AS Biological approach

8(a) Research has shown that males’ brains respond to positive imagery 4 more than females’ brains. Explain two ways the study by Canli et al. (brain scans and emotions) differs from this research. 1 mark for identifying a difference 1 mark for describing the element of the study supporting the difference e.g. The participants in the Canli study were not male (1 mark: identifying) as they were all female (1 mark: describing) The Canli study did not investigate positive imagery (1 mark: identifying) as the images ranged from negative to neutral (1 mark: describing) The sample was different (1 mark: identifying) Canli only used females in their study (1 mark: describing) © UCLES 2021 Page 9 of 11 8(b) Explain one similarity and one difference between the study by Canli et 8 al. (brain scans and emotions) and one other core study from the biological approach. 4 marks available for the similarity 4 marks available for the difference Creditworthy points include: sample/sampling, ethics, quantitative data, brain measurement techniques. There are others. e.g. difference 4 marks Canli used an FMRI scan to be able to see brain activity whilst the participants watched the different emotional scenes. Dement and Kleitman used a different technique called an EEG that could only monitor brain wave activity/patterns during sleep/dreaming. 3 marks Canli used an FMRI scan to be able to see brain activity whilst the participants watched the different emotional scenes. Dement and Kleitman used a different technique called an EEG. 2 marks Canli used an FMRI scan measure brain activity whilst Dement and Kleitman used an EEG. 1 marks Both studies used different techniques to measure brain activity. The similarity/difference is well explained using both studies 4 marks as examples. The similarity/difference is well explained but only one study 3 marks is used as an example OR both studies used briefly. The similarity/difference is brief with an attempt at using at 2 marks least one study as an example OR The difference is well explained but there is no study evidence. The similarity/difference is brief with no attempt at using 1 mark studies as examples. No creditworthy material. 0 marks © UCLES 2021 Page 10 of 11

5(a) From the study by Dement and Kleitman (sleep and dreams): 1 From the dream-duration estimate part of the study: State how Dement and Kleitman chose whether to wake a participant after 5 minutes or after 15 minutes of REM sleep. 1 mark for correct answer At random/randomly/equal chance of being either. © UCLES 2021 Page 6 of 10 5(b) Describe the dream-duration estimates for the participant DN whose 2 responses did not follow the same pattern as others. 1 mark per correct statement made e.g. DN was equally likely to get the 15 minute estimation right or wrong; He got estimation of 15 minutes correct 50% of the time/5 times; ORA He got estimation of 5 minutes correct 80% of the time/8 times; ORA He often underestimated how long they were dreaming; 5(c) Outline one strength of this study. 2 1 mark for identifying the strength 1 mark for relating it to Dement & Kleitman e.g. There were controls on some participant/situational variables to aid cause and effect conclusions (1 mark) For example participants were not allowed to drink alcohol/consume caffeine prior to the study (1 mark) There was a standardised procedure to the study to aid replicability/ reliability (1 mark) For example participants were not allowed to drink alcohol/consume caffeine prior to the study (1 mark) It was conducted in a laboratory so had good controls that increase (internal) validity (1 mark) Question Answer Marks

9 Evaluate the study by Schachter and Singer (two factors in emotion) in 10 terms of two strengths and two weaknesses. At least one of your evaluation points must be about the use of quantitative data. Suitable strengths include: quantitative data, internal validity, reliability Suitable weaknesses include: quantitative data, external validity, generalisability, ethics. Level 4 (8–10 marks) • Evaluation is comprehensive. • Answer demonstrates evidence of careful planning, organisation and selection of material. • Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. • Answer demonstrates an excellent understanding of the material. Level 3 (6–7 marks) • Evaluation is good. • Answer demonstrates some planning and is well organised. • Analysis is often evident but may not be consistently applied. • Answer demonstrates a good understanding of the material. Level 2 (4–5 marks) • Evaluation is mostly appropriate but limited. • Answer demonstrates limited organisation or lacks clarity. • Analysis is limited. • Answer lacks consistent levels of detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) • Evaluation is basic. • Answer demonstrates little organisation. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) No response worthy of credit. © UCLES 2021 Page 10 of 10

3(a) From the study by Dement and Kleitman (sleep and dreams): 3 Identify three features of the sample used in this study. 1 mark per correct statement made N = 9; Adults; Predominantly male; Five were studied intensely; Four were used to confirm results of main participants; © UCLES 2021 Page 5 of 11 3(b) Suggest one real-world application based on the results of this study. 2 1 mark for what the application is about 1 mark for how it will be implemented/used e.g. The EEG readings could be used to help people with sleep disorders (1 mark: what); Readings could be analysed to see how much time people are in REM/NREM (1 mark: how) Could help with the study of sleep disorders/insomnia (1 mark: what) Question Answer Marks

9 Evaluate the study by Schachter and Singer (two factors in emotion) in 10 terms of two strengths and two weaknesses. At least one of your evaluation points must be about ethics. Suitable strengths include: quantitative data, internal validity, reliability Suitable weaknesses include: quantitative data, external validity, generalisability, ethics Level 4 (8–10 marks) • Evaluation is comprehensive. • Answer demonstrates evidence of careful planning, organisation and selection of material. • Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. • Answer demonstrates an excellent understanding of the material. Level 3 (6–7 marks) • Evaluation is good. • Answer demonstrates some planning and is well organised. • Analysis is often evident but may not be consistently applied. • Answer demonstrates a good understanding of the material. Level 2 (4–5 marks) • Evaluation is mostly appropriate but limited. • Answer demonstrates limited organisation or lacks clarity. • Analysis is limited. • Answer lacks consistent levels of detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) • Evaluation is basic. • Answer demonstrates little organisation. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) No response worthy of credit. © UCLES 2021 Page 11 of 11

3(a) From the study by Canli et al. (brain scans and emotions): 2 (a) Outline the sampling technique used in this study. 1 mark available for identifying the sampling technique 1 mark per correct description e.g. Volunteer/self-selected (1 mark) This is when the participants choose to be part of a study (1 mark). They may respond to an advertisement (1 mark) © UCLES 2021 Page 5 of 11 3(b) Outline two questions that participants were asked during the 2 recognition test. 1 mark per question Have you seen this picture/scene before? (if yes) do you remember it with certainty or less certainty / is it familiar or not familiar?; 3(c) Describe the correlation between participants’ intensity ratings and 2 normative arousal ratings. 1 mark available for identifying the type of correlation 1 mark per correct description of correlation/direction of scores e.g. Positive correlation (1 mark); As one score went up so did the other (1 mark), so as the intensity rating increased so did the arousal rating (1 mark) Question Answer Marks

7(a) Steve has learned about the study by Dement and Kleitman (sleep and 2 dreams). He believes that the study is ethical. Outline what is meant by the ethical guideline of ‘informed consent’. 2 marks for a full answer 1 mark for brief/partial answer e.g. This is when a participant is given enough information before a study begins so they can decide whether they would like to participate (or not) (2 marks) This is when a person decides if they want to take part in a study (1 mark) Telling participants information about the study before it starts (1 mark) 7(b) Outline why Steve is correct that this study is ethical, using evidence in 4 your answer. Up to 1 mark for outlining one ethical guideline directly relevant to Dement & Kleitman Up to 4 marks for using evidence to show that Dement & Kleitman was ethical e.g. Confidentiality was maintained in this study (1 mark outline); The results only used initials to identify participants (1 mark evidence); They were not deceived as they knew that their sleep/dreams were getting monitored (1 mark evidence); The participants were not forced to tell their dream narratives so it can be argued that privacy was given (1 mark evidence); EEGs do not pose any risk to people so physical protection was adhered to in the study (1 mark) © UCLES 2021 Page 8 of 11

3(a) Before the study by Canli et al. (brain scans and emotions), other 4 psychologists had found a relationship between amygdala activation and memory. Canli et al. reported three alternative reasons for this relationship, other than amygdala activation causing the formation of memories. Outline two of these alternative reasons. 2 marks full/detailed reason given; 1 mark brief reason given e.g. 2 marks Some individuals are just more responsive to emotional experiences than others in terms of personality type; Some individuals when being brain scanned experience enhanced emotional experiences / respond more to emotional stimuli; The amygdala is dynamic in the way it responds to emotional experiences on an individual level e.g. 1 marks Individuals differ when it comes to emotions; People’s personalities affect emotions; Brain scanning makes some people emotional; 3(b) Describe the correlation between participants’ intensity ratings and 2 valence ratings. 1 mark available for identifying the type of correlation; 1 mark per correct description of correlation/direction of scores e.g. Negative correlation (1 mark); As one score went up the other went down (1 mark), so as the intensity rating increased, the valence rating decreased (1 mark) Question Answer Marks

5(a) From the study by Schachter and Singer (two factors in emotion): 2 Identify two features of the sample used in this study. 1 mark per feature: (predominantly) volunteers; n = 184; Males; Taking introductory psychology class; University of Minnesota; Students/undergraduates; Gained course credit (for participation). © UCLES 2021 Page 7 of 12 5(b) One of the questions that the participants were asked about their 2 mood was ‘How good or happy would you say you feel at present?’ Explain one reason why this question may not measure mood accurately. 1 mark for a problem 1 mark for linking it to the study e.g. What people say they will do on a questionnaire may not ‘mirror’ their behaviour (1 mark); therefore just because they said they were happy or good does not mean that is what they actually felt (1 mark) It is a subjective measure (1 mark); participants will interpret happy/good in different ways (1 mark); It is a subjective measure (1 mark); Only a transient measure / less valid (1 mark); There are other creditworthy responses. Question Answer Marks

8(a) Outline the debate about individual and situational explanations in 4 psychology, using an example from the study by Dement and Kleitman (sleep and dreams). 1 mark = defining individual + 1 mark example (from Dement and Kleitman) 1 mark = defining situational + 1 mark example (from Dement and Kleitman) e.g. The individual explanation states that we behave because of our personality (1 mark). For example, the participants had different success at estimating dream duration (1 mark D+K); The situational explanation states that we behaviour because of the environment we find ourselves in (1 mark). For example, being in the laboratory may have caused some of the strange dreams (1 mark D+K); There are other creditworthy responses. © UCLES 2021 Page 10 of 12 8(b) Explain what psychologists have learned about sleep and dreams 8 using two results from the study by Dement and Kleitman. Do not refer to the debate about the individual and situational explanations in your answer. e.g. People tend to dream more in REM sleep compared to NREM sleep; Direction of eye movement in REM relates to dream content so it is not random; People may well dream in ‘real time’; Level Criteria Marks 4 The result presented has a meaningful comparison 4 and the candidate clearly explains what we have learned about the named concept 3 The result presented has a meaningful comparison 3 and there is a brief attempt at explaining what we have learned about the named concept; The result presented has no meaningful comparison but the candidate clearly explains what we have learned about the named concept 2 The result presented has a meaningful comparison 2 but there is no attempt at explanation; The result presented is not clear or no result but there is an attempt at explaining what we have learned about the named concept 1 The result presented has no meaningful comparison 1 or there is a basic attempt at explaining 0 No creditworthy answer 0 e.g. Level 4: People tend to dream more in REM sleep than they do in NREM sleep. Around 80% of dreams were recalled when woken in REM compared to 7% when woken in NREM; Direction of eye movement in REM relates to dream content so it is not random. Vertical movement was linked to playing basketball whilst horizontal movement was linked to throwing tomatoes; Level 3: People tend to dream more in REM sleep. Around 80% of dreams were recalled when woken in REM compared to 7% when woken in NREM; Direction of eye movement in REM relates to dream content. Vertical movement was linked to playing basketball whilst horizontal movement was linked to throwing tomatoes; © UCLES 2021 Page 11 of 12 8(b) Level 2: Around 80% of dreams were recalled when woken in REM compared to 7% when woken in NREM; Direction of eye movement in REM relates to dream content so it is not random; Level 1: People tend to dream more in REM sleep; One participant dreamt about throwing tomatoes; Question Answer Marks

4(a) From the study by Canli et al (brain scans and emotions): 5 Describe the procedure of the study when the participants were having their brain scans. 1 mark per correct procedural point made They viewed 96 scenes; Through a mirror / back-projection screen; Each picture had a rating for arousal / valence; The order of the scenes was randomised; Each picture was presented for a 2.88 s / a few seconds; In between each scene the participants fixated on a cross/interstimulus interval of 12.96 s; They were told to view the picture the entire time it was projected / on screen; When fixation cross appeared they had to rate their arousal / emotional intensity; On a 4-point scale / from 0–3 They did this by pressing a button (with their right hand). 4(b) Identify one methodological weakness of this study. 1 1 mark for the identification e.g. Lacks ecological validity (1 mark) Ecological validity (0 marks) Lacks generalisability (1 mark) Generalisability (0 marks) There are other creditworthy responses. © UCLES 2021 Page 7 of 14

6(a) The study by Schachter and Singer is based on the two-factor theory 4 of emotion. Describe what is meant by the two-factor theory of emotion. 1 mark per correct point made: e.g. One factor is the physiological arousal of a person; The other factor is the cognition that allows a person to make sense of a situation; So, when someone becomes aroused, they look to the environment for cues to help explain how they are feeling; Therefore, emotional experiences are a combination of physiology and cognition; This is true for when a person has no immediate explanation of their emotional arousal; There are other creditworthy responses. 6(b) Outline how one result from this study supports the two-factor theory 2 of emotion. 1 mark for appropriate result, then 1 mark for explaining how it links to the two-factor theory of emotion. e.g. The Epi Ign/Epi Mis groups scored higher on their emotional states compared to the Epi Inf (1 mark); This showed that they were more susceptible to the stooge’s mood as they had no explanation of their emotions (compared to Epi Inf who did) (1 mark). © UCLES 2021 Page 9 of 14

2(a) From the study by Canli et al. (brain scans and emotions): 2 Scenes from the International Affective Picture System stimuli set were used. Each scene had been rated in two ways. Name these two ways. 1 mark per correct answer Valence; Arousal. © UCLES 2022 Page 4 of 12 2(b) Describe one methodological weakness of this study. 2 1 mark for the methodological weakness. 1 mark for linking to the study. e.g. The tasks lacked mundane realism (1 mark). Rating pictures whilst having a brain scan/fMRI is not an everyday task (1 mark). There could be issues of generalisability (1 mark). The sample consisted of only females so the findings may not be generalizable (to emotions in males). (1 mark). Other creditworthy weaknesses include: use of self-reports, ecological validity, everyday application, repeated measures, volunteer sample. Question Answer Marks

10 Evaluate the study by Dement and Kleitman (sleep and dreams) in terms 10 of two strengths and two weaknesses. At least one of your evaluation points must be about qualitative data. Strengths include: use of qualitative data (validity), reliability, application to real world. Weaknesses include: generalisability, validity (external), social desirability. Level 4 (8–10 marks) • Evaluation is comprehensive. • Answer demonstrates evidence of careful planning, organisation and selection of material. • Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. • Answer demonstrates an excellent understanding of the material. Level 3 (6–7 marks) • Evaluation is good. • Answer demonstrates some planning and is well organised. • Analysis is often evident but may not be consistently applied. • Answer demonstrates a good understanding of the material. Level 2 (4–5 marks) • Evaluation is mostly appropriate but limited. • Answer demonstrates limited organisation or lacks clarity. • Analysis is limited. • Answer lacks consistent levels of detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) • Evaluation is basic. • Answer demonstrates little organisation. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) No response worthy of credit. © UCLES 2022 Page 12 of 12

3(a) From the study by Dement and Kleitman (sleep and dreams): 3 One feature of the sample in this study was that they were all adults. Identify three other features of the sample used in this study. 1 mark per correct point made Mostly male / 7 males; 2 females; 9 in total; 5 studied intensively; 4 used minimally to confirm results. 3(b) Describe one result about dream recall from REM awakenings in the first 2 half of the night compared to the second half of the night. 2 marks full result with specific group mentioned. 1 mark partial/brief result with no specific group mentioned. e.g., group of 5 participants studied intensely There were (slightly) more dreams recalled in the first half compared to the second half for the 5 participants that were studied intensely (2 marks); There were (slightly) more dreams recalled in the first half (compared to the second half) (1 mark). e.g., entire sample There were more dreams recalled in the second half compared to the first half for the entire sample (2 marks); There were more dreams recalled in the second half (compared to the first half) (1 mark). © UCLES 2022 Page 5 of 12

5(a) From the study by Canli et al. (brain scans and emotions): 2 Outline one aim of this study. 2 marks full aim. 1 mark partial/brief aim. e.g. To investigate whether the amygdala is sensitive to different levels of experienced emotional intensities (2 marks); To investigate whether the degree of emotional intensity affects the role of the amygdala in enhancing memory (2 marks); To investigate the role of the amygdala in memories (1 mark). There are other creditworthy responses. 5(b) Explain one reason why the procedure was standardised in this study. 3 1 mark for identifying a reason. 1 mark for explaining why it is a reason. 1 mark for linking it to the study (only be awarded if a reason has been explained). It would allow the study to be more easily replicated (1 mark); Therefore, it could be tested for reliability (1 mark); For example knowing how long the picture was presented for means exact replication is possible (1 mark). It would increase the (internal) validity of the study (1 mark); Therefore, cause and effect are (more) likely to be seen (1 mark); For example knowing it was the emotion of the picture causing brain activity (1 mark). It can help to reduce extraneous/uncontrolled variables (1 mark); So that we know it is probably the IV of emotion (1 mark) causing the change in brain activity – the DV (1 mark). There are other creditworthy responses. © UCLES 2022 Page 7 of 12

8(a) From the study by Schachter and Singer (two factors in emotion): 2 Outline the category of ‘initiates new activity’ for the behaviour of participants in the Euphoria condition. 1 mark per correct point made. This is when creative euphoria was exhibited (by the participant); These were behaviours not shown by the stooge; An example would be jumping on a table / laughing / spun hula hoop on neck / opened window / threw paper basketballs at passers-by. 8(b) Two friends, Maryam and Zara, are discussing this study in terms of 4 reliability. Maryam believes the study does have reliability but Zara believes the study does not have reliability. Outline why you think either Maryam or Zara is correct, using evidence from the study. 1 mark per point made, with: Up to 2 marks for any relevant finding(s)/part of study/example from study Up to 3 marks for outlining. e.g. Maryam There were parts of the study that were standardised (1 mark). There was a set script that had to be followed (1 mark) like the one for the experimenter when talking about the injection (1 mark) so this means other researchers could replicate the study (1 mark). The study also had good levels of inter-observer reliability (1 mark). The observers produced a score of +0.88 (which indicates high agreement) (1 mark). e.g. Zara There were parts of the study that were difficult to standardise (1 mark). The stooge did have a set way they were supposed to act but this may not have been the same each time (1 mark) therefore each participant might have got a slightly different set of behaviours/comments (1 mark) so this means that replication may be difficult to achieve (1 mark). There was large variation in some participant variables (1 mark). For example, some did not react to the adrenaline and were removed from the study (1 mark) and there was variation in reaction to the adrenaline across the participant group (1 mark). There are other creditworthy responses. © UCLES 2022 Page 9 of 12

3(a) From the study by Dement and Kleitman (sleep and dreams): 3 Describe the sample used in this study. 1 mark per correct point made Adults; Mostly male / 7 males; 2 females; 9 in total; 5 studied intensively; 4 used minimally to confirm results. 3(b) Describe one result about no dream recall from REM awakenings in the 2 first half of the night compared to the second half of the night. 2 marks full result with specific group mentioned. 1 mark partial/brief result with no specific group mentioned. e.g., group of 5 Ps studied intensely There were (slightly) less no dream recalls in the first half compared to the second half for the 5 participants that were studied intensely (2 marks); There were (slightly) less no dreams recalls in the first half (compared to the second half) (1 mark). e.g., entire sample There were more no dream recalls in the first half compared to the second half for the entire sample (2 marks); There were more no dreams recalls in the second half (compared to the first half) (1 mark). © UCLES 2022 Page 5 of 13

7 From the study by Schachter and Singer (two factors in emotion): 4 Describe the procedure in the Euphoria condition from immediately after the participant was injected, until the stooge started their routine. 1 mark per correct point made. The doctor/physician left the room; The experimenter returned to the room; With a stooge who was introduced as another participant / the stooge also entered the room; They were told they had had Suproxin shots/injection; They would be taking some vision tests; They had to wait 20 mins for the Suproxin to enter the bloodstream; The room they were in had deliberately been left in disarray; The experimenter apologised for the ‘mess’; They were told that if they needed any paper, pencils etc. to help themselves; Once the experimenter had left, the stooge introduced himself again. © UCLES 2022 Page 8 of 13

1(a) From the study by Dement and Kleitman (sleep and dreams): 1 State the number of participants who were ‘studied intensively’ in this study. 1 mark for the correct answer. 5 1(b) Describe the procedure used to investigate dream recall in this study. 3 1 mark per correct answer. An (ordinary) doorbell sound was used to wake participants; They were woken in REM or NREM sleep; It was placed near the bed; The participant had to speak into a recording device (next to the bed); They had to state if they had dreamed (or not); If they had, then they had to speak about the content; Sometimes an experimenter would enter the room and ask them more questions; Question Answer Marks

6 The debate about nature versus nurture relates to the study by 4 Schachter and Singer (two factors in emotion). Outline what is meant by this debate. Include one example for nature and one example for nurture from the study by Schachter and Singer. 1 mark for the nature side of argument; 1 mark for example from study 1 mark for the nurture side of argument; 1 mark for example from study e.g. definition Nature means a behaviour that we are born with/genetic/hard-wired (1 mark). Nurture means a behaviour that has been learned by an organism after birth (1 mark); e.g. examples Some participants may have reacted to the epinephrine as they were hard- wired to do so (nature); Some participants may have joined in the activities because of the environment of having the stooge act in a certain way (nurture) © UCLES 2022 Page 7 of 12

7 Makena has a job creating advertisements for television. She wants to 4 use emotion to advertise a new product and asks you for advice. Outline the advice you would give to Makena, using your knowledge of the study by Canli et al. (brain scans and emotions). 1 mark per piece of evidence clearly based on the study by Canli et al. e.g. Makena could use imagery that she sees as being emotionally intense; She could show imagery for around 3 secs (each) in the advertisement; She could choose imagery for the product that has already been rated as highly arousing; She could choose imagery for the product that has already been rated as having high valence; The imagery could be randomised each time the advertisement is shown; The imagery could be chosen to link with the TV programme that the advertisements follow (or other way around); Question Answer Marks

2(a) From the study by Dement and Kleitman (sleep and dreams): 2 Outline one aim of this study. 2 marks = full aim 1 mark = partial aim e.g. To investigate if dream recall differs between REM and nREM stages of sleep (2 marks); To investigate dream recall and stages of sleep (1 mark); To investigate if there was a (positive) correlation between estimates of dream duration and length of REM sleep (2 marks); To investigate estimates of dream duration (1 mark); To investigate if eye movement patterns were related to dream content (2 marks); To investigate eye movement and dreams (1 mark); 2(b) Outline one of the dreams reported where a participant was driving a 2 car. 2 marks detailed outline; 1 mark brief outline e.g. 2 marks Driving a car and staring at the road ahead. At an intersection, a car appeared speeding at them. (2) Driving a car and staring at the road ahead. They saw a man on the road asking for a lift/on left. (2) e.g. 1 mark Driving a car and staring at the road ahead. (1) At an intersection, a car appeared speeding at them. (1) They saw a man on the road asking for a lift. (1) © UCLES 2022 Page 5 of 14

5(a) The study by Schachter and Singer investigated two factors in 3 emotion. An Activity Index was used to collect results in the Euphoria condition. Describe the results from the Activity Index for the Epinephrine Informed (Epi Inf) group compared to the placebo group. You must use data in your answer. 1 mark for stating which group scored highest/lowest 1 mark for describing what the result meant 1 mark for using data (can be just the data for one group) e.g. The score on the Activity Index was higher for the Placebo / lower for the Epi Inf (1 mark) which meant the Placebo joined in more with the stooge or were more euphoric / Epi Inf joined in less or were less euphoric (1 mark). The average score was 12.72 (Epi Inf) and 16 (Placebo) (1 mark for either). 5(b) Outline one methodological strength of this study. 2 1 mark for identifying a strength 1 mark for linking it to the study e.g. There was a high level of standardisation, so replicability is high (1 mark). The stooges were given instructions on how to act so the study can be tested for reliability (1 mark). Quantitative data were collected so it was objective / easy to compare (1 mark). The activity index generated a score to show how euphoric a participant was so all (four) conditions could be directly compared (1 mark). Other creditworthy strengths include: (internal) validity. © UCLES 2022 Page 8 of 14

10 Evaluate the study by Canli et al. (brain scans and emotions) in terms 10 of two strengths and two weaknesses. At least one of your evaluation points must be about validity. Strengths include: validity (internal), reliability, quantitative data Weaknesses include: generalisability, validity (external), ethics Level 4 (8–10 marks) • Evaluation is comprehensive. • Answer demonstrates evidence of careful planning, organisation and selection of material. • Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. • Answer demonstrates an excellent understanding of the material. Level 3 (6–7 marks) • Evaluation is good. • Answer demonstrates some planning and is well organised. • Analysis is often evident but may not be consistently applied. • Answer demonstrates a good understanding of the material. Level 2 (4–5 marks) • Evaluation is mostly appropriate but limited. • Answer demonstrates limited organisation or lacks clarity. • Analysis is limited. • Answer lacks consistent levels of detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) • Evaluation is basic. • Answer demonstrates little organisation. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) No response worthy of credit. © UCLES 2022 Page 14 of 14

2(a) From the study by Dement and Kleitman (sleep and dreams): 2 Outline the relationship between the duration of time spent in REM sleep and the length of dream narrative in this study. 2 marks for full outline 1 mark for partial outline e.g. The longer a participant was in REM sleep, the longer their dream narratives were (2 marks) Positive correlation (1 mark) 2(b) Outline one conclusion from this study. 2 2 marks for full answer 1 mark for partial/brief answer e.g. People can judge the duration of their time in REM with accuracy (2 marks) Dreams are not instant events but are reported/experienced in real time (2 marks) Eye movements during sleep do correspond with the content of a dream (2 marks) Eye movements match dreams (1 mark) Dreaming happens more in REM (1 mark) People can judge REM length (1 mark) © UCLES 2022 Page 5 of 14

5(a) The study by Schachter and Singer investigated two factors in 3 emotion. An Activity Index was used to collect results in the Euphoria condition. Describe the results from the Activity Index for the Epinephrine Misinformed (Epi Mis) group compared to the placebo group. You must use data in your answer. 1 mark for stating which group scored highest/lowest 1 mark for describing what the result meant 1 mark for using data (can be just the data for one group) e.g. The score on the Activity Index was higher for the Epi Mis / lower for the Placebo (1 mark) which meant the Epi Mis joined in more with the stooge or were more euphoric / Placebo joined in less or were less euphoric (1 mark). The average score was 22.56 (Epi Mis) and 16 (Placebo) (1 mark for either). 5(b) Outline one methodological weakness of this study. 2 1 mark for identifying a weakness 1 mark for linking it to the study e.g. There was low mundane realism for this study (1 mark: identification), as the act of being injected and then being in a room with a stranger does not happen in the real world (1 mark: relating); The study had low ecological validity (1 mark: identification); The study could have caused psychological harm (0 marks: not methodological). Other creditworthy weaknesses include: sample/generalisability, difficult to standardise stooge, use of independent groups. © UCLES 2022 Page 8 of 14

8(a) Outline what is meant by the ethical guideline of ‘confidentiality’. 2 2 mark for full definition 1 mark for partial/brief definition All data needs to be stored separately from personal data like the participants’ names (2 marks); Any identifiable feature of a participant must not be published (2 marks); Do not take personal details (1 mark); Revealing more than they would usually (0 marks: this is privacy). 8(b) From the study by Canli et al. (brain scans and emotions): 4 Two friends, Willow and Leo, are discussing this study in terms of ethics. Willow believes the study is ethical but Leo believes the study is not ethical. Outline why you think either Willow or Leo is correct, using evidence from the study. 1 mark per point made, with: Up to 2 marks for any relevant finding(s)/knowledge of ethical guidelines Up to 3 marks for explanation(s) or consequence(s) of breaking guideline e.g. Willow It can be argued that the study followed the confidentiality guideline (1 mark: guideline). All we know is that the participants were right-handed females (1 mark: explanation). This means that it would be impossible to identify any of the participants who took part in the study (1 mark: explanation). Informed consent implied as volunteers (1 mark: guideline). e.g. Leo It can be argued that the study broke the ethical guideline of protection from psychological harm. (1 mark: guideline). The participants had to look at some imagery that could have been disturbing (1 mark: explanation) so did not leave the study in the same psychological state as they entered (1 mark: explanation). Participants were deceived at certain points in the study (1 mark: guideline). © UCLES 2022 Page 11 of 14

1(a) From the study by Schachter and Singer (two factors in emotion): 1 Identify which one of the following groups scored the highest on the Activity Index in the Euphoria condition. Epinephrine Ignorant (Epi Ign) Epinephrine Informed (Epi Inf) Epinephrine Misinformed (Epi Mis) Placebo 1 mark for the correct answer. Epinephrine Misinformed (Epi Mis) 1(b) In the Anger condition, an observer recorded the participant’s 2 response to the stooge using several categories. Outline how the category of ‘Ignores’ was operationalised in this study. 1 mark per correct point. The participant makes no verbal response (to stooge) / ignores stooge’s comments; The participant does not look at / pays no attention / does not acknowledge / does not join / does not engage with the stooge; The participant wholly works on the questionnaire; Question Answer Marks

9(a) From the study by Dement and Kleitman (sleep and dreams): 4 Describe what is meant by REM sleep. 1 mark per correct point. It is Rapid Eye Movement sleep / our eyes flicker / move rapidly; Our body is paralysed; Tend to dream / dream more often in this period of sleep / more likely to recall dreams; Increases in length every (sleep) cycle; Brain activity/waves most similar to when awake / low voltage / fast pattern brain waves / on EEG monitor; Occur at regular intervals during the night/occurs in cycles through the night; Usually every 90 minutes; Usually lasts for 3–50 minutes/average length 20 minutes; It is the last stage of the sleep cycle/it is Stage 5 of the sleep cycle; © UCLES 2023 Page 11 of 13 9(b) Explain one similarity and one difference between the study by 8 Dement and Kleitman (sleep and dreams) and the study by Canli et al. (brain scans and emotions). 4 marks available for the similarity; 4 marks available for the difference. Creditworthy points include: sample/sampling, ethics, quantitative data, brain measurement techniques. Level Descriptor Mark 4 The similarity/difference is well explained using 4 marks both studies as examples. 3 The similarity/difference is well explained/ described but only one study is used as an 3 marks example OR both studies used briefly. 2 The similarity/difference is brief with an attempt at using at least one study as an example OR 2 marks The similarity/difference is well explained but there is no study evidence. 1 The similarity/difference is brief with no attempt 1 marks at using studies as examples. 0 No creditworthy material. 0 marks e.g., difference 4 marks Both studies used different techniques to measure brain activity. Canli used an FMRI scan to be able to see brain activity while the participants watched the different emotional scenes. Dement and Kleitman used a different technique called an EEG that could only monitor brain wave activity/ patterns. Therefore, Canli’s technique is more comprehensive than Dement and Kleitman’s. 3 marks Both studies used different techniques to measure brain activity. Canli used an FMRI scan to be able to see brain activity whilst the participants watched the different emotional scenes. Dement and Kleitman used a different technique called an EEG to measure brain waves when asleep. 2 marks Both studies used different techniques to measure brain activity. Canli used an FMRI scan to measure brain activity / Dement and Kleitman used an EEG. 1 marks Both studies used different techniques to measure brain activity. © UCLES 2023 Page 12 of 13

1(a) From the study by Schachter and Singer (two factors in emotion): 1 Identify which one of the following groups self-rated the highest score for palpitations in the Euphoria condition. Epinephrine Ignorant (Epi Ign) Epinephrine Informed (Epi Inf) Epinephrine Misinformed (Epi Mis) Placebo 1 mark for the correct answer. Epinephrine Ignorant (Epi Ign) 1(b) In the Anger condition, an observer recorded the participant’s 2 response to the stooge using several categories. Outline how the category of ‘Watches’ was operationalised in this study. 1 mark per correct point. The participant makes no verbal response / did not agree or disagree with the stooge; To/with the stooge comments; But just directly watches/observes the stooge; Question Answer Marks

3(a) In the study by Canli et al. (brain scans and emotions), participants 3 viewed scenes. Outline how the participants’ emotional arousal towards the scenes was measured. 1 mark per correct point. (The scale was) 0 = not emotionally intense at all; To 3 = extremely emotionally intense; There were four choices / four-point scale (per image); It was a scale of buttons that they had to press; 3(b) Explain one weakness of how the participants’ emotional arousal 2 towards the scenes was measured. 1 mark for identifying the weakness. 1 mark for linking it to the study. e.g. It was a forced choice (scale) being used (1 mark: identification) so the (four) responses may not exactly represent how the participant actually felt towards the scene (1 mark: link). It is a subjective measurement (1 mark: identification) so participants will have different ideas on emotions / what a ‘3’ means on the scale (1 mark: link). It may lack validity due to small range (1 mark: identification). The sample is difficult to generalise from as they were all female (0 marks: not about the measurement). There are other creditworthy weaknesses. Question Answer Marks

7 Suggest two real-world applications based on the study by Dement 4 and Kleitman (sleep and dreams). Your suggestions must be ethical. 1 mark for what the application is (clearly based on Dement and Kleitman). 1 mark for how it will be achieved. e.g. It can help people with sleep related disorders (1 mark: what). Patients can be attached to an EEG monitor to see if brain waves whilst sleeping are typical or not (1 mark: how). It can be used in therapy involving dream analysis (1 mark: what). Patients can be woken up in REM sleep (via a device that detects REM sleep) and asked to recall the content of their dream immediately (1 mark: how). It can be used to promote better quality sleep (1 mark: what). People can use their watch / sleep app to measure/track sleep/REM time to see if sleep is good or needs ‘improving’ (1 mark: how). It can be used by a mattress company to see if their mattresses promote good quality sleep (1 mark: what). There are other creditworthy suggestions. © UCLES 2023 Page 8 of 12

1(a) From the study by Schachter and Singer (two factors in emotion): 1 Identify which one of the following groups scored the lowest on the Activity Index in the Euphoria condition. Epinephrine Ignorant (Epi Ign) Epinephrine Informed (Epi Inf) Epinephrine Misinformed (Epi Mis) Placebo 1 mark for correct answer. Epinephrine informed (Epi Inf) 1(b) In the Anger condition, an observer recorded the participant’s response 2 to the stooge using several categories. Outline how the category of ‘Neutral’ was operationalised in this study. 1 mark per correct point. A non-committed response; An irrelevant response; To any of the stooge’s remarks; Question Answer Marks

10 Evaluate the study by Dement and Kleitman (sleep and dreams) in terms 10 of two strengths and two weaknesses. At least one of your evaluation points must be about reliability. Suitable strengths are: internal validity, reliability, quantitative data. Suitable weaknesses are: external validity, ethics, quantitative data. Level 4 (8–10 marks) • Evaluation is comprehensive. • Answer demonstrates evidence of careful planning, organisation and selection of material. • Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. • Answer demonstrates an excellent understanding of the material. Level 3 (6–7 marks) • Evaluation is good. • Answer demonstrates some planning and is well organised. • Analysis is often evident but may not be consistently applied. • Answer demonstrates a good understanding of the material. Level 2 (4–5 marks) • Evaluation is mostly appropriate but limited. • Answer demonstrates limited organisation or lacks clarity. • Analysis is limited. • Answer lacks consistent levels of detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) • Evaluation is basic. • Answer demonstrates little organisation. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) No response worthy of credit. © UCLES 2023 Page 11 of 11

6(a) From the study by Dement and Kleitman (sleep and dreams): 4 use tick-e when you award the ‘example mark’ Describe the psychology being investigated in this study. 1 mark per ‘psychology’ point made. 1 mark available for an explicit example from the study. Creditworthy ‘psychology’ includes sleep patterns, dreaming, REM, nREM, EEGs e.g., Rapid Eye Movement / REM sleep is a phase of sleep where a person is paralysed. Their eyes flicker and they can breathe but all other muscles are paralysed. Non-Rapid Eye Movement / nREM sleep are the other (four) stages of sleep and they differ in brain activity. Dreaming is a subjective experience of imagery whilst we are asleep. Electroencephalograms (EEGs) measure brain wave activity. They are used to measure the amplitude and frequency of brain waves. 6(b) Explain why this study is from the biological approach. 2 An assumption of the biological approach can be awarded 1 mark 1 mark per point made that explains why it is biological. max. e.g., 1 mark max for basic statement, e.g., Dement was using an EEG / measured brain activity (1 mark) to investigate how they were studying the brain or sleep it is connected to stages of sleep / REM and nREM (1 mark). is a natural process etc. Dement was using an EOG / measured eye movements (1 mark) to investigate how it is connected to dream content (1 mark). © UCLES 2023 Page 10 of 17

7 Suggest two real-world applications based on the study by Canli et al. 4 Annotate with a tick for what the (brain scans and emotions). Your suggestions must be ethical. application is and a + for how it will be achieved. 1 mark for what the application is (clearly based on Canli et al.) 1 mark for how it will be achieved. The ‘what’ can be anything emotionally intense (positive e.g. imagery). People in advertising may want to use emotionally intense imagery (1 mark: what). The images in this study that were rated emotionally intense were remembered better so products linked to this type of imagery may also be well remembered (1 mark: how) Psychologists may want to use the same procedure with people who have memory difficulties (1 mark: what). If a patient does not remember emotionally intense imagery then they may have a problem with / may have a damaged amygdala (1 mark: how). This can be used with students to help learning (1 mark: what). Highly arousing images can be used to help them remember (1 mark: how). © UCLES 2023 Page 11 of 17

3 Explain one problem that could arise if children were 3 Go with the intention of the candidate. used as participants in the study by Canli et al. (brain scans and emotions). If more than one problem presented, mark all and credit the best. 1 mark for identification of the problem. 1 mark for elaboration of the problem (can be linked to study Cannot be awarded 1 mark for simply stating it reduces / or not) affects validity. 1 mark for linking it to Canli et al. Unethical/ethical issues can be the identification of the e.g. problem. fMRI/MRI scans were used in the study to measure brain structure/activity (1 mark: elaboration). This requires participants to be still which might be difficult for children (1 mark: identification). This could mean that none of the scans would be useful / be completed successfully (1 mark: link) Children may lack understanding of emotions (1 mark: identification) and this study was dealing with complex emotions like tranquil (1 mark: elaboration) so it would not be a valid test of brain function and emotion (1 mark: link) e.g., identification of other creditworthy problems include: Children would need to keep still during the brain scans (1 mark). Children may be scared to enter the machine so refuse to go in (1 mark). The children may find images distressing / scared of pictures (1 mark). © UCLES 2023 Page 7 of 20

9(a) From the study by Schachter and Singer (two factors in 4 List is definitive. emotion): Sample size tolerance 180–190. Describe the sample. Do not credit ‘given course credit’. 1 mark per correct point. Accept alternative spellings of Minnesota. (predominantly) volunteers/90% volunteers. n=184/185. 1 refused to participate. Males. (College) students / undergraduates. Taking introductory psychology class / studying psychology. University of Minnesota. All cleared with Student Health Service. Two extra points on final examination (for every hour). © UCLES 2023 Page 15 of 20 9(b) Explain whether each ethical guideline below was 8 Annotate with L2, L1 or SEEN. broken in the study by Schachter and Singer (two factors in emotion). Do not credit tautological answers: • Confidentiality e.g., they kept their names confidential etc. • Lack of Deception • Privacy Accept arguments about a deceptive aim here. • Protection from physical harm For each guideline, use the following banded mark scheme: Level Descriptor Marks 2 The answer explicitly describes the 2 ethical guideline, and the example is contextualised from the named study. 1 The answer explicitly describes the 1 ethical guideline without correct contextualisation / no contextualisation, OR The ethical guideline is identified from the use of a brief example contextualised from the named study, OR The ethical guideline is incorrectly described but the contextualised example from the named study is correct. 0 The description of the ethical guideline 0 is incorrect and/or the contextualised example is incorrect, OR no answer given © UCLES 2023 Page 16 of 20 9(b) Confidentiality e.g., Any data should not be identifiable as a single participants’ responses / participants’ data must not be named as theirs. All we know is that there were male students from the University of Minnesota / only the doctors had access to their medical records. Lack of Deception e.g., A participant should not be deceived without a strong justification / only if revealing the deception would not cause discomfort. This guideline was broken as they were told the wrong information whilst getting the injection. Privacy e.g., Researchers should always attempt to refrain from making participants reveal personal details (that they would not reveal in everyday life). The questionnaire in the anger condition made participants rate various traits about family members which were sensitive matters. Protection from physical harm e.g., Participants should leave the study in the same physical state as they entered. The guideline was broken as the participants did receive an injection which may have caused physical pain. The guideline was not broken as the injection was given by a professional doctor to ensure minimal pain. © UCLES 2023 Page 17 of 20

4(a) From the study by Schachter and Singer (two factors in emotion). 4 List is definitive. Describe the procedure from immediately after the injection to immediately Ignore any reference to the content of before the stooge began his standardised behaviours. the questionnaires or any of the stooge’s standardised behaviours. 1 mark per correct point. The experimenter brought a stooge into the room. The experimenter introduced the stooge to the participant. The experimenter explained that there would be a 20-minute delay. This was to ensure that the Suproxin was in the bloodstream. (Anger) The experimenter then asked the P and stooge to use the 20 minutes to complete some questionnaires. (Anger) The experimenter then handed out the questionnaires (to the P and stooge). (Anger)The experimenter then said he will be back in 20 minutes to collect questionnaires/begin vision test. (Euphoria) The experimenter apologised for the disarray in room/taken to a room that was in disarray. (Euphoria) The experimenter told them that they could use anything in the room. The experimenter then left the room. 4(b) Outline one conclusion from this study. 2 Do not credit results. 2 marks detailed conclusion. 1 mark partial/brief. e.g. There are two factors involved when we experience emotions: a physiological/biological one and a psychological/cognitive one (2 marks). The findings supported the two-factor theory of emotion (1 mark). The highest pulse rate change was in the Anger condition with EPI-IGN (0 marks). © UCLES 2023 Page 8 of 18

10 Evaluate the study by Canli et al. (brain scans and emotions) in terms of two 10 Use tick-d for detailed (so the strengths and two weaknesses. At least one of your evaluation points must be candidate clearly explains why it is a about generalisations. strength or a weakness). Suitable strengths include internal validity, reliability, quantitative data. Use tick-b for brief (tends to not Suitable weaknesses include generalisations, ethics, external validity. explain why). Rules (points in context) Additional guidance If all tick-b then Level 2 max If mixture of tick-b and tick-d then Level 4 (8–10 marks) 10 marks is reserved for: The candidate likely Level 3 • Evaluation is comprehensive. has given four evaluation points (two If three tick-d and one tick-b then strengths and two weakness) that are in • Answer demonstrates evidence of Level 4 8 marks max depth, in the context of the study, and careful planning, organisation and All have to be tick-d and in context to include the named evaluation point. selection of material. gain Level 4 • Analysis (valid conclusions that Max 8 if: The candidate has given three effectively summarise issues and If no points are in context then Level evaluation points (at least one strength arguments) is evident throughout. 1 max, unless well explained then and one weakness) and they are in the • Answer demonstrates an excellent context of the Canli et al. study and it Level 2 understanding of the material. includes the named evaluation point, in depth. Level 3 (6–7 marks) Max 6: if the answer does not include • Evaluation is good. the named evaluation point. • Answer demonstrates some Max 6: if The candidate has given one planning and is well organised. strength and one weakness and they • Analysis is often evident but may not are in the context of the Canli et al. be consistently applied. study and indepth. • Answer demonstrates a good understanding of the material. © UCLES 2023 Page 17 of 18 9990/13 Cambridge International AS & A Level – Mark Scheme October/November 2023 PUBLISHED Question Answer Marks Guidance 10 Level 2 (4–5 marks) Max 5: The candidate has given either • Evaluation is mostly appropriate but two strengths or two weaknesses limited. (contextualised). • Answer demonstrates limited Max 4: if The candidate has given one organisation or lacks clarity. strength or weakness that is in the • Analysis is limited. context of the Canli et al. study which is • Answer lacks consistent levels of in-depth detail and demonstrates a limited understanding of the material. Level 1 (1–3 marks) Max 3: The candidate has given two • Evaluation is basic. evaluation points that are generic/brief. • Answer demonstrates little Max 2: The candidate has given one organisation. evaluation point that is generic/brief. • There is little or no evidence of analysis. • Answer does not demonstrate understanding of the material. Level 0 (0 marks) If the answer is a description of the No response worthy of credit. study © UCLES 2023 Page 18 of 18

4(a) From the study by Hölzel et al (mindfulness and brain scans): 2 Accept ‘changes in brain structure’. Outline one aim of the study. 2 marks for full aim 1 mark for partial/brief aim e.g. To investigate the effect of mindfulness stress reduction on brain density (2 marks); To investigate the benefits of mindfulness (1 mark); To investigate changes in brain density in people (1 mark) To investigate mindfulness (0 marks as this is in the question) There are other creditworthy responses. 4(b) ‘Acting with awareness’ was measured by the ‘Five Facet Mindfulness 2 List is definitive. Questionnaire’. Outline one other factor of mindfulness measured by this questionnaire. 1 mark for naming the factor. 1 mark for outlining the factor. e.g. Observing/observation (1 mark). This is about attending to internal/external stimuli (1 mark) Describing (1 mark). This is labelling a stimulus with word(s) (1 mark) Non-judging (of inner experiences) (1 mark). Not evaluating one’s emotions (1 mark) Non-reactivity (of inner experiences) (1 mark). Allowing thoughts to just come and go (1 mark) © Cambridge University Press & Assessment 2024 Page 9 of 19

7 Your friend, Taara, needs your help. She has volunteered to take part in a study 4 Go with the intentions of the that is replicating Dement and Kleitman (sleep and dreams). She wants to know candidate. For example, if they how she will be woken up and then asked about her dreams. use more technologically advanced ways to wake up Outline this part of the procedure for Taara. Taara or help her record the dreams, this is creditworthy. 1 mark per correct point based on the following: Do not credit pure repetition of Up to 3 marks for how will be woken. the stem. Up to 3 marks for being asked about dreams. Woken via a loud bell = 2 marks. e.g., how woken: You will be woken up by a doorbell. Annotate: It will be loud enough to wake you up. Tick = how she will be woken up. e.g., asked about dreams: Tick-d = how she will be asked You will then be asked if you were having a dream or not. about her dreams. Then you will be asked to tell the experimenter about the content of your dream. You will be asked to talk into a recording device. The experimenter may come in if they want more information about your dream. You may be asked to estimate dream duration. © Cambridge University Press & Assessment 2024 Page 13 of 19

10 Evaluate the study by Hassett et al. (monkey toy preferences) in terms of two 10 Ignore arguments about the strengths and two weaknesses. At least one of your evaluation points must be ethics of not being in the wild. about ethics. They were captive bred. Strengths include: reliability, standardisation, validity (internal), observations. The list of ethical guidelines that Weaknesses include: validity (external), sample, ethics. are creditworthy are: Minimising harm Example: in detail Replacement The sample only had 34 rhesus monkeys as part of it. This could make generalisations Species difficult. This is because some of the troop were not used in the study as they were too Numbers young to be reliably identified and these may have played differently/chosen different Pain/Distress toys/from a captivity troop. Therefore, the findings about monkey toy preferences may Housing only apply to those in the sample/not apply to monkeys who live in the wild where toy Reward/deprivation/aversive. choice is not available. Ignore human ethical guidelines. Example: brief but in context The sample only had 34 rhesus monkeys as part of it. This could make generalisations Main evidence includes: difficult as they might not represent the whole troop. Housing Example: no context • Size of enclosure (25x25) The study followed a standardised procedure making it easier to replicate. • Fed monkey chow every day/water present/fruit and veg available. Level Description Mark • Socially housed in troop. 5 • Very good evaluation including the named issue. 9–10 Minimising harm/distress • Thoroughly addresses both strengths and both weaknesses in • Use of video cameras. detail. • Familiarity with keepers in • Selection of evidence is very thorough and effective. enclosure/lived in enclosure for 25+ years. 4 • Good evaluation including the named issue. 7–8 • One monkey tore toy apart • Addresses strengths and weaknesses but may include three or (broken) four points. The majority of the points are in depth. • Selection of evidence is thorough and effective. © Cambridge University Press & Assessment 2024 Page 18 of 19 10 Mention of knowing the Level Description Mark monkey’s gender is tick-b only. 3 • Mostly appropriate evaluation but may not include the named 5–6 Observer bias – needs a issue. specified behaviour from the • Addresses either two strengths or two weaknesses in detail or checklist to be explained as to one of each in detail or all four briefly. how it could be observed with • Selection of evidence is mostly effective. bias to get tick-d, otherwise tick- b 2 • Weak evaluation and may not include the named issue. 3–4 • Addresses either a strength or a weakness. Evaluation points are brief. • Some points may have no context. • Selection of evidence is sometimes appropriate. 1 • Little or no evaluation. 1–2 • Discussion of strengths and weaknesses is absent or superficial. • Selection of evidence is limited. 0 No creditable response. © Cambridge University Press & Assessment 2024 Page 19 of 19

3(a) From the study by Hassett et al. (monkey toy 2 Accept responses based around the standard deviation. preferences): Comparisons can be male vs female, monkey vs child, or Outline one result in relation to the duration of play by wheeled vs plush the monkeys with the ‘wheeled’ toys. Do not accept ‘played more’ as the Q is about duration of 2 marks for the result with a meaningful comparison play and not frequency of play. 1 mark for result with no meaningful comparison Do not accept responses about ‘toy preference’ as the e.g., (sex differences) question is about the duration of play. Males, on average, played (with wheeled toys) for longer compared to females (2 marks) Males, on average, played (with wheeled toys) for longer (1 mark) e.g., (species differences) Both male monkeys and male children played with wheeled/masculine toy for the longest time (2 marks) e.g., (toy type differences) Males, on average, played with wheeled toys for longer compared to plush toys (2 marks) Males, on average, played with wheeled toys for longer (1 mark) © Cambridge University Press & Assessment 2024 Page 9 of 24 3(b) Outline one result in relation to the rank of female 2 1 mark maximum if the type of toy is not explicitly monkeys and the duration of play. mentioned. 2 marks for the result with a meaningful Do accept if presented as high ranked played for longer with correlation/comparison plush toys than low ranked. 1 mark for result with no meaningful correlation/comparison Similar to Q3(a) do not credit ‘played more’ or ‘preferred’. e.g., There was a positive correlation between rank and total duration of play for plush toys (2 marks: correlation) There was no (significant) correlation between rank and total duration of play for wheeled toys (2 marks: correlation) There was a relationship between duration of play and rank for plush toys but not for wheeled toys (2 marks: comparison) There was a correlation between the two (1 mark) © Cambridge University Press & Assessment 2024 Page 10 of 24 3(c) Explain one weakness of this study. 2 Do not accept ‘cruel as not in the wild’ type answers. 1 mark for the identification of weakness Do not accept ‘monkeys cannot communicate to tell us.’ 1 mark for explaining the weakness via example from the Do not accept broke the ethical guideline of numbers. study. Do not accept does not generalise to humans as an explanation e.g. (but do credit ID). (Lacks) generalisability (1 mark: identification) as the troop were captive so may not represent wild (rhesus) monkey If identification and explanation do not match, can still award the behaviour (1 mark: explained in context). identification mark. (Lacks) mundane realism (1 mark: identification) as in the Do not accept opportunity sampling. wild (rhesus) monkeys would not play with wheeled/plush toys (1 mark: explained in context). (Difficult to) control (extraneous) variables (1 mark: identification) There are other creditworthy responses, including ethics and observer bias. © Cambridge University Press & Assessment 2024 Page 11 of 24

9(a) Outline two dreams reported by participants in the 4 List is definitive. study by Dement and Kleitman (sleep and dreams). 2 marks detailed outline. 1 mark brief outline e.g., 2 marks Watching two people throwing tomatoes at each other. Standing at the bottom of a cliff operating some sort of hoist machine. Climbing a set of ladders looking up and down as they did. Throwing basketballs (at a hoop) then looking up at net/down to pick up another ball. (The P reported) driving a car and staring at the road ahead. At an intersection a car appeared speeding at them. (The P reported) driving a car and staring at the road ahead. They saw a man on the road asking for a lift. e.g., 1 mark Standing at the bottom of a cliff. (The P reported) driving a car and staring at the road ahead. At an intersection a car appeared speeding at them They saw a man on the road asking for a lift. Throwing tomatoes. Climbing a set of ladders. Throwing basketballs (at a hoop). © Cambridge University Press & Assessment 2024 Page 19 of 24 9(b) Explain two differences between the study by Dement 8 The other biological studies are: and Kleitman (sleep and dreams) and one other study from the biological approach. One of the differences Hassett must be about the sample of participants. Hölzel Use the marking grid below. One must be about the Award L1-L4 for each difference. sample. For Level 4 there must be some attempt at explaining the 4 marks for the difference (twice), e.g., brain measurement, difference. research techniques used, type of data collected (quantitative/qualitative), experimental design. Different species/assumptions/aims = L1 (if they simply write what both studies did, this is still e.g. difference different aims). e.g. 4 marks Hölzel used an MRI scan to be able to see brain density For description of the sample (e.g., n=….) from the two changes after a mindfulness stress reduction course. studies with no explicit note about size differences or effect Dement and Kleitman used a different technique called an on generalisability = L2 EEG that could only monitor brain wave activity/patterns. Therefore, Hölzel’s method looked at structure whereas Only accept opportunity sampling for Dement and Kleitman. Dement and Kleitman looked at (real-time) function (explanation). For D&K vs Hassett, different ethical guidelines = L1. e.g. 3 marks Place a tick next to the difference that is about the sample. If Different techniques were used to measure the brain. Hölzel no tick can be placed then mark both differences used an MRI scan to be able to see brain density changes independently but only credit the best. after a mindfulness stress reduction course/Dement and Kleitman used a different technique called an EEG that could only monitor brain wave activity/patterns. e.g. 2 marks Hölzel used an MRI scan measure brain density whilst Dement and Kleitman used an EEG. e.g. 1 mark Both studies used different techniques to measure the brain. © Cambridge University Press & Assessment 2024 Page 20 of 24 9(b) Level Description 4 The difference is well explained using both studies as examples. 3 The difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The difference is brief with an attempt at using at least one study as an example OR The difference is well explained but there is no study evidence. 1 The difference is brief with no attempt at using the studies as examples. 0 No creditable response. © Cambridge University Press & Assessment 2024 Page 21 of 24

3(a) From the study by Dement and Kleitman (sleep and 2 Dreams are more vivid in REM (than NREM) = 1 mark. dreams): Most dreams occur in REM (than NREM) = 1 mark. Outline one result in relation to REM sleep and dream recall. Dreams are more detailed in REM (than NREM) = 1 mark. 2 marks for the result with a meaningful comparison. Do not credit dreams only occur in REM. 1 mark for result with no meaningful comparison. e.g., There were more dreams recalled in REM compared to NREM sleep (2 marks). There were more dreams recalled in REM (1 mark). There was a positive correlation between the number of words used to recall dream (in RME) and length of time in REM. WD had the highest recall level in REM compared to the other participants/KC/DN etc. (2 marks). There are other creditworthy responses 3(b) Outline one result in relation to dream duration 2 Accept on 78% of trials, Ps could estimate 15 minutes estimates when participants were woken up 15 minutes correctly = 1 mark. after the onset of REM sleep. Accept ‘most’ estimations of length were correct = 1 mark. 2 marks for the result with a meaningful comparison. 1 mark for result with no meaningful comparison. However, 78% of Ps could estimate correctly is incorrect = 0 marks. e.g., Participants were less likely to estimate 15 mins correctly compared to 5 mins correctly (2 marks). There were 47 instances of correct estimation compared to 13 instances of incorrect estimation (2 marks). DN only got the estimate correct 50% of the time (1 mark). There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 7 of 19 3(c) Explain one weakness of this study. 2 1 mark for the identification of weakness. 1 mark for explaining the weakness via example from the study. e.g. (Lacks) generalisability (1 mark: identification) as the sample size was only 5 for those studied intensively and these people may be unique (1 mark: explanation in context). (Lacks) mundane realism (1 mark: identification) as being asked to guess how long you have been asleep for is not a typical daily behaviour (1 mark: explanation in context. (Lacks) ecological validity (1 mark: identification). There are other creditworthy responses, including ethics. © Cambridge University Press & Assessment 2024 Page 8 of 19

5 Suggest at least one application to everyday life of the 5 Annotate in the following way: study by Hölzel et al (mindfulness and brain scans). Do not refer to more than three applications in your answer. tick = what [explicit] Your suggestion(s) must be ethical. plus = how [explicit] I = what/how implicit (see below) e.g., Employers with employees who are feeling stressed. Ignore responses about explaining everyday behaviours (Counsellors in) schools can use them to help reduce stress with examples. They must be proactive/prospective in students (around exam time). applications to everyday life, not explanations/retrospective. Using brain scans to examine grey matter concentration in therapy/people with problems/head injuries. Implicit what = can be used by teachers/in school/in Yoga instructors can introduce elements of mindfulness into workplace (not suggest as to what it is being used for). their classes to decrease stress. Implicit how = get people to ‘do mindfulness’. Marks Description 5 One application suggested in depth, and it is clear what the application is and how it will be achieved; OR More than one application suggested in less depth but still clearly showing what the application is and how it will be achieved 3–4 One application suggested which has some detail with the application identifiable and how it will be achieved; OR More than one application suggested that are brief but the application is identifiable with how it will be achieved. 1–2 One or more application suggested that are/is brief but may lack clarity as to what the application is and/or how it will be achieved 0 No creditworthy real-world application or description of study only © Cambridge University Press & Assessment 2024 Page 10 of 19

5 Suggest at least one application to everyday life of the 5 Annotate in the following way: study by Hassett et al. (monkey toy preferences). Do not refer to more than three applications in your answer. tick = what Your suggestion(s) must be ethical. plus = how I = what/how implicit (see below) Use the banded marking grid below. If more than three applications given, mark all and credit the Ignore responses about explaining everyday behaviours best three. with examples. They must be proactive/prospective e.g., applications to everyday life, not explanations/retrospective. Useful for advertising to focus content. Useful for product development for toy manufacturers. Do not credit the same how more than once- annotate with Rehabilitation of monkeys/primates. REP. Implicit what = used for toy manufacturing Marks Description Implicit how = make toys sex-specific 5 One application suggested in depth and it is clear what the application is and how it will be See accompanying Question 5 grid. achieved; OR More than one application suggested in less Do not credit anything about gender issues and mental depth but still clearly showing what the health. application is and how it will be achieved 34 One application suggested which has some detail with the application identifiable and how it will be achieved; OR More than one application suggested that are brief but the application is identifiable with how it will be achieved. 12 One or more application suggested that are/is brief but may lack clarity as to what the application is and/or how it will be achieved 0 No creditworthy real-world application or description of study only © Cambridge University Press & Assessment 2024 Page 11 of 20

7 Suggest two problems that could arise if children were 4 Go with the intention of the candidate. used as participants in the study by Hölzel et al. (mindfulness and brain scans). For each problem (max 2 per problem): 1 mark for identification/outline of the problem (generic) 1 mark for linking it to Hölzel et al. e.g. It can be difficult for children to keep still (1 mark: identification/outline). For an MRI scan to work, the person has to remain still for a period of time (1 mark alternative: identification/outline). Therefore, there may be no valid way of measuring brain density as the scans may never be correct/never happen (1 mark: link) Children may not understand what is being asked of them (1 mark: identification/outline). Therefore, the children may not understand how yoga/mindfulness works (1 mark alternative: identification/outline). As a result, the children may have seen yoga as a game and therefore effectiveness might not have been measured (1 mark: link). There are other creditworthy responses, including children can lie about participation in homework, brain developing so grey matter could increase for different reason(s). © Cambridge University Press & Assessment 2024 Page 13 of 20

1(a) In the study by Hassett et al. (monkey toy preferences): 1 Take the first answer only. A sample of monkeys from a troop of 135 was used. State the total number of monkeys used as the final Accept when given as number of males (11) and females sample. (23). 1 mark for correct answer 34 1(b) Identify two toys that were categorised as ‘wheeled’ in 2 List is definitive. this study. ‘Vehicle’ = 0 1 mark per correct answer Wagon Truck Car Construction vehicle Shopping cart Dump truck/bin wagon 1(c) Outline one conclusion from this study. 2 Do not credit results. 2 marks for full conclusion There are four things here: 1 mark for brief/partial conclusion Hormones/biology Behavioural (bias)/preference e.g., Cognitive (bias)/thoughts Toy preference (in monkeys) reflect hormonally influenced Social processes/socialisation behavioural/cognitive biases which are affected by social pressures/processes (2 marks). Three or more = full Toy preference in monkeys is influenced by hormones and Two or less = partial social pressures (1 mark). Male monkeys preferred wheeled toys the most (0 marks = Do not credit responses based on gender. result). There are other creditworthy responses © Cambridge University Press & Assessment 2024 Page 6 of 22

5(a) Outline two assumptions of the biological approach in 4 psychology. 2 marks for full assumption 1 mark for partial/brief assumption e.g., 2 marks Behaviour, cognitions and emotions can be explained in terms of the working of the brain and the effect of hormones, genetics and evolution (any two of these needed) Similarities and differences between people can be understood in terms of biological factors and their interaction with other factors e.g., 1 mark Behaviour, cognitions and emotions can be explained in terms of the working of the brain Similarities and differences between people can be understood in terms of biological factors There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 12 of 22 5(b) Explain how one finding from the study by Hölzel et al. 2 If the link is not with an assumption from 5a, can only be (mindfulness and brain scans) supports one of the awarded the result/conclusion mark. assumptions you outlined in part (a). 1 mark for result/conclusion. 1 mark for linking it to an assumption explicitly (not by name only: a relevant concept needs to be mentioned) e.g. There was a significant increase in grey matter in the Mindfulness-Based Stress Reduction group (1 mark result). This shows that there were similarities between the MBSR group in terms of how the program interacted with their brain density (1 mark supported link). There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 13 of 22

9(a) From the study by Dement and Kleitman (sleep and 4 Dream list is definitive. dreams): Outline two dreams reported by participants that had vertical eye movements. For each dream: 2 marks for detailed answer 1 mark for brief answer One P reported a dream of standing at the bottom of a cliff operating a hoist/looking at climbers on the cliff (2 marks). One P reported a dream of standing at the bottom of a cliff (1 mark). One P reported climbing up a ladder and looking up/down as he climbed (2 marks); One P reported climbing up a ladder (1 mark). One P reported playing basketball and looking up at the hoop as they shot/looking down to pick it up (2 marks). One P reported playing basketball (1 mark). © Cambridge University Press & Assessment 2024 Page 18 of 22 9(b) Explain two differences between the study by Dement 8 Award L1-L4 for each difference and Kleitman and the study by Hölzel et al. (mindfulness and brain scans). One of the differences must be about For Level 4 there must be some attempt at explaining the the technique used to investigate the brain. difference. Use the marking grid below. If both differences do not focus on technique used to 4 marks for the difference (twice), e.g., brain measurement, investigate the brain, then mark both but only credit the best. research techniques used, type of data collected (quantitative/qualitative), generalisability, sample size. Annotate with a tick to show they have a difference based on the technique. e.g. difference 4 marks To get L2 for technique, one of the techniques must be Hölzel used an MRI scan to be able to see brain density mentioned in relation to what was being measured. changes after a mindfulness stress reduction course. Dement & Kleitman used a different technique called an Correct techniques must be mentioned to get L3 or L4. EEG that could only monitor brain wave activity/patterns. Therefore, Hölzel’s method looked at structure whereas Different aims = L1 Dement looked at (real-time) function (explanation). Quantitative/qualitative argument = L3 max 3 marks Do credit experimental designs as D&K utilised repeated Hölzel used an MRI scan to be able to see brain measures and Hölzel used independent groups. density/grey matter changes after a mindfulness stress reduction course. Dement & Kleitman used a different Extra rules for techniques: technique called an EEG that could only monitor brain wave activity/patterns (during REM etc.) For L3 there needs to be specific examples of what was measured from both studies 2 marks Hölzel used an MRI scan measure brain density whilst If one of the techniques is incorrect, then L1 max. Dement & Kleitman used an EEG. 1 mark Hölzel used an MRI scan and/or Dement & Kleitman used an EEG. © Cambridge University Press & Assessment 2024 Page 19 of 22 9(b) Mark/ Description Level 4 The difference is well explained using both studies as examples. 3 The difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The difference is brief with an attempt at using at least one study as an example OR The difference is well explained but there is no study evidence. 1 The difference is brief with no attempt at using the studies as examples. 0 No creditable response. © Cambridge University Press & Assessment 2024 Page 20 of 22

4 In the study by Hölzel et al (mindfulness and brain 5 List is definitive. scans), one of the groups participated in a ‘Mindfulness- Based Stress Reduction course’. There were ‘inclusion Be careful with points made about medication and criteria’ for this group. meditation. Describe these inclusion criteria. Ignore anything about what the participants actually did in the MBSR course. 1 mark per correct point Accept MBSR as ‘meditation class’. Doctor or self-enrolled on MBSR course/seeking stress reduction. Handedness was not an inclusion criterion. Self-report of physically/psychologically healthy (in last six months)/no health issues. Accept had to be ‘healthy’ or had no psychological Not taking any medication(s). disorders. No meditation class participation in the last six months. No more than four meditation classes in the past five years/ten in lifetime. Aged 25–55. No issues with an MRI scan e.g., claustrophobia/metal implants Commitment to attend all eight classes/do all homework. Taken from four MBSR classes/MBSR classes in New England. © Cambridge University Press & Assessment 2024 Page 10 of 21

6(a) In the study by Hassett et al. (monkey toy preferences), 4 List is definitive. each trial lasted for 25 minutes within the monkey enclosure. Do not credit behavioural checklist, two observers, or time recorded interacting as this happened after the trial. Describe the procedure for a trial. Accept ‘enclosed area’ to mean either indoor or outdoor 1 mark per correct point when used by a candidate. Monkeys/subjects/the social group was placed indoors. One wheeled and one plush toy was placed in outdoor area. These were 10m apart. Location of toy was counterbalanced (left/right). The monkeys were then allowed into the outdoor area. Each interaction with a toy was recorded/videotaped/each trial recorded on camera. There was a separate camera focused on each toy. © Cambridge University Press & Assessment 2024 Page 12 of 21 6(b) Explain one strength of this study in relation to 2 Credit any strength that is feasible using observational observations. techniques as used in this study. 1 mark for identifying a strength of observations Arguments about inter-observer reliability is max 1 as it was 1 mark for example from the study never measured in the study. e.g. Do not credit ethics. As the interactions were videotaped it was easy to quantify measures/be objective in analyses (1 mark). For example, the amount of time the monkey played with the toy/total number of interactions was objective, so comparisons were meaningful (1 mark example). Covert observations used cameras away from the play area to increase validity/decrease demand characteristics (1 mark). The interaction of monkeys with the toys was therefore not influenced by the presence of the observers (1 mark example). Two observers analysed the videotapes using the same checklist (1 mark), so this ensured that the behaviour was coded correctly/time interacting measured accurately (1 mark example) There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 13 of 21

1(a) In the study by Dement and Kleitman (sleep and dreams), five 1 Take the first answer only. participants were studied intensively. There were also a number of participants who had minimal data collected from them. State the number of participants who had minimal data collected from them. 1 mark for the correct answer 4 1(b) Before the study began, participants were given two instructions about 2 List is definitive. what they must not do: • do not consume alcohol • do not consume caffeine Participants were also given instructions about what they must do. States these two instructions. 1 mark per correct answer Arrive a little bit before usual bedtime/at their usual bedtime Eat ‘normally’ © Cambridge University Press & Assessment 2024 Page 6 of 18 1(c) Outline one conclusion from this study in relation to dreaming. 2 Ignore answers that are just results. These include things like named correlations, 2 marks for detailed conclusion comparisons of behaviour during 1 mark for partial/brief conclusion REM/nREM etc. e.g. However, ‘correlation’ used in an answer Dreams are not instant events but are reported/experienced in real time about eye movement and content of dream (2 marks) is creditworthy (as this is linguistic). Eye movements during sleep do correspond with the content of a dream (2 marks) Dreaming happens more in REM (1 mark) Eye movements match dreams (1 mark) Ps recall more dreams in REM compared to NREM (0 marks: a result) There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 7 of 18

2(a) From the study by Hassett et al (monkey toy preferences): 2 Do not credit duration or preference. Outline one result in relation to sex differences in frequency of play with Reject ‘more of the females.’ ‘plush’ toys. Do credit any response based on the 2 marks for the result with a meaningful comparison standard deviation. 1 mark for result with no meaningful comparison If response compares males plush with e.g. wheeled then female plush with wheeled = Female (monkeys) played with plush toys, on average, with a higher 1 mark. frequency compared to males (monkeys). (2 marks) Females played with a higher frequency. (1 mark) Response must be male versus female otherwise 0 marks. Accept ‘more’ as frequency. 2(b) Explain one weakness of this study. 2 Do not credit ecological validity/unethical as use captive monkeys. 1 mark for the identification of a weakness 1 mark for explaining the weaknesses via an example from the study Do not credit comparisons with children. e.g. (Lacks) generalisability (1 mark: identification) as the sample was captive (rhesus) monkeys so wild monkeys may respond differently (1 mark: explained in context) (Lacks) mundane realism (1 mark) as choosing (human) toys is not a typical everyday activity for (rhesus) monkeys (1 mark: explained in context). Difficult to control (participant) variables (1 mark) There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 8 of 18

8 Betsy is talking about the study by Hölzel et al (mindfulness and brain 4 Marks can only be awarded for evidence scans). She says that the study has validity. (except one definition mark). Explain why Betsy is correct that the study has validity, using evidence Accept ‘control group’. from this study in your answer. Go with the logic/intention of the candidate Up to 1 mark available for explaining what one type of validity is to assess if about validity. Up to 4 marks available per correct point made based on evidence FFMQ is a valid measure of mindfulness e.g., (progress). Validity is about whether a measure is truly measuring what it should be (1 mark: explaining)/Internal validity is about whether the IV is directly affecting the DV due to strong controls (1 mark: alternative explaining). The study used MRI scans which are objective measures of brain matter. The study did have some controls like the inclusion criteria for participation meaning that this variable was less likely to affect the DV of grey matter density. As the MBSR program was a conducted in the real-world setting, it can be argued that the study had ecological validity. There are other creditworthy responses. © Cambridge University Press & Assessment 2024 Page 14 of 18

2(a) In the study by Hölzel et al. (mindfulness and brain scans), some participants took 2 List is definitive. part in formal mindfulness training. This included yoga, meditation, and body scan. Outline what happened during the ‘body scan’ part of the training in this study. 1 mark per correct point. Sequentially guided through (entire) body Be aware of sensations in all regions of the body. Observe this with non-judgemental awareness. End point is awareness of the body ‘as a whole’. 2(b) Explain one weakness of this study. 2 Do not credit laboratory experiment but do credit MRI- 1 mark for identifying the weakness. related weaknesses. 1 mark for explaining the weakness via example from the study. Do not accept ‘validity’ or e.g., ‘standardisation’ by itself as The use of self-reports may lead to social desirability (1 mark: identification). The Ps may the ID mark. complete the FFMQ in a way to make it look like they were partaking in MBSR more than they were (1 mark: example) Do not accept lack of standardisation affecting Not all participants were protected from psychological harm (1 mark: identification). Some replicability (it did not) but do Ps withdrew from the brain scan as they did not like it (1 mark: example) accept it related to reliability. There are other creditworthy weaknesses, including sample generalisability; social Do accept representative as interactions during the course affecting grey matter (and not MBSR), lack of generalisability. standardisation affecting reliability, other ethical issues (e.g., control group not getting help), lack of correlation between FFMQ and GMC etc. © Cambridge University Press & Assessment 2025 Page 8 of 21

3(a) From the study by Dement and Kleitman (sleep and dreams): 2 Do not credit the aim about eye movement patterns and One aim was to investigate whether eye movement patterns were related to the content of dreams. content of dreams. Outline one other aim of this study. 2 marks for full/detailed aim 1 mark for brief/partial aim e.g. To investigate if dream recall differs between REM and nREM stages of sleep (2 marks). To investigate dream recall and stages of sleep (1 mark). To investigate if there was a (positive) correlation between estimates of dream duration and length of REM sleep (2 marks). To investigate estimates of dream duration (1 mark). 3(b) One feature of the sample was that there were nine participants. 2 List is definitive. Identify two other features of this sample. Do not accept ‘4 withdrew’. 1 mark per correct feature. Accept opportunity sampling. Adults. Do not credit equal amounts Mostly male/7 males. of males and females, or from 2 females. Chicago. 5 studied intensively. 4 used minimally to confirm results. © Cambridge University Press & Assessment 2025 Page 9 of 21 3(c) Suggest one application to everyday life using evidence from this study. Your 2 Annotate with a tick for what suggestion must be ethical. the application is and a + for how it will be achieved. 1 mark for what the application is (clearly based on Dement and Kleitman). 1 mark for how it will be achieved. e.g., It can help people with sleep related disorders (1 mark: what). Patients can be attached to an EEG monitor to see if brain waves whilst sleeping are typical or not (1 mark: how). It can be used in therapy involving dream analysis (1 mark: what). Patients can be woken up in REM sleep (via a device that detects REM sleep) and asked to recall the content of their dream immediately (1 mark: how). There are other creditworthy suggestions. © Cambridge University Press & Assessment 2025 Page 10 of 21

9(a) Describe the sample used in the study by Hassett et al. (monkey toy preferences). 4 List is definitive. 1 mark per correct point. No tolerance on numbers. Rhesus monkeys. Do credit information about Troop of 135 individuals. rank if presented. Lived together for more than 25 years. Lived at Yerkes Center. Matriline social structure/same natal group. 14 not used due to hormonal treatment. Age range 3 months to over 13 years. 61 females/21 males/more females than males used as potential participants/82 potential participants. 23 females/11 males/34 monkeys used in data analysis. 39 infants not used (as interactions not coded). 53 monkeys were excluded in total. © Cambridge University Press & Assessment 2025 Page 17 of 21 9(b) Explain one similarity and one difference between the study by Hassett et al. 8 The other studies from the (monkey toy preferences) and one other study from the biological approach. Do not biological approach are: refer to the sample. Hölzel et al Use the marking grid below. Dement and Kleitman 4 marks for the similarity, e.g., assumptions they are based on, type of data collected, ethics, experimental design, correlations. Do accept Perry if response 4 marks for the difference, e.g., brain measurement, type of data collected about biological aspects of (quantitative/qualitative), type of experiment, experimental design. that study. e.g., similarity Award L1–L4 for the similarity 4 marks Award L1–L4 for the Both the studies by Hassett and Hölzel conformed to ethical bodies relevant to their difference studies. In the study by Hassett this was in accordance with NIH Guidance to include enrichment and appropriate environmental management. In the study by Hölzel this was For Level 4 there must be via guidelines from a hospital and a medical school to include obtaining informed consent. some attempt at explaining Therefore, both studies followed set ethical guidelines relevant to the setting the study took the similarity/difference. place in (explanation). If ethics used as a e.g., difference, then max L2. 3 marks Both the studies by Hassett and Hölzel conformed to ethical bodies relevant to their Different aims = L1. studies. In the study by Hassett this was in accordance with NIH Guidance to include enrichment and appropriate environmental management. Sample generalisability, sampling technique or e.g., different species = L0 2 marks Both followed ethical guidelines relevant to their sample as Hölzel had to obtain informed consent. e.g., 1 mark Both conformed to ethical bodies relevant to their studies. © Cambridge University Press & Assessment 2025 Page 18 of 21 9(b) Mark/ Description Level 4 The similarity/difference is well explained using both studies as examples. 3 The similarity/difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The similarity/difference is brief with an attempt at using at least one study as an example OR The similarity/difference is well explained but there is no study evidence. 1 The similarity/difference is brief with no attempt at using the /studies as examples. 0 No creditable response. © Cambridge University Press & Assessment 2025 Page 19 of 21

4 From the study by Dement and Kleitman (sleep and dreams). 3 Do not credit answers about no dream recall. Outline one result about dream recall and stages of sleep. You must use data in your answer. Use tick–d for the data mark. 2 marks for the result with a meaningful comparison Credit can be given for results from any 1 mark for result with no meaningful comparison of the 9 individuals. 1 mark for correct data More vivid dreams in REM compared to e.g., 3 marks NREM = max 1. There was more dream recall during REM sleep (152 in total) compared to NREM sleep. If data presented is incorrect but it shows KK had more dream recall in REM than NREM where they recalled zero the correct direction of results then can dreams. be awarded up to 2 marks. e.g., 2 marks Dreams reported: There was more dream recall during REM sleep compared to NREM sleep. REM – 79.6% of awakenings KK had more dream recall in REM than NREM. NREM – 6.8% of awakenings (tolerance of 1%) e.g., 1 mark There was more dream recall during REM sleep. Overall dream recall: KK had more dream recall in REM. 93% of dreams reported in REM 7% of dreams reported in NREM e.g., 0 marks (tolerance of 1%) 80% of participants recalled a dream in REM. Dream recall only happens in REM and not NREM. No tolerance for total number of dreams Most participants could recall dreams during REM. recalled in REM/NREM. Do credit if the response reads like a conclusion (e.g., Dreams are recalled more often in REM). © Cambridge University Press & Assessment 2025 Page 12 of 22

5(a) Outline one assumption of the biological approach. 2 Do accept neurotransmitters, evolution. 2 marks: full/detailed assumption 2 marks can be awarded if the similarities 1 mark: partial/brief assumption and differences assumption names a biological concept instead of stating e.g., 2 marks ‘biological factors’. Human behaviour/cognitions can be explained in terms of brain function and the effect of hormones/genes (any two of the three terms required: brain– hormone–gene). The similarities and differences seen in human behaviour can be understood in terms of internal (biological) factors and how they interact (with internal/external factors). e.g., 1 mark Behaviour can be explained via brain function. Behaviour can be explained because of genes. Behaviour can be explained via hormones. The similarities and differences seen in human behaviour can be understood in terms of internal (biological) factors. 5(b) Explain how the study by Hölzel et al. (mindfulness and brain scans) 2 If the link is not with an assumption from supports the assumption you outlined in part (a). 5a, it can only be awarded the result/conclusion mark. 1 mark for result/conclusion/biological example. 1 mark for linking it to an assumption explicitly. 1 mark maximum if linked to the aim of the study, rather than a finding including e.g., they measured GMC. Those who practised mindfulness showed an increase in grey matter (1 mark: result) so this shows that there was an interaction between mindfulness (external factor) and brain density (internal factor) (1 mark: assumption link); scores on the FFMQ change showing that brain structure can affect behaviour (1 mark: alternative assumption link). There are other creditworthy explanations. © Cambridge University Press & Assessment 2025 Page 13 of 22

7 In the study by Hassett et al. (monkey toy preferences), each trial used a 5 List is definitive. ‘plush’ toy and a ‘wheeled’ toy. Do not credit anything that was recorded Describe the procedure for one trial. (e.g., duration or frequency of play) as these were post-trial. 1 mark per point made. 1 mark available for identification of one of the toys. Do not credit that the observers recorded behaviours as this is incorrect Initially, the monkeys were kept indoors. (everything was videotaped). All of this One plush toy and one wheeled toy were already in the outdoor area. happened post-trial. They were separated by 10 metres. Left or right placement was counterbalanced per trial. Monkeys were allowed/released into the outdoor area/let out/let into outdoor area. Any interaction was videotaped/the monkeys’ behaviours were recorded. Using separate cameras for each toy (in the area)/used 2 cameras/observed through cameras. Each trial lasted 25 minutes. One mark for any of these (only award once): Plush = Winnie-the-Pooh/Raggedy-Ann/koala/armadillo/bear/Scooby-Doo/turtle. Wheeled = wagon/truck/car/construction vehicle/shopping cart/dump truck. © Cambridge University Press & Assessment 2025 Page 16 of 22

4 From the study by Hassett et al. (monkey toy 3 Result can be about frequency or duration. preferences): Use tick-d for the data mark. Describe one result for toy preferences of the male monkeys. You must use data in your answer. Male vs. female preference = 0 marks, but if correct direction for males given and “compared to females” written 2 marks for the result with a meaningful comparison at the end, then can still be credited. 1 mark for result with no meaningful comparison 1 mark for correct data Data tolerance is 0.5 or 1% e.g., 3 marks Accept masculine and feminine toys. Males played with the wheeled toys (average 10 times) more often than the plush toys. Males played with plush toys for less time than wheeled toys (4.76 minutes on average). 73% of males preferred wheeled toys over plush toys. e.g., 2 marks Males played with the wheeled toys more often than the plush toys. Males played with plush toys for less time than wheeled toys. Males preferred wheeled toys over plush toys. e.g., 1 mark Males played with the wheeled toys more often. Males played with plush toys for less time. Males preferred wheeled toys. e.g., 0 marks Females played with wheeled toys for less time than males. Females played with plush toys more often than males. © Cambridge University Press & Assessment 2025 Page 13 of 25

8 Your friend, Rosalia, tells you that she has recently 4 No credit for justifying advice as this is not what the question begun to feel stressed, even though nothing in her life is about. has changed. Rosalia wants your advice on how to help reduce her level of stress. Do not credit ‘mindfulness’ by itself. Outline the advice you would give to Rosalia, using your 1 mark max can be awarded for identification of a relevant knowledge of the study by Hölzel et al. (mindfulness task, e.g., yoga, meditation, body scan etc. and brain scans). Only credit any timeframe once, e.g., 8-weeks, 45 mins, 1 mark per piece of advice clearly based on the study by long-term, daily etc. Hölzel et al. e.g., she should attend an 8-week MBSR course = 2 marks Rosalia should engage in mindful yoga with some stretching total (1 for MBSR and 1 from the timeframe). exercises. These are slow movements in conjunction with breathing. Credit descriptions of what would happen in body scanning, She can be taught to become “fully aware” of her body yoga, meditation etc. sensations. And use the deep breathing exercise to help control feelings Doing it in her ‘daily life’ as a statement by itself = 0 marks. of stress. She can also use meditation to become aware of different sounds/feelings/emotions. She can be encouraged to practise this for 45-minutes per day/daily. She can join an (8 week) MBSR course. She can practice mindfulness when eating/walking/at home. There are other creditworthy pieces of advice. © Cambridge University Press & Assessment 2025 Page 19 of 25

2(a) In the study by Dement and Kleitman (sleep and 2 List is definitive. dreams), an EEG (electroencephalogram) was used. Do not credit ‘on the eyes’, ‘in the brain’, ‘under eyes’, ‘in a Outline where on each participant’s body the EEG ponytail.’ electrodes were attached. Accept ‘skull’. 1 mark per correct point. Electrodes were placed next to the eyes. Electrodes were placed on the scalp/head. All electrode lead wires were further attached to top of the head. 2(b) Explain one weakness of this study in relation to 2 Credit population validity but not generalisability. validity. The identification mark can be awarded by term or outline of 1 mark for identifying the weakness in relation to the problem with validity (e.g., it wasn’t real). validity/identifying a type of validity. 1 mark for example from the study. e.g., Ecological validity is how well the setting for a study reflects a real-life setting (1 mark: explain) so in the study by Dement and Kleitman the setting was an artificial sleep laboratory/not at home that might have changed sleep/dream patterns (1 mark: example). There are other creditworthy responses, including do not know if they are telling the truth about dream content, could be difficult to fall asleep in the laboratory, the stress of being in a laboratory might affect dream content. © Cambridge University Press & Assessment 2025 Page 9 of 23

6(a) Describe the psychology being investigated in the study 3 by Hassett et al. (monkey toy preferences). use this when you award the ‘example mark’. 1 mark for each correct statement. Examples from the study by Hassett can gain credit (max 1). Do not accept any answer about gender of monkeys. e.g., Accept description of nature-nurture for 1 mark. Sex differences refer to behavioural differences based on biological differences between males and female. These can be based on hormones/chromosomes. The main male hormone is testosterone/the main female hormone is oestrogen. Play is any mental/physical activity performed in leisure time for enjoyment/pleasure. Socialisation is any mechanism that changes/adapts a behaviour to societal/cultural expectations. The study looked at whether male and female monkeys preferred masculine or feminine toys (1 mark: example). There are other creditworthy responses. © Cambridge University Press & Assessment 2025 Page 14 of 23 6(b) Two friends, Madison and Zach, are discussing the 4 If both Madison and Zach feature in the answer, mark them validity of the study by Hassett et al. (monkey toy independently and credit the highest score. preferences). If the candidate mixes up Madison and Zach (e.g., says Madison says the study has validity, but Zach says it Zach but gives a ‘it is valid’ based answer) then max 2 and does not have validity. annotate with ? Outline why you think either Madison or Zach is correct, using evidence from the study. = identification mark 1 mark per point made, with: Standardisation, reliability, replicability = 0 marks 1 identification mark for a relevant type of validity. Up to 3 marks for examples in relation to why/why not valid. Identification mark from: Ecological validity/external e.g., Madison Mundane realism it could be argued that the study has some ecological Internal validity/IV affects DV/causal relationship validity (1 mark: identification) as the enclosure was their Population validity everyday setting (1 mark). The study did have some controls Control extraneous variables like the types of toys chosen for wheeled/plush (1 mark). This means that this variable was less likely to affect the DV of toy choice/preference (1 mark). This also meant that it more likely that the idea of masculine/feminine toys was affecting the frequency/duration of play (1 mark). e.g., Zach The act of having to choose human toys to play with is not an everyday activity for monkeys (1 mark). This means that the study lacks ecological validity/mundane realism (1 mark: identification). Also, there were no participant variables controlled for like amount of previous experiences with novel objects (1 mark), it could be that a monkey/monkeys were drawn to the more exciting toys and not because of the sex- typing (1 mark) © Cambridge University Press & Assessment 2025 Page 15 of 23 6(b) There are other creditworthy responses, including monkeys were not exposed to any societal pressures, videotaped so no effect if having an experimenter nearby, toy categorisation may have influenced toy choice, use of counterbalancing, social rank controlled. Question Answer Marks Guidance

9(a) Describe the Five Facet Mindfulness Questionnaire 4 List is definitive. (FFMQ) used in the study by Hölzel et al. (mindfulness and brain scans). No credit for describing any of the five facets. 1 mark per correct point. A response of: 1 mark available for naming one of the five facets. 1 = never; 5 = very often is 3 marks (1–5 and the two correct examples) It is a 39-item questionnaire. Measures the five factors of mindfulness: observing/describing/acting with awareness/non-judging of inner experiences/ non-reactivity to inner experience (1 mark maximum). Rated on 5-point scale/scale of 1–5/Likert scale 1=never or rarely true. 5=very often or always true. © Cambridge University Press & Assessment 2025 Page 18 of 23 9(b) Explain one similarity and one difference between the 8 The other biological approach studies are Hassett and study by Hölzel et al. (mindfulness and brain scans) and Dement. one other study from the biological approach. Do not Do accept Perry but only for oxytocin-related comparisons. refer to questionnaires. Award L1–L4 for the similarity Use the marking grid below. Award L1–L4 for the difference 4 marks for the similarity, e.g., small samples, data collection techniques, experimental design, brain scans. For Level 4 there must be some attempt at explaining the similarity/difference. 4 marks for the difference, e.g., brain measurement techniques, research techniques used, type of data Different aims = L1. collected (quantitative/qualitative). Different species = L1. Same species = L1. e.g. difference Both have applications = L1. 4 marks Both study biology = L0. Hölzel used an MRI scan to be able to see brain density changes after a mindfulness stress reduction course. Any response where it is just describing what each study Dement & Kleitman used a different technique called an did, take as different aim = L1 EEG that could only monitor brain wave activity/patterns. Therefore, Hölzel’s method looked at structure whereas Dement looked at (real-time) function (explanation). 3 marks Different techniques were used to measure the brain. Hölzel used an MRI scan to be able to see brain density changes after a mindfulness stress reduction course/Dement & Kleitman used a different technique called an EEG that could only monitor brain wave activity/patterns. 2 marks Hölzel used an MRI scan to measure brain density whilst Dement & Kleitman used an EEG. 1 marks Both studies used different techniques to measure the brain. © Cambridge University Press & Assessment 2025 Page 19 of 23 9(b) Mark/ Description Level 4 The similarity/difference is well explained using both studies as examples. 3 The similarity/difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The similarity/difference is brief with an attempt at using at least one study as an example OR The similarity/difference is well explained but there is no study evidence. 1 The similarity/difference is brief with no attempt at using the studies as examples. 0 No creditable response. © Cambridge University Press & Assessment 2025 Page 20 of 23

1(a) In the study by Hassett et al. (monkey toy preferences), 1 If more than one response given, take first one only. an example of a toy in the ‘wheeled’ category was a car. Accept trolley, bin wagon, lorry. Identify one other toy that was in the ‘wheeled’ category. 1 mark for a correct toy. Wagon/truck/construction vehicle/shopping cart/dump truck. 1(b) Outline what was meant by the behaviour ‘drag’ as used 2 List is definitive. in this study. Do not credit ‘drag the toy’. 1 mark per correct point. Accept ‘pulling’ as meaning ‘behind the monkey’. Moving the toy along the ground. With the toy behind the monkey. 1(c) Outline what is meant by the term ‘socialisation’. 2 Ignore reference to ‘social behaviour’ or ‘interacting with people’. 2 marks full/detailed definition. 1 mark partial/brief definition. 1 mark = changing/adapting or equivalent. e.g., 2 marks 1 mark = societal/cultural norms/expectations or equivalent. Socialisation is any mechanism that changes/adapts a (Do not accept environment as this mechanism). behaviour to societal/cultural expectations. The way someone is educated/reinforced/conditioned/learns socially acceptable/typical behaviours. e.g., 1 mark The way society has made certain behaviours typical/’the norm’. The process of conforming to roles. What society expects from a person. There are other creditworthy responses. © Cambridge University Press & Assessment 2025 Page 8 of 24

8(a) Your friend, Pavel, is complaining that he cannot relax. 4 No credit for justifying advice as this is not what the question He tells you that his job is stressful. He has come to you is about. for advice on how to relax. Do not credit ‘mindfulness’ by itself. Using your knowledge of the study by Hölzel et al. (mindfulness and brain scans): 1 mark max can be awarded for identification of a relevant Outline the advice you would give to Pavel. task, e.g., MBSR class, yoga, meditation, body scan etc. 1 mark per piece of advice clearly based on the study by Only credit any timeframe once, e.g., 8-weeks, 45 mins, Hölzel et al. long-term, daily etc. Pavel should engage in mindful yoga. e.g., he should attend an 8-week MBSR course = 2 marks With some stretching exercises/slow movement in total (1 for MBSR and 1 from the timeframe). conjunction with breathing. He can be taught to become ‘fully aware’ of his body Credit descriptions of what would happen in body scanning, sensations. yoga, meditation etc. He could begin to mentally note these feelings of stress, so he knows when he feels them. He could begin “observing” where he notices stressful stimuli. He can be encouraged to practice this for 45 minutes per day/practice at work or home. He should continue to engage in mindfulness for around 8 weeks. There are other creditworthy pieces of advice. © Cambridge University Press & Assessment 2025 Page 18 of 24 8(b) Explain one reason for one piece of advice you outlined 2 The response must be linked to something mentioned in in part (a). Q8(a). 2 marks for full/detailed reason either based on findings of the study or knowledge of mechanisms of technique (e.g., mindfulness, meditation). 1 mark for partial/brief reason. e.g., 2 marks One result from the study showed that engaging in mindfulness increased ‘observing’ behaviour so Pavel can identify and control stressors at work, therefore, reducing stress. Meditation allows Pavel to focus on one thing at a time allowing him to reconnect/make time for himself and not let work dominate. There was an increase in grey matter in the MBSR group in areas that could control stress/emotion. e.g., 1 mark In the study by Hölzel, the effects of mindfulness were seen in the long-term. There was an increase in grey matter in the MBSR group. Meditation helps to clear stressful thoughts. Mindfulness allows you to relax/promotes relaxation. © Cambridge University Press & Assessment 2025 Page 19 of 24

9(a) From the study by Dement and Kleitman (sleep and 4 List is definitive. dreams): Do not credit ‘on the eyes’, in the brain’ or ‘attached to head’ Describe how the EEG (electroencephalogram) was (too generic). used in this study. Used to detect brain waves/electrical (brain) 1 mark per correct point. activity/frequency and amplitude = 1 mark max. Electrodes were placed next to the eyes. Electrodes were placed on the scalp. All electrode lead wires were further attached to top of the head. They were made into a single cord. To prevent entanglement/give P free movement. The EEG ran continuously (all night). The speed of paper (3 or 6 mm per sec) allowed easy recognition of eye-movements. The eye movements picked up by the EEG allowed the researcher to wake up the P at specific times (in REM or NREM)/used to identify stage of sleep the participant was in. It could measure the direction of eye movement (during dreaming). © Cambridge University Press & Assessment 2025 Page 20 of 24 9(b) Explain two similarities between the study by Dement 8 The other studies from the biological approach are Hölzel and Kleitman (sleep and dreams) and one other study and Hassett. from the biological approach. Do accept Perry if about biological mechanisms. Do not refer to brain measurement techniques. Award L1–L4 for each similarity. Use the marking grid below. 4 marks for the similarity (twice), e.g., research techniques For Level 4 there must be some attempt at explaining the used, type of data collected (quantitative/qualitative), similarity. sampling technique, ethics. Ignore responses about brain measurement techniques like e.g., similarity EEG/MRI etc. 4 marks Both studies collected quantitative data which allowed for Both investigated biology = L1 max. direct comparisons between groups/conditions (explanation). In the Dement study, the number of times For Dement vs. Hölzel: dreams were recalled in REM and NREM were recorded Both studied brain = L0 and compared for differences. Also, in the study by Hassett, Both used humans = L1 the duration of play with wheeled and plush toys was Repeated measures = L3 max. recorded so sex differences between monkeys could be seen. 3 marks Both studies collected quantitative data. In the Dement study, the number of times dreams were recalled in REM and NREM were recorded and compared for differences. Also, in the study by Hassett, the duration of play with wheeled and plush toys was recorded. 2 marks Both studies collected quantitative data. In the Dement study, the number of times dreams were recalled in REM and NREM were recorded. 1 mark Both Dement and Hassett collected quantitative data. © Cambridge University Press & Assessment 2025 Page 21 of 24 9(b) Mark/ Description Level 4 The similarity/difference is well explained using both studies as examples. 3 The similarity/difference is well explained but only one study is used as an example OR both studies are used briefly. 2 The similarity/difference is brief with an attempt at using at least one study as an example OR The similarity/difference is well explained but there is no study evidence. 1 The similarity/difference is brief with no attempt at using the studies as examples. 0 No creditable response. © Cambridge University Press & Assessment 2025 Page 22 of 24

4 Describe how Hassett et al. followed ethical guidelines 4 Ignore reference to ethical guidelines for human participants. in relation to animals in their study about monkey toy preferences. Go with the intention of the candidate. 1 mark per correct point up to 4 marks Relevant guidelines are: 1 mark available for identifying a relevant ethical guideline. Harm/distress e.g., Species They followed the ethical guideline of housing (1 mark: Number identification) as the monkeys were socially housed in Housing accordance with them being a social species (1 mark). Reward/deprivation (There was no deprivation of) the monkeys as water was continuously available/fed regularly on appropriate Tick-e = relevant guideline identified diet/given access to food and water. The monkeys had a 25 m x 25 m outdoor enclosure (to roam The candidate can score 4 marks even if a guideline is not around in). explicitly named. The indoor enclosure was temperature-controlled (for comfort). They followed the guideline stipulated by NIH with environmental enrichment so again no deprivation. There was minimum harm as the toys chosen were not dangerous. They followed the guideline for species, and the purpose of the study was to study organisms close to humans on the evolutionary scale (used rhesus monkeys). No direct observations/observed via cameras to reduce distress. The monkeys were kept/tested in an area they were familiar with (to reduce stress). There are other creditworthy responses. © Cambridge University Press & Assessment 2025 Page 12 of 23

5(a) From the study by Hölzel et al. (mindfulness and brain 2 For 2 marks there needs to be mention of: scans): Conscious focus ‘Acting with awareness’ was a factor measured by the (opposed) to unconscious. ‘Five Facet Mindfulness Questionnaire’. Do not credit ‘being aware of….’ Outline what is meant by ‘acting with awareness’ in this study. ‘Know what are doing’/thinking or equivalent = 1 mark (take as conscious/current). 2 marks for full outline. 1 mark for partial outline. This is focusing on current behaviour/actions instead of behaving automatically (2 marks). Focusing on current behaviour (1 mark). 5(b) Outline one strength of the Five Facet Mindfulness 2 Do not credit general strengths about the study by Hölzel. It Questionnaire as used in this study. must be about the FFMQ. 1 mark for identifying the strength. Do not credit anything being ‘easier’ 1 mark for outlining the strength via example from the study. e.g., The FFMQ generated quantitative data which allowed for statistical comparisons (1 mark: identifying), therefore, the scores could be compared before and after MBSR training to see any changes/effects of the programme (1 mark: example). The FFMQ is a standardised test for mindfulness (1 mark: identifying). There are other creditworthy strengths, including used as a baseline measure, used in other studies (reliable). © Cambridge University Press & Assessment 2025 Page 13 of 23

7 The debate about individual and situational 4 Ignore tautological definitions, including “individual explanations relates to the study by Dement and differences or individual factors” Kleitman (sleep and dreams). Example marks can only be awarded for Dement and Outline what is meant by this debate, including one Kleitman’s study or related to sleep and dreaming in example from the individual explanation and one general. example from the situational explanation from the study by Dement and Kleitman. Tick-e = example mark (go with the logic/intention of the candidate). 1 mark for outlining individual explanation plus 1 mark for example from Dement. Do not credit ‘different people have different dreams’ for the 1 mark for outlining situational explanation plus 1 mark for example mark for the individual explanation. example from Dement. e.g., individual The individual side refers to behaviours from factors within the person (dispositional) (1 mark). All the dreams reported were unique, like throwing tomatoes at each other, showing that a person’s individual personality is seen in their dreams (1 mark). e.g., situational The situational side refers to behaviour from factors in the external environment (1 mark). The participants were sleeping in a laboratory with an EEG attached to them so this scenario may have affected their ability to recall dreams/estimated time in REM (1 mark). There are other creditworthy examples. © Cambridge University Press & Assessment 2025 Page 16 of 23

3(a) The study by Hassett et al. (monkey toy preferences) 2 List is definitive. used a sample of male and female monkeys. No tolerance on numbers. Identify two features of the sample used in this study, other than sex and species. Do credit information about rank if presented. 1 mark per correct feature. Troop of 135 individuals. Lived together for more than 25 years. Lived at Yerkes Center. Matriline social structure/same natal group. 14 not used due to hormonal treatment. Age range 3 months to over 13 years. 82 potential participants. 34 monkeys used in data analysis. 39 infants not used (as interactions not coded). 53 monkeys were excluded in total. 3(b) Describe one result for the toy preferences of female 2 Accept results based on frequency or duration of play or % monkeys in this study. preference. 2 marks for the result with a meaningful comparison. No significant preference = 1 1 mark for result with no meaningful comparison. Any result compared to males = 1 mark max e.g., 2 marks There was only a slight increase in duration for play with a plush toy compared to a wheeled toy (for females). More female monkeys preferred wheeled toys compared to plush toys/no preference. Female monkeys played with plush toys with a longer frequency than wheeled toys. e.g., 1 mark There was only a slight increase in duration for play with a plush toy. © Cambridge University Press & Assessment 2025 Page 10 of 23

10 Evaluate the study by Hölzel et al. (mindfulness and 10 brain scans) in terms of two strengths and two weaknesses. At least one of your evaluation points must be about self-reports. Strengths include: reliability (standardisation), quantitative data, validity, self-reports. Weaknesses include: ethics, generalisability, quantitative data, self-reports. © Cambridge University Press & Assessment 2025 Page 21 of 23 10 Example: in detail (named issue) The self-report collected quantitative data which makes it easier to have meaningful comparisons between groups/conditions. They Ps completed the FFMQ at two- time points (before and after MBSR or control). As a result, they could compare changes in all five measures of mindfulness for both groups of Ps to test longer-term effectiveness. Example: brief but in context The sample size was only 16 participants making it difficult to generalise beyond the sample. Example: no context There were controls in place so they could establish cause and effect/has internal validity. Level Description Mark 5 • Very good evaluation including the 9–10 named issue. • Thoroughly addresses both strengths and both weaknesses in detail. • Selection of evidence is very thorough and effective. 4 • Good evaluation including the 7–8 named issue. • Addresses strengths and weaknesses but may include three or four points. The majority of the points are in depth. • Selection of evidence is thorough and effective. © Cambridge University Press & Assessment 2025 Page 22 of 23 9990/13 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 10 3 • Mostly appropriate evaluation but 5–6 may not include the named issue. • Addresses either two strengths or two weaknesses in detail or one of each in detail or all four briefly. • Selection of evidence is mostly effective. 2 • Weak evaluation and may not 3–4 include the named issue. • Addresses either a strength or a weakness. Evaluation points are brief. • Some points may have no context. • Selection of evidence is sometimes appropriate. 1 • Little or no evaluation. 1–2 • Discussion of strengths and weaknesses is absent or superficial. • Selection of evidence is limited. 0 No creditable response. © Cambridge University Press & Assessment 2025 Page 23 of 23