response achieves 1 mark.

Exemplar 2 demonstrates an accurate understanding of reductionism by referring to the simplification of something as complex as
dreaming and demonstrates specific knowledge of the theory by referring to random signals in the brain. This response achieves 2
marks.

4
Question 3

Exemplar 1 2 marks

Examiner commentary
A good variety of functions of sleep were seen this series. In order to achieve both marks, two separate, non-interchangeable
functions were required. Marks could be achieved via either naming the functions or giving descriptions / examples to illustrate.

The Exemplar states memory store which falls under healthy brain and muscle repair which falls under physical repair and so
achieves 2 marks.

5
Question 5 (a), (b), (c), (d) and (e)

Exemplar 1 1 mark

6
Exemplar 2 2 marks

Examiner commentary
A source accompanied these questions. As such, candidates were required to use it to guide their responses. Many candidates
showed limited knowledge of using interviews and therefore could not identify the type of interview used in the source as
unstructured (5(a)) nor give an appropriate open question that the psychologist could have used in her study (5(d)).

Question 5(e) asked for a strength of collecting qualitative data in this study, therefore it is important that candidates contextualise
their responses using the source. To do this successfully, candidates need to consider what is being investigating, in this example,
the meaning of dreams.

Exemplar 1 provides an appropriate strength of collecting qualitative data (provides rich and in-depth information) but there is no
context to the study in the source so 1 mark is given.

Exemplar 2 achieves 1 mark for giving an appropriate strength of qualitative data (it allows for richer, more detailed data) and 1
further mark for contextualising this to the study in the source (thoughts, feelings and dreams).

7
Question 6

Exemplar 1 3 marks

Examiner commentary
Candidates are encouraged to pay attention to the command word in questions. ‘Describe’ requires some description beyond mere
identification.

With this question, responses demonstrating explicit knowledge of Williams et al. (1992) tended to achieve full marks. Many
candidates are relying on generic evaluation points with tenuous links to the study, this was usually seen by repeating the question.
To fully describe, specific knowledge of the study is required to show the relevance and appropriateness of the criticism identified.

Exemplar 1: Social desirability is given as the first criticism; this is then described in relation to the sample used in Williams et al.
(1992). Therefore, this first criticism is given 2 marks. In the second criticism, the candidate identifies that there is a gender bias,
and indeed a cultural bias, but with no specific knowledge of the study, this receives 1 mark. This response achieves 3/4 overall. To
improve, a description of why the study has gender bias is needed (because 10 out of the 12 participants were female) or why the
study may have cultural bias (because participants came from Harvard university/America/an America university).

8
Question 7

Exemplar 1 2 marks

Examiner commentary
By its nature, this question invited responses that could show how Pawel could be helped to get a better night’s sleep. As such,
responses which identified ways to improve sleep and gave an example / explained how this could be achieved, tended to achieve
full marks.

This candidate identifies several ways Pawel could be helped to get a better night’s sleep including reducing caffeine [1] and
abstaining from using technology close to bedtime [1]. To improve, the candidate could show additional knowledge that these are
examples of changing physical environment and improving sleep hygiene respectively.

9
Question 9

Exemplar 1 4 marks

Exemplar 2 6 marks

10
Examiner commentary
This is a levels-based question. As such, to achieve Level 3 (5-6 marks) candidates are required to offer breadth and / or depth
covering at least two different evaluation points. The points should be coherent and relevant to Bickman. Many candidates offered
descriptions of Bickman’s study with no or minimal evaluation. Those responses focussing on two different evaluation points,
identifying them, justifying them in context of Bickman and then considering their effects achieved the greatest number of marks.

Exemplar 1: The candidate makes several points. The lack of demand characteristics is the criticism which is justified by the covert
observation but there is no context to Bickman which is needed for Level 3. There is also no effect of the criticism. The last criticism
states the evaluative point, justifies it in context (New York) and states the effect (not generalisable). This response is therefore a Level
2 so achieves 4 marks.

Exemplar 2: This candidate makes several points. Each point is justified in context of the study and the effect (implication) of the
points is considered. This response achieves full marks.

11
Question 10 (a) and (b)

Exemplar 1 1 mark

Examiner commentary
The stem provided below the source instructs candidates to use the source to answer this question, thus part (a) and (b) of this
question required context. In part (a) almost all candidates could identify Cerys’ science teacher, Mr Singh as the authority figure
but fewer utilised the source in part (b). Candidates are encouraged to read the question carefully as giving generic responses in
questions requiring contextualisation will only achieve partial marks.

Exemplar: 1 mark is achieved for obeying the authority figure as he has the power to punish. In order to achieve the second mark,
there has to be some contextualisation from the source. This could be achieved by recognising she is very well behaved in lessons /
always does her homework on time / she will do anything to avoid being told off by him.

12
Question 11

Exemplar 1 3 marks

Examiner commentary
Candidates are encouraged to use the number of marks available in questions as an indicator of the level of explanation / detail
that is required. For 3 marks, a definition of deindividuation was needed, how or why it occurs and an example that illustrated
the concept. Many candidates answered this question very well. In the example given 1 mark is achieved for loss of identity
(individuality), 1 mark for the circumstances under which it occurs (crowd) and 1 mark for an example which demonstrates
deindividuation - riots - lose morals - act recklessly.

13
Question 12 (a) and (b)

Exemplar 1 2 marks

14