St Patrick's College (Shorncliffe)

Psychology
IA1

Student name

Student number

Teacher

Exam date 22/11/2023

Marking summary

Maximum Provisional
Criterion Marks allocated
possible marks marks
Data test 10
Overall 20.0 10

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 Conditions

Technique Data test

Unit Unit 3: Individual thinking
Topic/s Topic 2: Visual perception
Topic 3: Memory

Time 60 minutes + 10 minutes perusal

Seen / unseen Unseen questions and datasets

Other QCAA-approved graphics calculator permitted

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 Instructions
● Length: up to 500 words in total, consisting of:

- short responses, i.e. sentence or short paragraph

- written paragraphs, 50-250 words per item
- other types of responses, e.g. interpreting and calculating, should allow students
to complete the response in the set time.

● Queensland-approved graphics calculator permitted

● Unseen stimulus

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 Data test

DATA SET 1
A researcher wanted to test the effects of memory rehearsal strategies on memory
retention. Participants were evenly split into two different groups, one control and one
experimental. Each group learnt the same 25 words that were presented on a computer
screen. The words appeared in a 5x5 table, with one word in each cell. All words were
shown at the same time. The order of the words in the table differed between the
control group and the experimental group.
Methodology:
Each group was given a differently ordered table of words.

● Group A was given a 5x5 table of the words in a random order.

● Group B was given a 5x5 table of the words that were “chunked” based on
category. E.g. one row contained fruits, another row contained colours etc.
● Both groups were given two minutes to look at the words on the computer screen.

After learning the list of words, participants were asked to recall as many words from
the studied table as possible.
The results and mean number of words correctly recalled between groups are shown
below. The range for correct words recalled for Group A is 6.
Table 1: Raw data of correct words recalled from the studied list of 25 words

Table 2: Mean number of words correctly recalled by groups.

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 Question 1 (1 mark)

Calculate the median for Group A.

Question 2 (1 mark)

Calculate the range for Group B.

Question 3 (1 mark)

Identify the number of participants in Group B who scored above the mean.

Question 4 (1 mark)

Contrast the range of correct words recalled for Group A and Group B.

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 Question 5 (2 marks)

Contrast the mean score for Group A with the mean score for Group B. Use evidence to
support your response.

Question 6 (2 marks)

Draw a conclusion from the results that could be used to describe the most effective
memory rehearsal strategy for memory retention for this experiment.

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 DATA SET 2
A Year 12 Psychology class at an all-girls College adapted and conducted ‘The Stroop
Effect’ experiment, discovered by J. Ridley Stroop in the 1930s. They conducted the
experiment as a repeated measures design. The experiment investigated how matching
and mismatching words and colours affected the time taken to recall the colours of
words. Twenty-six (26) students participated. The participants were split into two equal
groups.

Research question:
Does the mismatch between a word and word colour affect the time taken to recall a list
of words?
Null hypothesis:
It is hypothesised that there is no difference in the time taken to identify the colours of
words when the colours and words are mismatched as opposed to matched.
Alternative hypothesis:
It is hypothesised that the colours of words take longer to identify when the colours and
words are mismatched as opposed to matched.

Results:
Figure 1: Mean time in seconds to recall and read a complete list of colours and words
for a matched words and colours condition and a mismatched words and colours
condition. The SD for each condition is indicated by the error bars.

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 Table 3: Standard deviation scores and p-value for the matched and mismatched
conditions

Question 7 (1 mark)

Identify the mean time taken to read the colour of words for the matched condition.

Question 8 (2 marks)

Contrast the results of the experiment using both the mean values and associated error
bars.

Question 9 (1 mark)

Refer to the results in Table 3. Infer what the results of the statistical test show.

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 Question 10 (1 mark)

Deduce which condition has the greatest variability.

Question 11 (2 marks)

Justify which hypothesis is to be supported by drawing a conclusion from the data.

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 DATA SET 3
University students conducted a study to test whether macular degeneration increases
with age. Macular degeneration is a degenerative condition that affects the central part
of the retina (the macula) which results in distortion or loss of central vision. The effect
of the condition can be measured using a specific eye test that looks at straight lines.
The university students conducted the study using an independent groups design with
six conditions. Participants were allocated to conditions based on age and there were
15 participants per condition, for a total of 90 participants.
A macular degeneration eye test was conducted on each participant and the number of
lines appearing wavy, blurred, or distorted were recorded.

Table 4: The age groups allocated to each condition

Figure 2: The relationship between mean number of distorted lines for each condition

Table 5: Pearson's correlation coefficient for current and previous research

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 Question 12 (1 mark)

Refer to Figure 2. Identify the mean number of distorted lines for Condition 5.

Question 13 (1 mark)

Refer to Table 4 and Figure 2. Identify the age group that has the least number of
distorted lines.

Question 14 (1 mark)

Refer to Table 5. Contrast the Pearson's correlation coefficient (r) for the current
research with that for the previous research.

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 Question 15 (1 mark)

Infer the relationship between age and the number of distorted lines in a macular
degeneration eye test.

Question 16 (1 mark)

Using the evidence in Figure 2, predict an approximate mean number of distorted lines
seen by a hypothetical condition of 80-89 year old participants.

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Instrument-specific marking guide (IA1): Data test (10%)
Criterion: Data test

Assessment objectives
2. apply understanding of localisation of function in the brain, visual perception, memory, or learning to given algebraic, visual or
graphical representations of scientific relationships and data to determine unknown scientific quantities or features
3. analyse evidence about localisation of function in the brain, visual perception, memory, or learning to identify trends , patterns ,
relationships , limitations or uncertainty in datasets
4. interpret evidence about localisation of function in the brain, visual perception, memory, or learning to draw conclusions based on
analysis of datasets.

The student work has the following characteristics: Cut-off Marks

• consistent demonstration, across a range of scenarios about localisation of function in the brain, visual > 90% 10
perception, memory, or learning, of
− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual and graphical
representations of scientific relationships and data > 80% 9
− correct and appropriate use of analytical techniques to correctly identify trends , patterns ,
relationships, limitations and uncertainty
− correct interpretation of evidence to draw valid conclusions .

• consistent demonstration, in scenarios about localisation of function in the brain, visual perception, > 70% 8
memory, or learning, of
− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual and graphical
representations of scientific relationships and data > 60% 7
− correct use of analytical techniques to correctly identify trends , patterns , relationships,
limitations and uncertainty
− correct interpretation of evidence to draw valid conclusions .

• adequate demonstration, in scenarios about localisation of function in the brain, visual perception, > 50% 6
memory, or learning, of
− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual and graphical
representations of scientific relationships and data > 40% 5
− correct use of analytical techniques to correctly identify trends , patterns , relationships,
limitations and uncertainty
− correct interpretation of evidence to draw valid conclusions .

• demonstration, in scenarios about localisation of function in the brain, visual perception, memory, or > 30% 4
learning, of elements, of
− selection and correct application of scientific concepts , theories , models and systems to
predict outcomes , behaviours and implications
− correct calculation of quantities through the use of algebraic, visual or graphical representations
of scientific relationships or data > 20% 3
− correct use of analytical techniques to correctly identify trends , patterns , relationships,
limitations or uncertainty
− correct interpretation of evidence to draw valid conclusions .

• demonstration, in scenarios about localisation of function in the brain, visual perception, memory, or > 10% 2
learning, of elements of
− application of scientific concepts , theories , models or systems to predict outcomes ,
behaviours or implications
− calculation of quantities through the use of algebraic or graphical representations of scientific
relationships and data > 1% 1
− use of analytical techniques to identify trends , patterns , relationships, limitations or
uncertainty
− interpretation of evidence to draw conclusions .

• does not satisfy any of the descriptors above. ≤ 1% 0

Psychology 2019 Queensland Curriculum & Assessment Authority

General Senior Syllabus ISMG v1.4 July 2022
1