Consumer Psychology

3(a) Explain what is meant by ‘effective slogans’ in advertising. 2 Award 1 mark for a basic explanation of the term/concept. Award 2 marks for a detailed explanation of the term/concept. For example: A striking/memorable phrase used in advertising. E.g. ‘Just Do It.’ What makes it effective is the consumer can link the slogan to the brand. E.g. ‘Just Do It’ is Nike. Response needs to identify what makes a slogan effective in order to achieve full marks. Other appropriate responses should also be credited. 3(b) Describe the study by Fischer et al. (1991) on brand recognition in 4 advertising. Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: 229 children from Georgia, USA attending pre-school were tested. (1) Matched logos with one of 23 products pictured on a game board.(1) 22 logos tested including children’s, adults’ and those of two cigarette brands (5 cigarette logos/types). (1) Found children had high rates of logo recognition.(1) Recognition rates were highest for the Disney Channel and Old Joe (cartoon character promoting Camel cigarettes).(1) Concluded that very young children see, understand and remember advertising. (1) Given serious health consequences of smoking exposure to tobacco advertising may represent a health risk.(1) Other appropriate responses should also be credited. © UCLES 2021 Page 10 of 22 3(c) Discuss the use of children as participants in the study by Fischer et al. 6 Points could include: + Can indicate issues regarding exposure of advertising of cigarettes to young children as the study found the children remembered this advertising. +/– can be ethical when the parents of children are asked for consent (and signed a consent form) and the study is not harmful. In this study, the participants played a game which is not harmful and the parents gave consent. Could be considered unethical as the children were shown tobacco brand logos, although this is just an image and the researchers were not trying to advertise cigarettes to the children. +/– Children can have low levels of concentration in psychological research, although Fischer et al. took this in account by having the children do a game for their study. +/– Language/communication issues. This was overcome in the Fischer et al. study as the children just had to do matching. But this does mean the children could not explain their responses. It may have been a lucky guess. – Can’t generalise to adults. Although the children may recognise the brand it does not mean this recognition will continue into adulthood. Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will discuss at least two points regarding children. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will discuss one point about children in detail or two or more in less detail. • Candidates will provide a good explanation. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt a discussion about children. • Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2021 Page 11 of 22

4(a) Describe what psychologists have discovered about intuitive thinking 8 and its imperfections in consumer decision-making (thinking fast and thinking slow, choice blindness, advertising and false memory). Intuitive thinking and is imperfections in consumer-decision making, including the following: • thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012) • choice blindness (Hall et al., 2010) • advertising and false memory (Braun-LaTour et al., 2004) Thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012) System 1 involves thinking fast. System 1 thinking is emotional, automatic, unconscious and effortless. Questions are answered quickly. This usually involves quick decision making for everyday products (e.g. milk and bread). System 2 involves thinking slow. System 2 thinking is calculating, conscious, slow, controlled, effortful and deliberate. This type of thinking is done by consumers buying more expensive items (such as a car or a house). Choice blindness (Hall et al., 2010) Took place in a supermarket in Sweden with 180 customers. Participants were asked to taste jam and tea to decide which they preferred out of a pair. Given jam/tea to taste (jam) or smell (tea) and rated it on a 1–10 scale. Given second taste/smell and the jam/tea has been switched to a different flavour/scent while the participant is distracted by one of the experimenters. They then tasted/smelled the item and rated on 10-point scale. Then asked which alternative they preferred and asked to sample a second time. Results – 33% of manipulated jam trials were detected (32% of tea). Detected more frequently in the least similar pairs for jam e.g. Cinnamon Apple vs Grapefruit- but not tea compared with the most similar pairs. Concluded there was considerable choice blindness. Advertising and false memory (Braun-LaTour et al., 2004) Study 1 - Lab study with 66 undergraduates assigned to either a truthful (shaking hands with Mickey Mouse) or a false advertisement condition (shaking hands with Bugs Bunny). Rated attitude, affect and likelihood of visiting Disneyland in the future. Also reported on memories of having visited Disneyland in the past. More participants remembered the false handshake as a true memory than the true handshake group. Post-event false information does influence memory. Study 2 – 100 participants were given information verbally, pictorially or both. The pictorial information group recalled more false information than the other two groups. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2021 Page 12 of 22 4(b) Evaluate what psychologists have discovered about intuitive thinking 10 and its imperfections in consumer decision-making (thinking fast and thinking slow, choice blindness, advertising and false memory), including a discussion of practical applications. A range of issues could be used for evaluation here. These include: • Named issue – Usefulness/practical applications – e.g. Thinking fast/slow could be useful to advertisers as they could identify which style is used for their product and make advertisements that appeal to the thinking style that the consumer uses. In addition, retailers could place items that use the thinking fast style near to the checkout and those that use thinking slow in a quieter area of the store. Retailers could ensure they have trained sales staff to assist customers with products that use thinking slow style. Hall et al.’s study also has good practical applications as it shows that consumers could be influenced by packaging. ‘Value’ products could be placed in packaging similar to branded products and this could attract more sales. Could argue the false memory study does not have a practical application as it is unlikely/illegal for advertisers to put false information into their advertisements. However, sales assistants could convince customers on a return visit that they had expressed a strong liking for a product when they last visited the store. • Strengths and weaknesses of the experimental method. • Sampling and generalisations • Ethics • Use of questionnaires/self-reports (strengths and weaknesses) Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2021 Page 13 of 22

3(a) Explain what is meant by the ‘cognition-emotion model’ of the effects 2 of ambience. Award 1 mark for a basic explanation of the term/concept. Award 2 marks for a detailed explanation of the term/concept. For example: Zajonc & Markus (1984) propose emotion can be generated by biological, sensory, and cognitive events.(1) So cognition may produce emotion but does not necessarily cause emotion. (1) Therefore, the ambience of a retail environment/shop can produce cognitions that lead to emotions in the consumer. (1) For example, a light colour may produce the cognition of ‘expensive’ which make the consumer feel good when they purchase a product.(1) Other appropriate responses should also be credited. 3(b) Describe the study by Chebat and Michon (2003) on the effects of 4 odour on shopper arousal and emotion. Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: Field experiment in a shopping mall in Canada over two weeks. (1) Week 1 was a control week/group where no scent was put into the mall. In the second week a pleasing scent (citrus) was put into the mall’s main corridor.(1) 145 participants during the scent week (447 in the control week). (1) Self-administered questionnaire given to participants by graduate marketing students not wearing any perfume. (1) This questionnaire asked the participants about their shopping trip on product quality, the shopping environment, and the pleasure and arousal felt while shopping.(1) Found a more favourable perception of the product quality and shopping environment was reported.(1) Other appropriate responses should also be credited. © UCLES 2021 Page 11 of 22 3(c) Explain two strengths of the study by Chebat and Michon. 6 Likely strengths include – • Good ecological validity as takes place in a shopping mall and some shops/malls do have a scent so this is a realistic situation that the customers are experiencing. They are also going about their normal shopping and do not know they are in a study until questioned at the end. • Quantitative data collected about product quality, shopping environment, pleasure and arousal so comparisons can be made between the control and experimental groups. • Control of variables (levels of citrus smell) – 10 diffusers released a citrus scent every 3 seconds for 10 minutes. • Reliability – the same questionnaire was used with all participants, all of the graduate marketing students did not wear any perfume, etc. • Ethical – got consent from customers who completed the questionnaire. Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will explain two strengths. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will explain one appropriate strength in detail. OR two strengths in less detail. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt an explanation of a strength. They could include two strengths but just as an attempt. • Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited © UCLES 2021 Page 12 of 22

4(a) Describe what psychologists have discovered about menu design 8 psychology. Menu design psychology, including the following: • eye movement patterns, framing and common menu mistakes (Pavesic, 2005) • primacy, recency and menu item position (Dayan and Bar-Hillel, 2011) • sensory perception and food name (Wansink et al., 2005) Eye movement patterns, framing and common menu mistakes (Pavesic, 2005) A review article that outlines how customers use menus and how restaurants can design better menus (use of ‘eye magnets’) such as a box around the appetiser or different coloured font to a menu description. Common menu mistakes such as hard to read and overemphasising pricing also discussed. Average time spent looking at a menu 109 seconds. Primacy, recency and menu item position (Dayan and Bar-Hillel, 2011) Two studies – study 1 – 240 Hebrew students given four different pizza menu designs. Found selected items at extremes (top/bottom) rather than in the middle but no primacy-recency effect found. Study 2 was a field experiment over 30 days and confirmed the findings with items being selected more frequently if they were on the beginning or end of the category options. Suggested putting healthier items at the top and bottom of the menu and less healthy items in the middle. Sensory perception and food name (Wansink et al., 2005) 6 week experiment in a cafeteria with 140 customers. Foods with descriptive and evocative names had more positive comments (such as ‘Succulent Italian Seafood Filet’) and rated as more appealing, tasty and caloric than those with more regular names (e.g. ‘Seafood Fillet’). Open ended comments revealed more favourable comments about the product when the descriptive label was used compared to the regular label. The researchers concluded, the use of descriptive names may help improve perceptions of foods in institutional settings, and it may help facilitate the introduction of unfamiliar foods. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2021 Page 13 of 22 4(b) Evaluate what psychologists have discovered about menu design 10 psychology, including a discussion about ecological validity. • Named issue – ecological validity – The study by Wansink does have good ecological validity as it was done in a realistic environment of a cafeteria in America. The menu design conditions were very realistic and these types of menus do exist in restaurants. In addition, these participants did not know they were in a study so would have made more natural choices. In contrast, the study by Dayan has lower ecological validity as it was a lab experiment and although the participants were making real choices from realistic menus, it was not, in fact, to really purchase and eat any of the food. The participants in this study may have taken the choices less seriously and also responded to the unrealistic lab environment which would lower the validity of the study. They did, however, then go onto to replicate the results in the real restaurant which shows higher ecological validity. • Strengths and weaknesses of the methods used in research • Generalisations including cultural bias • Usefulness/practical applications • Ethics of the two studies • Deterministic nature of the theories about menu design psychology • Reductionist nature of the theories about menu design psychology Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2021 Page 14 of 22

3(a) Explain what is meant by ‘effective slogans’ in advertising. 2 Award 1 mark for a basic explanation of the term/concept. Award 2 marks for a detailed explanation of the term/concept. For example: A striking/memorable phrase used in advertising. E.g. ‘Just Do It.’ What makes it effective is the consumer can link the slogan to the brand. E.g. ‘Just Do It’ is Nike. Response needs to identify what makes a slogan effective in order to achieve full marks. Other appropriate responses should also be credited. 3(b) Describe the study by Fischer et al. (1991) on brand recognition in 4 advertising. Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: 229 children from Georgia, USA attending pre-school were tested. (1) Matched logos with one of 23 products pictured on a game board.(1) 22 logos tested including children’s, adults’ and those of two cigarette brands (5 cigarette logos/types). (1) Found children had high rates of logo recognition.(1) Recognition rates were highest for the Disney Channel and Old Joe (cartoon character promoting Camel cigarettes).(1) Concluded that very young children see, understand and remember advertising. (1) Given serious health consequences of smoking exposure to tobacco advertising may represent a health risk.(1) Other appropriate responses should also be credited. © UCLES 2021 Page 10 of 22 3(c) Discuss the use of children as participants in the study by Fischer et al. 6 Points could include: + Can indicate issues regarding exposure of advertising of cigarettes to young children as the study found the children remembered this advertising. +/– can be ethical when the parents of children are asked for consent (and signed a consent form) and the study is not harmful. In this study, the participants played a game which is not harmful and the parents gave consent. Could be considered unethical as the children were shown tobacco brand logos, although this is just an image and the researchers were not trying to advertise cigarettes to the children. +/– Children can have low levels of concentration in psychological research, although Fischer et al. took this in account by having the children do a game for their study. +/– Language/communication issues. This was overcome in the Fischer et al. study as the children just had to do matching. But this does mean the children could not explain their responses. It may have been a lucky guess. – Can’t generalise to adults. Although the children may recognise the brand it does not mean this recognition will continue into adulthood. Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will discuss at least two points regarding children. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will discuss one point about children in detail or two or more in less detail. • Candidates will provide a good explanation. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt a discussion about children. • Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2021 Page 11 of 22

4(a) Describe what psychologists have discovered about intuitive thinking 8 and its imperfections in consumer decision-making (thinking fast and thinking slow, choice blindness, advertising and false memory). Intuitive thinking and is imperfections in consumer-decision making, including the following: • thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012) • choice blindness (Hall et al., 2010) • advertising and false memory (Braun-LaTour et al., 2004) Thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012) System 1 involves thinking fast. System 1 thinking is emotional, automatic, unconscious and effortless. Questions are answered quickly. This usually involves quick decision making for everyday products (e.g. milk and bread). System 2 involves thinking slow. System 2 thinking is calculating, conscious, slow, controlled, effortful and deliberate. This type of thinking is done by consumers buying more expensive items (such as a car or a house). Choice blindness (Hall et al., 2010) Took place in a supermarket in Sweden with 180 customers. Participants were asked to taste jam and tea to decide which they preferred out of a pair. Given jam/tea to taste (jam) or smell (tea) and rated it on a 1–10 scale. Given second taste/smell and the jam/tea has been switched to a different flavour/scent while the participant is distracted by one of the experimenters. They then tasted/smelled the item and rated on 10-point scale. Then asked which alternative they preferred and asked to sample a second time. Results – 33% of manipulated jam trials were detected (32% of tea). Detected more frequently in the least similar pairs for jam e.g. Cinnamon Apple vs Grapefruit- but not tea compared with the most similar pairs. Concluded there was considerable choice blindness. Advertising and false memory (Braun-LaTour et al., 2004) Study 1 - Lab study with 66 undergraduates assigned to either a truthful (shaking hands with Mickey Mouse) or a false advertisement condition (shaking hands with Bugs Bunny). Rated attitude, affect and likelihood of visiting Disneyland in the future. Also reported on memories of having visited Disneyland in the past. More participants remembered the false handshake as a true memory than the true handshake group. Post-event false information does influence memory. Study 2 – 100 participants were given information verbally, pictorially or both. The pictorial information group recalled more false information than the other two groups. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2021 Page 12 of 22 4(b) Evaluate what psychologists have discovered about intuitive thinking 10 and its imperfections in consumer decision-making (thinking fast and thinking slow, choice blindness, advertising and false memory), including a discussion of practical applications. A range of issues could be used for evaluation here. These include: • Named issue – Usefulness/practical applications – e.g. Thinking fast/slow could be useful to advertisers as they could identify which style is used for their product and make advertisements that appeal to the thinking style that the consumer uses. In addition, retailers could place items that use the thinking fast style near to the checkout and those that use thinking slow in a quieter area of the store. Retailers could ensure they have trained sales staff to assist customers with products that use thinking slow style. Hall et al.’s study also has good practical applications as it shows that consumers could be influenced by packaging. ‘Value’ products could be placed in packaging similar to branded products and this could attract more sales. Could argue the false memory study does not have a practical application as it is unlikely/illegal for advertisers to put false information into their advertisements. However, sales assistants could convince customers on a return visit that they had expressed a strong liking for a product when they last visited the store. • Strengths and weaknesses of the experimental method. • Sampling and generalisations • Ethics • Use of questionnaires/self-reports (strengths and weaknesses) Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2021 Page 13 of 22

2 Porublev et al. (2009) gathered qualitative data to investigate whether a gift should be wrapped or not, because of the expectations surrounding the use of gift-wrapping. 2(a) Explain the two key expectations surrounding the use of gift-wrapping. 2 Definitive answer: (Quoting study) There are two key expectations surrounding the use of gift wrapping. • the first expectation is that receivers prefer gifts to be wrapped and • that the gift meets individual and social expectations of what a gift should look like. Marks: 1 mark for ‘it is wrapped’ +1 mark for ‘it looks like a gift’ Note: 0 marks for ‘who it is for’; ‘where the gift is going’; ‘what the occasion is’ 2(b) Porublev et al. only collected qualitative data. 4 Give two ways in which qualitative data was gathered in this study. Definitive answer Quoting study Data was gathered using three qualitative techniques; • observation (1 mark) of a Christmas gift-wrap stall (2 marks) • interviews (1 mark) twenty in-depth interviews to reflect on gift- wrapping (2 marks) • projective workshops (1 mark) where, in pairs, participants were asked to wrap two gifts, one for someone they are close to and the other for an acquaintance, and have a discussion about gift wrapping whilst doing so (2 marks) Marks: 1 mark basic answer (identification), 2 marks detailed answer/elaboration or use of example (as in brackets above) X2. 2(c)(i) Explain what is meant by the term ‘reliability’. 2 Definitive answer (other appropriate responses to be credited): 1 mark basic answer e.g. reliability means consistency +1 mark: any elaboration or example e.g. reliability is the extent to which a procedure, task or measure produces the same results on different occasions. Alternatively, same measure is tested at a later date on same participant (i.e. test-retest); two or more independent observers are reliable (consistent) in giving the same score to the same behaviour Note: 0 marks for ‘being trustworthy’, repeating a study, or replication. © UCLES 2021 Page 11 of 25 2(c)(ii) Suggest how the reliability of the qualitative data gathered in this 2 study could be assessed. Most likely answer (other appropriate responses to be credited): • inter-rater reliability, where two or more independent judges or raters assess what is said in the interview, or what is observed, for example. This could be done with predefined response categories and the extent of agreement recorded. Note: no marks for test-retest. Marks: 1 mark basic answer, 2 marks example from ‘this study’ See Q2(b) for examples of what the qualitative data might be. 2(d) Discuss the advantages and disadvantages of using qualitative data to 5 assess gift-wrapping preference. You should include a conclusion in your answer. Marks: 1 mark for each advantage/disadvantage (however basic/detailed) which is related/linked to the question (max 4 marks). 1 mark for conclusion. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Advantages • Asking people directly means that participants are given the opportunity to express their feelings and explain their experiences rather than the researcher trying to work out reasons for their behaviour from other methods • People can give as much information as they wish about their gift- wrapping preferences, but they can also say little or nothing if they wish. • Data can be qualitative, but may also be quantitative depending on type of question Disadvantages • Some participants may provide socially desirable responses about their gift-wrapping preferences; not give truthful answers; respond to demand characteristics. • Qualitative data tends not to lead to the calculation of statistics to allow comparison. • Researchers have to be careful about use of leading questions; it could affect the validity of the data collected. © UCLES 2021 Page 12 of 25

6(a) People often experience discomfort when their personal space is 10 invaded. Design a study using a questionnaire to investigate which theory of personal space best explains people’s discomfort in a crowded shop. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method: questionnaire. Specific features: Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Marks: use generic levels of response ‘Design a study’ question part (b). ‘Psychological’ = 4 marks; ‘methodological’ = 4 marks If only methodological or psychological explanation is provided max 5 marks If ‘psychological’ described and not related to part (a) max 2 marks. Syllabus: theories of personal space: overload, arousal and behaviour constraint Psychological: Overload: are others in a shop coming too close and overstimulating us with sensory experience Arousal: when others invade our space we are aroused. We may be happy with this, or we may move away/take flight/escape. Behaviour constraint: if others are too close we may feel crowded because we cannot move about the store freely. Methodological: explanation of method using general and specific features as above. © UCLES 2021 Page 19 of 25

10 ‘Studies like 'defending a place in a queue' (Milgram et al., 1986) 12 should never be conducted because they are unethical.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: defending place in a queue (Milgram et al., 1986) Most likely (any other appropriate responses should be credited): Should be done: • The ends justify the means: studies should be done even if ethical guidelines are broken • The ethical issues are minimal. No-one is hurt • If people are fully de-briefed then there is no problem conducting studies Should not be done • ‘innocent’ people should not be participants in this study without their informed consent. • People should not be subjected to the psychological ‘harm’ of the stress of another person pushing in. • A debrief does not justify unethical procedures. © UCLES 2021 Page 23 of 25

2 Newspaper headline: Your brain goes shopping. You go shopping and you see a product. By the time you decided to buy it, some brain regions already knew what you were buying and how much it cost. These brain regions are the neural predictors of purchases, studied by Knutson et al. (2007). 2(a) Identify two brain regions Knutson et al. found to be predictors of 2 purchases. Most likely answer (other appropriate responses to be credited): Quoting study • product preference activated the nucleus accumbens (NAcc), while excessive prices activated the insula and deactivated the mesial prefrontal cortex (MPFC) prior to the purchase Marks: 1 mark for identification e.g. accumbens/NAcc ×2. Note: ‘prefrontal cortex’ 0 marks or any similarly general brain region. 2(b) Outline the novel 'SHOP' task used when each participant had their 4 brain scanned. Definitive answer (Quoting study) • the novel SHOP (‘Save Holdings Or Purchase’) task, consisted of a series of trials of identical temporal structure, in which subjects could purchase products. • Subjects saw a labelled product (4 secs), saw the product’s price (4 secs), and then chose either to purchase the product or not (by selecting either ‘yes’ or ‘no’ presented randomly on the right or left side of the screen; (4 secs), before fixating on a crosshair (2 secs) prior to the onset of the next trial. Marks: 1 mark basic answer, 2 marks detailed answer/elaboration or use of example. 2(c)(i) Suggest one reason why the findings of this study can be generalised. 2 Most likely answer (other appropriate responses to be credited): • The brain regions activated by the task, the NAcc, insula and MPFC, will be the same brain regions activated in every participant whatever their culture. • People judge the quality of product and price whatever it is and wherever they are. • Data (findings) is objective; fMRI scanners were used. • Brain is physiological same in all people (1 mark) all people have NAcc, insula and MPFC (2 marks) Marks: 1 mark for reason, 2 marks linked to study. Note: allow wide interpretation of ‘findings’. ‘Large sample’ = 0 marks © UCLES 2021 Page 10 of 25 2(c)(ii) Suggest one reason why the findings of this study cannot generalised. 2 Most likely answer (other appropriate responses to be credited): • Judging products and price would differ from culture to culture • The products used in the Knutson et al. study might not be available in all cultures. • All participants were right-handed. What about left-handed people? • Shopping is a real-world task; shopping in a scanner/laboratory is not. Note: ‘Only 26 subjects’ is not correct because the brain region activated will be the same/is physiological. Where the study was conducted/sample from also no credit unless full justification. Marks: 1 mark basic answer, 2 marks linked to study Note: allow wide interpretation of ‘findings’ 2(d) Discuss the advantages and disadvantages of using brain scans to 5 gather data about consumer decision-making. You should include a conclusion in your answer. Marks: 1 mark for each advantage/disadvantage (however basic/detailed) which is related/linked to the question (max 4 marks). 1 mark for conclusion. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Advantages • Scans are scientific, producing objective data about consumer decision- making • Scans can tell us exactly what part of the brain is responsible for what (the NAcc, insula and the MPFC) • Brain function is the same in everyone, a cultural universal. Disadvantages • Brain scans usually lack ecological validity: tasks done in a scanner rather than real world. • Tasks are usually simple and exclude all the other factors that contribute to a sale: retail ambience; sales techniques etc. They are reductionist. • Scans involve anxiety because of unknown procedure which are not usually part of shopping. © UCLES 2021 Page 11 of 25

6(a) There are several ways to close a sale, including reciprocity and 10 authority. Design a study to investigate which is the most successful way to close a sale when selling a computer. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method: any appropriate method. Specific features: • Experiments: type, IV, DV, controls, experimental design. • Observations: type, setting, response categories, sampling frame, number of observers. • Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Marks: use generic levels of response ‘Design a study’ question part (b). ‘Psychological’ = 4 marks; ‘methodological’ = 4 marks If only methodological or psychological explanation is provided max 5 marks If ‘psychological’ described and not related to part (a) max 2 marks. Syllabus: ways to close a sale Psychological: Cialdini (1984) suggests there are six strategies: Reciprocity: I’ll give you something (for free) if you give me something (the sale) Commitment and consistency: get the buyer to make a small commitment and they may make a large one. Liking: if people like the salesperson, the store, the image etc, they are more likely to buy. Authority: a product sold by an ‘expert’ is more likely to be bought. Social proof: positive reviews may lead a person to buy. Scarcity and urgency: if it is ‘the last one’ people are more likely to buy. Methodological: explanation of method using general and specific features as above. © UCLES 2021 Page 19 of 25

10 ‘The findings of experiments of consumer behaviour using eye- 12 tracking have no value because they lack ecological validity.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: attention and shelf position (Atalay et al., 2012) Most likely (any other appropriate responses should be credited): For: • Eye tracking is scientific equipment which is reliable. • Data recorded is objective: where the person looks is clear and unambiguous. • Data is quantitative and so comparisons can be made between participants and between studies. • It provides immediate feedback. • It is easy to use requiring no training. Against: • Participants can choose to look in whatever direction they wish – they know their eve movements are being tracked. • There may be cultural differences in where people are socialised to look. • Data is where the participant has looked but it does not provide an explanation of why that person has looked in a particular direction. • Eye tracking is reductionist – product purchase isn’t just based on vision; for some products smell and touch may be important. • It cannot be used with every participant, people with contact lenses or with long eye lashes • Eye movement may be subconscious and difficult to control at all times. Data may not be accurate © UCLES 2021 Page 23 of 25

2 Porublev et al. (2009) gathered qualitative data to investigate whether a gift should be wrapped or not, because of the expectations surrounding the use of gift-wrapping. 2(a) Explain the two key expectations surrounding the use of gift-wrapping. 2 Definitive answer: (Quoting study) There are two key expectations surrounding the use of gift wrapping. • the first expectation is that receivers prefer gifts to be wrapped and • that the gift meets individual and social expectations of what a gift should look like. Marks: 1 mark for ‘it is wrapped’ +1 mark for ‘it looks like a gift’ Note: 0 marks for ‘who it is for’; ‘where the gift is going’; ‘what the occasion is’ 2(b) Porublev et al. only collected qualitative data. 4 Give two ways in which qualitative data was gathered in this study. Definitive answer Quoting study Data was gathered using three qualitative techniques; • observation (1 mark) of a Christmas gift-wrap stall (2 marks) • interviews (1 mark) twenty in-depth interviews to reflect on gift- wrapping (2 marks) • projective workshops (1 mark) where, in pairs, participants were asked to wrap two gifts, one for someone they are close to and the other for an acquaintance, and have a discussion about gift wrapping whilst doing so (2 marks) Marks: 1 mark basic answer (identification), 2 marks detailed answer/elaboration or use of example (as in brackets above) X2. 2(c)(i) Explain what is meant by the term ‘reliability’. 2 Definitive answer (other appropriate responses to be credited): 1 mark basic answer e.g. reliability means consistency +1 mark: any elaboration or example e.g. reliability is the extent to which a procedure, task or measure produces the same results on different occasions. Alternatively, same measure is tested at a later date on same participant (i.e. test-retest); two or more independent observers are reliable (consistent) in giving the same score to the same behaviour Note: 0 marks for ‘being trustworthy’, repeating a study, or replication. © UCLES 2021 Page 11 of 25 2(c)(ii) Suggest how the reliability of the qualitative data gathered in this 2 study could be assessed. Most likely answer (other appropriate responses to be credited): • inter-rater reliability, where two or more independent judges or raters assess what is said in the interview, or what is observed, for example. This could be done with predefined response categories and the extent of agreement recorded. Note: no marks for test-retest. Marks: 1 mark basic answer, 2 marks example from ‘this study’ See Q2(b) for examples of what the qualitative data might be. 2(d) Discuss the advantages and disadvantages of using qualitative data to 5 assess gift-wrapping preference. You should include a conclusion in your answer. Marks: 1 mark for each advantage/disadvantage (however basic/detailed) which is related/linked to the question (max 4 marks). 1 mark for conclusion. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Advantages • Asking people directly means that participants are given the opportunity to express their feelings and explain their experiences rather than the researcher trying to work out reasons for their behaviour from other methods • People can give as much information as they wish about their gift- wrapping preferences, but they can also say little or nothing if they wish. • Data can be qualitative, but may also be quantitative depending on type of question Disadvantages • Some participants may provide socially desirable responses about their gift-wrapping preferences; not give truthful answers; respond to demand characteristics. • Qualitative data tends not to lead to the calculation of statistics to allow comparison. • Researchers have to be careful about use of leading questions; it could affect the validity of the data collected. © UCLES 2021 Page 12 of 25

6(a) People often experience discomfort when their personal space is 10 invaded. Design a study using a questionnaire to investigate which theory of personal space best explains people’s discomfort in a crowded shop. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method: questionnaire. Specific features: Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Marks: use generic levels of response ‘Design a study’ question part (b). ‘Psychological’ = 4 marks; ‘methodological’ = 4 marks If only methodological or psychological explanation is provided max 5 marks If ‘psychological’ described and not related to part (a) max 2 marks. Syllabus: theories of personal space: overload, arousal and behaviour constraint Psychological: Overload: are others in a shop coming too close and overstimulating us with sensory experience Arousal: when others invade our space we are aroused. We may be happy with this, or we may move away/take flight/escape. Behaviour constraint: if others are too close we may feel crowded because we cannot move about the store freely. Methodological: explanation of method using general and specific features as above. © UCLES 2021 Page 19 of 25

10 ‘Studies like 'defending a place in a queue' (Milgram et al., 1986) 12 should never be conducted because they are unethical.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: defending place in a queue (Milgram et al., 1986) Most likely (any other appropriate responses should be credited): Should be done: • The ends justify the means: studies should be done even if ethical guidelines are broken • The ethical issues are minimal. No-one is hurt • If people are fully de-briefed then there is no problem conducting studies Should not be done • ‘innocent’ people should not be participants in this study without their informed consent. • People should not be subjected to the psychological ‘harm’ of the stress of another person pushing in. • A debrief does not justify unethical procedures. © UCLES 2021 Page 23 of 25

3 I am dissatisfied and bored with everything Unhappiness 0 I do not feel unhappy 1 I feel unhappy 2 I am unhappy 3 I am so unhappy that I can’t stand it © UCLES 2021 Page 8 of 21 9990/31 Cambridge International AS & A Level – Mark Scheme October/November PUBLISHED 2021 Question Answer Marks 2(a) The total score is used to indicate the severity of the depression with a score of 10 as minimum for diagnosing mild depression, 19–29 for moderate depression, and a score of 30+ to indicate severe depression. Scoring does differ between the different versions. The Beck Depression Inventory has been revised twice since its initial introduction. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. 2(b) Evaluate characteristics and measures of bipolar and related disorders, 10 including a discussion of validity. A range of issues could be used for evaluation here. These include: • Named issue – validity – bipolar and related disorders include a variety of different symptoms and no one key symptom is needed for diagnosis. DSM-V and ICD-10 do not ask for the same criteria or longevity of symptoms. Two individuals with very different symptoms could both be diagnosed with major depressive disorder. The reliance on self-report measures of depressed individuals (by definition) may be invalid within potential exaggeration or minimalization of symptoms. Co-morbidity could also call validity into question in terms of symptom overlap with, say, schizophrenia. However, the Beck depression inventory has been used in one form or another for over 50 years and appears to capture the essence of depression so is thought to have high validity. • Reliability • Usefulness • Reductionist • Co-morbidity • Gender bias Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2021 Page 9 of 21 3(a) One stage in the consumer decision model when buying a product is 2 ‘recognition of need’. Identify two other stages from this model. Award 1 mark for each correctly identified stage up to a maximum of 2 marks. For example: • Informational search • Evaluation of alternatives • Purchase decisions • Post-purchase reflection • Disposing of the product Other appropriate responses should also be credited. 3(b) Describe two ways to close a sale. 4 Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: 1 Reciprocity including giving free samples 2 Commitment including signing up to a newsletter 3 ‘Liking’ including salesperson being friendly, store environment being inviting or celebrity product (e.g. perfumes)

4 Authority including advertisement of, for example, scientist in lab coat

3 Worrying too much about different things

4 Trouble relaxing

3 I am dissatisfied and bored with everything Unhappiness 0 I do not feel unhappy 1 I feel unhappy 2 I am unhappy 3 I am so unhappy that I can’t stand it © UCLES 2021 Page 8 of 21 9990/33 Cambridge International AS & A Level – Mark Scheme October/November PUBLISHED 2021 Question Answer Marks 2(a) The total score is used to indicate the severity of the depression with a score of 10 as minimum for diagnosing mild depression, 19–29 for moderate depression, and a score of 30+ to indicate severe depression. Scoring does differ between the different versions. The Beck Depression Inventory has been revised twice since its initial introduction. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. 2(b) Evaluate characteristics and measures of bipolar and related disorders, 10 including a discussion of validity. A range of issues could be used for evaluation here. These include: • Named issue – validity – bipolar and related disorders include a variety of different symptoms and no one key symptom is needed for diagnosis. DSM-V and ICD-10 do not ask for the same criteria or longevity of symptoms. Two individuals with very different symptoms could both be diagnosed with major depressive disorder. The reliance on self-report measures of depressed individuals (by definition) may be invalid within potential exaggeration or minimalization of symptoms. Co-morbidity could also call validity into question in terms of symptom overlap with, say, schizophrenia. However, the Beck depression inventory has been used in one form or another for over 50 years and appears to capture the essence of depression so is thought to have high validity. • Reliability • Usefulness • Reductionist • Co-morbidity • Gender bias Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2021 Page 9 of 21 3(a) One stage in the consumer decision model when buying a product is 2 ‘recognition of need’. Identify two other stages from this model. Award 1 mark for each correctly identified stage up to a maximum of 2 marks. For example: • Informational search • Evaluation of alternatives • Purchase decisions • Post-purchase reflection • Disposing of the product Other appropriate responses should also be credited. 3(b) Describe two ways to close a sale. 4 Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: 1 Reciprocity including giving free samples 2 Commitment including signing up to a newsletter 3 ‘Liking’ including salesperson being friendly, store environment being inviting or celebrity product (e.g. perfumes)

4 Authority including advertisement of, for example, scientist in lab coat

2 Machleit et al. (2000) found that perceived crowding in shops, created by manipulating either human (social) density or spatial density, changed levels of pleasure and satisfaction. 2(a) Explain what is meant by ‘perceived crowding’. 2 Most likely answer: Quoting study Perceived crowding is a result of physical, social, and personal factors that sensitize the individual to actual or potential problems arising from scarce space (Stokols, 1972). Crowding is a psychological state (density is a physical state) and so any answer must acknowledge the psychological component. The implication of this is that there are individual differences where one person might feel crowded and another person might not in the same circumstances. Marks: 1 mark for answer, 2 marks for elaboration/example. 2(b)(i) Explain the difference between ‘human density’ and ‘spatial density’. 2 Most likely answer Quoting study Spatial density: Within the retailing context, for example, the amount of merchandise and fixtures as well as their configuration within the store could enhance or suppress perceived crowding associated with physical stimuli. Human density: The social (or human) dimension of crowding, on the other hand, concerns the number of individuals as well as the rate and extent of social interaction among people in a given environmental setting. Marks: 1 mark basic difference, 2 marks detailed answer/elaboration or use of example. 2(b)(ii) Outline the questionnaire that Machleit et al. (2000) used to measure 2 perceived crowding. Most likely answer Quoting study Perceived crowding (not density) was measured via the eight-item, two- dimensional Likert-type scale validated by Machleit et al. (1994). The four items in the human crowding dimension were ‘The store seemed very crowded to me,’ ‘The store was a little too busy,’ ‘There wasn’t much traffic in the store during my shopping trip’ (reverse coded), ‘There were a lot of shoppers in the store.’ (examples of questions) Note: Any aspect related to the store, for example ‘The store seemed very spacious’ scores 0 marks as it is spatial, not human. Marks: 1 mark for each feature, features as highlighted above. © UCLES 2021 Page 10 of 23 2(c) Suggest how one model of the ‘effects of ambience’ explains how 4 perceived crowding can make the ambience of a shop less pleasant. Most likely answer (other appropriate responses to be credited): The Mehrabian and Russell (1974) pleasure/arousal/dominance (PAD) Model proposes that emotions can be measured along three dimensions: • Pleasure the degree to which a person is contented, happy, satisfied, pleased, relaxed, important, cares, hopeful. • Arousal the degree to which a person is stimulated, excited, jittery, aroused, frenzied, autonomous, wide-awake, controlling. • Dominance the extent to which a person feels in control of the situation (rather than being controlled) and is able to act freely. This leads to approach (like) or avoidance (dislike). Also possible is the cognition-emotion model. Marks: 1–2 marks for outline of model, 1–2 marks for application of above model to crowding. 2(d) Discuss the strengths and weaknesses of using questionnaires to 5 investigate the effect of crowding when shopping in a retail store. You should include a conclusion in your answer. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however basic/detailed) which is related to the question (max 4 marks). 1 mark for conclusion. 2 marks max for two strengths and two weaknesses unrelated to the question. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths: • Asking people directly means that participants are given the opportunity to express their feelings and explain their shopping behaviour rather than the researcher trying to work out reasons for their behaviour from other methods. • Relatively large numbers of participants can be involved relatively easily. Questionnaires are easy to replicate. • Data can be qualitative, but may also be quantitative depending on type of question. Weaknesses: • Some participants may provide socially desirable responses about the effect of crowding; not give truthful answers; respond to demand characteristics. • Closed/fixed choice questions may force people into choosing answers that do not reflect their true opinion and therefore may lower validity. • Researchers have to be careful about use of leading questions; it could affect the validity of the data collected. © UCLES 2021 Page 11 of 23

6(a) Product placement can be used in different ways, in media such as 10 films. Design a study to investigate which of three chocolate products placed in a film in different ways will be noticed most by participants. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method: any appropriate method. Specific features: • Experiments: type, IV, DV, controls, experimental design. • Observations: type, setting, response categories, sampling frame, number of observers. • Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: product placement in films (Auty and Lewis, 2004) Psychological: Product placement is where a branded product is given a prominent position in a scene in a programme or film. The study by Auty and Lewis is relevant because they studied children and placement of drinks. Methodological: explanation of method using general and specific features as above. © UCLES 2021 Page 17 of 23

10 ‘There is no need to gather qualitative data when conducting studies 12 on menu item position.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: primacy, recency and menu item position (Dayan and Bar-Hillel, 2011) Most likely (any other appropriate responses should be credited): No need • The use of numbers and statistics allows direct comparison of participants in different conditions (gather data on items chosen from a menu) • Quantitative data can be objective – not open to subjectivity by the participant or misinterpretation by the experimenter (e.g. if eye tracking software is used) • Qualitative data is more prone to social desirability bias and might add nothing useful. Need: • Qualitative data may find out why a participant chose a particular menu item • Qualitative data can be in-depth, rich in detail, insightful and therefore not reductionist to a single IV. • Gathering qualitative data might result in a participant feeling that they have contributed something useful to a study. © UCLES 2021 Page 21 of 23

2 Leisure environment design should serve two functions: to encourage the customer to spend more money, and to enable the customer to relax and enjoy the pleasant surroundings. Finlay et al. (2006) compared two casino designs, the Kranes 'playground' model and the Friedman design, to investigate which was preferred by customers. 2(a) Explain which design was preferred by customers. 2 Most likely answer (other appropriate responses to be credited): Quoting study Measures of emotional reactions to the casinos were collected from 22 people who had gambled in all six casinos. Kranes-type casinos yielded significantly higher ratings than did Friedman type casinos on pleasure and restoration (relief from environmental stress). Marks: 1 mark basic answer (identification of Kranes design), 2 marks detailed answer/elaboration. 2(b) Give two differences between the casino designs suggested by Kranes 4 and by Friedman. Most likely answer: Kranes • Feeling of home; comfort; pleasant; crossing a threshold • Design is entertaining and immediately legible. High coherence • Sunlight; open space; high ceilings; vegetation (green space); water • Fantasy; playground; entertaining design • Intimacy, pleasure, freedom and vitality • Aims to maximise pleasure and restoration Friedman • No landing; no barn. • Low ceilings; nothing to draw eye above level of play • Initial view is machines; design is machines • Mazes create private space and encourage continuous play • Aims to reduce legibility and coherence (decrease restoration) Marks: 1 mark basic answer, 2 marks detailed answer/elaboration or use of example x2. © UCLES 2021 Page 10 of 22 2(c)(i) Finlay et al. (2006) gathered a sample of participants using opportunity 2 sampling. Outline the sample of participants in this study. Most likely answer: • 22 people who had gambled in all six casinos • The participants were 48 individuals OR 26 males and 22 females Note: ‘Of the original pool of 48 participants who had rated 16 casinos, 22 provided ratings for each of the six critical exemplars’. 22 can be credited OR 48, but not both. • Mean age 28 years • Had attained at least high school degree. • Also credit ‘in Las Vegas’ • Also credit ‘adults’ Marks: 1 mark for each relevant feature to Max 2 marks. 2(c)(ii) Give one disadvantage of recruiting participants using opportunity 2 sampling. Most likely answer (other appropriate responses to be credited): Study ‘participants were recruited as they exited’ • experimenter bias: participants might be chosen because of the way they look. • sample may not be representative of population Marks: 1 mark basic answer, 2 marks detailed answer/elaboration, or use of example. Note: answer does not need to be related to the study to score full marks. © UCLES 2021 Page 11 of 22 2(d) Discuss whether the findings of the study by Finlay et al. can be 5 generalised. You should consider both sides of the argument and include a conclusion. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however basic/detailed) which is related to the question (max 4 marks). 1 mark for conclusion. 2 marks max for two strengths and two weaknesses unrelated to the question. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Advantages • 'Hard' gamblers only want to gamble so the Friedman (focus on machine) design can be generalised to such gamblers. • People who do not gamble but like a pleasant relaxing environment would like all the features of the Kranes design. • People who are exiting a casino are ideal to ask about casino design. They may be typical of all such people. Disadvantages • The study visited just four casinos (two of each type) which is a restricted sample • The study only sampled 48 participants, of restricted age and all from United States. • Only two designs were compared; there may be other types of design © UCLES 2021 Page 12 of 22

6(a) Design a field experiment to investigate which ambient odour customers 10 prefer in a shop selling clothes. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: field experiment. Typical features: • Experiments: type, IV, DV, controls, experimental design. • Typical features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 experiment is based. Marks: use generic levels of response ‘Design a study’ question part (b). NB If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: effects of odour on shopper arousal and emotion (Chebat & Michon, 2003) Psychological: Chebat and Michon tested ambient odour (citrus scent) compared with a control of no scent in a shopping mall. This question invites candidates to consider a clothes shop. They may refer to the clothes store Hollister who have their own scent. Methodological: explanation of method using general and specific features as above. © UCLES 2021 Page 18 of 22

10 ‘Theories of consumer decision-making based on choice heuristics, 12 such as anchoring, are of no use for the person selling a product.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: choice heuristics: anchoring and purchase quantity decisions (Wansink et al., 1998) Most likely (any other appropriate responses should be credited): use: • Theories suggest how we make decisions and so sales strategies can be devised, such as purchase quantity decisions • Theories suggest that anchoring, for example, is a common bias and so generalising this is useful for the seller who targets the same bias in every person. No use: • If a salesperson uses the right strategy (compensatory, etc) or knows how to close a sale, then any cognitive bias can be overcome. • Theories might sound good on paper, but do not apply in the real world. • Theories suggest generalisations, yet there are many individuals. Not every person will have the same biases. © UCLES 2021 Page 21 of 22

2 Machleit et al. (2000) found that perceived crowding in shops, created by manipulating either human (social) density or spatial density, changed levels of pleasure and satisfaction. 2(a) Explain what is meant by ‘perceived crowding’. 2 Most likely answer: Quoting study Perceived crowding is a result of physical, social, and personal factors that sensitize the individual to actual or potential problems arising from scarce space (Stokols, 1972). Crowding is a psychological state (density is a physical state) and so any answer must acknowledge the psychological component. The implication of this is that there are individual differences where one person might feel crowded and another person might not in the same circumstances. Marks: 1 mark for answer, 2 marks for elaboration/example. 2(b)(i) Explain the difference between ‘human density’ and ‘spatial density’. 2 Most likely answer Quoting study Spatial density: Within the retailing context, for example, the amount of merchandise and fixtures as well as their configuration within the store could enhance or suppress perceived crowding associated with physical stimuli. Human density: The social (or human) dimension of crowding, on the other hand, concerns the number of individuals as well as the rate and extent of social interaction among people in a given environmental setting. Marks: 1 mark basic difference, 2 marks detailed answer/elaboration or use of example. 2(b)(ii) Outline the questionnaire that Machleit et al. (2000) used to measure 2 perceived crowding. Most likely answer Quoting study Perceived crowding (not density) was measured via the eight-item, two- dimensional Likert-type scale validated by Machleit et al. (1994). The four items in the human crowding dimension were ‘The store seemed very crowded to me,’ ‘The store was a little too busy,’ ‘There wasn’t much traffic in the store during my shopping trip’ (reverse coded), ‘There were a lot of shoppers in the store.’ (examples of questions) Note: Any aspect related to the store, for example ‘The store seemed very spacious’ scores 0 marks as it is spatial, not human. Marks: 1 mark for each feature, features as highlighted above. © UCLES 2021 Page 10 of 23 2(c) Suggest how one model of the ‘effects of ambience’ explains how 4 perceived crowding can make the ambience of a shop less pleasant. Most likely answer (other appropriate responses to be credited): The Mehrabian and Russell (1974) pleasure/arousal/dominance (PAD) Model proposes that emotions can be measured along three dimensions: • Pleasure the degree to which a person is contented, happy, satisfied, pleased, relaxed, important, cares, hopeful. • Arousal the degree to which a person is stimulated, excited, jittery, aroused, frenzied, autonomous, wide-awake, controlling. • Dominance the extent to which a person feels in control of the situation (rather than being controlled) and is able to act freely. This leads to approach (like) or avoidance (dislike). Also possible is the cognition-emotion model. Marks: 1–2 marks for outline of model, 1–2 marks for application of above model to crowding. 2(d) Discuss the strengths and weaknesses of using questionnaires to 5 investigate the effect of crowding when shopping in a retail store. You should include a conclusion in your answer. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however basic/detailed) which is related to the question (max 4 marks). 1 mark for conclusion. 2 marks max for two strengths and two weaknesses unrelated to the question. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths: • Asking people directly means that participants are given the opportunity to express their feelings and explain their shopping behaviour rather than the researcher trying to work out reasons for their behaviour from other methods. • Relatively large numbers of participants can be involved relatively easily. Questionnaires are easy to replicate. • Data can be qualitative, but may also be quantitative depending on type of question. Weaknesses: • Some participants may provide socially desirable responses about the effect of crowding; not give truthful answers; respond to demand characteristics. • Closed/fixed choice questions may force people into choosing answers that do not reflect their true opinion and therefore may lower validity. • Researchers have to be careful about use of leading questions; it could affect the validity of the data collected. © UCLES 2021 Page 11 of 23

6(a) Product placement can be used in different ways, in media such as 10 films. Design a study to investigate which of three chocolate products placed in a film in different ways will be noticed most by participants. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method: any appropriate method. Specific features: • Experiments: type, IV, DV, controls, experimental design. • Observations: type, setting, response categories, sampling frame, number of observers. • Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: product placement in films (Auty and Lewis, 2004) Psychological: Product placement is where a branded product is given a prominent position in a scene in a programme or film. The study by Auty and Lewis is relevant because they studied children and placement of drinks. Methodological: explanation of method using general and specific features as above. © UCLES 2021 Page 17 of 23

10 ‘There is no need to gather qualitative data when conducting studies 12 on menu item position.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: primacy, recency and menu item position (Dayan and Bar-Hillel, 2011) Most likely (any other appropriate responses should be credited): No need • The use of numbers and statistics allows direct comparison of participants in different conditions (gather data on items chosen from a menu) • Quantitative data can be objective – not open to subjectivity by the participant or misinterpretation by the experimenter (e.g. if eye tracking software is used) • Qualitative data is more prone to social desirability bias and might add nothing useful. Need: • Qualitative data may find out why a participant chose a particular menu item • Qualitative data can be in-depth, rich in detail, insightful and therefore not reductionist to a single IV. • Gathering qualitative data might result in a participant feeling that they have contributed something useful to a study. © UCLES 2021 Page 21 of 23

3(a) Lauterborn proposed ‘the 4 Cs marketing mix model’ of advertising. 2 Identify two of the ‘Cs’. Award 1 mark for each of the Cs identified up to a maximum of 2 marks. For example: Clients/Consumer/Customer wants and/or needs or Consumer value Costs (to satisfy) Convenience (to buy) Communication Other appropriate responses should also be credited. 3(b) Describe the procedure and one result from the study by Auty and Lewis (2004) on product placement in films. 4 Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: Procedure In the experimental group the children watched a clip of ‘Home Alone’ where the family were eating pizza and drinking milk and Pepsi. (1) In the control group the family were eating macaroni cheese and milk. (1) Ex-students of the school interviewed the children after the study and initially offered them a drink where the choice was either Pepsi or Coca Cola. (1) They were then asked to describe the film and given specific questions if they did not mention Pepsi. (1) Results – Children in the experimental group were more likely to choose Pepsi compared to those in the control group. (1) The control group split between Coke and Pepsi was 58:42 compared with the experimental group’s 38:62 (2) Age was not a significant factor in the choice of drink and exposure to the branded film clip. (1) The number of prompts required for recall was highly dependent on age. (1) Means were 4.43 for the 6–7-year-olds and 2.06 for the 11–12-year-olds. (1) Other appropriate responses should also be credited. © UCLES 2022 Page 13 of 27 3(c) Explain one strength and one weakness of the study by Auty and Lewis. 6 Likely strengths include –  Generalisability – fairly good sample size (105) and different age groups used (6–7 and 11–12).  Good validity – randomly assigned to the conditions  Collected quantitative data which means comparisons can be made and statistical testing can be done.  Ethical study as prior written permission to offer children a soft drink during a brief interview was obtained from parents. Parents and teachers were told that children would be asked questions about their observations after they viewed a film clip.  Practical applications to companies about using product placement in films to increase sales. Likely weaknesses include –  Generalisability (UK and primary / and one secondary school)  Validity – the participants were asked immediately after watching the film for a choice of product. Doesn’t show the long-term effects of product placement in films.  Use of children in research – issues of generalisability to adults, potential for the children to try to understand what the experiment was about and subject to demand characteristics.  As an independent measures design was used it is possible that individual differences such as product preference could have affected the results and lower the validity of the study.  Although qualitative data was collected (details of film) this was not analysed as a part of the study and therefore no depth was given for the reasons for the choice of product. Mark according to the levels of response criteria below: Level 3 (5–6 marks)  Candidates will show a clear understanding of the question and will explain one strength and one weakness.  Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks)  Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one appropriate strength in detail. OR one weakness and one strength in less detail. © UCLES 2022 Page 14 of 27 3(c) Level 1 (1–2 marks)  Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a weakness. They could include both but just as an attempt.  Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited © UCLES 2022 Page 15 of 27

4(a) Describe what psychologists have discovered about sound and consumer behaviour. 8 The syllabus covers the studies by North et al. (2003) on music in restaurants, Guéguen et al. (2007) on music in open air markets and Woods et al. (2010) on background noise and food perception. North et al. (2003) Field study in a British restaurant. Classical, pop and no music were played over 18 evening, 393 participants. Mean spend per table was calculated and compared as well as the total time spent in the restaurant. Found people spent more and were prepared to spend more when classical music was being played. More likely to have starters and coffee when classical music played. Guéguen et al. (2007) Field study in an open-air market selling toys and knick-knacks. 154 men and 86 women were randomly selected when visiting a stall. Study took place in France on two days. Participants were randomly assigned to either the music or no music condition. When popular music was being played, customers stayed longer at the stalls (5.27 min music and 3.72 no music), bought more items (18% music and 10% no music – near-significant) and some higher spend was reported (6.3 euros music and 5.67 euros no music) (but not statistically significant). Woods et al. (2010) Lab study. 58 undergraduate and post grad students from Manchester university volunteered. Participants were given headphones, blindfolded, and given different foods to eat (crunchy and soft food) while either listening to no sound, quiet or loud background white noise. Foods rated in terms of sweetness, saltiness, and liking. Reports of sweetness and saltiness were rated lower in the loud compared to the quiet sound condition, but crunchiness was reported to being more intense. A second study was done which was identical (34 students) but also asked how much they liked the background noise. A correlation between the ratings of the liking of background noise and the liking of the food was also found. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2022 Page 16 of 27 4(b) Evaluate what psychologists have discovered about sound and consumer behaviour, including a discussion 10 about experiments. A range of issues could be used for evaluation here. These include:  Named issue – experiments. Geuguen study and North et al.’s studies are field experiments Strengths – good ecological validity, some control of variables, fewer demand characteristics as usually the participants do not know they are in a study. Weaknesses – lack of control, less standardised procedures over the course of the study, could be unethical. Woods et al.’s study was a lab study Strengths – good control of variables, can be more ethical as consent can be gained. Weaknesses – lower ecological validity, demand characteristics  Strengths and weaknesses of the way the data was collected in the research  sampling and generalisations  usefulness/practical applications  reliability/validity of research  Ethics Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2022 Page 17 of 27

3(a) Identify two of the virtual store layouts in the study by Vrechopoulos (2004) on the interior layout of grocery 2 stores. Award 1 mark for each of the store layouts identified up to a maximum of 2 marks. For example: Free-form layout (1) Grid layout (1) Racetrack layout (1) Other appropriate responses should also be credited. 3(b) Describe two results from the study by Vrechopoulos. 4 For each result: 1 mark for identification/basic outline of result 2 marks for description of result For example: The results show that layout significantly affects online consumer behaviour  Usefulness: Free-form was useful to find items from list (most useful for conducting planned purchases) (2)  Entertainment/preferred: Free-form was perceived as the most entertaining to use (1) No difference between grid and racetrack. (1)  Ease of use: Grid was the easiest to use (1) Racetrack was the least easy to use. (1)  Time: Racetrack and freeform engaged the consumer for the longest (2) Any two for each for 2 marks -  Grid – easiest and least engaging (fastest), same entertainment value as racetrack.  Free-form – most useful, most entertaining, in middle for ease of use and engaged customer for longer than grid.  Racetrack – Least easy to use, engaged customer for longer than grid, less useful than free-form, not entertaining (same as grid). Other appropriate responses should also be credited. © UCLES 2022 Page 13 of 29 3(c) Explain one strength and one weakness of the study by Vrechopoulous. 6 Likely strengths include:  Generalisability – fairly good sample size (120) and different countries (Greece and UK), stratified sampling of different occupations was used.  Practical applications to companies selling their products online e.g., increase the number of hyperlinks to make it easier for their customers to find products. If most of the consumers are making planned purchases (e.g., grocery shopping) then the free-form layout would be most useful, however if they are making impulse purchases then racetrack or freeform could be helpful to keep the customer engaged for longer. It could be argued that grid might be better for impulse purchases as it was the easiest to use. Vrechopoulous concludes a mix of grid and freeform is best for online shopping.  Good reliability as standardised procedures were used for all participants (e.g., all given the same amount of money to purchase products, similar products).  Collected quantitative data which means comparisons can be made and statistical testing can be done.  Ethical study as the participants could give informed consent and were not harmed during the study.  Ecological validity – although it was in a laboratory it was a real shopping task (the items purchased were delivered to the participants) and people do online shopping in their everyday life. Likely weaknesses include:  Generalisability (UK and Greece only)  Ecological validity – the participants were in virtual stores which at the time of the study (2004) was unusual. Also the participants knew they were in a study and it was not their own money they were spending. They could behave differently during their own everyday online shopping.  No qualitative data was collected. No in-depth analysis of the reasons for the purchases, preferences or time spent in the three types of shops. © UCLES 2022 Page 14 of 29 3(c) Mark according to the levels of response criteria below: Level 3 (5–6 marks)  Candidates will show a clear understanding of the question and will explain one strength and one weakness.  Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks)  Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one appropriate strength in detail. OR one weakness and one strength in less detail. Level 1 (1–2 marks)  Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a weakness. They could include both but just as an attempt.  Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2022 Page 15 of 29

4(a) Describe what psychologists have discovered about choice heuristics in consumer decision-making 8 (availability/representativeness, anchoring and purchase quantity decisions, pre-cognitive decisions). The syllabus covers  Availability and representativeness of choice heuristics  Study by Wansink et al. (1998) on Anchoring and purchase quantity decisions  Study by Knutson et al. (2007) on Pre-cognitive decisions Availability and Representativeness of choice heuristics A heuristic is a mental shortcut helping us to make quick decisions. Availability heuristics refers to how easy it is to bring things to mind, often of benefit but based on faulty thinking in some cases. For example, you buy a particular brand of car that keeps breaking down and so in future you look unfavourably on that brand even in the absence of statistics to the contrary – our own car experience is more available to us. Representative heuristics allow us to make our choices by comparing with best know (most representative) examples. For example, a new smartphone is released, and we compare it to the market leader. The more similar the new product is the more likely we believe it to be a quality item too. This may even go so far as companies releasing products in very similar packaging to the market leader. Wansink et al. An investigation into what makes people buy a certain number of units in a series of field and lab experiments. 1 A field experiment in 86 different shops for one week. 13 products put on sale either as single units “On sale – 50 c each” or as multiple-unit pricing “6 for $3”. It was found that the multiple pricing increased sales by 32 across the shops. 2 A field experiment in 3 supermarkets in Iowa over 3 days. A small discount of 12 on Campbells soup. Over the 3 evenings there were various limits on the number of tins of soup customers could purchase – no limit, 4 max, and 12 max. Of the 914 shoppers, observers noted how many cans they put in their trollies. It was found that the no limit yielded an average 3.3 cans, 4 max 3.7 cans and 12 max 7 cans. 3 Lab experiments using 120 undergraduates using “selling anchors”. 6 well-known products were offered for sale at 3 price levels – usual price, 20 discount, or 40 discount. In addition, they were given selling anchors. In the 3rd experiment this was “grab 6 for studying” (suggested selling). It was found that intention to purchase indicators increased across all discount levels. In the final experiment using an expansion anchor (e.g., “buy for all your friends”) increased sale intentions across a range of purchase-quantity limits. Other appropriate responses should also be credited. © UCLES 2022 Page 16 of 29 4(a) Knutson et al. A total of 26 participants underwent an fMRI scan whilst being presented with various images. They had $20 to ‘spend’. The images were 4 s of the product, 4 s of product and its price, 4 s to make a choice to buy, and 2 s of blank screen. This enabled researchers to see which regions of the brain were active at various parts of the decision-making procedure. It was found that preference for the product was correlated with activation in the nucleus accumbens (NAcc). The mesial prefrontal cortex (MPFC) activation related to price differentials (the participant felt the produced was suitably priced) but deactivated if they felt the price was too high. Purchasing the product was correlated with deactivation of the insula. Reaction times were no different between products that were purchased and those not purchased. Reaction times were lower where there was a low preference for the item e.g., participants spent longer when the participant had a weak preference for it. When participants had a strong preference for an item reactions times were faster. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2022 Page 17 of 29 4(b) Evaluate what psychologists have discovered about choice heuristics in consumer decision-making 10 (availability/representativeness, anchoring and purchase quantity decisions, pre-cognitive decisions), including a discussion about generalisability. A range of issues could be used for evaluation here. These include:  Named issue – Generalisability Only one culture used across the studies – USA. However, in Wansink there are a large number of genuine shoppers in the field experiments so generalisation is high. Wansink’s lab study used under-graduates. Small sample in Knutson (26), age 18–26. Weaknesses – there could be cultural bias as both studies use American participants which is a wealthy, consumer-driven society. Results may not be generalisable to poorer countries where there is less availability of products. In Wansink’s lab study there were undergraduates which might not be generalisable to older participants who might have more/less disposable income for shopping and engage in different types of shopping. E.g young people tend to purchase more non-essential items such as clothing. Knutson’s study used a small number of participants aged 18–26. Brain continues to change as we age and older participants might have had different results. Strengths – Good sample size in Wansink and genuine shoppers from a wide range of stores so more generalisable. As Knutson’s research is investigating brain activation it could be argued that regions of the brain which activate during shopping is similar throughout the adult population. Allow evaluation of ecological validity (generalisability to everyday life) as covering named issue.  Ecological validity  Self-reports  Usefulness / practical applications  Situational/individual explanations  Ethics Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2022 Page 18 of 29

3(a) Lauterborn proposed ‘the 4 Cs marketing mix model’ of advertising. 2 Identify two of the ‘Cs’. Award 1 mark for each of the Cs identified up to a maximum of 2 marks. For example: Clients/Consumer/Customer wants and/or needs or Consumer value Costs (to satisfy) Convenience (to buy) Communication Other appropriate responses should also be credited. 3(b) Describe the procedure and one result from the study by Auty and Lewis (2004) on product placement in films. 4 Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: Procedure In the experimental group the children watched a clip of ‘Home Alone’ where the family were eating pizza and drinking milk and Pepsi. (1) In the control group the family were eating macaroni cheese and milk. (1) Ex-students of the school interviewed the children after the study and initially offered them a drink where the choice was either Pepsi or Coca Cola. (1) They were then asked to describe the film and given specific questions if they did not mention Pepsi. (1) Results – Children in the experimental group were more likely to choose Pepsi compared to those in the control group. (1) The control group split between Coke and Pepsi was 58:42 compared with the experimental group’s 38:62 (2) Age was not a significant factor in the choice of drink and exposure to the branded film clip. (1) The number of prompts required for recall was highly dependent on age. (1) Means were 4.43 for the 6–7-year-olds and 2.06 for the 11–12-year-olds. (1) Other appropriate responses should also be credited. © UCLES 2022 Page 13 of 27 3(c) Explain one strength and one weakness of the study by Auty and Lewis. 6 Likely strengths include –  Generalisability – fairly good sample size (105) and different age groups used (6–7 and 11–12).  Good validity – randomly assigned to the conditions  Collected quantitative data which means comparisons can be made and statistical testing can be done.  Ethical study as prior written permission to offer children a soft drink during a brief interview was obtained from parents. Parents and teachers were told that children would be asked questions about their observations after they viewed a film clip.  Practical applications to companies about using product placement in films to increase sales. Likely weaknesses include –  Generalisability (UK and primary / and one secondary school)  Validity – the participants were asked immediately after watching the film for a choice of product. Doesn’t show the long-term effects of product placement in films.  Use of children in research – issues of generalisability to adults, potential for the children to try to understand what the experiment was about and subject to demand characteristics.  As an independent measures design was used it is possible that individual differences such as product preference could have affected the results and lower the validity of the study.  Although qualitative data was collected (details of film) this was not analysed as a part of the study and therefore no depth was given for the reasons for the choice of product. Mark according to the levels of response criteria below: Level 3 (5–6 marks)  Candidates will show a clear understanding of the question and will explain one strength and one weakness.  Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks)  Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one appropriate strength in detail. OR one weakness and one strength in less detail. © UCLES 2022 Page 14 of 27 3(c) Level 1 (1–2 marks)  Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a weakness. They could include both but just as an attempt.  Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited © UCLES 2022 Page 15 of 27

4(a) Describe what psychologists have discovered about sound and consumer behaviour. 8 The syllabus covers the studies by North et al. (2003) on music in restaurants, Guéguen et al. (2007) on music in open air markets and Woods et al. (2010) on background noise and food perception. North et al. (2003) Field study in a British restaurant. Classical, pop and no music were played over 18 evening, 393 participants. Mean spend per table was calculated and compared as well as the total time spent in the restaurant. Found people spent more and were prepared to spend more when classical music was being played. More likely to have starters and coffee when classical music played. Guéguen et al. (2007) Field study in an open-air market selling toys and knick-knacks. 154 men and 86 women were randomly selected when visiting a stall. Study took place in France on two days. Participants were randomly assigned to either the music or no music condition. When popular music was being played, customers stayed longer at the stalls (5.27 min music and 3.72 no music), bought more items (18% music and 10% no music – near-significant) and some higher spend was reported (6.3 euros music and 5.67 euros no music) (but not statistically significant). Woods et al. (2010) Lab study. 58 undergraduate and post grad students from Manchester university volunteered. Participants were given headphones, blindfolded, and given different foods to eat (crunchy and soft food) while either listening to no sound, quiet or loud background white noise. Foods rated in terms of sweetness, saltiness, and liking. Reports of sweetness and saltiness were rated lower in the loud compared to the quiet sound condition, but crunchiness was reported to being more intense. A second study was done which was identical (34 students) but also asked how much they liked the background noise. A correlation between the ratings of the liking of background noise and the liking of the food was also found. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2022 Page 16 of 27 4(b) Evaluate what psychologists have discovered about sound and consumer behaviour, including a discussion 10 about experiments. A range of issues could be used for evaluation here. These include:  Named issue – experiments. Geuguen study and North et al.’s studies are field experiments Strengths – good ecological validity, some control of variables, fewer demand characteristics as usually the participants do not know they are in a study. Weaknesses – lack of control, less standardised procedures over the course of the study, could be unethical. Woods et al.’s study was a lab study Strengths – good control of variables, can be more ethical as consent can be gained. Weaknesses – lower ecological validity, demand characteristics  Strengths and weaknesses of the way the data was collected in the research  sampling and generalisations  usefulness/practical applications  reliability/validity of research  Ethics Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2022 Page 17 of 27

2(a) Dayan and Bar-Hillel (2011) conducted research on how the position of 2 a food item on a menu influenced what participants ordered to eat. They compared four versions of menu item order. They described their sample and sampling technique in Study 1 as: *240 participants *from the Hebrew University, Jerusalem *all were students *aged 19–35 years *52 female, 48 male *recruited individually from around the campus. Suggest which sampling technique could have been used in Study 1. Definitive answer: Opportunity sample (1 mark) because participants were recruited individually from around the campus (1 mark). Note: 1 mark for term, 1 mark for related to study. 2(b)(i) Suggest one strength of the sample used in this study. 2 Most likely answer (other appropriate responses to be credited):  large sample (240)  students who will be familiar with ordering from a menu  wide age range (1935)  nearly equal male/female balance (52 to 48) Marks: 1 mark strength, 1 mark related to study © UCLES 2022 Page 6 of 18 2(b)(ii) Suggest one weakness of the sample used in this study. 2 Most likely answer (other appropriate responses to be credited):  small sample (240)  students who may be less familiar ordering from a menu  limited age range (1935 only) Marks: 1 mark weakness, +1 mark related to study 2(c)(i) Identify two of the versions of menu item order used in Study 1. 2 Definitive answer:  Baseline menu (arbitrarily designated)  Mirror menu (that reversed the Baseline menu order completely within each category)  Inside-out base (that reversed the Baseline menu order within the top half and within the bottom half of each category, but not the top and bottom halves themselves, thereby turning middle items into extreme items and vice versa)  Inside out mirror (as above) Marks: 1 mark each condition correctly identified. 2(c)(ii) Explain why participants were randomly allocated to a version of menu 2 item order. Definitive answer:  It means that participants have an equal chance of being in any of the four conditions. It reduces the effect of systematic bias caused if the same condition were always in the same order. Marks: 1 mark reason, 1 mark related to study. © UCLES 2022 Page 7 of 18 2(d) Discuss the strengths and weaknesses of using a laboratory 5 experiment to study menu item order. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths:  a laboratory experiment has an IV, DV and controls e.g. extraneous situational variables  laboratory experiments are reductionist so one variable can be isolated and studied.  participants know they are taking part in a study (so give consent but not informed consent). Weaknesses:  most consumer behaviour (e.g. shopping) takes place in the real world and so studies should be conducted in the real world (rather than in a laboratory).  it may be reductionist to isolate variables to study (i.e. the IV) when many other variables that are controlled may contribute to consumer behaviour as a whole.  participants may respond to demand characteristics. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. Question Answer Marks

6(a) It is suggested that people have cognitive maps of where individual 10 food items are located in retail environments, such as supermarkets. Design a study to investigate whether people use cognitive maps to locate individual food items in a supermarket. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: any appropriate method. Specific features:  Experiments: type, IV, DV, controls, experimental design.  Observations: type, setting, response categories, sampling frame, number of observers.  Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses.  General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: cognitive maps of retail locations (Mackay and Olshavsky, 1975) Psychological: Mackay and Olshavsky (1975) studied cognitive maps in retail locations. Also relevant is the study on shopper movement patterns (Gil et al., 2009) Methodological: explanation of method using general and specific features as above.

10 ‘Studies using fMRI, such as those on pre-cognitive decisions, are of 12 no value in understanding consumer behaviour.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: pre-cognitive decisions (Knutson et al., 2007). Most likely (any other appropriate responses should be credited): Value  studying how the ‘mind’ works will always be of value  fMRI is scientific equipment producing scientific/objective data  data might be useful to sellers if studies reveal what people are more likely to buy. No value:  just because fMRI shows that pre-cognitive decisions are possible, it has no ecological validity.  decisions made before they are conscious are irrelevant if the person then acts on that decision  observation of what people purchase is fact, just as fMRI is. © UCLES 2022 Page 17 of 18

2 Porublev et al. (2009) used interviews and observations in their investigation into gift-wrapping. In one semi-structured interview, a participant stated: ‘What's the point of giving a gift if you are not going to wrap it?’ 2(a) Explain one way in which a gift can be wrapped, when it is presented 2 to a receiver. Most likely answer (other appropriate responses to be credited): (from the study) gifts can be presented two ways;  wrapped in a non traditional manner (1 mark) where it may be difficult to determine that the gift is actually a gift, for example, through the use of plain brown paper (2 marks), or  the final way is to wrap a gift is in a traditional manner (1 mark) where the gift meets expectations of looking like a gift (2 marks) Marks: 1 mark for identification; 2 marks for elaboration/explanation 0 marks for unwrapped gift 2(b) Suggest two reasons why a semi-structured interview was used in this 4 study. Most likely answer (other appropriate responses to be credited):  using some set/fixed questions allows each participant to be asked the same thing (1 mark). For example they were asked ‘do you prefer to receive gifts that are wrapped or unwrapped?’ (2 marks)  semi structured allows additional questions to be asked (1 mark) [which may be closed or open] such as ‘why do you prefer wrapped to unwrapped gifts?’ (2 marks). Similarly:  if used, open ended questions allows participants to expand on their closed response (1 mark) for example ‘why do you prefer wrapped to unwrapped gifts?’ allows reason (2 marks)  if used, closed questions can include quantitative data (1 mark). For example asking the above question (answer yes/no) means numbers of each can be seen (2 marks) Marks: 1 mark for reason, 2 marks for ‘in this study’  2. 2(c) Suggest two features of the type of observation used in this study. 4 Most likely answer  Covert or overt: it is not stated in the study. Candidates can justify either. 0 marks if not justified.  Naturalistic as the observation is at a gift-wrap stall.  Non-participant as the observer was not wrapping the gift.  Structured as the observer was looking to see whether people paid to have their gifts wrapped or not. Marks: 1 mark for correct identification of feature, 2 marks for ‘in this study’  2 Note: 1 mark for correct ‘in this study’ if feature of observation is not identified. © UCLES 2022 Page 10 of 24 2(d) Discuss the strengths and weaknesses of using observations to 5 assess gift wrapping preference. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Advantages:  A covert observation means the person is unaware they are being observed and so behaves naturally  Observation of the giving of a gift is real life (naturalistic) so genuine behaviour  Observations can have more than one observer so reliability of observations can be checked.  A structured observation means that observers know exactly what they are looking for Disadvantages:  A covert observation may mean that an observer misses a behaviour (person being observed moves out of view)  A structured observation may not account for new or unexpected behaviour  A naturalistic observation does not require consent, but on receiving a gift a person may behave in a way they would not wish to be recorded (a hug, kiss?)  If observing behaviour only what is said between giver and recipient is not recorded Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2022 Page 11 of 24

6(a) Design an experiment to investigate age differences in brand 10 recognition. Note: age differences can be any. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: experiment. Specific features: Experiments: type, IV, DV, controls, experimental design. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 experiment is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: brand recognition in children (Fischer et al., 1991) Psychological: Brand recognition is extent to which a consumer can correctly identify a particular product or service just by viewing the product or service's logo, tag line, packaging or advertising campaign Methodological: explanation of method using general and specific features as above. © UCLES 2022 Page 18 of 24

10 ‘In all advertising media, there is only one effective way to advertise a 12 product, for example television.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: advertising media (e.g. television, etc.); persuasive techniques Most likely (any other appropriate responses should be credited): Advantages:  Large numbers of most populations watch television  Television advertising can be focused (specific to one region or channel) or it can be general (to everyone)  Television advertising is the ‘perfect’ medium: not just a picture or words in a newspaper or poster). It has impact; can use ‘celebrities’ (see Yale model of communication) Disadvantages:  Some people may not have access to a television  Some people might not watch the channel the advert is on (watching streaming television)  Some people may not watch television advertising  Other forms of advertising may be better suited than TV, such as radio  Other forms of advertising might be specific (in a magazine; poster on student campus. Note: candidates can choose any medium, question has television as example. © UCLES 2022 Page 22 of 24

2(a) Dayan and Bar-Hillel (2011) conducted research on how the position of 2 a food item on a menu influenced what participants ordered to eat. They compared four versions of menu item order. They described their sample and sampling technique in Study 1 as: *240 participants *from the Hebrew University, Jerusalem *all were students *aged 19–35 years *52 female, 48 male *recruited individually from around the campus. Suggest which sampling technique could have been used in Study 1. Definitive answer: Opportunity sample (1 mark) because participants were recruited individually from around the campus (1 mark). Note: 1 mark for term, 1 mark for related to study. 2(b)(i) Suggest one strength of the sample used in this study. 2 Most likely answer (other appropriate responses to be credited):  large sample (240)  students who will be familiar with ordering from a menu  wide age range (1935)  nearly equal male/female balance (52 to 48) Marks: 1 mark strength, 1 mark related to study © UCLES 2022 Page 6 of 18 2(b)(ii) Suggest one weakness of the sample used in this study. 2 Most likely answer (other appropriate responses to be credited):  small sample (240)  students who may be less familiar ordering from a menu  limited age range (1935 only) Marks: 1 mark weakness, +1 mark related to study 2(c)(i) Identify two of the versions of menu item order used in Study 1. 2 Definitive answer:  Baseline menu (arbitrarily designated)  Mirror menu (that reversed the Baseline menu order completely within each category)  Inside-out base (that reversed the Baseline menu order within the top half and within the bottom half of each category, but not the top and bottom halves themselves, thereby turning middle items into extreme items and vice versa)  Inside out mirror (as above) Marks: 1 mark each condition correctly identified. 2(c)(ii) Explain why participants were randomly allocated to a version of menu 2 item order. Definitive answer:  It means that participants have an equal chance of being in any of the four conditions. It reduces the effect of systematic bias caused if the same condition were always in the same order. Marks: 1 mark reason, 1 mark related to study. © UCLES 2022 Page 7 of 18 2(d) Discuss the strengths and weaknesses of using a laboratory 5 experiment to study menu item order. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths:  a laboratory experiment has an IV, DV and controls e.g. extraneous situational variables  laboratory experiments are reductionist so one variable can be isolated and studied.  participants know they are taking part in a study (so give consent but not informed consent). Weaknesses:  most consumer behaviour (e.g. shopping) takes place in the real world and so studies should be conducted in the real world (rather than in a laboratory).  it may be reductionist to isolate variables to study (i.e. the IV) when many other variables that are controlled may contribute to consumer behaviour as a whole.  participants may respond to demand characteristics. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. Question Answer Marks

6(a) It is suggested that people have cognitive maps of where individual 10 food items are located in retail environments, such as supermarkets. Design a study to investigate whether people use cognitive maps to locate individual food items in a supermarket. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: any appropriate method. Specific features:  Experiments: type, IV, DV, controls, experimental design.  Observations: type, setting, response categories, sampling frame, number of observers.  Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses.  General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: cognitive maps of retail locations (Mackay and Olshavsky, 1975) Psychological: Mackay and Olshavsky (1975) studied cognitive maps in retail locations. Also relevant is the study on shopper movement patterns (Gil et al., 2009) Methodological: explanation of method using general and specific features as above.

10 ‘Studies using fMRI, such as those on pre-cognitive decisions, are of 12 no value in understanding consumer behaviour.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: pre-cognitive decisions (Knutson et al., 2007). Most likely (any other appropriate responses should be credited): Value  studying how the ‘mind’ works will always be of value  fMRI is scientific equipment producing scientific/objective data  data might be useful to sellers if studies reveal what people are more likely to buy. No value:  just because fMRI shows that pre-cognitive decisions are possible, it has no ecological validity.  decisions made before they are conscious are irrelevant if the person then acts on that decision  observation of what people purchase is fact, just as fMRI is. © UCLES 2022 Page 17 of 18

3(a) Outline an associative learning explanation for consumers’ preference 2 for product colour (Grossman and Wisenblit, 1999). Award 1 mark for a basic outline of the term/concept. Award 2 marks for a detailed outline of the term/concept. With classical conditioning, we form associations between favourable experiences and a colour, leading to colour preferences, or we may learn to associate certain colours with certain products and therefore against some other products (2). In addition, associations could have been formed early in human history when people first associated blue with night (passivity) and yellow with sunlight (arousal) (1). We tend to assume cool colours like green and blue are calming but warmer colours like red and orange are arousing (1). Other appropriate responses should also be credited. 3(b) Outline two methods used to collect data in the study by Porublev et 4 al. (2009) on gift-wrapping. For each method: Award 1 mark for a basic answer with some understanding of the topic area. Award 2 marks for a detailed answer with clear understanding of the topic area. Two from: • Observation (1) of a Christmas gift-wrapping stall (1) (to see different wrappings and how gifts are wrapped) • In depth interviews (1) with 20 participants from Victoria, Australia aged 25–35 (to reflect on gift-wrapping) with questions regarding gift- wrapping preferences (1) • Six projective workshops where participants in pairs were asked to wrap two gifts, one for someone they are close to and the other for an acquaintance, and have a discussion about gift-wrapping while doing so (2) Researchers photographed the wrapped gifts (1) Other appropriate responses should also be credited. © UCLES 2022 Page 11 of 24 3(c) Explain one strength and one weakness of the study by Porublev et al. 6 Likely strengths include: • Use of multiple ways of gathering data (observation, interview etc.) means findings are more comprehensive so increasing validity • Standardised procedures in interview and methods of gathering qualitative data increases reliability. Study could easily be carried out elsewhere for comparison • Qualitative data gathered leading to high validity as participants can express views in own words and observers can record detail (for example photographs were taken of the wrapped gifts produced in the workshops) • Although the study was carried out at Christmas time, the expectation of the researchers was that the information gathered would apply to all types of gifts – birthdays, baby shower, Valentine’s etc., so widening the generalisability • Ethical study as participants were aware of taking part in the interview and workshop, giving informed consent and in the case of the observation, participants could reasonably expect to be observed while shopping Likely weaknesses include: • The study centred around Christmas gifts, which may not have an equivalent in other cultures. In other religious festivals where gifts are given, they may be of a different type or not wrapped and expectations about wrapping could be different too • Lack of quantitative data means that it would be more difficult to make comparisons between either different shops or different age groups • Narrow age range / culture of participants so lacking in generalisations. Researchers acknowledge this, but selection made deliberately to get information from those most likely to engage with gifting Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will explain one strength and one weakness. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one appropriate strength in detail. OR • one weakness and one strength in less detail. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a weakness. They could include both but just as an attempt. • Candidates will provide a limited explanation. © UCLES 2022 Page 12 of 24 3(c) Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2022 Page 13 of 24

4(a) Describe what psychologists have discovered about environmental 8 influences on consumers (cognitive maps of retail locations, crowding in retail environments, shopper movement patterns). The syllabus covers: • cognitive maps of retail locations (Mackay and Olshavsky, 1975) • crowding in retail environments (Machleit et al., 2000) • shopper movement patterns (Gil et al., 2009) Cognitive maps of retail locations (Mackay and Olshavsky, 1975) A cognitive map (mental map) is a type of mental representation where an individual codes, stores and recalls relative locations in order to way find. In relation to a retail environment, this would involve the location of various shops as well as products within a specific shop (for example). 78 opportunity selected supermarket shoppers from 8 supermarkets in Indiana, USA. Self-reports taken of preference for the supermarkets and the reasons for this choice (e.g. price, quality of products, etc.). Asked to draw a map from their departure point to each of the 8 supermarkets. Then a questionnaire was used to collect information such as length of time living in the area, marital status, employment status, etc. Found the cognitive maps (rather than actual maps) correlated to the preferences for the supermarkets. Crowding in retail environments (Machleit et al., 2000) Study 1 – 722 marketing students and were asked to complete the questionnaire after their next shopping trip. They had to name the store, shopping centre or mall that they had visited. Questions were asked about purchases, purpose of the trip and their perceptions about crowding, satisfaction and the outcome of the shopping trip. They were also asked about emotions, crowding tolerance questions and demographic questions. They were finally asked to recall and rate a recent shopping trip. Perceived crowding was on an 8-point scale. Satisfaction on a 7-point scale. Emotion – Izard’s 10 emotion types were measured on a 1 to 5 scale. Prior expectations of crowding 7-point scale. Found the more crowded the shops the lower the positive experience of shopping / lower arousal (excitement). Study 2 – Adult sample replicated study 1 and confirmed the results. Study 3 – Lab study. 231 participants given information to read about a bookstore (either discount or upmarket). 4 55 second videos (with different levels of crowding) and imagined themselves shopping for a book in the store. Same questions given as study 1 and 2. Found decrease in shopping satisfaction mediated by expectations of crowding and personal tolerance for crowding. Both types of stores received lower satisfaction ratings as crowding levels increased. © UCLES 2022 Page 14 of 24 4(a) Shopper movement patterns (Gil et al., 2009) 480 shoppers interviewed. Given demographic information to complete. Given a coloured tag to be followed in the store via CCTV. Interviewed again when they left the store. Asked questions about purpose of trip, use of shopping list, satisfaction with shopping, amount spent. They were able to measure the duration of the trip, average walking speed, duration of interaction with products, % of store section visited more than once, which areas of the store visited and how far into the store they go. Shopping behaviour affected by: Location of products. Some areas more popular than other (e.g. baby products not popular). Identified four patterns of movement – short trip, round trip, central trip and wave trip. Didn’t find any type of person engages in one pattern of movement more than any other. Also found five patterns – native, tourist, raider, explorer and specialist. Males are more likely to be a raider and females shopping alone are most frequently an explorer. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2022 Page 15 of 24 4(b) Evaluate what psychologists have discovered about environmental 10 influences on consumers (cognitive maps of retail locations, crowding in retail environments, shopper movement patterns), including a discussion of cultural bias. A range of issues could be used for evaluation here. These include: • Named issue – cultural bias. Mackay study took place in Indiana, USA; Machleit study took place in USA and Gil study took place in UK. All were taking place in Western society where people tend to shop in large supermarkets. Results may not be the same in other cultures due to different shopping patterns e.g. in many cultures shopping is done in a market at a variety of stall, where experiences could be quite different or in a various small stores. They may not experience the same conditions so we cannot apply results from Western studies to other cultures. If no supermarkets encountered then results of Gil’s study can only be applied cautiously to other societies. In addition, tolerance of crowding, for example, may vary considerably from culture to culture depending on rural or urban living. • Self-reports • Observational data • Generalisability • Ecological validity • Usefulness / practical applications • Ethics • Quantitative/Qualitative data • Validity Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2022 Page 16 of 24

3(a) Explain what is meant by ‘satisficing’ in consumer decision-making. 2 Award 1 mark for a basic explanation of the term/concept. Award 2 marks for a detailed explanation of the term/concept. For example: Satisficing is when the consumer chooses the first product encountered that meets their basic requirements (1) and no further considerations are needed (1). For example, if a basic household item like a toaster needs to be replaced, the consumer may simply buy the first one they see (1). Satisficing is a non-compensatory strategy (1). Other appropriate responses should also be credited. 3(b) Describe ‘prospect theory’ in consumer decision-making. 4 Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: Prospect theory states that decision-making is based on weighing up costs and benefits and that value (or utility) is not a single entity. Costs and benefits can be seen differently so if there are alternatives, the one presented in terms of benefits will be chosen over the one presented in terms of possible losses (loss aversion). In addition, people put more value on things they own (endowment effect). The theory involves 4 stages: 1 Editing – using ‘rules of thumb’ / shortcuts such as availability heuristics 2 Coding – setting a reference point for outcome to be measured 3 Value – costs and benefits

4 Weighting and risk assessment e.g. ‘framing’ so 80% prefer this compared to 20% do not Other appropriate responses should also be credited. © UCLES 2022 Page 12 of 28 9990/32 Cambridge International AS & A Level – Mark Scheme October/November PUBLISHED 2022 Question Answer Marks 3(c) Explain two weaknesses of prospect theory in consumer decision- 6 making. Possible weaknesses: • It is very complex compared to other decision-making models and so quite difficult to apply practically. A person may employ some of the aspects but not all, for example • It would only apply to certain purchases by some individuals and not to all consumer decision-making, so limiting its validity and usefulness. For example, decision to purchase of a household item such as a kettle may be due to prospect theory as the consumer needs to quickly purchase this item as they use it everyday. In addition, the product is not expensive so if the consumer does make a poor decision, it does not cost much to purchase a better product. There are individual differences in terms of what is considered expensive. However, consumers may spend much longer researching and shopping for expensive items such as cars, mobile phones, televisions. It is also not relevant to products where there is not much difference between brands (e.g. milk) • It is a theory and has no specific research backup. Furthermore, research would be difficult to carry out as we can only know decision- making processes by self-report and individuals may not be aware of the processes going on when they decide to make a purchase • It suggests that decision-making is cognitive and rational when it may rely on ‘gut-feeling’ and emotional reaction. What an individual may choose today may not be the same item as tomorrow Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will discuss two strengths in detail. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will discuss one strength in detail or two in less detail. • Candidates will provide a good explanation. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt a discussion of strengths. • Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2022 Page 13 of 28 4(a) Describe what psychologists have discovered about selling the 8 product (sales techniques, interpersonal influence techniques, ways to close a sale). Selling the product: • Sales techniques: customer/competitor/product focused • Interpersonal influence techniques; disrupt-then-reframe (Kardes et al., 2007) • Ways to close a sale Sales techniques – customer/competitor/product focused: • Customer-focused: sales technique is used when the seller looks carefully at potential customers to identify what they want. The seller then tailors their techniques to match these needs. The focus is on how the product suits the customer. In order to buy, the customer will want as much information as possible about the product’s value in the long- term and this then increases customer loyalty. A good example might be a salesperson selling a customer a high-value product like a car • Competitor-focused: sales technique involves the seller focusing on how they compare to their competitors. It assumes all customers are the same. This is common in supermarkets in UK, for example (adverts regularly directly compare the price of the ‘weekly shopping basket’ in different supermarkets). Competitor-focused sales techniques tend to be used when products sold are relatively similar in price to competitors. The seller is likely to include the advantage of buying from their outlet e.g. after-sales service, cheaper/better warranty • Product-focused: sales technique is used when the needs of the customer are not considered, instead the emphasis is on producing/selling a quality product. It is assumed that if you are producing the best product on the market then customers will come with you. The seller will be expected to have a great deal of expertise about the specifications of their product and what it is capable of. Apple is a good example of a company employing a product-focused sales technique Interpersonal influence techniques; disrupt-then-reframe (Kardes et al., 2007) Interpersonal influence techniques include disrupt-then-reframe (DTR). It involves deliberately confusing customers with a disruptive (confusing or ambiguous) message and then re-wording (reframing) in a clearer way, so the customer is clearer in their understanding. It uses the idea of the individuals having a ‘need for cognitive closure’ (NFCC i.e. resolving the confusion/ambiguity rather than being left unsure). © UCLES 2022 Page 14 of 28 4(a) Kardes et al. carried out 3 experiments: 1 A field experiment with 147 participants (43 m, 104 f, mean age 46) approached in a supermarket with candy. In the DTR condition, the seller said ‘The price is now 100 eurocents,’ then after a 2 s pause, ‘that’s 1 euro. It’s a bargain!’. In the reframe only condition, the seller said ‘The price is now 1 euro. It’s a bargain!’. In total 54% of participants bought the box of candy, 65% from the DTR and 44% from the control (reframe only) 2 A field experiment with 155 student participants (59% f, 41% m) from University of Twente in the Netherlands were asked if they would give €3 to a student interest group in order to join the group. The DTR condition was ‘You can now become a member for half a year for 300 eurocents,’ followed by a 2 s pause and ‘That’s 3 euros. That’s a really small investment!’ In the reframe only it was ‘You can now become a member for half a year for 3 euros. That’s a really small investment!’. Participants then completed a 20-item questionnaire assessing their NFCC. Scores on the NFCC questionnaire were assigned as high- or low-NFCC. In total, 22% of participants paid the €3, 30% in the DTR group donated compared to 13% in the reframe only condition. Of those assessed as high-NFCC, 43% complied with the request in the DTR condition. For low-NFCC participants, the effect to the DTR technique was non-significant. This builds on the findings from experiment 1 in that it shows a predicted interaction between DTR and NFCC 3 A lab experiment with 137 undergraduate participants from Indiana University (69 m, 68 f) divided in to 3 conditions: DTR, reframe only and disrupt only. Participants watched a video clip, heard one of the three statements regarding views on an increase in tuition fees of $75 to pay for research to raise the profile of the university. They also completed a 46-item questionnaire to assess NFCC. Results showed again that DTR was effective because of the need for cognitive closure Ways to close a sale Most techniques for closing a sale involve social psychological principles. Cialdini (1984) suggests that there are 6 ways to get people to say ‘yes’: 1 Reciprocity – If you give me the sale, I can give you something e.g. free trial, reduced price 2 Commitment and consistency – getting a micro-commitment (committing to something small) can lead to agreeing to larger (step-by- step technique). This could be signing up to a free newsletter initially 3 Liking – not just the product, but the seller, store, celebrity endorsement etc. as demonstrated by similarity: people like people like themselves; humour can also be effective 4 Authority – Knowing the product, being an expect. Think about how much people are prepared to pay premium prices for beauty products endorsed by people in lab coats (scientists). It’s important to answer questions posed and know about competitors © UCLES 2022 Page 15 of 28 4(a) 5 Social proof – use of positive customer reviews (e.g. social media). Many retailers encourage buyers to leave positive reviews for their products 6 Scarcity – If an item is in short supply then it is more likely to be bought e.g. ‘last few days’, ‘USA Black Friday’. The ‘best time to close’ strategy is an example of this by emphasising that now in the best time to buy Other techniques include: • Yes set close: get the customer to start saying ‘yes’ and they’ll keep saying yes • Alternative/choice is when the customer is given a choice but each alternative confirms the sale e.g. ‘would you like us to deliver or take it with you now?’ Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2022 Page 16 of 28 4(b) Evaluate what psychologists have discovered about selling the 10 product (sales techniques, interpersonal influence techniques, ways to close a sale), including a discussion on usefulness. A range of issues could be used for evaluation here. These include: • Named issue – usefulness: The sales techniques with the different focus (customer, product etc.) could usefully be applied depending on the type of product being sold but in practice more than one of these could be used depending on what is being sold and it may not generalise well. Kardes has some utility in showing a relationship between DTR as a sales technique and NFCC. However, this could be limited as DTR has no significant effect on those who score low on NFCC and this would not be obvious from looking at a customer. The ways to close a sale could be useful to sellers and salespeople particularly as it is direct practical advice that helps to ensure that they succeed in their selling but also that the customer’s needs are met. • Generalisations / Cultural bias • Methods (self-report/observations/experiments) • Quantitative/Qualitative data • Validity • Ethics • Reductionism/holism Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2022 Page 17 of 28

3(a) Outline an associative learning explanation for consumers’ preference 2 for product colour (Grossman and Wisenblit, 1999). Award 1 mark for a basic outline of the term/concept. Award 2 marks for a detailed outline of the term/concept. With classical conditioning, we form associations between favourable experiences and a colour, leading to colour preferences, or we may learn to associate certain colours with certain products and therefore against some other products (2). In addition, associations could have been formed early in human history when people first associated blue with night (passivity) and yellow with sunlight (arousal) (1). We tend to assume cool colours like green and blue are calming but warmer colours like red and orange are arousing (1). Other appropriate responses should also be credited. 3(b) Outline two methods used to collect data in the study by Porublev et 4 al. (2009) on gift-wrapping. For each method: Award 1 mark for a basic answer with some understanding of the topic area. Award 2 marks for a detailed answer with clear understanding of the topic area. Two from: • Observation (1) of a Christmas gift-wrapping stall (1) (to see different wrappings and how gifts are wrapped) • In depth interviews (1) with 20 participants from Victoria, Australia aged 25–35 (to reflect on gift-wrapping) with questions regarding gift- wrapping preferences (1) • Six projective workshops where participants in pairs were asked to wrap two gifts, one for someone they are close to and the other for an acquaintance, and have a discussion about gift-wrapping while doing so (2) Researchers photographed the wrapped gifts (1) Other appropriate responses should also be credited. © UCLES 2022 Page 11 of 24 3(c) Explain one strength and one weakness of the study by Porublev et al. 6 Likely strengths include: • Use of multiple ways of gathering data (observation, interview etc.) means findings are more comprehensive so increasing validity • Standardised procedures in interview and methods of gathering qualitative data increases reliability. Study could easily be carried out elsewhere for comparison • Qualitative data gathered leading to high validity as participants can express views in own words and observers can record detail (for example photographs were taken of the wrapped gifts produced in the workshops) • Although the study was carried out at Christmas time, the expectation of the researchers was that the information gathered would apply to all types of gifts – birthdays, baby shower, Valentine’s etc., so widening the generalisability • Ethical study as participants were aware of taking part in the interview and workshop, giving informed consent and in the case of the observation, participants could reasonably expect to be observed while shopping Likely weaknesses include: • The study centred around Christmas gifts, which may not have an equivalent in other cultures. In other religious festivals where gifts are given, they may be of a different type or not wrapped and expectations about wrapping could be different too • Lack of quantitative data means that it would be more difficult to make comparisons between either different shops or different age groups • Narrow age range / culture of participants so lacking in generalisations. Researchers acknowledge this, but selection made deliberately to get information from those most likely to engage with gifting Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will explain one strength and one weakness. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one appropriate strength in detail. OR • one weakness and one strength in less detail. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a weakness. They could include both but just as an attempt. • Candidates will provide a limited explanation. © UCLES 2022 Page 12 of 24 3(c) Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2022 Page 13 of 24

4(a) Describe what psychologists have discovered about environmental 8 influences on consumers (cognitive maps of retail locations, crowding in retail environments, shopper movement patterns). The syllabus covers: • cognitive maps of retail locations (Mackay and Olshavsky, 1975) • crowding in retail environments (Machleit et al., 2000) • shopper movement patterns (Gil et al., 2009) Cognitive maps of retail locations (Mackay and Olshavsky, 1975) A cognitive map (mental map) is a type of mental representation where an individual codes, stores and recalls relative locations in order to way find. In relation to a retail environment, this would involve the location of various shops as well as products within a specific shop (for example). 78 opportunity selected supermarket shoppers from 8 supermarkets in Indiana, USA. Self-reports taken of preference for the supermarkets and the reasons for this choice (e.g. price, quality of products, etc.). Asked to draw a map from their departure point to each of the 8 supermarkets. Then a questionnaire was used to collect information such as length of time living in the area, marital status, employment status, etc. Found the cognitive maps (rather than actual maps) correlated to the preferences for the supermarkets. Crowding in retail environments (Machleit et al., 2000) Study 1 – 722 marketing students and were asked to complete the questionnaire after their next shopping trip. They had to name the store, shopping centre or mall that they had visited. Questions were asked about purchases, purpose of the trip and their perceptions about crowding, satisfaction and the outcome of the shopping trip. They were also asked about emotions, crowding tolerance questions and demographic questions. They were finally asked to recall and rate a recent shopping trip. Perceived crowding was on an 8-point scale. Satisfaction on a 7-point scale. Emotion – Izard’s 10 emotion types were measured on a 1 to 5 scale. Prior expectations of crowding 7-point scale. Found the more crowded the shops the lower the positive experience of shopping / lower arousal (excitement). Study 2 – Adult sample replicated study 1 and confirmed the results. Study 3 – Lab study. 231 participants given information to read about a bookstore (either discount or upmarket). 4 55 second videos (with different levels of crowding) and imagined themselves shopping for a book in the store. Same questions given as study 1 and 2. Found decrease in shopping satisfaction mediated by expectations of crowding and personal tolerance for crowding. Both types of stores received lower satisfaction ratings as crowding levels increased. © UCLES 2022 Page 14 of 24 4(a) Shopper movement patterns (Gil et al., 2009) 480 shoppers interviewed. Given demographic information to complete. Given a coloured tag to be followed in the store via CCTV. Interviewed again when they left the store. Asked questions about purpose of trip, use of shopping list, satisfaction with shopping, amount spent. They were able to measure the duration of the trip, average walking speed, duration of interaction with products, % of store section visited more than once, which areas of the store visited and how far into the store they go. Shopping behaviour affected by: Location of products. Some areas more popular than other (e.g. baby products not popular). Identified four patterns of movement – short trip, round trip, central trip and wave trip. Didn’t find any type of person engages in one pattern of movement more than any other. Also found five patterns – native, tourist, raider, explorer and specialist. Males are more likely to be a raider and females shopping alone are most frequently an explorer. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2022 Page 15 of 24 4(b) Evaluate what psychologists have discovered about environmental 10 influences on consumers (cognitive maps of retail locations, crowding in retail environments, shopper movement patterns), including a discussion of cultural bias. A range of issues could be used for evaluation here. These include: • Named issue – cultural bias. Mackay study took place in Indiana, USA; Machleit study took place in USA and Gil study took place in UK. All were taking place in Western society where people tend to shop in large supermarkets. Results may not be the same in other cultures due to different shopping patterns e.g. in many cultures shopping is done in a market at a variety of stall, where experiences could be quite different or in a various small stores. They may not experience the same conditions so we cannot apply results from Western studies to other cultures. If no supermarkets encountered then results of Gil’s study can only be applied cautiously to other societies. In addition, tolerance of crowding, for example, may vary considerably from culture to culture depending on rural or urban living. • Self-reports • Observational data • Generalisability • Ecological validity • Usefulness / practical applications • Ethics • Quantitative/Qualitative data • Validity Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2022 Page 16 of 24

2 creation of anxiety hierarchy (least fearful to most fearful). Marks: 1 mark for basic answer, 2–4 marks for increasing detail and quality (2 marks max if only one component, however detailed). 1(c) Suggest two ways in which a phobia can be treated, other than 4 systematic desensitisation. Most likely answer (other appropriate responses to be credited): Syllabus includes: • cognitive-behavioural therapy (Ost and Westling, 1995) used applied relaxation which involves tensing and relaxing muscles to relax muscles, decrease blood pressure and counteract the effects of stress- related hormones (e.g. adrenaline and cortisol) • applied tension (Ost et al, 1989) for blood or needle phobia but also vasovagal syncope. Involves tensing muscles to increase blood pressure. Note: cannot apply to any other phobia Marks: 1 mark for identifying alternative +1 mark for elaboration/example 2. Note: no marks for SSRI, covert sensitisation, imaginal desensitisation, exposure therapy. © UCLES 2022 Page 8 of 24 9990/41 Cambridge International AS & A Level – Mark Scheme October/November PUBLISHED 2022 Question Answer Marks 1(d) Discuss the strengths and weaknesses of using systematic 5 desensitisation to treat phobias. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited): Strengths: • the technique can be generalised to many other phobias (and anxiety) • it is effective and has been used for over 60 years • progressive muscle relaxation can be used anywhere by the ‘patient’ • it does not involve the use of any drug Weaknesses: • behavioural techniques take time and effort from the person (unlike swallowing a pill) • the techniques do not cure anything, merely make it easier to live with • behavioural techniques alone may be insufficient. Cognitive behaviour therapy better Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2022 Page 9 of 24 2 Newspaper Headline: Bugs Bunny goes to Disney! Braun-LaTour et al. (2004) investigated the retroactive effect that advertising has on how consumers remember past experiences. In Experiment 1, students received course credits for participating. Data was collected and coded and an inter-rater reliability correlation of 0.9 was found between the two independent judges (coders). 2(a) Explain what is meant by the term ‘retroactive effect’ in this study. 2 Most likely answer (other appropriate responses to be credited): Retroactive interference is where new information interferes with the old (or existing) information in memory. Retroactive effect in this study is that new information (advertising) influences and changes the memory of an event (that people shook hands with Bugs Bunny at a Disney theme park). Marks: 1 mark for description of term description, +1 mark for relating to this study. 2(b)(i) Give one example of the data that was collected in Experiment 1. 2 Quotes from study: Two independent judges coded respondents’ reactions to the ads and the recall statements of their Disney experience. Specifically, they • coded the number of words participants used in response to the ad • whether their reactions to the ad were personal or concentrated on critiquing ad elements • and whether or not they noticed that Bugs Bunny did not belong in a Disney ad For the memory measures, they • coded the number of words in the recall statement and • how many items that had appeared in the ad were mentioned as being part of the participants’ own memory Marks: 1 mark basic answer (e.g. ‘recall of statements’), 2 marks detailed answer/elaboration or example. Note: credit ‘how many participants could remember’ (1 mark) ‘Bugs Bunny at Disneyland’ (+1 mark). 2(b)(ii) Explain what is meant by an ‘inter-rater reliability correlation of 0.9’. 2 Answer can include a number of components: Awareness of what inter-rater reliability is; what reliability is; how this was achieved; what the 0.9 correlation means in relation to inter-rater reliability. Marks: 1 mark basic answer (what it is), 2 marks detailed answer/ elaboration (0.9 is a ‘strong’ correlation). © UCLES 2022 Page 10 of 24 2(c) Explain how this study relates to the debate about individual versus 4 situational explanations. Most likely answer (other appropriate responses to be credited): • Situational: the past experience of visiting Disneyland and whether they had seen certain characters there, such as Bugs Bunny • Individual: the false memory (cognitive process) that was created in the mind of the participant Marks: 1 mark identifying +1 mark for explanation or example from study 2. 2(d) Discuss the strengths and weaknesses of giving course credits to 5 students in studies of ‘false advertising’. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths: • students will do anything for course credits (or being paid) • having an incentive is more likely to lead to them staying for the whole study rather than withdrawing • participants know they are taking part in a study (so give consent but not informed consent) • they are more likely to participate with enthusiasm and be attentive Weaknesses: • they know they are taking part in a study • they are less likely to withdraw, even though they may wish to • they are more likely to respond to try to please the experimenter • perhaps only participating for money not for ‘furthering of scientific knowledge’ Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2022 Page 11 of 24

6(a) Design an experiment to investigate gender differences in pre- 10 cognitive decisions when buying a product. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is experiment. Typical features: Experiments: type, IV, DV, controls, experimental design. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks. Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: pre-cognitive decisions (Knutsson et al., 2007). Psychological: Knutsson et al. (2007) created a SHOP task (save holdings or purchase). Images of product shown for 4 seconds, then price for 4 seconds, then choice 4 seconds and participant choose yes/no to buy. This done in fMRI scanner to record ‘pre-cognitive’ decisions – brain knows decision before person ‘thinks’ it. Methodological: explanation of method using general and specific features as above. © UCLES 2022 Page 17 of 24

10 ‘Children should never be used as participants in studies of 12 advertising’. To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: Issue: children in psychological research; brand recognition in children (Fischer et al., 1991); product placement in films (Auty and Lewis, 2004). Most likely (any other appropriate responses should be credited): Should be used: • children are young and naïve and so are more likely to behave naturally, even in laboratory experiments • children will not question what is happening • children are consumers so studies involving children are as appropriate as adults as participants Should never be used: • children may not understand complex instructions and if they do… • they may not be able to explain what they are thinking or how they feel • children may not exercise the right to withdraw; they may not understand a debriefing • children may be psychologically harmed by a study which may not be evident for many years © UCLES 2022 Page 22 of 24

2 Results of Experiment 1 by Woods et al. on the effect of background noise on food perception are shown in Fig. 2.1: 2(a) Identify the conditions (levels) of the independent variable from the 2 data in Fig. 2.1. Most likely answer (other appropriate responses to be credited): • The quiet condition (1 mark) and the loud condition (1 mark) Note: the study actually had three IVs, the third being ‘no sound’ which receives credit if mentioned. Marks: 1 mark for each correctly identified condition. 2(b) Outline two findings from the data in Fig. 2.1. 4 Most likely answer (other appropriate responses to be credited): • Sweetness is rated as being significantly lower in the loud condition (1 mark) than the quiet condition (+1 mark) or Sweetness rating loud –3 and quiet –0.2 (+1 mark) • Saltiness is rated as being significantly lower in the loud condition (1 mark) than the quiet condition (+1 mark) or saltiness loud –1.8 quiet +1 (credit approx. numbers) • Food liked more in the quiet condition (1 mark) than in the loud (+1 mark) or quiet +0.8, loud –0.6 (+1 mark) Note: any appropriate findings to be credited. Marks: 1 mark statement of finding. 1 mark for comparison or supporting data. ×2 2(c)(i) Explain the experimental design that was used by Woods et al. in 2 Experiment 1. Most likely answer (other appropriate responses to be credited): A repeated-measures design was used (1 mark) with Sound (Baseline, Quiet, Loud), as variables done by all participants (+1 mark). Marks: 1 mark identifying repeated measures, +1 mark for link to study. © UCLES 2022 Page 11 of 24 2(c)(ii) Suggest one problem if an alternative experimental design had been 2 used. Most likely answer (other appropriate responses to be credited): Answer must be independent groups and so: • individual differences between participants might confound the result (1 mark) e.g. one participant may prefer saltiness another not (+1 mark) • both conditions are totally different so can’t compare (1 mark) loud with quiet. Individual preferences/effects (+1 mark) • accept ‘twice as many participants are needed’ (1 mark) because there are two IV conditions (+1 mark) Marks: 1 mark identifying problem, +1 mark for link to study. 2(d) Discuss the strengths and weaknesses of using laboratory 5 experiments to investigate the effect of background noise on consumer behaviour. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths: • a laboratory experiment has an IV, DV and controls; • laboratory experiments are reductionist so one variable can be isolated and studied. • participants know they are taking part in a study (so give consent but not informed consent). • IV can be studied precisely using scientific equipment • extraneous situational variables can be controlled Weaknesses: • most consumer behaviour takes place in the real world and so studies should be conducted in the real world (rather than in a laboratory). • It may be reductionist to isolate variables to study (i.e. the IV) when many other variables that are controlled may contribute to consumer behaviour as a whole. • participants may respond to demand characteristics. Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2022 Page 12 of 24

6(a) When looking at a drinks menu in a restaurant, some people would 10 choose the first item listed and some people would choose the last item listed. Design a study using a questionnaire to investigate whether drinks menu item choice is influenced by primacy or recency. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: questionnaire. Specific features: Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: primacy, recency and menu item position (Dayan and Bar-Hillel, 2011) Psychological: Primacy, recency and menu item position: trade publications on menu design suggest that ‘people tend to remember the top two items on a list and the bottom item’ and that ‘the most frequently selected items are those in the first and last position in the category list.’ (Primacy = first items, and recency = last or most recent items). This ‘edge bias’ was studied by Dayan and Bar-Hillel (2011) who manipulated the position of different foods on a restaurant menu. Methodological: explanation of method using general and specific features as above. © UCLES 2022 Page 18 of 24

10 ‘Shopper movement patterns are of no use to understanding shopper 12 behaviour.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus:); shopper movement patterns (Gil et al., 2009) Most likely (any other appropriate responses should be credited): Useful: • the study by Gil et al. (2009) shows people are shopper types and are predictable, so store design could follow these patterns • studies such as that by Gil used tags in real supermarkets so findings are ecologically valid. • Studies of movement patterns suggest how items in a store should be placed. • Studies of movement patterns shown how the store design such as layout should be organised. No use: • Shoppers may be one type on one occasion, a different type on another (depending on the reason for visiting a store). • Shoppers may behave differently in different types of store. The Gil et al. study was based on behaviour in a supermarket. • shoppers are influenced more by other variables, such as retail atmospherics and store interior layout (Vrechopoulos, 2004) • people sometimes shop on impulse rather than in predictable ways • shopper behaviour may be different in countries other than the UK (Gil et al. study) © UCLES 2022 Page 22 of 24

2 creation of anxiety hierarchy (least fearful to most fearful). Marks: 1 mark for basic answer, 2–4 marks for increasing detail and quality (2 marks max if only one component, however detailed). 1(c) Suggest two ways in which a phobia can be treated, other than 4 systematic desensitisation. Most likely answer (other appropriate responses to be credited): Syllabus includes: • cognitive-behavioural therapy (Ost and Westling, 1995) used applied relaxation which involves tensing and relaxing muscles to relax muscles, decrease blood pressure and counteract the effects of stress- related hormones (e.g. adrenaline and cortisol) • applied tension (Ost et al, 1989) for blood or needle phobia but also vasovagal syncope. Involves tensing muscles to increase blood pressure. Note: cannot apply to any other phobia Marks: 1 mark for identifying alternative +1 mark for elaboration/example 2. Note: no marks for SSRI, covert sensitisation, imaginal desensitisation, exposure therapy. © UCLES 2022 Page 8 of 24 9990/43 Cambridge International AS & A Level – Mark Scheme October/November PUBLISHED 2022 Question Answer Marks 1(d) Discuss the strengths and weaknesses of using systematic 5 desensitisation to treat phobias. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited): Strengths: • the technique can be generalised to many other phobias (and anxiety) • it is effective and has been used for over 60 years • progressive muscle relaxation can be used anywhere by the ‘patient’ • it does not involve the use of any drug Weaknesses: • behavioural techniques take time and effort from the person (unlike swallowing a pill) • the techniques do not cure anything, merely make it easier to live with • behavioural techniques alone may be insufficient. Cognitive behaviour therapy better Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2022 Page 9 of 24 2 Newspaper Headline: Bugs Bunny goes to Disney! Braun-LaTour et al. (2004) investigated the retroactive effect that advertising has on how consumers remember past experiences. In Experiment 1, students received course credits for participating. Data was collected and coded and an inter-rater reliability correlation of 0.9 was found between the two independent judges (coders). 2(a) Explain what is meant by the term ‘retroactive effect’ in this study. 2 Most likely answer (other appropriate responses to be credited): Retroactive interference is where new information interferes with the old (or existing) information in memory. Retroactive effect in this study is that new information (advertising) influences and changes the memory of an event (that people shook hands with Bugs Bunny at a Disney theme park). Marks: 1 mark for description of term description, +1 mark for relating to this study. 2(b)(i) Give one example of the data that was collected in Experiment 1. 2 Quotes from study: Two independent judges coded respondents’ reactions to the ads and the recall statements of their Disney experience. Specifically, they • coded the number of words participants used in response to the ad • whether their reactions to the ad were personal or concentrated on critiquing ad elements • and whether or not they noticed that Bugs Bunny did not belong in a Disney ad For the memory measures, they • coded the number of words in the recall statement and • how many items that had appeared in the ad were mentioned as being part of the participants’ own memory Marks: 1 mark basic answer (e.g. ‘recall of statements’), 2 marks detailed answer/elaboration or example. Note: credit ‘how many participants could remember’ (1 mark) ‘Bugs Bunny at Disneyland’ (+1 mark). 2(b)(ii) Explain what is meant by an ‘inter-rater reliability correlation of 0.9’. 2 Answer can include a number of components: Awareness of what inter-rater reliability is; what reliability is; how this was achieved; what the 0.9 correlation means in relation to inter-rater reliability. Marks: 1 mark basic answer (what it is), 2 marks detailed answer/ elaboration (0.9 is a ‘strong’ correlation). © UCLES 2022 Page 10 of 24 2(c) Explain how this study relates to the debate about individual versus 4 situational explanations. Most likely answer (other appropriate responses to be credited): • Situational: the past experience of visiting Disneyland and whether they had seen certain characters there, such as Bugs Bunny • Individual: the false memory (cognitive process) that was created in the mind of the participant Marks: 1 mark identifying +1 mark for explanation or example from study 2. 2(d) Discuss the strengths and weaknesses of giving course credits to 5 students in studies of ‘false advertising’. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths: • students will do anything for course credits (or being paid) • having an incentive is more likely to lead to them staying for the whole study rather than withdrawing • participants know they are taking part in a study (so give consent but not informed consent) • they are more likely to participate with enthusiasm and be attentive Weaknesses: • they know they are taking part in a study • they are less likely to withdraw, even though they may wish to • they are more likely to respond to try to please the experimenter • perhaps only participating for money not for ‘furthering of scientific knowledge’ Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each strength/weakness (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2022 Page 11 of 24

6(a) Design an experiment to investigate gender differences in pre- 10 cognitive decisions when buying a product. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is experiment. Typical features: Experiments: type, IV, DV, controls, experimental design. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks. Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: pre-cognitive decisions (Knutsson et al., 2007). Psychological: Knutsson et al. (2007) created a SHOP task (save holdings or purchase). Images of product shown for 4 seconds, then price for 4 seconds, then choice 4 seconds and participant choose yes/no to buy. This done in fMRI scanner to record ‘pre-cognitive’ decisions – brain knows decision before person ‘thinks’ it. Methodological: explanation of method using general and specific features as above. © UCLES 2022 Page 17 of 24

10 ‘Children should never be used as participants in studies of 12 advertising’. To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: Issue: children in psychological research; brand recognition in children (Fischer et al., 1991); product placement in films (Auty and Lewis, 2004). Most likely (any other appropriate responses should be credited): Should be used: • children are young and naïve and so are more likely to behave naturally, even in laboratory experiments • children will not question what is happening • children are consumers so studies involving children are as appropriate as adults as participants Should never be used: • children may not understand complex instructions and if they do… • they may not be able to explain what they are thinking or how they feel • children may not exercise the right to withdraw; they may not understand a debriefing • children may be psychologically harmed by a study which may not be evident for many years © UCLES 2022 Page 22 of 24

3(a) Identify two shopper movement patterns from the study by Gil et al. 2 (2009). Award 1 mark for each shopper movement pattern identified. For example: 5 spatial behaviour patterns were also identified: the specialist, native, tourist, explorer, and raider. Four patterns of movement were identified: short trip, 'round trip', 'central trip', and the 'wave trip'. Other appropriate responses should also be credited. 3(b) Dayan and Bar-Hillel (2011) conducted a laboratory study and a field 4 study on primacy, recency and menu item position. Outline any two results from these studies by Dayan and Bar-Hillel. Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: Study 1 – Participants more likely to select menu items at the extremes of the menu (1). This is the beginning and end of the menu rather than the middle. (1) This was found even for unpopular items. (1) The advantage of being placed at the beginning or end of the menu was 56%. (2) Unpopular items had an advantage of being selected of 54%. (2) Study 2 – There was a larger gain when an item moved from the exact middle to the extreme end (55%), than when it moved from the near-middle to the near- end (51%; not significant). (2 − % results not needed for full marks for this result. There was an advantage of being in the top half of the category (59%) (2) Other appropriate responses should also be credited. © UCLES 2023 Page 10 of 23 3(c) Discuss the validity of these studies by Dayan and Bar-Hillel. 6 Points could include (can refer to either of the two studies)  Ecological validity − study 1 was a laboratory experiment so poor ecological validity but study 2 was done in the natural environment so good ecological validity.  Population validity − Good sample size (240 and customers at Tel Aviv café – good range of people) but study 1 just students and study 2 from one café in one city in Israel.  Validity of data collection – although participants knew they were in a study in study 1 it is unlikely they were aware of the aim of the study so lower social desirability / demand characteristics. They would have known the study was about menu choice but unlikely to figure out it was about menu position. Study 2 was in the natural environment so the participants did not know they were in a study – good validity  Quantitative data was collected − no reasons given for menu choice − lowers validity. Mark according to the levels of response criteria below: Level 3 (5–6 marks) Candidates will show a clear understanding of the question and will explain at least two points regarding validity. Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) Candidates will show an understanding of the question and will explain one point about validity in detail or two or more in less detail. Candidates will provide a good explanation. Level 1 (1–2 marks) Candidates will show a basic understanding of the question and will attempt an explanation. Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2023 Page 11 of 23

4(a) Describe what psychologists have discovered about retail/leisure 8 environment design (retail store architecture, leisure environments, store interior layout). Retail/leisure environmental design, including the following:  retail store architecture (Turley and Milliman, 2000)  leisure environments (Finlay et al., 2006)  store interior layout (Vrechopoulos, 2004) Turley and Milliman Reviewed 60 studies about atmospheric effects on buyer/shopper behaviour – found it is possible to create atmospheres which influence consumer spending. Variables included – human, point of purchase and decoration, external variables, internal variables and layout and design variables. Credit examples of each of these or descriptions that may not include the exact wording from the study. Finlay et al. Two casino designs were investigated: the Krane's playground model and the Friedman model. Measures of emotional reactions to the casinos were collected from 22 participants who had gambled in all six casinos. The Kranes-type casinos had significantly higher ratings that the Friedman-type casinos on pleasure and restoration. Vrechopoulos Aim was to investigate different layouts in virtual reality stores to investigate which virtual layouts would have the most positive effects on consumers. The paper reports on an experimental investigation into the use of three different layouts in online grocery retailing: freeform, grid, and racetrack. 120 participants in Greece and the UK participated in a laboratory experiment: they were given a planned shopping task with money to spend, and performed their shopping through a virtual store with layout as the manipulated variable. The results show that layout significantly affects online consumer behaviour:  Free-form was easiest to find items from list and most entertaining to use  Grid was the easiest to use  Racetrack and freeform engaged the consumer for the longest Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2023 Page 12 of 23 4(b) Evaluate what psychologists have discovered about retail/leisure 10 environment design (retail store architecture, leisure environments, store interior layout), including a discussion about generalisability. A range of issues could be used for evaluation here. These include:  Named issue – Generalisability – Excellent in Turley and Milliman as 60 studies, Finlay et al. had a very large sample size, Vrechopoulos used participants in both UK and Greece – good that it is two cultures but not generalisable beyond this.  Good generalisability to everyday life in Turley and Milliman and Finlay (both used real casinos). Vrechopoulos used a virtual reality store – some generalisability to everyday life due to online shopping but not the same as a real store.  Demand characteristics  Strengths and weaknesses of self-reports.  Usefulness / practical applications  Situational/individual explanations  Ethics Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2023 Page 13 of 23

3(a) Vrechopoulos (2004) investigated virtual interior layouts of grocery 2 stores. Outline the ‘grid’ store layout. You may include a diagram in your answer. Award 1 mark for a basic outline of the term/concept. Award 2 marks for a detailed outline of the term/concept. For example: Rectangular arrangement of displays (1). Long aisles that run parallel to one another. (1) Distinct traffic aisles. (1) Full credit allowed for diagram with some labelling, e.g. Aisle 1, Aisle 2. Other appropriate responses should also be credited. 3(b) Describe the study by Guéguen et al. (2007) on music in open air 4 markets. Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: 154 men / 86 women were selected when visiting a market stall. (1) Participants were randomly assigned to either the music or no music condition. (1) Time spent at the stall, number of customers who purchased at least one item and amount spent were recorded. (1) When music was being played customers stayed longer at the stalls, were more likely to purchase at least one item and some higher spend was reported. (1) Other appropriate responses should also be credited. © UCLES 2023 Page 11 of 26 3(c) Explain two strengths of the study by Guéguen et al. 6 Likely strengths include –  Wide range of participants used (240) with a good mix of males and female customers (154/86)  Good ecological validity as natural environment (market stall) and music is normal occurrence while shopping at an outdoor market.  Customers not aware they are in a study so no demand characteristics / social desirability  Quantitative data collected so comparisons can be made.  Customers were randomly assigned to conditions which helps to prevent researcher bias.  Useful findings of how music can be used to encourage increased time customers spend in a retail environment and the amount spent.  Good ethics – just exposing some participants to music and then measuring time of visit and purchasing behaviour (if they bought something and if so, amount spent). Not harmful, confidentiality maintained, public place – consent not required as just briefly observing each participant in a way they would expect to be observed an open air market. Mark according to the levels of response criteria below: Level 3 (5–6 marks)  Candidates will show a clear understanding of the question and will explain two strengths.  Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks)  Candidates will show an understanding of the question and will explain one appropriate strength in detail. OR two strengths in less detail. Level 1 (1–2 marks)  Candidates will show a basic understanding of the question and will attempt an explanation of a strength. They could include two strengths but just as an attempt.  Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2023 Page 12 of 26

4(a) Describe what psychologists have discovered about ‘buying the 8 product’ (theory of planned behaviour, black box model, consumer decision model). Buying the product, including the following:  Purchase decisions: theory of planned behaviour (Ajzen, 1991)  Black box (stimulus-response) model  Consumer decision model. Theory of planned behaviour – the consumer’s behaviour is a function of intention to perform the behaviour in question – this could be intention to purchase a product. The stronger the intention the more likely the behaviour will occur e.g. strong desire to buy new mobile phone as current phone is broken. the intention is based on:  attitude (e.g. towards the product – may have a positive attitude towards a certain brand)  subjective norm (customer’s view about what others think e.g. a customer thinks it is important that a product has good reviews)  perceived behavioural control (e.g. having access to the money to make the purchase) with respect to the behaviour. These factors are determined, respectively, by behavioural, normative, and control beliefs. For example, our attitude about our perceived behavioural control. The customer may be able to get a loan for buying the new phone but their attitude is that they don’t like going into debt so even though the loan is within their control, they still choose not to purchase the phone. The theory allows us to predict intentions and behaviour with respect to the purchase or use of a single brand or product as well as in relation to choice among different brands or products. Black-box model – Behaviourist theory that assumes consumers respond to the stimuli in the retail environment (for example). Stimuli could include marketing, price, the store environment. The black box is how the consumer thinks about/is effected by this stimuli depending on the personal characteristics of the consumer. The retailer can try to design a pleasant environment to encourage the consumer to respond positively and purchase the product (response). Consumer decision model – The model is structured around a 5 point decision process: 1 Need/problem recognition (has a need for the product) 2 Search of information both internally and externally (internal – attitude about the product/brand/price and external – search for product/reviews), 3 Evaluation of alternatives (comparing products to each other), 4 Purchase (buying the product),

3(a) Identify two shopper movement patterns from the study by Gil et al. 2 (2009). Award 1 mark for each shopper movement pattern identified. For example: 5 spatial behaviour patterns were also identified: the specialist, native, tourist, explorer, and raider. Four patterns of movement were identified: short trip, 'round trip', 'central trip', and the 'wave trip'. Other appropriate responses should also be credited. 3(b) Dayan and Bar-Hillel (2011) conducted a laboratory study and a field 4 study on primacy, recency and menu item position. Outline any two results from these studies by Dayan and Bar-Hillel. Award 1–2 marks for a basic answer with some understanding of the topic area. Award 3–4 marks for a detailed answer with clear understanding of the topic area. For example: Study 1 – Participants more likely to select menu items at the extremes of the menu (1). This is the beginning and end of the menu rather than the middle. (1) This was found even for unpopular items. (1) The advantage of being placed at the beginning or end of the menu was 56%. (2) Unpopular items had an advantage of being selected of 54%. (2) Study 2 – There was a larger gain when an item moved from the exact middle to the extreme end (55%), than when it moved from the near-middle to the near- end (51%; not significant). (2 − % results not needed for full marks for this result. There was an advantage of being in the top half of the category (59%) (2) Other appropriate responses should also be credited. © UCLES 2023 Page 10 of 23 3(c) Discuss the validity of these studies by Dayan and Bar-Hillel. 6 Points could include (can refer to either of the two studies)  Ecological validity − study 1 was a laboratory experiment so poor ecological validity but study 2 was done in the natural environment so good ecological validity.  Population validity − Good sample size (240 and customers at Tel Aviv café – good range of people) but study 1 just students and study 2 from one café in one city in Israel.  Validity of data collection – although participants knew they were in a study in study 1 it is unlikely they were aware of the aim of the study so lower social desirability / demand characteristics. They would have known the study was about menu choice but unlikely to figure out it was about menu position. Study 2 was in the natural environment so the participants did not know they were in a study – good validity  Quantitative data was collected − no reasons given for menu choice − lowers validity. Mark according to the levels of response criteria below: Level 3 (5–6 marks) Candidates will show a clear understanding of the question and will explain at least two points regarding validity. Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) Candidates will show an understanding of the question and will explain one point about validity in detail or two or more in less detail. Candidates will provide a good explanation. Level 1 (1–2 marks) Candidates will show a basic understanding of the question and will attempt an explanation. Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2023 Page 11 of 23

4(a) Describe what psychologists have discovered about retail/leisure 8 environment design (retail store architecture, leisure environments, store interior layout). Retail/leisure environmental design, including the following:  retail store architecture (Turley and Milliman, 2000)  leisure environments (Finlay et al., 2006)  store interior layout (Vrechopoulos, 2004) Turley and Milliman Reviewed 60 studies about atmospheric effects on buyer/shopper behaviour – found it is possible to create atmospheres which influence consumer spending. Variables included – human, point of purchase and decoration, external variables, internal variables and layout and design variables. Credit examples of each of these or descriptions that may not include the exact wording from the study. Finlay et al. Two casino designs were investigated: the Krane's playground model and the Friedman model. Measures of emotional reactions to the casinos were collected from 22 participants who had gambled in all six casinos. The Kranes-type casinos had significantly higher ratings that the Friedman-type casinos on pleasure and restoration. Vrechopoulos Aim was to investigate different layouts in virtual reality stores to investigate which virtual layouts would have the most positive effects on consumers. The paper reports on an experimental investigation into the use of three different layouts in online grocery retailing: freeform, grid, and racetrack. 120 participants in Greece and the UK participated in a laboratory experiment: they were given a planned shopping task with money to spend, and performed their shopping through a virtual store with layout as the manipulated variable. The results show that layout significantly affects online consumer behaviour:  Free-form was easiest to find items from list and most entertaining to use  Grid was the easiest to use  Racetrack and freeform engaged the consumer for the longest Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2023 Page 12 of 23 4(b) Evaluate what psychologists have discovered about retail/leisure 10 environment design (retail store architecture, leisure environments, store interior layout), including a discussion about generalisability. A range of issues could be used for evaluation here. These include:  Named issue – Generalisability – Excellent in Turley and Milliman as 60 studies, Finlay et al. had a very large sample size, Vrechopoulos used participants in both UK and Greece – good that it is two cultures but not generalisable beyond this.  Good generalisability to everyday life in Turley and Milliman and Finlay (both used real casinos). Vrechopoulos used a virtual reality store – some generalisability to everyday life due to online shopping but not the same as a real store.  Demand characteristics  Strengths and weaknesses of self-reports.  Usefulness / practical applications  Situational/individual explanations  Ethics Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. © UCLES 2023 Page 13 of 23

2(a) Hall et al. (2010) conducted a field experiment using an opportunity 2 sample at a supermarket to investigate choice blindness. Participants tasted jam or smelled tea. They were deceived in a number of ways during the study. Explain what is meant by the term 'choice blindness'. Most likely answer (other appropriate responses to be credited): (from the study)  choice blindness is the failure to recall a choice (1 mark) immediately after we have made that choice (2 marks) Marks: 1 mark for basic answer; 2 marks for elaboration/explanation. 2(b) Suggest two strengths of conducting field experiments, using examples 4 from this study. Most likely answer (other appropriate responses to be credited):  the setting is natural / high ecological validity (1 mark) e.g. the study is conducted at a stall in a supermarket (2 marks)  the participant behaves naturally because they do not know they are participating in a study (1 mark) e.g. the researchers explain they are testing the quality of food (2 marks)  the task/request is congruous with the setting (1 mark) testing food (jam and tea) in a supermarket is a logical thing to do (2 marks) Marks: 1 mark for strength, 2 marks for relating to this study 2. 2(c) Explain two ways in which the participants were deceived by the 4 experimenters in this study. Most likely answer (quotes from study)  They recruited the participants by asking them whether they were willing to take part in a ‘quality control’ test of the jam and tea assortment at the store.  They presented themselves as being independent consultants contracted to survey the quality of the jam and tea assortment in the shop.  Unknown to the participants, on certain trials, they used a card magic trick to covertly exchange one face for the other.  They created two sets of ‘magical’ jars, lidded at both ends, and with a divider inside. These jars thus looked like normal containers, but were designed to hold one variety of jam or tea at each end, and could easily be flipped over to execute a switch. Marks: 1 mark outline, 2 marks detailed answer/elaboration or use of example 2. © UCLES 2023 Page 11 of 26 2(d) Discuss strengths and weaknesses of using an opportunity sample in 5 this study. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths  people who are ‘readily available’ can be chosen to participate  people can be chosen who do not know they are in a study  people can participate without informed consent  a relatively large sample can be obtained easily IF reason given  It is relatively quick and easy to do IF compared to other sampling techniques / reason why given Weaknesses  participants may chosen by researchers because of the way they look – experimenter bias  participants may not be representative of the wider population Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2023 Page 12 of 26

6(a) Colour can be associated with specific products, but colour can also be 10 used where products are displayed in places such as supermarkets. Design a study using an interview to investigate which colour is best for the display area for fruit and vegetables. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: interview. Specific features: Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). NB If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: product colour and associative learning (Grossman and Wisenblit, 1999) Psychological: Colours are associated with many things. Washing machines and kitchen goods are white, associated with cleanliness. Colours such as red are associated with danger and green with safety. Worldwide brands are associated with specific colours such as cans of Coca-Cola being red. Green is often an indicator of freshness – many vegetables are green (but some are orange, yellow and other colours). Methodological: explanation of method using general and specific features as above. © UCLES 2023 Page 20 of 26

10 ‘Choice heuristics, such as availability and representativeness, are 12 irrelevant in consumer decision-making when consumers make decisions about purchasing goods.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: choice heuristics: availability, representativeness Most likely (any other appropriate responses should be credited): Are not irrelevant  heuristics are mental short cuts (rules of thumb) that commonly used in everyday life.  studying heuristics (and also thinking fast and slow) can help understand why some people make quick decisions and then later change their minds.  there are many heuristics (23 different have been listed) showing their importance about how decisions are made – and not just in relation to consumer behaviour. Are irrelevant  just because choice heuristics exist it doesn’t mean they always apply to every decision each individual consumer makes.  heuristics such as availability and representativeness are just two and so focus on these is reductionist. There are many more factors heuristics involved when making a decision such as anchoring  the brain has already made a decision about a purchase even before a person can think fast. Pre-cognitive decisions (Knutson et al. (2007) are perhaps what should be studied. © UCLES 2023 Page 24 of 26

2 Gil et al. (2009) used closed-circuit television (CCTV) to record shopper movement patterns in a supermarket. Fig. 2.1 shows the movement pattern for a ‘short trip’ shopper. Shoppers were interviewed twice, with the second being an extensive interview when the shoppers left the supermarket. 2(a) Suggest how one ethical guideline could have been followed in this 2 study. Most likely answer (other appropriate responses to be credited): (from the study)  informed consent (1 mark): the shoppers were interviewed on entering the supermarket and gave their consent to be tracked (2 marks)  right to withdraw (1 mark) the shoppers were interviewed when leaving the supermarket and so could have opted out of their data being used.  deception (1 mark) there was no deception because shoppers knew exactly what was happening in the study (2 marks).  other guidelines can be used if they are justified. Marks: 1 mark for identification; 2 marks for elaboration/explanation. 2(b) Explain two types of movement pattern identified by the CCTV 4 recordings, other than ‘short trip’. Definitive answer:  Round trip (1 mark) shoppers moving up and along the top corridor and aisles, visiting the vegetable, fruit and bread at the start; returning along the main corridor with various types of incursions into aisles; generally exit near fruit and vegetables (2 marks)  Central trip (1 mark) shoppers progressing in and out of the store using the main corridor with various types of incursions into the aisles, mainly visiting the top aisles first and the bottom ones when returning (2 marks)  Wave trip (1 mark) shoppers in linear progression through the store along the main corridor, zigzagging through the aisles; most exiting near the far end of the store (2 marks) Marks: 1 mark for identification, 2 marks elaboration 2. Note: 0 marks for short trip (question states ‘other than short trip’) Note: 0 marks for ‘shopper behaviour patterns’ ie specialist, native, tourist, explorer and raider. © UCLES 2023 Page 10 of 24 2(c)(i) Explain one feature of the interviews conducted with shoppers in this 2 study. Most likely answer:  Face-to-face (1 mark) because the main interviews were conducted when the shoppers were leaving the store (not telephone or online) (2 marks)  Structured/semi-structured (1 mark) the participants were asked about ‘aspects of the specific trip, e.g. aim of trip, use of shopping list, satisfaction, money spent, as well as more general shopping habits, e.g. frequency of visits’ (2 marks). Marks: 1 mark identification of feature, 2 marks detailed answer/elaboration or use of example 2(c)(ii) Give one strength of using the feature you explained in (c)(i) in this 2 study. Most likely answer:  Face-to-face is more personal than telephone, (1 mark) non-verbal aspects of conversation can be noted (1 mark). Interview likely to last longer than telephone (telephone max 20 mins) (1 mark) Related to study (+1 mark) e.g. participants can confirm what trip they made, such as a round trip.  Structured all participants are asked the same questions and so comparisons are possible (1 mark) All participants are asked questions in the same order preventing participants from questions in the wrong order (1 mark) Related to study (+1 mark) e.g. the number of wave trip shoppers (etc.) can be found. Marks: 1 mark identification of strength, 2 marks related to study 2 © UCLES 2023 Page 11 of 24 2(d) Discuss the strengths and weaknesses of using CCTV to investigate 5 shopper behaviour. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths  a CCTV observation means the person may be unaware they are being observed and so behaves naturally  CCTV recordings of behaviour are objective  CCTV observations can have more than one observer so reliability of observations can be checked Weaknesses  a CCTV observation where cameras are fixed may mean that an observer misses a behaviour (person being observed moves out of view)  a CCTV camera has a limited panorama  a CCTV camera may not be of good quality not 1080p  If observing behaviour by CCTV only, what is said may not be recorded Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2023 Page 12 of 24

6(a) Advertising can be made more effective using a slogan. Two kinds of 10 slogans are 'jingle slogans' (slogans with music) and 'non-jingle slogans’ (slogans without music). Design a study to investigate whether jingle slogans are recalled significantly more than non-jingle slogans. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: any appropriate method Specific features:  Experiments: type, IV, DV, controls, experimental design.  Observations: type, setting, response categories, sampling frame, number of observers.  Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note: If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: advertising applications: effective slogans (Kohli et al., 2007) Psychological: Kohli et al (2007) suggest that good slogans:  should be ‘positioned’ clearly  linked to the brand: the slogan should be linked with everything to do with the product, not just the packaging.  Please repeat that: the slogan should be consistent across all advertising.  Jingle, jangle: jingles can be easy to remember initially, so they should be used.  Use at the outset: slogans are fundamental  It’s okay to be creative: don’t keep it simple, be creative; make sure the audience ‘gets it’ Methodological: explanation of method using general and specific features as above. © UCLES 2023 Page 19 of 24

10 ‘It is essential to collect both qualitative and quantitative data when 12 conducting studies about the effect of brand recognition in children.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: advertising applications: brand recognition in children (Fischer et al., 1991) Most likely (any other appropriate responses should be credited): Qualitative or Quantitative or both  quantitative data allows analysis and numbers to be compared  quantitative data is all that is needed to draw statistical conclusions about brand preferences  quantitative data does not provide an explanation for numbers; qualitative data does.  qualitative data gives an explanation for behaviour  qualitative data might support numbers  qualitative data could be a problem because children might not be able to explain their thoughts or behaviour  it could be debated that quantitative and qualitative data might be needed from children but not from adults or vice versa. © UCLES 2023 Page 22 of 24

2(a) Hall et al. (2010) conducted a field experiment using an opportunity 2 sample at a supermarket to investigate choice blindness. Participants tasted jam or smelled tea. They were deceived in a number of ways during the study. Explain what is meant by the term 'choice blindness'. Most likely answer (other appropriate responses to be credited): (from the study)  choice blindness is the failure to recall a choice (1 mark) immediately after we have made that choice (2 marks) Marks: 1 mark for basic answer; 2 marks for elaboration/explanation. 2(b) Suggest two strengths of conducting field experiments, using examples 4 from this study. Most likely answer (other appropriate responses to be credited):  the setting is natural / high ecological validity (1 mark) e.g. the study is conducted at a stall in a supermarket (2 marks)  the participant behaves naturally because they do not know they are participating in a study (1 mark) e.g. the researchers explain they are testing the quality of food (2 marks)  the task/request is congruous with the setting (1 mark) testing food (jam and tea) in a supermarket is a logical thing to do (2 marks) Marks: 1 mark for strength, 2 marks for relating to this study 2. 2(c) Explain two ways in which the participants were deceived by the 4 experimenters in this study. Most likely answer (quotes from study)  They recruited the participants by asking them whether they were willing to take part in a ‘quality control’ test of the jam and tea assortment at the store.  They presented themselves as being independent consultants contracted to survey the quality of the jam and tea assortment in the shop.  Unknown to the participants, on certain trials, they used a card magic trick to covertly exchange one face for the other.  They created two sets of ‘magical’ jars, lidded at both ends, and with a divider inside. These jars thus looked like normal containers, but were designed to hold one variety of jam or tea at each end, and could easily be flipped over to execute a switch. Marks: 1 mark outline, 2 marks detailed answer/elaboration or use of example 2. © UCLES 2023 Page 11 of 26 2(d) Discuss strengths and weaknesses of using an opportunity sample in 5 this study. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths  people who are ‘readily available’ can be chosen to participate  people can be chosen who do not know they are in a study  people can participate without informed consent  a relatively large sample can be obtained easily IF reason given  It is relatively quick and easy to do IF compared to other sampling techniques / reason why given Weaknesses  participants may chosen by researchers because of the way they look – experimenter bias  participants may not be representative of the wider population Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2023 Page 12 of 26

6(a) Colour can be associated with specific products, but colour can also be 10 used where products are displayed in places such as supermarkets. Design a study using an interview to investigate which colour is best for the display area for fruit and vegetables. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: interview. Specific features: Questionnaires/Interviews: type, setting, example questions. Scoring/rating scale, analysis of responses. General features of research methodology: sampling technique and sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 study is based. Marks: use generic levels of response ‘Design a study’ question part (b). NB If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: product colour and associative learning (Grossman and Wisenblit, 1999) Psychological: Colours are associated with many things. Washing machines and kitchen goods are white, associated with cleanliness. Colours such as red are associated with danger and green with safety. Worldwide brands are associated with specific colours such as cans of Coca-Cola being red. Green is often an indicator of freshness – many vegetables are green (but some are orange, yellow and other colours). Methodological: explanation of method using general and specific features as above. © UCLES 2023 Page 20 of 26

10 ‘Choice heuristics, such as availability and representativeness, are 12 irrelevant in consumer decision-making when consumers make decisions about purchasing goods.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: choice heuristics: availability, representativeness Most likely (any other appropriate responses should be credited): Are not irrelevant  heuristics are mental short cuts (rules of thumb) that commonly used in everyday life.  studying heuristics (and also thinking fast and slow) can help understand why some people make quick decisions and then later change their minds.  there are many heuristics (23 different have been listed) showing their importance about how decisions are made – and not just in relation to consumer behaviour. Are irrelevant  just because choice heuristics exist it doesn’t mean they always apply to every decision each individual consumer makes.  heuristics such as availability and representativeness are just two and so focus on these is reductionist. There are many more factors heuristics involved when making a decision such as anchoring  the brain has already made a decision about a purchase even before a person can think fast. Pre-cognitive decisions (Knutson et al. (2007) are perhaps what should be studied. © UCLES 2023 Page 24 of 26

3 The client is taught progressive muscle relaxation and this relaxation is done at the start of sessions.

4 The client imagines each of the 4–6 ‘scenes’ and at the end of each scene they practice progressive muscle relaxation.

3(a) Outline ‘involvement’ as a marketing theory (Richarme, 2 2005). Award 1 mark for a basic outline of the term/concept. Award 2 marks for a detailed outline of the term/concept. For example: The amount of cognitive effort applied to the decision- making process (1) is directly related to the level of importance the consumer places on acquiring the product (1). For example, low involvement in purchasing a pack of chewing gum but high involvement in the purchase of a cell phone (1). It is not necessarily to do with price but more to do with impact on the quality of life of the consumer (1). Other appropriate responses should also be credited. © UCLES 2023 Page 16 of 39 3(b) Outline two of the findings from the study by Hall et al. 4 (2010) on choice blindness. For each finding: Award 1 marks for a basic answer with some understanding of the topic area. Award 2 marks for a detailed answer with clear understanding of the topic area. For example: In the manipulated trials – Counting across all pairings • concurrent detection was approx. 14% for both jam and tea • retrospective detection was 6–7% for both jam and tea • sensory change was approx. 12% for both jam and tea • Different detection types had ratings that were consistent across jam and tea In total • 32–33% total detection rate for both jam and tea • No difference in ease of distinguishing between the two samples in either the non-manipulated trials or the non- detected manipulated trials • No difference in rated confidence of participant’s ability to distinguish between the two samples in either the non-manipulated trials or the non-detected manipulated trials • No order defects on any of the measures uses as a result of the participants choosing the first or second sample when evaluation the products. © UCLES 2023 Page 17 of 39 3(b) Differences • Significant differences in detection rate between the most and least similar jam and tea pairs but no differences between other pairs • Rated discrepancy of preference within a pair was higher for detected (as opposed to undetected) jam trials but not the case for detected tea trials • Lower detection rate (20%) in those with gift incentive compared to those without (46%) in tea condition but not in jam condition Other appropriate responses should also be credited. © UCLES 2023 Page 18 of 39 3(c) Explain one strength and one weakness of the study by 6 If more than two strengths given, credit the best two. Hall et al. Likely strengths could be: • Highly controlled procedures – same ratings asked for, same jam and tea flavours, manipulation done in the same way • Reasonably large sample size (180 customers) • High in mundane realism as ‘tasting’ is something customers in a supermarket are often asked to do and cover story (quality control) is realistic • Ethics – debriefing and written consent given at the end. Regional Swedish Ethics Board approved the study. • Many IVs (jam, tea, flavour combinations, manipulated or not) so that results can be seen to be down to manipulation, increasing validity • A lot of measures for DV – rating of taste/smell for each (10-point scale), indication of preference (quantitative data), why preference (qualitative data), difficulty of discrimination, confidence and asked if anything was odd or unusual (to see if manipulation detected) • Quantitative and qualitative data collected so lots to analyse and some detail as to why results given. Likely weakness could be: • Biased sample (118 f to 62 m) although this is probably representative of supermarket customers • With the many IVs, not many participants in each condition making valid conclusions harder to draw • Problems with self-reporting particularly in terms of social desirability (wanting to please experimenters) © UCLES 2023 Page 19 of 39 3(c) • Ethics – deception and informed consent not obtained in advance (although not possible if study were to be successful; and written consent was given after the experiment) • Only took place in one supermarket in Sweden so results may not be generalisable outside of this setting/culture Mark according to the levels of response criteria below: Level 3 (5–6 marks) • Candidates will show a clear understanding of the question and will explain one strength and one weakness. • Candidates will provide a good explanation with clear detail. Level 2 (3–4 marks) • Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one appropriate strength in detail. OR one weakness and one strength in less detail. Level 1 (1–2 marks) • Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a weakness. They could include both but just as an attempt. • Candidates will provide a limited explanation. Level 0 (0 marks) No response worthy of credit. Other appropriate responses should also be credited. © UCLES 2023 Page 20 of 39

4(a) Describe communication and advertising models 8 (changing attitudes and models of communication, AIDA model, hierarchy of effects model). • Changing attitudes and models of communication (source, message, etc.) • AIDA model (and updates of it) • Hierarchy of effects model Changing attitudes and models of communication (source, message, etc.) This model explains how advertisements attempt to change and influence consumers so they purchase their product. • Source – where the message is coming from and how trustworthy and credible this source is to the consumer. − It could be presented by an expert or by a celebrity. If celebrity is used too many times they may lose their trustworthiness. − If advertising something that could make a person more attractive then the attractiveness of the ‘source’ should be high. − Someone similar to the target customers is more persuasive. − Men more credible than women. © UCLES 2023 Page 21 of 39 4(a) • Message – how the information in the advertisement is presented to the consumer − Two-sided argument is better when the product is familiar e.g. comparison made to competition. One- sided argument when product unfamiliar. Customers can view one-sided argument as more truthful. − Have to be careful with level of persuasiveness in advert and can lower sales if the advert seems to be trying too hard. − Repetition is good and helps aid recall • Audience/receiver – what type of consumers may purchase the product. The advertisement needs to be tailored to them. − If it is young or old consumers. − does the customers all have a similar set of attitudes (difficult if customers all have different sets of attitudes) − women easier to persuade than men. − Difficult to change someone with very high / very low self-esteem and easier for moderate self-esteem. Credit can also be given to the Yale Model of Communication so long as it is linked to advertising. (attention, comprehension and acceptance) AIDA model (and updates of it) Behavioural model of advertising. Four stages including • Attention (or awareness) – must attract the attention of the consumer. • Interest – to make the advertisement get the viewers to want to know more about the product. • Desire – to maintain or increase a feeling of need for the product. • Action – for the consumer to go out and purchase the product. © UCLES 2023 Page 22 of 39 4(a) Updates – CAB model (Cognition, Affect and Behaviour); TIREA scale (Thought, Interest, Risk, Engagement and Action); REAN model (Reach, Engage, Activate and Nurture); NAITDASE (Need, Attention and Interest, Trust, Desire and Action of purchase); DAGMAR (Defining Advertising Goals for Measured Advertising Results) Hierarchy of effects model Six stages – • Awareness – becomes aware of the product through advertising. • Knowledge – Information about the product that the consumer needs to become aware of (simple for some products such as food and more complex for other products such as a car) • Liking – Makes sure the consumer likes the product and also more than similar products. • Preference – similar to liking. Likes the product more than the competitions. • Conviction – Strengthens desire to purchase (e.g. through a discount or free offer) • Purchase – Go and buy the product. Mark according to the levels of response descriptors in Table A. Other appropriate responses should also be credited. © UCLES 2023 Page 23 of 39 4(b) Evaluate what psychologists have discovered about 10 communication and advertising models (changing attitudes and models of communication, AIDA model, hierarchy of effects model), including a discussion of reductionism versus holism. A range of issues could be used for evaluation here. These include: • Named issue – Reductionism versus holism – These models do offer some complex explanations of the effects of advertising on consumer decision to purchase a product. For example, the models of communication do recognise that the company has to consider many aspects of the advertising medium and message (not just the content of the advertisement). This could include things such as the medium to consider where is best to advertise to potential and existing consumers. The hierarchy of affects model and the AIDA model are also fairly complex as they do suggest there are a number of different stages that consumers pass through when seeing an advertisement and then eventually going and buying the product. Do also credit any argument that the models are more simplistic so long as it is well argued by the candidate with some examples of what might be missing from the model (e.g. how much disposable income the consumer might have to go and purchase the product) © UCLES 2023 Page 24 of 39 4(b) • Applications to everyday life • Cultural bias • Reductionism • Theoretical/lack of research support • Determinism • Individual differences Mark according to the levels of response descriptors in Table B. Other appropriate responses should also be credited. Psychology and health Question Answer Marks Guidance

3 The client is taught progressive muscle relaxation and this relaxation is done at the start of sessions.

4 The client imagines each of the 4–6 ‘scenes’ and at the end of each scene they practice progressive muscle relaxation.

2 To investigate the topic of retail store architecture, Turley and Milliman (2000) reviewed sixty studies of atmospheric effects on shoppers. They referred to five ‘atmospheric variables’, including layout and design variables, and point-of-purchase and decoration variables. 2(a) Explain what is meant by a 'review of studies' as conducted by Turley 2 and Milliman. Most likely answer (other appropriate responses to be credited) (from the study): NOTE: A systematic review attempts to gather all available empirical research by using clearly defined, systematic methods to obtain answers to a specific question. A meta-analysis is the statistical process of analyzing and combining results from several similar studies. • a review collects and analyses multiple research studies or papers (1 mark) related to atmospheric effects on shopping behaviour (2 marks) • Turley and Milliman (2000): We review the pertinent literature by constructing a comprehensive table of the empirical studies in this area that focuses on the various findings associated with these investigations (2 marks) Marks: 1 mark for partial explanation; 2 marks for elaboration/explanation NOTE: including 60 studies and 5 categories receives no credit as it is repeating the stem. NOTE: explaining a meta-analysis can be awarded 1 mark max. 2(b)(i) Suggest one ‘point-of-purchase’ variable. 2 Most likely answers (Turley and Milliman): a Point-of-purchase displays b Signs and cards (1 mark) signs combined with sale price information displayed at the point of purchase are effective (2 marks) c Wall decorations d Degrees and certificates (1 mark) shows the quality of the establishment/service and so give people/shoppers confidence (2 marks) e Pictures f Artwork g Product displays h Usage instructions i Price displays j Teletext Marks: 1 mark identification of any one of the above, 2 marks for explanation of the identified variable. NOTE: question does not state ‘Turley and Milliman’ so any appropriate variable receives credit. © UCLES 2023 Page 10 of 24 2(b)(ii) Explain how the variable you suggested in (b)(i) relates to one model of 2 the effects of ambience. The two main models are as follows: • The Mehrabian and Russell (1974) pleasure/arousal/dominance (PAD) model: pleasure (the degree to which a person felt happy or satisfied in a place), arousal (the degree of stimulation caused by an atmosphere), and dominance (the degree to which a person feels in control in a situation) (1 mark for brief explanation) how the variable in (i) relates to this (2 marks) • The cognition-emotion model Lazarus (1991). Our appraisal of a situation (any aspect of the display) causes an emotional response. A stimulus in the environment/situation can be consciously or unconsciously processed and this leads us to be aroused and experience emotion (which both happen at the same time). (1 mark for brief explanation) how the variable in (i) relates to this (2 marks) Marks: 1 mark brief explanation of model, 2 marks for explanation of how model and point-of-purchase variable relate. 2(c) Suggest two ways in which the effect of atmospheric variables on 4 shoppers could be measured. Most likely answer: • Observation e.g. covert (1 mark) of the increase or decrease in number of shoppers entering the store or remaining in the store (2 marks) • Field experiment conducted in a store (1 mark) with IV of variable v control of no variable, DV of time in store, number of purchases, etc. (2 marks) • Questionnaire e.g. with closed questions (1 mark) asking about variables and how they affect responses such as pleasure, arousal, dominance (PAD) (2 marks) • Interview e.g. semi-structured (1 mark) asking about variables and how they affect responses such as pleasure, arousal, dominance (PAD) (2 marks) • Also credit ‘sales/purchase behaviour’ (1 mark) in 25/28 studies atmospheric variables affected consumer sales (2 marks) Marks: 1 mark outline of method, 2 marks detailed answer/elaboration/use of example  2. NOTE: variable does not need to be identified, emphasis is ‘way’/method. NOTE: identification of method is insufficient for 1 mark (needs to be technique or format) © UCLES 2023 Page 11 of 24 2(d) Discuss the strengths and weaknesses of using field experiments to 5 investigate the effect of atmospheric variables on shoppers. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited): Strengths: • a field experiment has an IV, DV and controls = cause and effect • often participants do not know they are taking part in a study and so behave more naturally • most consumer behaviour (e.g. shopping) takes place in the real world and so studies should be conducted in the real world (rather than in a laboratory) Weaknesses: • a field experiment may have variables that are more difficult to control than a laboratory experiment • field experiments may gather quantitative data but other methods used in conjunction may give reason for decision to purchase or not • It may be reductionist to isolate variables to study (i.e. the IV) when many other variables that are controlled may contribute to consumer behaviour as a whole Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however detailed) and related to the question up to 4 max. 2 marks max. for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2023 Page 12 of 24

6 Self-censorship: less likely to listen to our doubt if all others are in agreement

10 ‘If playing one type of music at one open air market stall increases the 12 amount of money spent, this finding can be generalised to all open air market stalls.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: sound and consumer behaviour: music in open air markets (Guéguen et al., 2007) Most likely (any other appropriate responses should be credited): Can generalise: • large numbers of people shop at a large number of open-air markets where music is played. • playing music is a common way to relax people, to entertain them and to advertise – all over the world. • the findings of field experiments, being experiments have manipulated and controlled variables; such studies can be replicated anywhere. • other evidence shows playing music increases sales: North et al. found that classical music increased spending. Cannot generalise: • the location of the study (e.g. a town in France) might not generalise to all other locations. • the type of music (joyful, samba) played might also be specific to that location and not liked in other places/countries. • the type of music was ‘used for its appropriateness for sale of toys and trinkets’ and so would not generalise to sales of other items. © UCLES 2023 Page 22 of 24

2 Eye-tracking is the technique of using scientific equipment to measure eye movements. Atalay et al. (2012) investigated the central gaze cascade effect using both laboratory and ‘offline’/real life contexts. They used eye tracking to study whether the shelf position of an item affected whether it was chosen by participants. 2(a) Explain what is meant by the term 'central gaze cascade effect' in this 2 study. Most likely answer (other appropriate responses to be credited): (from the study) gifts can be presented two ways; • progressively increasing attention focused on the central option (1 mark) from the 33 matrix of vitamins or cereal bars looking at the central item (2 marks) or looking at the middle item of the three energy drinks (2 marks) • central fixation bias is a tendency to look first at the central option / more likely to choose products in the centre (1 mark) example from study such as use of planogram (2 marks) Marks: 1 mark for explanation; +1 mark for ‘in this study’. 2(b) Suggest two strengths of using eye tracking to gather data in this study. 4 Most likely answer (other appropriate responses to be credited): • the data recorded are objective: where the person looks is clear and unambiguous (1 mark) the product a person looks at, such as one of the energy drinks, is fact (2 marks) • scientific equipment (eye-tracking) is reliable (1 mark) any example from the study (2 marks) • scientific equipment (eye-tracking) is valid (1 mark) any example from the study (2 marks) Marks: 1 mark for reason, +1 mark for related to this study 2. © UCLES 2023 Page 10 of 25 2(c)(i) Explain how Study 2 was conducted in an ‘offline’/real-life context. 2 Most likely answer • tangible products were used and positioned as they might in a retail context (1 mark) filler products from other categories were included on the same shelf (2 marks) OR identifying the three brands of drink (2 marks). • items were presented in a horizontal shelf layout in an array of three alternatives (1 mark) The three brands of energy drinks (Cebion, Niran, and Viba) were fictitious (2 marks) • participants were positioned in the middle of the display then to the left and right (1 mark) They were asked to carefully review and choose one of the three energy drinks (2 marks) • participants look at items on a shelf (1 mark) rather than items in a visual display (2 marks) Marks: 1 mark partial answer, 2 marks detailed answer/elaboration or use of example 2. Marks: 0 marks for ‘conducted in a supermarket’; it was not. 2(c)(ii) Explain one finding from study 2. 2 Most likely answer • the centrally located item within a product category is chosen more often (1 mark) irrespective of what energy drink it is (2 marks) OR even when it is not placed in the centre of the shelf or the visual field (2 marks) • replicating the findings with tangible products using a different product category in an offline experiment speaks to the robustness of the horizontal centrality effect and suggests that the preference for the centrally located option in an array is not an artifact of screen-based presentation. Marks: 1 mark partial answer, 2 marks detailed answer/elaboration. © UCLES 2023 Page 11 of 25 2(d) Discuss the strengths and weaknesses of using laboratory experiments 5 to gather data on consumer product choice. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited, such as eye movement patterns): Strengths: • a laboratory experiment has an IV, DV and controls; cause and effect • IV can be studied precisely using scientific equipment so accurate information is gathered • the DV can be operationalised to give precise data • extraneous situational variables can be controlled Weaknesses: • participants may respond to demand characteristics • a participant might feel uncomfortable with the equipment • most consumer behaviour takes place in the real world and so studies should be conducted in the real world (rather than in a laboratory) Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however detailed) and related to the question up to 4 max. 2 marks max for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2023 Page 12 of 25

6(a) Menu ‘eye magnets’ include the font size and font colour of the menu 10 items. Design an experiment to investigate which eye magnet leads to the most increased orders. Marks: use generic levels of response Design a study question part (a). Additional: Candidates should design the study showing evidence of design features appropriate to the named method. The named method is: experiment. Specific features: Experiments: type, IV, DV, controls, experimental design. General features of research methodology: sampling technique & sample, type of data, ethics, reliability, validity, data analysis. 6(b) Explain the psychological and methodological evidence on which your 8 experiment is based. Marks: use generic levels of response ‘Design a study’ question part (b). Note If only methodological or psychological explanation is provided max 5 marks Candidates are expected to explain the reasons for the suggested design in part (a). Explanation should be both psychological and methodological. Psychological to include appropriate theory or research. Additional: candidates are expected to justify their decisions or evidence presented regarding the design made in answer to question part (a). Syllabus: eye movement patterns, framing and common menu mistakes (Pavesic, 2005) Psychological: Pavesic (2005) outlines a number of common menu mistakes which make a menu hard to read such as poor font size, paper colour and font style; crowded pages with too many items; printing on dark paper with dark ink. However, these factors can also be turned around and used as ‘eye magnets’ to attract attention. Which magnets (such as colour and size of font) are best? Any other magnet is also creditworthy. A magnet is anything on a menu that attracts attention. Methodological: explanation of method using general and specific features as above. © UCLES 2023 Page 19 of 25

10 ‘If space between restaurant tables is too small it will always cause 12 overload, arousal and behaviour constraint in customers.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: space at restaurant tables (Robson et al., 2011); theories of personal space: overload, arousal and behaviour constraint Most likely (any other appropriate responses should be credited): Agree • being too close can invade intimate personal space boundaries (Edward Hall) • being too close could cause stimulus overload which could lead to escape behaviour such as leaving the restaurant or just feeling uncomfortable • being too close can cause behaviour constraint – changing behaviour to adapt – such as not staying to have a coffee after a meal. Disagree • some people prefer close tables to make the setting more intimate • some people are in close relationships and prefer closeness; some sit next to each other to increase intimacy. • whilst close table space may cause overload and arousal, it can be tolerated; other factors (delicious food) outweigh potential discomfort © UCLES 2023 Page 23 of 25

2 To investigate the topic of retail store architecture, Turley and Milliman (2000) reviewed sixty studies of atmospheric effects on shoppers. They referred to five ‘atmospheric variables’, including layout and design variables, and point-of-purchase and decoration variables. 2(a) Explain what is meant by a 'review of studies' as conducted by Turley 2 and Milliman. Most likely answer (other appropriate responses to be credited) (from the study): NOTE: A systematic review attempts to gather all available empirical research by using clearly defined, systematic methods to obtain answers to a specific question. A meta-analysis is the statistical process of analyzing and combining results from several similar studies. • a review collects and analyses multiple research studies or papers (1 mark) related to atmospheric effects on shopping behaviour (2 marks) • Turley and Milliman (2000): We review the pertinent literature by constructing a comprehensive table of the empirical studies in this area that focuses on the various findings associated with these investigations (2 marks) Marks: 1 mark for partial explanation; 2 marks for elaboration/explanation NOTE: including 60 studies and 5 categories receives no credit as it is repeating the stem. NOTE: explaining a meta-analysis can be awarded 1 mark max. 2(b)(i) Suggest one ‘point-of-purchase’ variable. 2 Most likely answers (Turley and Milliman): a Point-of-purchase displays b Signs and cards (1 mark) signs combined with sale price information displayed at the point of purchase are effective (2 marks) c Wall decorations d Degrees and certificates (1 mark) shows the quality of the establishment/service and so give people/shoppers confidence (2 marks) e Pictures f Artwork g Product displays h Usage instructions i Price displays j Teletext Marks: 1 mark identification of any one of the above, 2 marks for explanation of the identified variable. NOTE: question does not state ‘Turley and Milliman’ so any appropriate variable receives credit. © UCLES 2023 Page 10 of 24 2(b)(ii) Explain how the variable you suggested in (b)(i) relates to one model of 2 the effects of ambience. The two main models are as follows: • The Mehrabian and Russell (1974) pleasure/arousal/dominance (PAD) model: pleasure (the degree to which a person felt happy or satisfied in a place), arousal (the degree of stimulation caused by an atmosphere), and dominance (the degree to which a person feels in control in a situation) (1 mark for brief explanation) how the variable in (i) relates to this (2 marks) • The cognition-emotion model Lazarus (1991). Our appraisal of a situation (any aspect of the display) causes an emotional response. A stimulus in the environment/situation can be consciously or unconsciously processed and this leads us to be aroused and experience emotion (which both happen at the same time). (1 mark for brief explanation) how the variable in (i) relates to this (2 marks) Marks: 1 mark brief explanation of model, 2 marks for explanation of how model and point-of-purchase variable relate. 2(c) Suggest two ways in which the effect of atmospheric variables on 4 shoppers could be measured. Most likely answer: • Observation e.g. covert (1 mark) of the increase or decrease in number of shoppers entering the store or remaining in the store (2 marks) • Field experiment conducted in a store (1 mark) with IV of variable v control of no variable, DV of time in store, number of purchases, etc. (2 marks) • Questionnaire e.g. with closed questions (1 mark) asking about variables and how they affect responses such as pleasure, arousal, dominance (PAD) (2 marks) • Interview e.g. semi-structured (1 mark) asking about variables and how they affect responses such as pleasure, arousal, dominance (PAD) (2 marks) • Also credit ‘sales/purchase behaviour’ (1 mark) in 25/28 studies atmospheric variables affected consumer sales (2 marks) Marks: 1 mark outline of method, 2 marks detailed answer/elaboration/use of example  2. NOTE: variable does not need to be identified, emphasis is ‘way’/method. NOTE: identification of method is insufficient for 1 mark (needs to be technique or format) © UCLES 2023 Page 11 of 24 2(d) Discuss the strengths and weaknesses of using field experiments to 5 investigate the effect of atmospheric variables on shoppers. You should include a conclusion in your answer. Most likely answer (other appropriate responses to be credited): Strengths: • a field experiment has an IV, DV and controls = cause and effect • often participants do not know they are taking part in a study and so behave more naturally • most consumer behaviour (e.g. shopping) takes place in the real world and so studies should be conducted in the real world (rather than in a laboratory) Weaknesses: • a field experiment may have variables that are more difficult to control than a laboratory experiment • field experiments may gather quantitative data but other methods used in conjunction may give reason for decision to purchase or not • It may be reductionist to isolate variables to study (i.e. the IV) when many other variables that are controlled may contribute to consumer behaviour as a whole Conclusion: any appropriate conclusion drawn from the discussion that has been presented. 1 mark if appropriate. A conclusion is a ‘decision reached by reasoning’ and so a summary of points already made scores 0 marks. Marks: Question requires discussion; always plural of each argument, and always requires conclusion. 1 mark for each advantage/disadvantage (however detailed) and related to the question up to 4 max. 2 marks max. for two strengths/weaknesses unrelated to the question. 1 mark for conclusion. © UCLES 2023 Page 12 of 24

6 Self-censorship: less likely to listen to our doubt if all others are in agreement

10 ‘If playing one type of music at one open air market stall increases the 12 amount of money spent, this finding can be generalised to all open air market stalls.’ To what extent do you agree with this statement? Use examples of research you have studied to support your answer. Marks: use generic levels of response in table C. Syllabus: sound and consumer behaviour: music in open air markets (Guéguen et al., 2007) Most likely (any other appropriate responses should be credited): Can generalise: • large numbers of people shop at a large number of open-air markets where music is played. • playing music is a common way to relax people, to entertain them and to advertise – all over the world. • the findings of field experiments, being experiments have manipulated and controlled variables; such studies can be replicated anywhere. • other evidence shows playing music increases sales: North et al. found that classical music increased spending. Cannot generalise: • the location of the study (e.g. a town in France) might not generalise to all other locations. • the type of music (joyful, samba) played might also be specific to that location and not liked in other places/countries. • the type of music was ‘used for its appropriateness for sale of toys and trinkets’ and so would not generalise to sales of other items. © UCLES 2023 Page 22 of 24

5 Kabir is setting up a store selling clothing in a shopping mall. He wants 4 Any demographic acceptable. Both to encourage people to enter his store and purchase clothing. suggestions can refer to one demographic (e.g. both suggestions to attract men to the Suggest two ways that Kabir can encourage people to enter his store, store). using your knowledge of store choice, including demographics (e.g. age and gender). Do not credit features of the store that would appeal to any age group or gender. For each way: Award 2 marks for a detailed outline of the application linked to the context. Example reference for age and gender Award 1 mark for a basic outline of the application. Sinha et al. (2002) Likely suggestions Reference for social class – Age: Albert Loudon and David Della 30–40 and 41–50 – convenience important (near mall entrance) Britta, Consumer Behavior : Concepts and 25–40 – merchandising important (good variety, price and quality; high levels Applications of stock) 25–40 – appealing (good lighting, attractive displays, comfortable) 30–40 – good service (short queues, gives credit, home delivery, good manners) Middle age (not younger or 50+) preference for patronised stores (loyalty programme, mailing list to keep in contact with regular customers to send special offers, events, etc.) Gender – Men prefer Convenience (close to entrance of shopping mall) Layout of store – Have similar items grouped together so that it easy for a male customer to quickly find the item they wish to purchase. Put popular items at front of store so that men can quickly find the item of clothing, pay and leave Have the area to pay clearly signposted. © Cambridge University Press & Assessment 2024 Page 15 of 44 5 Women prefer Merchandise (good variety, price and quality; high levels of stock) – variety of products as women like to compare brands Patronised stores/stores they regularly shop in (loyalty programme, mailing list to keep in contact with regular customers to send special offers, events, etc.) Credit given to any demographic – Alternatives could include social class Customers prefer to shop at stores that ‘fit’ their social class. Store should advertise to indicate their social-class status of the store. A greater percentage of lower-class women favoured discount stores than did women in the middle or upper classes. The attraction to high-fashion stores was directly related to social class. Broad-appeal stores were more attractive to the middle class Age examples – 30–40 year olds are attracted to stores that they patronise frequently. (1) Kabir could have a loyalty programme that offers discounts to repeat customers or have a mailing list where events such as a fashion show could be held at the store to attract customers to return. (1) Having a member of staff at the entrance to the store to greet customers and keeping queues for changing rooms and payment short (1) will also help to attract 30–40 year olds who rate level of customer service highly when choosing a store. (1) Examples for gender: To attract men to the store, Kabir could design the layout of his store so that similar items are grouped together. (1) This will make it easier for men to quickly find what they are looking for as men want to ‘grab and go’ when shopping. (1) © Cambridge University Press & Assessment 2024 Page 16 of 44 5 To attract women to the store, Kabir needs to offer a wide range of women’s clothing with a lot of stock of various sizes and styles. (1) This is because women will be attracted to a clothing store with a good selection of merchandise. (1) Example for social class – If Kabir wishes to attract working class women he should hire staff from the local area and train them to be friendly with the customers. (1) This is because working class women value personal relationships and shop along known, friendship lines. (1) Other appropriate responses should also be credited.

6(a) Outline ‘convenience’ from Lauterborn’s 4 Cs marketing mix model. 2 Award 2 marks for an outline of the term/concept Award 1 mark for a basic outline/identification of the term/concept. Content: Convenience (to buy) – ease of location of product, how easy it is to find information/buy and have product delivered. Example: Example on it’s own (e.g. the customer lives close to the shop, or is a frequent visitor so store is familiar) (1) Convenience is how easy it is to purchase a product. (2) It is how easy it is to find information about a product, purchase it and have it delivered. (2) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 17 of 44 6(b) Lauterborn’s model can be applied to everyday life, such as for 2 Context = advertising product on the advertising products. internet. Explain one strength of using ‘convenience’ for advertising a product on Focus on convenience and internet. the internet. Award 2 marks for a detailed explanation of the strength in context. Award 1 mark for a basic explanation of the strength. Likely strengths – Can advertise to a large audience anywhere in the world. Can target ads to demographic of customers/purchasing and/or browsing history of customer Can include link to online store within advertisement which is very easy and quick for customers to access online store. Can be inexpensive on some websites whereas traditional advertising on television, billboards, etc. is expensive. Advert can be displayed all day Example: One strength is that customers will be able to instantly access the store’s website as the advertisement can provide a web link. (1) Convenience of the product will be highlighted immediately to potential customers as they can interact with internet advertising and access product information/make a purchase with a few clicks of a button. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 18 of 44

7(a) Company B has recently won an award for the easiest-to-use mobile 4 1 + 3 or 2 + 2 for the two reasons phone so are planning to change their slogan. Their current slogan is ‘B is brilliant’. Explain two reasons why ‘B is brilliant’ is not an effective slogan. For each reason: Award 2 marks for a detailed reason why not an effective slogan. Award 1 mark for a basic outline why not an effective slogan. Likely reasons – • Not a jingle/catchy phrase. • Not memorable. • Does not highlight the award/what makes Company B unique – doesn’t link ‘brilliant’ to either the award or the mobile phone. • Not creative • It can’t stand alone – doesn’t indicate Company B sells mobile phones For example One reason ‘B is brilliant’ is not an effective slogan is because it is not a jingle. (1) Catchy slogans/jingles help customers to remember the slogan (and therefore the brand/product) which this slogan doesn’t do. (1) A second reason is that it doesn’t highlight what makes Company B unique, which is that their mobile phone is the easiest to use. (1) ‘B is brilliant’ could refer to any product, not just mobile phones. It also doesn’t indicate anything about the award which if it did, would attract customers to buy the phone. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 19 of 44 7(b) Explain one problem psychologists have when they investigate slogans. 2 Context = investigating slogans Award 2 marks for a detailed explanation of the problem in context Award 1 mark for a basic explanation of the problem in context OR a detailed explanation of the problem not in context. Likely problems – • Difficult to test long term effectiveness of slogans • Difficult to establish cause and effect – is it the slogan that increased/ decreased sales or something else? Was it the slogan that increased/ decreased brand awareness. • Hard to determine if participants in a study or customers like a slogan. Can get socially desirable responses in a study or how would a company know if the customer likes the slogan. If they interview their customers, they may not get an honest answer, or the customer may not know. • Some of the evidence is anecdotal (not scientific research) – companies may boast in their end of year report that it was the slogan they created that led to expanding market/increase sales. • If the psychologist investigates slogans as a laboratory experiment (in order to establish cause and effect) the study will lack ecological validity as we are exposed to slogans in our everyday life through advertising. Example: One problem when psychologists investigate slogans is that it is difficult to establish cause and effect between the slogan and sales. (1) Lots of factors affect sales such as the quality of the product, effective advertising, placement of the product in a store, etc. so the psychologist cannot isolate the slogan to measure its effectiveness. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 20 of 44

8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response • choice blindness, and has described only part of the question even • consumer memory for advertising including how retroactive and if the response otherwise meets the criteria proactive interference affect memory. for level 3. Use Table A: AO1 Knowledge and understanding to mark candidate responses Proactive – can’t recall the new, but can to this question. recall the old Retroactive – can’t recall the old, but can Candidates must discuss both choice blindness and consumer memory for recall the new advertising including retroactive/proactive interference, but they do not need to use the Burke and Srull example from the syllabus. Answers may include: Syllabus content • choice blindness, preferences and defending a choice. Key study for choice blindness when tasting food items: Hall et al. (2010). • consumer memory for advertising including how retroactive and proactive interference affect memory, including a study, e.g. Burke and Skrull (1988) Choice blindness Unconscious processes can influence consumer behaviour. Consumer decisions are made based on situational influences as well as past memories. Consumers can experience choice blindness where the customer is unaware of their preferences and choices. When asked, the customer will be able to give reasons for their choice. Hall et al., 2010 Took place in a supermarket in Sweden with 180 customers. Participants were asked to taste jam and tea to decide which they preferred out of a pair. Given jam/tea to taste (jam) or smell (tea) and rated how much they liked it on a 1–10 scale. Given second taste/smell and the jam/tea has been switched to a different flavour/scent while the participant is distracted by one of the experimenters. They then tasted/smelled the item and rated on 10 point scale. Then asked which alternative they preferred and asked to sample a second time. © Cambridge University Press & Assessment 2024 Page 21 of 44 8(a) Half of participants told they would receive tea/jam chosen as thank you gift. Results – 33% of manipulated jam trials were detected (32% of tea) Detected more frequently in the least similar pairs for jam eg Cinnamon Apple vs Grapefruit- but not tea compared with the most similar pairs. Those offered jam as free gift less likely to detect manipulation. Those offered tea as free gift or not – no difference in detection. Concluded there was considerable choice blindness. Consumer memory for advertising Consumers are presented with a huge volume of adverts, many of which are similar to each other leading to retroactive (new memories influence old) and proactive (old memories influence new) interference. Retroactive interference, for example, where a consumer sees a new advertisement may change the memory of an older one. They could remember the brand name for the old advert incorrectly as the brand name of the newer one. Burke and Srull, 1988 Experiment 1 – Participants exposed to 12 magazine adverts and asked how likely it is that they would purchase the particular brand of product. The results of Experiment 1 demonstrate that brand information learned in the past tends to get forgotten or confused under newly learned facts. Consequently, the participants had difficulty remembering the original material. Experiment 2 – Similar to procedure to experiment 1 but investigated proactive interference with adverts for similar products. The results of Experiment 2 demonstrate that advertising for competitive brands can have a detrimental effect, not just on consumer memory for a brand's past advertising, but also on the consumer's ability to learn and remember distinctive brand information presented in future advertising. However, the results of this study did not show such an interaction, possibly because of the short time interval between ad exposure and testing. © Cambridge University Press & Assessment 2024 Page 22 of 44 8(a) Experiment 3 – Participants exposed to 22 full-colour magazine adverts (rather than just text) and asked to rate the inherent value of the adverts. Results showed competitive advertising had a significant inhibitory effect on cued recall of brand information. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 23 of 44 8(b) Evaluate what psychologists have discovered about: 10 • choice blindness, and • consumer memory for advertising including how retroactive and proactive interference affect memory, including a discussion about experiments. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. A range of issues could be used for evaluation. These include: Named issue – experiments Hall et al. did a field experiment and Burke and Srull did lab experiments. Strengths of field experiments: • Good control of variables • Good ecological validity • Lack of demand characteristics Weaknesses of field experiments: • Lack of control over extraneous variables • Less reliable. Strengths of lab experiments: • Good control of variables • Control over extraneous variables • Reliable • More ethical as participants aware they are in a study Weaknesses of lab experiments: • Lack of ecological validity • Demand characteristics © Cambridge University Press & Assessment 2024 Page 24 of 44 8(b) • individual versus situational – Both are situational as the choice blindness is due to the previous choice made by the participant and a lack of awareness of the change made in the situation. For interference, the variables affecting the participant is the order the adverts are presented and the content of the adverts. Burke and Skrull did have an individual explanation as motivation of the participant/customer at time of exposure to the advert affected memory. Motivation is individual to each customer (e.g. how much interest the customer has in the advert/product). • Determinism versus free-will – Choice blindness is deterministic as the blindness is out of the control of the participant/customer. Interference is somewhat deterministic as the type and order of adverts can determine memory but also personal choices/free-will can also determine memory which is due to the free-will of the participant/customer. • Interviews – Hall et al. conducted interviews which allows for participants to ask for further clarification and also the experimenter can ask follow up questions. • Reliability – Both studies had a standardised procedure. Burke and Skrull is more reliable as these are laboratory studies. Other issues could include: • Generalisations from findings • validity (including ecological validity) • ethics Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 25 of 44

2 Generalised anxiety disorder can be assessed using the GAD-7. 2(a) Outline how answers are scored on the GAD-7 scale. 2 Syllabus 1.4.1 Generalised Anxiety Disorder assessment (GAD-7). Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Definitive answer: • the ‘GAD score’ is calculated by assigning scores of 0 (not at all), 1 (several days), 2 (more than half the days), and 3 nearly every day, to all 7 questions (hence GAD-7). • a GAD-7 total score for the seven items ranges from 0 to 21. Scores represent: 0–5 mild anxiety, 6–10 moderate anxiety, 11–15 moderately severe anxiety and 15–21 severe anxiety. Example: the GAD-7 has a four-point scale (1 mark) ranging from 0 not at all to 3 nearly every day (2 marks). 2(b) Suggest how the validity of the GAD-7 could be tested. 2 Marks: Award 2 marks for an appropriate suggestion and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). Note: the study itself states ‘it has good criterion, construct, factorial and procedural validity’ and there are detailed paragraphs on each of these. This detail is NOT expected in the answer; this is a ‘suggest’ question and the GAD-7 doesn’t have a study to be included. Note: does not need to use the terms criterion validity or construct validity. • criterion validity by comparing the GAD-7 to other measures of generalised anxiety (1 mark) and if the two scores have a strong correlation the GAD-7 could be said to be valid (2 marks) • construct validity by seeing if seeing if the GAD-7 matches up with theoretical ideas about what it is supposed to be measuring (1 mark) and if it does the GAD-7 could be said to be valid (2 marks). • ecological validity: does the scale apply to real life (1 mark) do the questions (on paper) reflect real life experiences of people (2 marks) • temporal validity: test the GAD-7 over time (1 mark) to see if the person shows any improvement (2 marks) © Cambridge University Press & Assessment 2024 Page 8 of 36 2(c) Explain one strength and one weakness of the GAD-7 scale. 4 Marks: Up to 2 marks for each strength and up to 2 marks for each weakness: Award 2 marks for an appropriate strength/weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength/weakness stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • the scale is easy to use / is not complex (1 mark) as there are only 7 questions and the same scoring is used for each item (2 marks) • the scale can apply to any form of disorder involving anxiety or anyone with feelings of anxiety (1 mark) because of the nature of the questions such as ‘trouble relaxing’ are deliberately general (2 marks) Weaknesses: • the time frame is ambiguous (1 mark) the scale only applies to the last two weeks, when there might have been an improvement from previously (2 marks) • the wording of the scale is ambiguous (1 mark) use of the term ‘several days’ for example (2 marks) © Cambridge University Press & Assessment 2024 Page 9 of 36

6(a) Explain what is meant by 'mirror treatment' for phantom limb pain. 2 Syllabus: 3.3.1 functions of pain; types of pain: acute and chronic pain. Focus on phantom limb pain and mirror treatment to include a case study, e.g. MacLachlan et al. (2004). Marks: Award 2 marks for a detailed explanation. Award 1 mark for a partial explanation. Answers may include (other appropriate responses to be credited): Note: answers may be general, or they may involve a description of the case of Alan (MacLachlan et al.) • it involves the use of a mirror (mirror box). The patient moves the good limb and observes the reflection. As the patient sees the good hand/leg moving it appears as if the phantom limb is also moving. If there is no pain in the good limb, there is no pain in the phantom limb. • Alan sits in front of a mirror and performs various exercises, such as bending his legs. The exercises are repeated. Over time the process is repeated without a mirror. 6(b) Suggest one biological/biochemical way in which phantom limb pain 2 can be treated. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • biochemical: the use of biochemical treatments (drugs) to relieve pain (1 mark). Neurontin is a medication used where there is nerve damage (can help manage certain epileptic seizures and relieve pain for some conditions) (2 marks). • alternative: TENS (transcutaneous electrical nerve stimulation) (1 mark). TENS therapy involves the use of low-voltage electric currents to the skin which release endorphins (‘biological’) which help to manage pain (2 marks). Note: 0 marks psychological: attention diversion, non-pain imagery or cognitive redefinition. © Cambridge University Press & Assessment 2024 Page 16 of 36 6(c) Explain two strengths of mirror treatment for phantom limb pain. 4 Marks: Up to 2 marks for each strength 2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • the treatment does not have side effects / addiction (1 mark) as might occur with biochemical treatments (2 mark) • the treatment does not involve creating pain (1 mark) as might occur with stimulation therapies such as TENS (2 marks) • mirror treatment has been shown to be effective (1 mark) e.g. in the study by MacLachlan et al (2004) on Alan; also in the study by Ramachandran (1998) (2 marks) • the treatment can be applied by the person with phantom limb pain at home (1 mark) and so can be applied actively by the person whenever they with relief from their phantom limb pain (2 marks). © Cambridge University Press & Assessment 2024 Page 17 of 36

10 Wayfinding is affected by factors such as signs and ‘you are here’ maps. 10(a) Plan a study using a questionnaire to investigate whether the use signs 10 is more effective than 'you are here' maps when wayfinding in a shopping mall. Your plan must include details about: • sampling technique • question format. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • technique (paper/pencil, online, • sample and sampling postal) technique • format (open and/or closed) • ethical guidelines • examples of questions • a procedure • question scoring/interpretation • type of data, analysis of data, • number of questions use of descriptive statistics • an aim or hypothesis (directional or non- directional)/null hypothesis • steps for making the study valid and reliable © Cambridge University Press & Assessment 2024 Page 25 of 36 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.2.1 wayfinding in shopping malls; factors affecting wayfinding such as signs and you are here maps, including a study, e.g. Dogu and Erkip (2000). Answers are likely to include (other appropriate responses to be credited): Note: The study by Dogu and Erkip (2000) was a case study conducted in Turkey. This article examines the factors that affect wayfinding behaviour of individuals in a shopping mall and explains how their behaviours are influenced by factors such as building configuration, visual accessibility, circulation systems, and signage. ‘You are here’ maps are said to affect wayfinding. Participants in the mall completed questionnaires with closed questions such as ‘Every time I turn a corner, I know which direction I am facing. Answer choices included: always/sometimes/never. The results show that people did not find the signage system sufficient. Although they found the mall an easy setting from a wayfinding point of view, they still required better solutions to find specific destinations such as telephone booths, restrooms, or stores located in parts of the building that were not visually accessible. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response © Cambridge University Press & Assessment 2024 Page 26 of 36 10(c)(i) Explain one reason for your choice of sampling technique. 2 Candidates must use the sampling technique stated in (a) Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: • a random sample was chosen so everyone in the target population has an equal chance of participating (1 mark) related to plan (2 marks) • an opportunity sample was chosen because large numbers can be obtained relatively more easily than other methods (1 mark) related to plan (2 marks) • a volunteer sample was chosen because people are willing and more likely to participate; (1 mark) related to plan (2 marks). 10(c)(ii) Explain one weakness of your choice of sampling technique. 2 Candidates must use the sampling technique stated in (c)(i). Marks Description 2 Weakness is given and applied to the plan 1 Weakness is given without being applied to the plan 0 No creditable response Example • a random sample means that people have to be known to ‘choose them from a hat’ and then they may not agree to participate (1 mark) related to plan (2 marks) • an opportunity sample might result in researcher bias, where participants who ‘look appropriate’ are selected (1 mark) related to plan (2 marks) • a volunteer sample might be biased because they volunteered; perhaps more likely to respond to demand characteristics (1 mark) related to plan (2 marks). © Cambridge University Press & Assessment 2024 Page 27 of 36 10(c)(iii) Explain one reason for your choice of question format. 2 Candidates must use the choice of question format stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: open questions: • the data gathered may be ‘rich’ and detailed (1 mark) related to plan (2 marks) • it allows participants the opportunity to express a range of feelings and explain their behaviour (1 mark) related to plan (2 marks) • closed questions: • answers are in the same format for all participants (1 mark) related to plan (2 marks) • answers may be easy to score/analyse (1 mark) related to plan (2 marks) • relatively large numbers of participants can be questioned relatively quickly (1 mark) related to plan (2 marks) © Cambridge University Press & Assessment 2024 Page 28 of 36

5 Snyder and DeBono (1985) found that high self-monitors and low self-monitors have different preferences for advertising strategies. This finding could be used for advertising winter coats. 5(a) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks. would appeal to high self-monitors. Identify high self-monitors prefer image with a brief outline of the advertising strategy for the winter coats linked to the For the suggestion: strategy. Award 2 marks for an outline of the application linked to the OR context. A more detailed outline of the specifics of the advertisement Award 1 mark for a basic outline of the application. with a clear link to image. Two examples in mark scheme. Likely content: High self-monitors prefer advertisements that appeal to image/soft sell. Advertisement for coats - Image – emphasis on how fashionable the coat is; aspirational setting e.g. going into a high-quality restaurant; worn by a celebrity or influencer that customers aspire to be like; emphasis on how the winter coat will make the customer feel good about themselves. © Cambridge University Press & Assessment 2024 Page 21 of 63 5(a) Examples: The advertising strategy needs to appeal to high self- monitors by focusing on an appeal to the coat’s image. (1) For example, the advertisement could show a group of people wearing winter coats walking to an aspirational event such the opening of an art gallery. (1) To appeal to image the advertisement could show a group of people walking in the snow at night with the streetlights causing the snow to shimmer (high visual appeal). (1) At the end of the advertisement the group of people will walk into an art gallery which is a place that potential customers may aspire to attend so the advert will appeal to them. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 22 of 63 5(b) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks. would appeal to low self-monitors. Identify low self-monitors prefer quality with a brief outline of the advertising strategy for the winter coats linked to the For the suggestion: strategy. Award 2 marks for an outline of the application linked to the OR context. A more detailed outline of the specifics of the advertisement Award 1 mark for a basic outline of the application. with a clear link to quality. Likely content: Two examples in mark scheme. Low self-monitors prefer advertisements that appeal to quality/hard sell. Quality – emphasis on very high standard of material the coat is made from; hard-wearing and long lasting; versatile to be used in many different settings (e.g. going out for dinner, taking a long walk in the countryside); worth investigating in a high-quality coat that will last for many years. Example: The advertising strategy needs to appeal to low self- monitors by focusing on the quality of the coat. (1) The advertisement could show someone purchasing a winter coat and have a sequence of short clips that show the person wearing the coat over several years which would highlight how hard-wearing and good quality the coat is. (1) © Cambridge University Press & Assessment 2024 Page 23 of 63 5(b) To appeal to quality the advertisement could show a woman purchasing the winter coat and then show her putting the coat away at the end of the winter. It would then show the woman getting this coat out of storage at the start of every winter for a few years. The advertisement could make it clear that years have passed by showing the woman looking older. This highlights that the coat is hard-wearing and is worth the money. (2) Other appropriate responses should also be credited. Question Answer Marks Guidance

6(a) Outline ‘satisficing’ as a model of consumer decision- 2 Max 1 mark if no link made to consumer decision-making. making. Award 2 marks for an outline of the term/concept in context. Award 1 mark for a basic outline of the term/concept. Example: This is where the consumer satisfies their needs and searches amongst available products until they find an acceptable product. (1) This product is then purchased. (1) They get approximately where they want to go and then stop and decide to purchase the product. (1) If you were shopping for a new dress you would try on a few and then buy the one that seems ‘good enough’. (2) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 24 of 63 6(b) Explain how satisficing as a model of consumer 2 decision-making is reductionist. Award 2 marks for a detailed explanation. Award 1 mark for a basic explanation. Likely answers:  Just considers the cognitive level of explanation – the consumer decides what is ‘good enough’ based on their attitude about the product and the comparison to a few other similar alternatives.  Does not take into account other levels such as environmental (store environment).  The cognitive level of explanation of being ‘good enough’ does not explain why customers will spend extensive amount of time researching alternative products, read reviews, etc. especially when it is a high value item that the customer might have for a long time e.g. car.  Does not consider environmental explanation/influences – a good marketing campaign will increase sales of the products.  Does not explain why consumers purchase products that are luxury, high end, branded products that are expensive and are more than ‘good enough’.  Does not consider societal and cultural explanations – products that are endorsed by ‘influencers’ who are convincing the customers that they want a product as the influencer is ‘selling’ a lifestyle’ rather than fulfilling a need in the consumer. Consumers want these products as they are marketed as being more than good enough. © Cambridge University Press & Assessment 2024 Page 25 of 63 6(b) For example, This model is reductionist as it does not consider other levels of explanation such as environmental factors. (1) Some consumers may decide to purchase a product due to the layout and atmosphere of the store. (1) The model does not explain impulse purchases where the consumer doesn’t consider any alternatives so there is no opportunity for them to believe that the product they are about to purchase is good enough as there is no product to compare it to. (2) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 26 of 63

7 Zahra works in a large store that sells a wide range of goods. She notices that customers in the store spend a long time looking at the computers, comparing prices and asking questions. She also notices that when customers select grocery items they only briefly look at what they put into their shopping trolley. 7(a)(i) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus computers are using system 2 for decision-making. shopping for groceries. Award 2 marks for an explanation with relation to the context. What is system 2 thinking = 1 mark Award 1 mark for a basic explanation with relation to the Link to why use system 2 for computers decision = 1 mark context. Example: Definition system 2 (can be contextualised definition or not): The customers shopping for computers are using system 2 thinking as it involves effort and is thoughtful. (1) Why using system 2 for decision-making for computer: Computers are an expensive purchase so the customer will want to spend time thinking about their purchase and comparing prices. (1) There are a lot of different types of computers and the customer will want to put in effort to make sure the computer they purchase meets their needs (e.g. has sufficient storage, software the customer needs). (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 27 of 63 7(a)(ii) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus groceries are using system 1 for decision-making. shopping for groceries. Award 2 marks for an explanation with relation to the context. What is system 1 thinking = 1 mark Award 1 mark for a basic explanation with relation to the Link to why use system 1 for groceries decision = 1 mark context. Example: Definition system 1 (can be contextualised definition or not): The customers selecting their groceries are using thinking fast/system 1 as it is automatic and unconscious. (1) Why using system 1 for decision-making for groceries: The customer doesn’t need to put effort into choosing groceries as these are items they frequently purchase so they know which groceries they want. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 28 of 63 7(b) Explain one problem with identifying whether a 2 customer is using system 1 or system 2 for decision- making. Award 2 marks for an explanation of one problem with identifying system 1/system 2 used by a customer. Award 1 mark for a basic explanation of one problem with identifying system 1/system 2 used by a customer. Likely problems:  Intuitive thinking/system 1 and 2 are cognitive processes so cannot be seen and have to be inferred.  If the customer is observed to determine intuitive thinking, the behaviour of the customer may not match their type of thinking (e.g. they may be spending a long time looking at a product, but they are distracted and are thinking about something other than whether to buy the product).  Customers can be asked in either an interview or questionnaire about their thinking about a product prior to purchase but this is subjective data and open to social desirability (might not want to admit system 1 thinking for an expensive product).  If the responses are qualitative, it is open to bias/misunderstanding/difficulties with explaining thoughts.  All lower the validity of identifying the correct type. © Cambridge University Press & Assessment 2024 Page 29 of 63 7(b) Example: One problem with identifying whether the customer is using system 1 or 2 is that these thoughts are private and to access them inferences must be made from what the customer says and/or does. (1) Responses from customers as well as their behaviour can be misinterpreted, and the incorrect thinking style applied. (1) For example, a customer is seen to spend a long time looking at similar products before purchasing one but in fact they were distracted while browsing and just selected the first product that looked good to them. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 30 of 63

8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described  the features of menu design which have positive and only part of the question even if the response otherwise negative impacts, and meets the criteria for Level 3.  the effect of food name on menu item choice. Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Candidates must discuss both features of menu design which have positive and negative impacts, including the use of eye tracking and the effect of food name on menu item choice films, but they do not need to use the Pavesic or Lockyer example from the syllabus. Answers may include: Syllabus content  Menu design focusing on the features of menu design which have positive and negative impacts and ways to study this, including the use of eye-tracking, e.g. Pavesic (2005).  The effect of food name on menu item choice, including a study, e.g. Lockyer (2006). © Cambridge University Press & Assessment 2024 Page 31 of 63 8(a) Menu design focusing on the features of menu design which have positive and negative impacts and ways to study this, including the use of eye-tracking, e.g. Pavesic (2005). Menus help the customer decide what to order but they are also very important for the branding and image of the restaurant. They can direct customers to order food that the restaurant prepares the best/has the best profit margin. They communicate the overall dining experience. The menu should complement the décor and style of the restaurant. Menus can use highlighting to direct the attention of the diners. Common negative features of menus include being hard to read, overemphasising pricing, poor use of space, monotonous design and too big. Eye-tracking - customers don’t read a menu from start to finish but instead scan the mean. Attention can be drawn using boxes, images and different fonts. Other parts of the menu can be de- emphasized by using smaller fonts, no highlighting, etc. Pavesic is a review article that outlines how customers use menus and how restaurants can design better menus (use of ‘eye magnets’) such as a box around the appetiser or different coloured font to a menu description. Attention should be paid to style, colour, artwork and illustrations. Put the entrees first in your menu as most of your diners will order this whereas appetisers/desserts are ordered by a smaller number of customers. Average time spent looking at a menu 109 seconds. © Cambridge University Press & Assessment 2024 Page 32 of 63 8(a) Effect of food name on menu item choice, including a study, e.g. Lockyer (2006) Research has shown that foods with descriptive and evocative names had more positive comments (such as ‘‘Succulent Italian Seafood Fillet’’) and rated as more appealing, tasty and caloric than those with more regular names. (e.g. ‘Seafood Fillet’). Lockyer (2006) study investigated the impact of menu item names on selection of menu items. Four focus groups (48 participants, self-selected from Hamilton, New Zealand) examined the responses to five menus, each with the same menu items but using different wording. In addition, a survey was randomly distributed in the local area to which 200 people responded. Open and closed questions were used. Rated how appealing each menu item was and were then asked why they had given this rating. Used content analysis to analyse the qualitative data. Results did show large individual differences with different participants showing a preference for different menus. © Cambridge University Press & Assessment 2024 Page 33 of 63 8(a) The participants showed a preference for items they would not normally eat at home. The highest appeal was for the seasonal menu and the lowest the French style menu. Strongest preference was shown to the elaborate style menu for the participants that were surveyed which used words such as delicious, flavourful and perfection. Participants were also given four dining experiences (romantic, business, mother-in-law and family reunion). From focus group discussion clear differences in what menu items would be selected based on the occasion of the dining experience. When describing the most popular menu the participants used words such as ‘fresh’, ‘clear explanation’ and ‘tasty’. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 34 of 63 8(b) Evaluate what psychologists have discovered about: 10  the features of menu design which have positive and negative impacts, and  the effect of food name on menu item choice, including a discussion about generalisations from findings. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include:  Named issue – generalisations from findings Pavesic reviewed a large variety of menu designs so his suggestions are generalisable. Lockyer had five menu designs in his study which makes it less generalisable than Pavesic. However, Lockyer does consider five different types, so it is not without any generalisability. Pavesic’s had a large sample (48 in focus groups and 200 randomly sampled for the self-report) but all from one city in New Zealand. More females than males in the study. It could be that sample of men used in the study could not be generalisable to the target population given the small numbers. Wide range of ages, fairly good range of ethnicities and socioeconomic groups were included. © Cambridge University Press & Assessment 2024 Page 35 of 63 8(b) Lockyer’s study has some issues with ecological validity (generalisations from the findings to everyday life) as the study used focus groups answering questions and discussing menus which isn’t something that happens in everyday life. However, the menus were realistic and based on menus that Lockyer had researcher. On the other hand, the participants were imagining different dining scenarios rather than experiencing these scenarios in everyday life. For example, the participants may have felt differently if they were in a restaurant at a business meeting.  Applications to everyday life – Both studies and topic areas have good application to everyday life. Pavesic gives clear and detailed recommendations for both good menu design and mistakes to avoid. There is a lot of focus in the review article on increasing sales, which further improves the application of the research. The Lockyer study did find one of the menus was the most popular, but this was different for the focus group as opposed to the group of participants surveyed. There were also individual differences which suggests there is quite a bit of variety in terms of the wording preferences for menu items. © Cambridge University Press & Assessment 2024 Page 36 of 63 8(b)  Validity – Lockyer has good validity as he did the survey after the focus group to measure the validity of the results from the focus group. However, self-reports were used which means the data could be open to socially desirable responses, demand characteristics, etc. In addition, the qualitative data had to be interpreted but this was done through content analysis.  Objective versus subjective – The data collected from the rating scales is somewhat more objective as the researchers can’t misinterpret the ratings given to the menus by the participants. However, participants could have interpreted the rating scale differently. However, the data from the focus groups and the response to the open questions is subjective. But Lockyer used a computer programme to analyse the focus group discussion. A computer is objective and not open to any bias. Additional issues candidates may include:  Reliability  Ethics  Quantitative and qualitative data Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 37 of 63

5 A pizza restaurant is redesigning its menu to encourage more purchases of 4 Do not credit general changes to the mushroom pizza. menu such as making it smaller, changing font, not making the price Suggest two menu design features that could help to sell more mushroom too obvious unless the response pizzas. explains why this would lead to an increase in sales of the mushroom For each suggestion: pizza (rather than a general increase Award 2 marks for an outline of the application linked to the context of selling more in sales of all pizzas). mushroom pizzas. Award 1 mark for a basic outline of the application. Idea = 1 mark Why increase sale/interest or memory Likely content: of mushroom pizza = 1 mark  Eye magnets – box around the mushroom pizza or different coloured font to the other menu items to attract the customers attention. 1 mark max to eye magnet,  Put the mushroom pizza at the top/bottom of the menu as research has shown top/bottom and change of name if not that items at the beginning or end of their category options were up to twice as linked to mushroom pizza. likely to be chosen.  Change the name of the pizza on the menu from ‘Mushroom pizza’ to Anecdotal – no credit something more descriptive that gives a sensory label (or geographic/nostalgia). For example, ‘Moorish Munchy Mushroom Moment Pizza’. Example: The restaurant should create an ‘eye magnet’ on their menu featuring the mushroom pizza. (1) They should put a picture of the mushroom pizza in a box as this will attract the customers attention to it and make them more likely to order it. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 18 of 47

6(a) Outline what is meant by ‘individual and situational explanations’. 2 Situational means behaviour due to the situation = 0 marks. Award 1 mark for each outline of the terms/concepts. Individual – behaviour due to specific Example: features/personal choices of the An individual explanation is the view that behaviour is caused by an innate trait / person. due to personality. (1) Situational explanation is the view that behaviour is caused by the environment the person is in. (1) Other appropriate responses should also be credited. 6(b) Explain one reason why ‘overload’ in relation to personal space supports the 2 What is overload = 1 mark situational side of the debate about individual and situational explanations. Why it is situational = 1 mark Award 2 marks for an explanation of why overload supports situational side. Overload is where personal space is Award 1 mark for a basic explanation of why overload supports situational side. invaded due to too much information coming in/leads to Example: stress/anxiety/desire to leave. Overload occurs when personal space is invaded, and it causes stress. (1) The No credit for PS is invaded on its own. behaviour (stress) is caused by factors in the environment/situation such as the smell, touch and body heat of other people who invade our personal space. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 19 of 47

7 Customers at a supermarket frequently purchase one tin of tomatoes at a time. The manager of the supermarket wants to encourage customers to buy multiple tins of tomatoes. 7(a) Suggest one way the manager could use her understanding of ‘point of 2 Context = encouraging purchase of purchase decisions’ to encourage customers to purchase multiple tins of multiple tins of tomatoes. tomatoes. Point of purchase promotion – ‘Buy 5 Award 2 marks for an outline of the suggestion with relation to the context. and save £1’ Award 1 mark for a basic outline of the suggestion. Just state offering discount = 0 marks Likely suggestions: 1 mark identifying way e.g. purchase  Point of purchase promotion/multiple-unit promotion – e.g. ‘Tomatoes on sale quantity limit or outlining it. – buy 5 cans for £2.00 1 mark link to tomatoes as an  Purchase quantity limit - ‘Tomatoes - limit 5 per customer’ example.  Explicit product quantity anchor in advertising ‘Tins of tomatoes – buy 5 for your cupboard’ Do not credit explaining why this will lead to purchasing multiple tins –  Suggestive selling – customer has something suggested to them to encourage answers b(i). sales e.g. suggest a meal for dinner tonight that requires multiple tins of tomatoes. Example: The manager could encourage their customers to buy multiple tins of tomatoes by putting signs up near the tins of tomatoes advertising multiple-unit promotion. (1) The signs would say ‘Tomatoes on sale – buy 5 cans for £2.00’ Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 20 of 47 7(b)(i) For the suggestion you gave in part (a): 2 Credit responses that outline the results of Wansink’s study as Explain how this could change the customers’ thinking so that they evidence to show that the suggestion purchase multiple tins of tomatoes. will work. Award 2 marks for an explanation of why this suggestion would change customers’ Needs to be linked to suggestion from thinking so they purchase multiple tins/cans of tomatoes. part (a) for 2 marks. Award 1 mark for a basic explanation of why this suggestion would change customers’ thinking so they purchase multiple tins/cans of tomatoes. Need to include what customer is thinking and Likely explanations: why would this lead to purchase of  Multiple-unit promotion – customers believe that the only way to get the multiple tins for 2 marks. discount is by purchasing multiple units or the promotion makes the customers see a larger than normal purchase as attractive.  Purchase quantity limit – This gives the impression that the tins of tomatoes are scarce and that is why the store has set a limit. The customer may believe that it could be difficult to purchase tomatoes in the future so purchases more tins than they need.  Product quantity anchor – This is suggestive selling and suggests to the customer that they should consider purchasing more for their cupboard in order to stock up. It is giving the customer a specific number of tins to purchase which will anchor this cognition in the mind of the customer and encourage some to purchase this number of tins. Example Multiple-unit promotion would encourage customers to purchase more tins of tomatoes as it is suggesting to the customer that a larger than normal purchase is attractive. (1) The customer believes they are getting a discount by purchasing 5 tins rather than 1 so many of the customers will want this discount and purchase more tins. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 21 of 47 7(b)(ii) For the suggestion you gave in part (a): 2 Individual differences/may not work for everyone is creditworthy. Explain one problem with this suggestion. Award 2 marks for an explanation of the problem with suggestion from 7(a). Award 1 mark for a basic explanation of the problem with suggestion from 7(a). Likely problems:  Customers may feel manipulated/tricked by the supermarket and shop elsewhere.  In order to afford the multiple tins, the customer may not purchase other items so the overall sales at the supermarket will not increase.  Customers can use self-generated (internal) anchors such as having a fixed budget/shopping list for the shopping and no promotion/suggestive selling will convince the customer to purchase more tins of tomatoes.  The customer will look at the individual price of a tins of tomatoes and realise they are not saving any money so they do not purchase multiple tins. Example: One problem with multiple unit promotions is it is not possible to know if the customer was confused by the promotion and thought they had to purchase 5 tins in order to get the discount. (1) If this isn’t true and the discount is available when purchasing 1 tin, the customer may realise this when they are next shopping. They may feel manipulated by the supermarket and start shopping elsewhere. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 22 of 47

8(a) Describe the study by North et al. (2003) on musical style and restaurant 6 For full marks has to include: customers’ spending.  Sample or detail of the restaurant  3 Conditions Use Table A: AO1 Knowledge and understanding to mark candidate responses to  Result about customer spending this question. with reference to type of music. The response must describe the key study. Details may include: Aim: To investigate the effect different types of music might have on restaurant customer spending. Sample: Opportunity sampling – 393 people, approximately equal numbers of male and female. 142 were exposed to the pop music condition, 120 to the classical and 131 to no music. Method – Field experiment in upmarket/expensive British restaurant with independent measures design. Procedure – Classical, pop and no music were played over 3 weeks/18 evenings (closed on Sundays). Each conditioned counter-balanced by the day of the week. Each type of music played on six different days over the 3 weeks. Mean spend per table was calculated and compared as well as the total time spent in the restaurant. Time spent in restaurant was taken into account/controlled for when calculating the results for the three conditions as the longer the customer is in the restaurant, it is likely their spend will increase. © Cambridge University Press & Assessment 2024 Page 23 of 47 8(a) Results: total spend: classical music £32.51; pop music £29.46; no music £29.73. Therefore, playing background classical music leads to increased spending on food and drink. Additionally: (i) There was very little difference in the amount spent on main course or dessert. (ii) The no music condition resulted in greatest spending on wine alone (not what was expected) but if ‘bar’ (all drinks) and ‘wine’ are put together, then spending is the greatest for classical music. (iii) The greatest difference was spending on coffee: classical £1.06, pop £0.80 and no music £0.53. (iv) Also, significant difference in spending on starters: classical £4.92, pop £4.04 and no music £3.93. Conclusion: the playing of background music influences customer spending in a restaurant with classical music resulting in the greatest amount spent per person. Example:  Opportunity sample (393)  3 conditions (pop, classical, no music)  3 weeks at upmarket British restaurant  Measured amount spent and time in restaurant  Classical music had higher spend than pop music/no music  Greatest spend in classical for all drinks  Greatest spend in classical for coffee Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 24 of 47 8(b) Evaluate this study by North et al., including a discussion about ecological 10 validity. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. A range of issues could be used for evaluation. These include:  Named issue – ecological validity The North et al. study has good ecological validity as it is conducted in the natural environment as a field experiment in a restaurant so the purchasing behaviour by the customers would be natural and it is typical to have music being played when you are eating dinner. In addition, classical/pop music/no music are played in restaurants, so this is an everyday life experience. However, this does mean it has less control of extraneous variables (e.g. whether the restaurant is busy on one day and relatively quiet on another). If the restaurant is very busy, service may be slower and therefore diners might not order dessert. Also they did not appear to get consent or debrief the participants. However, this is not a harmful study as the participants are just being monitored on how much they have spent, and confidentiality is maintained.  Individual and situational explanations The findings would suggest the specific situation the person is in (classical music resulting in more spending than pop music or no music) rather than something that is ‘individual’. However, each individual diner will choose the food based on their preferences, budget for the meal, whether it is a special occasion, etc. Therefore, the study does show the situational factor (music) that is influencing the participant, but it is not suggesting that individual factors are irrelevant. © Cambridge University Press & Assessment 2024 Page 25 of 47 8(b)  Reductionism versus holism The study/conclusions reached can be considered to be holistic as North et al. outlines three explanations for the behaviour of the diners (synergy, classical music preferred, classical music promoting upmarket atmosphere – this third conclusion is considered to be the most likely based on previous research). It could also be considered somewhat reductionist as very little qualitative data which could have shed some light on the conclusions reached by North et al. (e.g. if classical music was preferred).  Determinism versus free-will The findings of the study suggest that increased spending behaviour determined by the music playing in the background in the environment (environmental determinism). The findings of this study suggest that it is. However, clearly the diners have free-will as they choose their food based on preferences, budget, etc. It is likely that music influenced consumer spending but was not at the exclusion of free-will (i.e. soft, not hard determinism).  Generalisations from findings A large number of participants with a mix of genders means the results can be generalised. However, as it was an expensive restaurant it is likely the diners have a high disposable income. It was one restaurant in one city in the UK which limits generalisability of the findings.  Validity Good validity as the participants were unaware they were in a study, so their spending was natural. The data collected was mainly quantitative (amount spent) which is objective and improves validity. However, very little qualitative data was collected which lowers validity due to the lack of depth in the results to find out other reasons for the participants spending. © Cambridge University Press & Assessment 2024 Page 26 of 47 8(b) Additional issues candidates may include:  Reliability  Ethics  Quantitative and qualitative data  Controls  Objective data Note – only credit these evaluation points if not discussed elsewhere in the response. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 27 of 47

5 Snyder and DeBono (1985) found that high self-monitors and low self-monitors have different preferences for advertising strategies. This finding could be used for advertising winter coats. 5(a) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks. would appeal to high self-monitors. Identify high self-monitors prefer image with a brief outline of the advertising strategy for the winter coats linked to the For the suggestion: strategy. Award 2 marks for an outline of the application linked to the OR context. A more detailed outline of the specifics of the advertisement Award 1 mark for a basic outline of the application. with a clear link to image. Two examples in mark scheme. Likely content: High self-monitors prefer advertisements that appeal to image/soft sell. Advertisement for coats - Image – emphasis on how fashionable the coat is; aspirational setting e.g. going into a high-quality restaurant; worn by a celebrity or influencer that customers aspire to be like; emphasis on how the winter coat will make the customer feel good about themselves. © Cambridge University Press & Assessment 2024 Page 21 of 63 5(a) Examples: The advertising strategy needs to appeal to high self- monitors by focusing on an appeal to the coat’s image. (1) For example, the advertisement could show a group of people wearing winter coats walking to an aspirational event such the opening of an art gallery. (1) To appeal to image the advertisement could show a group of people walking in the snow at night with the streetlights causing the snow to shimmer (high visual appeal). (1) At the end of the advertisement the group of people will walk into an art gallery which is a place that potential customers may aspire to attend so the advert will appeal to them. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 22 of 63 5(b) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks. would appeal to low self-monitors. Identify low self-monitors prefer quality with a brief outline of the advertising strategy for the winter coats linked to the For the suggestion: strategy. Award 2 marks for an outline of the application linked to the OR context. A more detailed outline of the specifics of the advertisement Award 1 mark for a basic outline of the application. with a clear link to quality. Likely content: Two examples in mark scheme. Low self-monitors prefer advertisements that appeal to quality/hard sell. Quality – emphasis on very high standard of material the coat is made from; hard-wearing and long lasting; versatile to be used in many different settings (e.g. going out for dinner, taking a long walk in the countryside); worth investigating in a high-quality coat that will last for many years. Example: The advertising strategy needs to appeal to low self- monitors by focusing on the quality of the coat. (1) The advertisement could show someone purchasing a winter coat and have a sequence of short clips that show the person wearing the coat over several years which would highlight how hard-wearing and good quality the coat is. (1) © Cambridge University Press & Assessment 2024 Page 23 of 63 5(b) To appeal to quality the advertisement could show a woman purchasing the winter coat and then show her putting the coat away at the end of the winter. It would then show the woman getting this coat out of storage at the start of every winter for a few years. The advertisement could make it clear that years have passed by showing the woman looking older. This highlights that the coat is hard-wearing and is worth the money. (2) Other appropriate responses should also be credited. Question Answer Marks Guidance

6(a) Outline ‘satisficing’ as a model of consumer decision- 2 Max 1 mark if no link made to consumer decision-making. making. Award 2 marks for an outline of the term/concept in context. Award 1 mark for a basic outline of the term/concept. Example: This is where the consumer satisfies their needs and searches amongst available products until they find an acceptable product. (1) This product is then purchased. (1) They get approximately where they want to go and then stop and decide to purchase the product. (1) If you were shopping for a new dress you would try on a few and then buy the one that seems ‘good enough’. (2) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 24 of 63 6(b) Explain how satisficing as a model of consumer 2 decision-making is reductionist. Award 2 marks for a detailed explanation. Award 1 mark for a basic explanation. Likely answers:  Just considers the cognitive level of explanation – the consumer decides what is ‘good enough’ based on their attitude about the product and the comparison to a few other similar alternatives.  Does not take into account other levels such as environmental (store environment).  The cognitive level of explanation of being ‘good enough’ does not explain why customers will spend extensive amount of time researching alternative products, read reviews, etc. especially when it is a high value item that the customer might have for a long time e.g. car.  Does not consider environmental explanation/influences – a good marketing campaign will increase sales of the products.  Does not explain why consumers purchase products that are luxury, high end, branded products that are expensive and are more than ‘good enough’.  Does not consider societal and cultural explanations – products that are endorsed by ‘influencers’ who are convincing the customers that they want a product as the influencer is ‘selling’ a lifestyle’ rather than fulfilling a need in the consumer. Consumers want these products as they are marketed as being more than good enough. © Cambridge University Press & Assessment 2024 Page 25 of 63 6(b) For example, This model is reductionist as it does not consider other levels of explanation such as environmental factors. (1) Some consumers may decide to purchase a product due to the layout and atmosphere of the store. (1) The model does not explain impulse purchases where the consumer doesn’t consider any alternatives so there is no opportunity for them to believe that the product they are about to purchase is good enough as there is no product to compare it to. (2) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 26 of 63

7 Zahra works in a large store that sells a wide range of goods. She notices that customers in the store spend a long time looking at the computers, comparing prices and asking questions. She also notices that when customers select grocery items they only briefly look at what they put into their shopping trolley. 7(a)(i) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus computers are using system 2 for decision-making. shopping for groceries. Award 2 marks for an explanation with relation to the context. What is system 2 thinking = 1 mark Award 1 mark for a basic explanation with relation to the Link to why use system 2 for computers decision = 1 mark context. Example: Definition system 2 (can be contextualised definition or not): The customers shopping for computers are using system 2 thinking as it involves effort and is thoughtful. (1) Why using system 2 for decision-making for computer: Computers are an expensive purchase so the customer will want to spend time thinking about their purchase and comparing prices. (1) There are a lot of different types of computers and the customer will want to put in effort to make sure the computer they purchase meets their needs (e.g. has sufficient storage, software the customer needs). (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 27 of 63 7(a)(ii) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus groceries are using system 1 for decision-making. shopping for groceries. Award 2 marks for an explanation with relation to the context. What is system 1 thinking = 1 mark Award 1 mark for a basic explanation with relation to the Link to why use system 1 for groceries decision = 1 mark context. Example: Definition system 1 (can be contextualised definition or not): The customers selecting their groceries are using thinking fast/system 1 as it is automatic and unconscious. (1) Why using system 1 for decision-making for groceries: The customer doesn’t need to put effort into choosing groceries as these are items they frequently purchase so they know which groceries they want. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 28 of 63 7(b) Explain one problem with identifying whether a 2 customer is using system 1 or system 2 for decision- making. Award 2 marks for an explanation of one problem with identifying system 1/system 2 used by a customer. Award 1 mark for a basic explanation of one problem with identifying system 1/system 2 used by a customer. Likely problems:  Intuitive thinking/system 1 and 2 are cognitive processes so cannot be seen and have to be inferred.  If the customer is observed to determine intuitive thinking, the behaviour of the customer may not match their type of thinking (e.g. they may be spending a long time looking at a product, but they are distracted and are thinking about something other than whether to buy the product).  Customers can be asked in either an interview or questionnaire about their thinking about a product prior to purchase but this is subjective data and open to social desirability (might not want to admit system 1 thinking for an expensive product).  If the responses are qualitative, it is open to bias/misunderstanding/difficulties with explaining thoughts.  All lower the validity of identifying the correct type. © Cambridge University Press & Assessment 2024 Page 29 of 63 7(b) Example: One problem with identifying whether the customer is using system 1 or 2 is that these thoughts are private and to access them inferences must be made from what the customer says and/or does. (1) Responses from customers as well as their behaviour can be misinterpreted, and the incorrect thinking style applied. (1) For example, a customer is seen to spend a long time looking at similar products before purchasing one but in fact they were distracted while browsing and just selected the first product that looked good to them. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 30 of 63

8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described  the features of menu design which have positive and only part of the question even if the response otherwise negative impacts, and meets the criteria for Level 3.  the effect of food name on menu item choice. Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Candidates must discuss both features of menu design which have positive and negative impacts, including the use of eye tracking and the effect of food name on menu item choice films, but they do not need to use the Pavesic or Lockyer example from the syllabus. Answers may include: Syllabus content  Menu design focusing on the features of menu design which have positive and negative impacts and ways to study this, including the use of eye-tracking, e.g. Pavesic (2005).  The effect of food name on menu item choice, including a study, e.g. Lockyer (2006). © Cambridge University Press & Assessment 2024 Page 31 of 63 8(a) Menu design focusing on the features of menu design which have positive and negative impacts and ways to study this, including the use of eye-tracking, e.g. Pavesic (2005). Menus help the customer decide what to order but they are also very important for the branding and image of the restaurant. They can direct customers to order food that the restaurant prepares the best/has the best profit margin. They communicate the overall dining experience. The menu should complement the décor and style of the restaurant. Menus can use highlighting to direct the attention of the diners. Common negative features of menus include being hard to read, overemphasising pricing, poor use of space, monotonous design and too big. Eye-tracking - customers don’t read a menu from start to finish but instead scan the mean. Attention can be drawn using boxes, images and different fonts. Other parts of the menu can be de- emphasized by using smaller fonts, no highlighting, etc. Pavesic is a review article that outlines how customers use menus and how restaurants can design better menus (use of ‘eye magnets’) such as a box around the appetiser or different coloured font to a menu description. Attention should be paid to style, colour, artwork and illustrations. Put the entrees first in your menu as most of your diners will order this whereas appetisers/desserts are ordered by a smaller number of customers. Average time spent looking at a menu 109 seconds. © Cambridge University Press & Assessment 2024 Page 32 of 63 8(a) Effect of food name on menu item choice, including a study, e.g. Lockyer (2006) Research has shown that foods with descriptive and evocative names had more positive comments (such as ‘‘Succulent Italian Seafood Fillet’’) and rated as more appealing, tasty and caloric than those with more regular names. (e.g. ‘Seafood Fillet’). Lockyer (2006) study investigated the impact of menu item names on selection of menu items. Four focus groups (48 participants, self-selected from Hamilton, New Zealand) examined the responses to five menus, each with the same menu items but using different wording. In addition, a survey was randomly distributed in the local area to which 200 people responded. Open and closed questions were used. Rated how appealing each menu item was and were then asked why they had given this rating. Used content analysis to analyse the qualitative data. Results did show large individual differences with different participants showing a preference for different menus. © Cambridge University Press & Assessment 2024 Page 33 of 63 8(a) The participants showed a preference for items they would not normally eat at home. The highest appeal was for the seasonal menu and the lowest the French style menu. Strongest preference was shown to the elaborate style menu for the participants that were surveyed which used words such as delicious, flavourful and perfection. Participants were also given four dining experiences (romantic, business, mother-in-law and family reunion). From focus group discussion clear differences in what menu items would be selected based on the occasion of the dining experience. When describing the most popular menu the participants used words such as ‘fresh’, ‘clear explanation’ and ‘tasty’. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 34 of 63 8(b) Evaluate what psychologists have discovered about: 10  the features of menu design which have positive and negative impacts, and  the effect of food name on menu item choice, including a discussion about generalisations from findings. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include:  Named issue – generalisations from findings Pavesic reviewed a large variety of menu designs so his suggestions are generalisable. Lockyer had five menu designs in his study which makes it less generalisable than Pavesic. However, Lockyer does consider five different types, so it is not without any generalisability. Pavesic’s had a large sample (48 in focus groups and 200 randomly sampled for the self-report) but all from one city in New Zealand. More females than males in the study. It could be that sample of men used in the study could not be generalisable to the target population given the small numbers. Wide range of ages, fairly good range of ethnicities and socioeconomic groups were included. © Cambridge University Press & Assessment 2024 Page 35 of 63 8(b) Lockyer’s study has some issues with ecological validity (generalisations from the findings to everyday life) as the study used focus groups answering questions and discussing menus which isn’t something that happens in everyday life. However, the menus were realistic and based on menus that Lockyer had researcher. On the other hand, the participants were imagining different dining scenarios rather than experiencing these scenarios in everyday life. For example, the participants may have felt differently if they were in a restaurant at a business meeting.  Applications to everyday life – Both studies and topic areas have good application to everyday life. Pavesic gives clear and detailed recommendations for both good menu design and mistakes to avoid. There is a lot of focus in the review article on increasing sales, which further improves the application of the research. The Lockyer study did find one of the menus was the most popular, but this was different for the focus group as opposed to the group of participants surveyed. There were also individual differences which suggests there is quite a bit of variety in terms of the wording preferences for menu items. © Cambridge University Press & Assessment 2024 Page 36 of 63 8(b)  Validity – Lockyer has good validity as he did the survey after the focus group to measure the validity of the results from the focus group. However, self-reports were used which means the data could be open to socially desirable responses, demand characteristics, etc. In addition, the qualitative data had to be interpreted but this was done through content analysis.  Objective versus subjective – The data collected from the rating scales is somewhat more objective as the researchers can’t misinterpret the ratings given to the menus by the participants. However, participants could have interpreted the rating scale differently. However, the data from the focus groups and the response to the open questions is subjective. But Lockyer used a computer programme to analyse the focus group discussion. A computer is objective and not open to any bias. Additional issues candidates may include:  Reliability  Ethics  Quantitative and qualitative data Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 37 of 63

2 marks for two of the listed features. 1 mark for one feature. Definitive answer:  (Ratings on a) 4-point scale  Likert scale (opposite meanings)  0–3 do not agree / agree a little / agree moderately / totally agree  15 questionnaire items 1(b) Suggest one weakness of the type of data gathered by the VR-Paranoia 2 questionnaire. Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include:  The quantitative data does not help to understand the reasons why a participant gives a particular answer (1) such as ‘why they were laughing at me’ (2).  The experience of the participant is reduced to a single number (1) and so does not help to understand the reasons why a participant gives a particular answer such as ‘why they were laughing at me’ (2). Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 6 of 30 2 Covert sensitisation is a treatment for impulse control disorders. 2(a) Outline how one study used covert sensitisation to treat a participant 2 (e.g. Glover, 1985). Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include: From the study by Glover: It was decided to use imagery of nausea and vomiting paired with the act of stealing. Episodes of imagery were used involving increasing nausea as she approached an article in a supermarket which she intended to steal, leading to vomiting as she lifted the article, with other shoppers’ attention being attracted to her. The vomiting and other unpleasant sensations ceased as soon as she replaced the article, turned away and left the shop. Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 7 of 30 2(b) Suggest how the effectiveness of covert sensitisation could be 2 measured using an online questionnaire. Award 2 marks for an appropriate suggestion stated and applied to study with detail/elaboration/example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include:  questionnaire could be created which could include a range of closed and open questions format (1)  aimed at people who have received covert sensitisation (+1)  ask ‘Can you now resist the temptation to steal items?’ (or equivalent) (+1)  ask ‘Describe how you feel when you are now in a situation where you would previously have ‘given way to temptation’? (or equivalent) (+1)  K-SAS could be used before, during and after (+1). Other appropriate responses to be credited. 2(c) Explain two strengths of psychological treatments, such as covert 4 sensitisation, for kleptomania. Syllabus 1.3.3 Psychological (cognitive-behavioural) therapies including: – covert sensitisation, including a study, e.g. Glover (1985) – imaginal desensitisation, including a study, e.g. Blaszczynski and Nower (2003). Up to 2 marks for each strength  2. Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include:  Technique can be applied by anyone, in any place at any time (1) so the ‘patient’ can apply the technique themselves when they are exposed to a situation where they might be tempted to steal an item (2).  As no medication is taken, the patient cannot become addicted to medication (1) unlike other biochemical treatments (2).  Behavioural techniques are more likely to be generalised because all people can learn and ‘unlearn’ following the same principles (1) meaning that the principles of covert sensitisation can be generalised to not only people with kleptomania but other impulse control disorders (2). Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 8 of 30

6(a) Explain what is meant by an ‘objective measure of adherence’, in 2 relation to medical advice. Include a biological measure as an example. Syllabus 3.2.2  objective measures focusing on pill counting and medication dispensers, including a study, e.g. Chung and Naya (2000).  biological measures including blood and urine samples. Award 1 mark explanation. Award 1 mark for example. Answers may include:  objective is fact, a measure that cannot be disputed (1)  for example, if a drug is detected in blood or urine then it is an objective fact (+1) Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 13 of 30 6(b) Suggest how adherence can be measured objectively, other than using 2 a biological measure. Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include:  pill counting (Chung and Naya, 2000) (1) (e.g. Chung and Naya, 2000) used trackcap to record the number of pills (assumed to have been taken) (2)  repeat prescriptions (1) (e.g. Sherman et al., 2000) obtaining repeat prescriptions and analysing without patients’ knowledge. Assumption is that if prescription repeated the original must have been used (2). Other appropriate responses to be credited. 6(c) Explain two weaknesses of using biological measures of adherence to 4 medical advice. Up to 2 marks for each weakness  2. Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include:  Data needs to be collected and this may be invasive for the participant (1) such as collecting blood (2).  Data collection may be embarrassing for the participant (1) such as giving a urine sample or spitting into a salivette (2).  A participant may not give informed consent to the data collection method (1) so biological data is not collected about adherence (2). Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 14 of 30

10 Shoppers’ liking of a store exterior and intention to shop at that store can be influenced by window displays. 10(a) Plan an interview to investigate the effectiveness of different window 10 displays on intention to shop. Your plan must include details about:  interview format  interview technique. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate):  interview technique (telephone  sample and sampling technique or face-to-face)  ethical guidelines  interview format (structured,  a procedure unstructured, semi-structured).  the location type of data, question format (open and/or analysis of data, use of closed) descriptive statistics examples of questions  an aim or hypothesis  question scoring/interpretation (directional or non- number of questions directional)/null hypothesis  steps for making the study valid and reliable Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2024 Page 22 of 30 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.1.1 types of store exterior design including storefront, window displays and landscaping, including a study, e.g. Mower et al. (2012). Description: 1. Store exteriors are what customers first encounter and can create a first impression of a store and attract customers into a store. 2. Window displays congruent with the consumers’ self-image were found to be more successful in attracting customers; window displays were less successful when they only contained promotional or style information. Larger window displays were more successful in attracting consumers’ attention compared to smaller windows. Sales increased when stores used window displays compared to no window display. Successful window displays were found to be aesthetically pleasing, contained a theme, used warm colours, drew customers into the scene with the use of perspective, used lighting to highlight key areas of the display, and incorporated accessories associated with the products. Marks Description 3-4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1-2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response. 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature. 0 No creditable response. Example: interview tech such as face-to-face; format such as semi-structured. Ask sample closed questions about ‘x’ window display and ‘y’ window display. Could be outside stores or showing photographs. Open questions asking to explain reason for liking or not (so semi-structured). © Cambridge University Press & Assessment 2024 Page 23 of 30 10(c)(i) Explain one reason for your choice of interview format. 2 Candidates should use the interview format stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example:  a structured interview was used so all participants received the same questions in the same order (1) related to plan (2).  a semi-structured interview was used so although there were fixed questions there was also the option to ask questions that might arise during the interview (1) related to plan (2).  an unstructured interview was used so participants had the flexibility so answer in any way they pleased (1) related to plan (2). 10(c)(ii) Explain one weakness of your choice of interview format. 2 Marks Description 2 Weakness is given and applied to the plan. 1 Weakness is given without being applied to the plan. 0 No creditable response. Example depends on choice of format:  the use of unstructured interview meant that answers could not be compared easily (1) related to study (2)  the use of a structured interview means there is no opportunity to ask ad hoc questions or explore answers in more detail (1) related to study (2)  the use of a semi-structured interview might mean the time taken to complete the interview is too long if many ad hoc questions are asked (1) related to study (2). 10(c)(iii) Explain one reason for your choice of interview technique. 2 Candidates should use the interview technique stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example:  face-to-face and then non-verbal responses can be noted by the interviewer (1) related to plan (2)  face-to-face because it is much more ‘personable’ than talking on a telephone (1) related to plan (2)  telephone because the interview will be short and to the point (1) related to plan (2)  telephone because a much wider sample can be obtained; because there is no travelling involved by either interviewer or interviewee (1) related to plan (2). © Cambridge University Press & Assessment 2024 Page 24 of 30

2 Kleptomania can be assessed using the Kleptomania Symptom Assessment Scale (K-SAS). 2(a) State one question used on the K-SAS. 2 Syllabus 1.3.1 measure of impulse control disorders: Kleptomania Symptom Assessment Scale (K-SAS). Award 1 mark for partial answer. Award 2 marks for full answer. Definitive answer: 1 If you had urges to steal during the past WEEK, on average, how strong were your urges? During the past WEEK, 2 how many times did you experience urges to steal?

6 approximately how many hours (add up hours) did you spend thinking about stealing?

10 how much emotional distress (mental pain or anguish, shame, guilt, embarrassment) has your stealing caused you?

2 marks for two of the listed features. 1 mark for one feature. Definitive answer:  (Ratings on a) 4-point scale  Likert scale (opposite meanings)  0–3 do not agree / agree a little / agree moderately / totally agree  15 questionnaire items 1(b) Suggest one weakness of the type of data gathered by the VR-Paranoia 2 questionnaire. Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include:  The quantitative data does not help to understand the reasons why a participant gives a particular answer (1) such as ‘why they were laughing at me’ (2).  The experience of the participant is reduced to a single number (1) and so does not help to understand the reasons why a participant gives a particular answer such as ‘why they were laughing at me’ (2). Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 6 of 30 2 Covert sensitisation is a treatment for impulse control disorders. 2(a) Outline how one study used covert sensitisation to treat a participant 2 (e.g. Glover, 1985). Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include: From the study by Glover: It was decided to use imagery of nausea and vomiting paired with the act of stealing. Episodes of imagery were used involving increasing nausea as she approached an article in a supermarket which she intended to steal, leading to vomiting as she lifted the article, with other shoppers’ attention being attracted to her. The vomiting and other unpleasant sensations ceased as soon as she replaced the article, turned away and left the shop. Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 7 of 30 2(b) Suggest how the effectiveness of covert sensitisation could be 2 measured using an online questionnaire. Award 2 marks for an appropriate suggestion stated and applied to study with detail/elaboration/example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include:  questionnaire could be created which could include a range of closed and open questions format (1)  aimed at people who have received covert sensitisation (+1)  ask ‘Can you now resist the temptation to steal items?’ (or equivalent) (+1)  ask ‘Describe how you feel when you are now in a situation where you would previously have ‘given way to temptation’? (or equivalent) (+1)  K-SAS could be used before, during and after (+1). Other appropriate responses to be credited. 2(c) Explain two strengths of psychological treatments, such as covert 4 sensitisation, for kleptomania. Syllabus 1.3.3 Psychological (cognitive-behavioural) therapies including: – covert sensitisation, including a study, e.g. Glover (1985) – imaginal desensitisation, including a study, e.g. Blaszczynski and Nower (2003). Up to 2 marks for each strength  2. Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include:  Technique can be applied by anyone, in any place at any time (1) so the ‘patient’ can apply the technique themselves when they are exposed to a situation where they might be tempted to steal an item (2).  As no medication is taken, the patient cannot become addicted to medication (1) unlike other biochemical treatments (2).  Behavioural techniques are more likely to be generalised because all people can learn and ‘unlearn’ following the same principles (1) meaning that the principles of covert sensitisation can be generalised to not only people with kleptomania but other impulse control disorders (2). Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 8 of 30

6(a) Explain what is meant by an ‘objective measure of adherence’, in 2 relation to medical advice. Include a biological measure as an example. Syllabus 3.2.2  objective measures focusing on pill counting and medication dispensers, including a study, e.g. Chung and Naya (2000).  biological measures including blood and urine samples. Award 1 mark explanation. Award 1 mark for example. Answers may include:  objective is fact, a measure that cannot be disputed (1)  for example, if a drug is detected in blood or urine then it is an objective fact (+1) Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 13 of 30 6(b) Suggest how adherence can be measured objectively, other than using 2 a biological measure. Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include:  pill counting (Chung and Naya, 2000) (1) (e.g. Chung and Naya, 2000) used trackcap to record the number of pills (assumed to have been taken) (2)  repeat prescriptions (1) (e.g. Sherman et al., 2000) obtaining repeat prescriptions and analysing without patients’ knowledge. Assumption is that if prescription repeated the original must have been used (2). Other appropriate responses to be credited. 6(c) Explain two weaknesses of using biological measures of adherence to 4 medical advice. Up to 2 marks for each weakness  2. Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include:  Data needs to be collected and this may be invasive for the participant (1) such as collecting blood (2).  Data collection may be embarrassing for the participant (1) such as giving a urine sample or spitting into a salivette (2).  A participant may not give informed consent to the data collection method (1) so biological data is not collected about adherence (2). Other appropriate responses to be credited. © Cambridge University Press & Assessment 2024 Page 14 of 30

10 Shoppers’ liking of a store exterior and intention to shop at that store can be influenced by window displays. 10(a) Plan an interview to investigate the effectiveness of different window 10 displays on intention to shop. Your plan must include details about:  interview format  interview technique. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate):  interview technique (telephone  sample and sampling technique or face-to-face)  ethical guidelines  interview format (structured,  a procedure unstructured, semi-structured).  the location type of data, question format (open and/or analysis of data, use of closed) descriptive statistics examples of questions  an aim or hypothesis  question scoring/interpretation (directional or non- number of questions directional)/null hypothesis  steps for making the study valid and reliable Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2024 Page 22 of 30 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.1.1 types of store exterior design including storefront, window displays and landscaping, including a study, e.g. Mower et al. (2012). Description: 1. Store exteriors are what customers first encounter and can create a first impression of a store and attract customers into a store. 2. Window displays congruent with the consumers’ self-image were found to be more successful in attracting customers; window displays were less successful when they only contained promotional or style information. Larger window displays were more successful in attracting consumers’ attention compared to smaller windows. Sales increased when stores used window displays compared to no window display. Successful window displays were found to be aesthetically pleasing, contained a theme, used warm colours, drew customers into the scene with the use of perspective, used lighting to highlight key areas of the display, and incorporated accessories associated with the products. Marks Description 3-4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1-2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response. 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature. 0 No creditable response. Example: interview tech such as face-to-face; format such as semi-structured. Ask sample closed questions about ‘x’ window display and ‘y’ window display. Could be outside stores or showing photographs. Open questions asking to explain reason for liking or not (so semi-structured). © Cambridge University Press & Assessment 2024 Page 23 of 30 10(c)(i) Explain one reason for your choice of interview format. 2 Candidates should use the interview format stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example:  a structured interview was used so all participants received the same questions in the same order (1) related to plan (2).  a semi-structured interview was used so although there were fixed questions there was also the option to ask questions that might arise during the interview (1) related to plan (2).  an unstructured interview was used so participants had the flexibility so answer in any way they pleased (1) related to plan (2). 10(c)(ii) Explain one weakness of your choice of interview format. 2 Marks Description 2 Weakness is given and applied to the plan. 1 Weakness is given without being applied to the plan. 0 No creditable response. Example depends on choice of format:  the use of unstructured interview meant that answers could not be compared easily (1) related to study (2)  the use of a structured interview means there is no opportunity to ask ad hoc questions or explore answers in more detail (1) related to study (2)  the use of a semi-structured interview might mean the time taken to complete the interview is too long if many ad hoc questions are asked (1) related to study (2). 10(c)(iii) Explain one reason for your choice of interview technique. 2 Candidates should use the interview technique stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example:  face-to-face and then non-verbal responses can be noted by the interviewer (1) related to plan (2)  face-to-face because it is much more ‘personable’ than talking on a telephone (1) related to plan (2)  telephone because the interview will be short and to the point (1) related to plan (2)  telephone because a much wider sample can be obtained; because there is no travelling involved by either interviewer or interviewee (1) related to plan (2). © Cambridge University Press & Assessment 2024 Page 24 of 30

5 An online grocery retailer currently uses a grid layout in its virtual store. 4 Context – online grocery store, virtual store, online, Suggest two effects on customers if the store changes to a freeform layout in its virtual store. Allow 1 mark for any effect on customer due to the change of For each suggestion: layout. Award 2 marks for an outline of the application linked to the context. Award 1 mark for a basic outline of the application. Reference to physical store not Syllabus reference: creditworthy as the context. The Types of store interior design including grid, freeform and racetrack layouts; use of effect of the freeform (e.g. more virtual store layouts, including a study, e.g., Vrechopoulos et al. (2004) useful) can be awarded 1 mark. Likely content: For information • Freeform more useful (in finding items from a shopping list) than grid Grid: Customers visiting the grid • Freeform more entertaining to use layout navigate through a • Freeform more difficult to use than grid hierarchical structure (i.e., • Freeform engages customers for longer product category ↔ product subcategory ↔ end-product) in Examples: order to reach their desired Customers will find it more difficult to use the freeform layout than the grid layout (1) products. because the grid layout translates to navigation through a hierarchical structure (produce category to product subcategory to end product) to reach their desired product (1) Freeform: Customers visiting the freeform layout can reach their Customers will be engaged for longer with the freeform layout compared to the grid desired products at once, either layout when shopping at the virtual store. (1) and this means customers are likely to through the use of a search spend more money (1) engine or by selecting any of the items permanently displayed on Other appropriate responses should also be credited. every page of this version. © Cambridge University Press & Assessment 2024 Page 18 of 44

6(a) Outline one example of how psychologists can use children in psychological 2 Max 1 mark if no link made to research using an example from brand awareness and recognition. brand recognition/awareness or advertising. Award 2 marks for an outline of the term/concept in context. Award 1 mark for a basic outline of the term/concept. How make study suitable for children. Must be about brand Example: awareness to be creditworthy. Children can be investigated to find out if advertising strategies work successfully. (1) Children are exposed to advertisements in magazines, TV, social media and so will Outline of how the Fischer et al. potentially recognise some brands better than others (1). Psychologists could make use study was carried out can of this when finding out when suitable advertising strategies work with a correct target achieve full marks. audience. (1) Need to get informed consent Candidates can receive credit if they directly refer to a study on brand awareness and from parent/school first before recognition e.g., study by Fischer et al. (1991) using children in research. Other appropriate responses should also be credited. 1 = how to use with children 1 = linked to brand awareness/ recognition. © Cambridge University Press & Assessment 2024 Page 19 of 44 6(b) Explain one strength of using children in psychological research, using an 2 example from brand awareness and recognition. Award 2 marks for an explanation linked to brand awareness and recognition Award 1 mark for a basic explanation. Likely answers: • Children are not so subject to demand characteristics and likely to give more honest answers than adults • Children are future consumers so research on them informs us about future choices they may make • Can see potential effects of advertising products that are unsuitable for children, e.g. how it may impact on them or be remembered by them (so that such examples could potentially be outlawed in the future). • Useful as can use branding in advertising for products aimed at children as they do remember them and will influence their carer to purchase the product. Make sure the branding is in advert and on product so that child can see the association when they see product in store. Example: One strength of using children in psychological research is that it can yield useful results. For example, if a child recognises a brand that is targeted at adults (1) this could potentially make that child more likely to want to acquire that product if the brand seems attractive (1). Advertisers can make use of this information by ensuring that products that are only suitable for adults are branded in less child-appealing ways (e.g., avoiding cartoon characters, like Joe the Camel) (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 20 of 44

7 Priya is the new manager of a restaurant. She believes that the introduction of background music at the restaurant will improve the atmosphere. 7(a) Suggest two features of the background music that Priya should choose to 4 1 mark = feature of background improve the atmosphere in her restaurant. music AND For each feature 1 mark = why this would affect Award 2 marks for an outline of the application with relation to the context. the atmosphere Award 1 mark for a basic outline of the application. OR 1 mark = research has shown Syllabus content: (e.g. North et al.) classical • music in restaurants focusing on how background music influences the amount increases spending so the same spent on food and drink (exemplified by the following Key Study). would happen in Priya’s Key study on musical style and restaurant customers’ spending: North et al. (2003). restaurant. OR Possible features: 1 mark = effect on customer with • Genre of music (North et al found classical music led to more spending than pop or a brief reason why the music no music) would lead to this change. • Whether the feature of the music increases number of customers or amount each customer spends – e.g., how long customers typically spend at a table • Affluence of clientele (North et al found an upmarket restaurant favoured classical music, so Priya should consider the neighbourhood) • Synergy – does the music ‘match’ the existing atmosphere • Whether the feature of the music keeps existing customers – or attracts new ones. Will lots of changes alienate existing customers? • Volume of music • Length of soundtrack Example: One feature Priya could consider would be the genre of music. (1) In the North study customers spent more money on food when the background music was classical music rather than pop music. (1) If Priya makes a soundtrack of classical music this could increase the sales at her restaurant. (1) © Cambridge University Press & Assessment 2024 Page 21 of 44 7(a) Another feature Priya should consider is whether or not she is keen to keep existing customers (or to focus on building up a new customer base) (1). The introduction of something like background music will change the atmosphere (as Priya believes) and the new atmosphere may be one that is not favoured by her existing customers so that they no longer come to the restaurant (1). Other appropriate responses should also be credited. 7(b) Explain one problem of introducing background music in her restaurant. 2 Award 2 marks for an explanation of the problem with reference to the background music at the restaurant. Award 1 mark for a basic explanation of the problem. Likely problems: • Genre of music – does the genre reflect the taste of the customers? • Drive existing customers away • People spend less time in the restaurant reducing sales • Lack of synergy – does the music ‘match’ the existing atmosphere • Volume of music too loud • Soundtrack too short so customers get bored hearing the same tracks. Examples: One problem with introducing background music is that it could include a variety of genre. (1) For example, if it has a mixture of classical and pop tracks it will be very noticeable (rather than ‘background’) and this may be annoying to customers (1) as a result of this they spend less time and money at the restaurant (1) One problem with the background music is the volume is too loud (1). This would mean customers could not enjoy a conversation properly and this would reduce their dining experience (1) as a result they may not return and Priya will have lost customers and future sales (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 22 of 44

8(a) Describe what psychologists have discovered about consumer behaviour and 6 Award up to 4 marks where the personal space: response has described only • personal space at restaurant tables (including Hall’s four zones), and part of the question even if the • overload, arousal and behaviour constraint. response otherwise meets the criteria for level 3. Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Candidates should describe Hall’s four zones of personal space, concepts of overload, arousal and behaviour constraint and the study by Robson et al, although clearly not in the detail required for a complete key study essay. Full marks can be obtained without including a study. The personal space zones must be linked to restaurant tables for L3. Syllabus content • personal space at restaurant tables including Hall’s four zones; functions such as overload, arousal and behaviour constraint (exemplified by Robson et al. (2011). Hall’s four zones Hall describes four zones or interpersonal distances of humans: 1 Intimate space – distance for embracing, touching or whispering and used with intimate relationships. This may be as close as 1–2 cm (1 inch) and up to 46 cm (18 inches) 2 Personal space – distance for interactions with family or close friends. This is likely to be between 46 cm (18 inches) and 122 cm (4 feet). 3 Social space – for interactions with acquaintances. This is likely to be 1.2 m (4 feet) and up to 3.7 m (12 feet). 4 Public distance – used for public speaking and ranging between 3.7 m (12 feet) to over 8 m (25 feet). Functions such as overload, arousal and behaviour constraint Maintaining our personal space allows us to avoid becoming stressed or even threatened by people coming too close. Responses to the invasion of our personal space can include 3 issues: overload, arousal, and behaviour constraint: © Cambridge University Press & Assessment 2024 Page 23 of 44 8(a) 1 Overload – we maintain personal space in order to reduce the amount of information needing to be dealt with. When people are too close, we have to process information relating to their features such as their smell and possibly even their touch and have no choice in this. This means we are overloaded with information to process. Together with a lack of control of the information we process this produces stress. 2 Arousal – when personal space is invaded, we may feel a heightened sense of arousal. This can be context-dependent so in some settings this is positive (at a party). The same behaviour and sense of arousal is likely to be interpreted differently in an intimate dining experience. In a restaurant, if the atmosphere is that of a celebration, then this arousal may be positive but being too close to a stranger when eating out with a spouse will be seen more negatively. 3 Behaviour constraint – this is allied to the sense of control we have as to our freedom to move when we feel uncomfortable. Crowds will act differently to an individual as when we are in a crowd, we may not have the ability to move into a more comfortable personal freedom zone. If we are seated very closely to someone and unable to move away in a restaurant, we may feel anger, resentment and certainly uncomfortable. Robson et al. (2011). Survey of over 1000 American participants over the web. Given a scenario where they are in a restaurant where the tables are placed 6, 12, 24 inches apart. Participants gave their details first (e.g., age, ethnicity, residence, etc.). They were asked how often they visit restaurants and if they have ever worked in the restaurant industry. 3 dining scenarios given – romantic, with a friend and a business lunch. Randomly assigned to one of nine table situations. Given thirty-two statements that solicited their emotional and behavioural responses to specific distances. The 6-inch space led to the participants reporting feeling more crowded, less private, more dissatisfied with the table and having a less positive experience of the meal. Strongest responses given for romantic scenario to 6-inch space, with a friend second and business was least. Women reported being more uncomfortable than men at all three distances (more stress, less control, and greater discomfort. Men expressed more arousal than women in all three distances. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 24 of 44 8(b) Evaluate what psychologists have discovered about consumer behaviour and 10 personal space: • personal space at restaurant tables (including Hall’s four zones), and • overload, arousal and behaviour constraint, including a discussion of cultural differences. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: • Named issue – cultural differences – Hall acknowledged that the personal space zones will differ in terms of specific physical difference. However, the existence of the zones and their positions will not be culturally dependent. Overload, arousal and behaviour constraint are also likely to exist universally. In the Robson study, the table spacing used was within a Western culture (USA). There may be significant difference in how comfortable people from other cultures will feel with the spacings of 6, 12 and 18 inches. For example, in India, it is more common practice for people to sit closer together when eating. Although it is worth noting that this is more likely when the people you are eating with are close friends and family. In a more business setting, in many cases the distance may need to be further apart • Individual and situational explanations – Clearly the concepts of zones and the majority of the issues raised in the Robson study come from situational explanations of personal space. However, there will be individual influences that may depend on individual cultural background, personality, confidence etc. that could influence both the way overload, arousal etc. are experienced and the sense of personal space. • Observations – (not really relevant to this bullet point) – candidates could discuss how observations could be made of people’s personal space and their behaviours in it. Not relevant to Robson study. • Quantitative and Qualitative data – Robson study collected a great deal of quantitative data allowing a lot of statistical analysis. However, participants did not give any qualitative responses so researchers cannot be completely sure of all potential reasons for responses. © Cambridge University Press & Assessment 2024 Page 25 of 44 8(b) • Ethics – Robson study seems to be ethical. This is because by carrying out an online survey, participants are not actually physically exposed to being seated close to people. However, there could be ethical issues with research into personal space if participants are forced into spaces with which they feel uncomfortable. In order to receive information from participants about their feelings of overload, arousal and behaviour constraint informed consent would need to be obtained and they need to feel comfortable withdrawing from the research if they wish to. This could be tackled with sensitive briefing. Additional issues candidates may include: • Ecological validity • Generalisations • Individual differences • Independent measures design Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 26 of 44

5 A mobile phone manufacturer wants to advertise a new phone. 4 Context – mobile phone Advertisers propose creating an advertisement that is similar in design to advertisements for competitors’ similar phones. This may interfere For full marks needs to refer to with consumers’ memory. interference. Suggest how customers’ memory for details of the new phone may be affected by this proposed advertisement. Award 3–4 marks for a detailed answer with clear understanding of how proactive and/or retroactive interference affect memory for the new phone. Award 1–2 marks for a basic answer with some understanding of how interference affects memory for the new phone. Syllabus reference: Mistakes in decision-making • Consumer memory for advertising including how retroactive and proactive interference affect memory, including a study, e.g., Burke and Srull (1988) Possible content • Interference occurs when two memories disrupt one another resulting in one (or both) of the memories being forgotten or distorted. • Proactive interference occurs when an older memory interferes with a newer one causing the newer one to be forgotten. More likely to recall details of competitors’ phones. • Retroactive interference occurs when a newer memory interferes with an older one causing the older memory to be forgotten. More likely to recall details of new phone. • Interference is most likely to occur when the memories are very similar • Interference is most likely to occur when the memories are formed quite close together in time. © Cambridge University Press & Assessment 2024 Page 19 of 47 5 Example: As the advertisements are very similar in content and mood, interference is likely to occur with the memories of them (1). This would result in the advert for the new phone being ineffective as the potential customer cannot remember important details from it like, say, the name of the phone (1). If proactive interference occurs then the older advert will distort the memory of the new phone, so that details from this new phone advert will not be remembered (1). This would mean that the purpose of the advert would be lost as customers will not remember the details of the phone and so not be able to ask for it (1). This could lead to a reduction in potential sales (1). Even if retroactive interference occurs, when the newer advert (for this new phone) prevents parts of the older advert being remembered (1), this would mean that the customer may not remember details that enable a good comparison of features to be make. (1) Other appropriate responses should also be credited. Question Answer Marks Guidance

6(a) Outline the reductionism versus holism debate. 2 Can award 1 mark for two poorly outlined definitions. Award 2 marks for an outline of both sides of the debate. Award 1 mark for a basic/incomplete outline of the debate Example: Reductionism occurs when concepts are broken down into small units to enable a more basic/elemental level of explanation/investigation (1) Holism occurs when behaviour is considered as a whole, taking into account all of the person’s influences – biological, cognitive, behavioural – in order to understand the individual better (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 20 of 47 6(b) Explain one reason why a competitor-focused sales technique can be 2 1 mark = definition of competitor-focused considered reductionist. sales technique 1 mark = why reductionist Award 2 marks for an explanation in context. Award 1 mark for a basic explanation. Syllabus reference: Selling the product: Sales techniques focusing on customer-focused, competitor-focused, product-focused techniques including effect of each on buyer-seller relationship. Competitor-focused sales are those which draw comparisons with other products or sellers (best price or customer service). Example: A competitor-focused sales technique ignores the quality of the product and the specific needs of the individual customer and instead focuses primarily on comparing itself to other competitors’ products, which is a reductionist idea (1). This means that by changing the way they make comparisons, companies can investigate the best way to increase sales (1). The ability to change just one variable is a scientific approach, which is thus reductionist (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 21 of 47

7(a) Mariyah’s car has broken down and she needs to buy a new car. 4 Context = car Describe two stages Mariyah would go through in buying a new car, using the Engel Kollat Blackwell model of buyer decision-making. For each stage: Award 2 marks for a description of how the stage applies to buying a car Award 1 mark for a basic outline of how the stage applies to buying a car Syllabus content: Buying the product The Engel Kollat Blackwell model of buyer decision-making Stages in buyer decision-making: 1 Problem recognition 2 Search for alternatives 3 Alternate evaluation 4 Purchase decision 5 Post-purchase behaviour Examples: Mariyah could undertake an information search and visit two or three garages to see what is available (1) This will lead to her having a number of alternative cars that she is interested in purchasing (1) Mariyah could compare the potential cars to one another in terms of features that are important to her (1) These could include the age of the car, mileage it has done, price (is it within her budget), aftersales service by the garage, size of car, manufacturing brand and its reputation for reliability (1) This would be evaluation of alternatives. © Cambridge University Press & Assessment 2024 Page 22 of 47 7(a) The comparison of alternative cars could lead Mariyah to choosing which one is more favourable to her (1) this could be due to a number of features such as size of the car and it’s price (1) and she will purchase it (purchase decision) (1) Other appropriate responses should also be credited. 7(b) Explain one strength of the Engel Kollat Blackwell model of buyer 2 Not necessary to contextualise decision-making. No marks for just stating can help to Award 2 marks for an explanation of a strength of the model. increase sales/satisfy customers – must Award 1 mark for a basic explanation of the strength of the model. link directly to Engel Kollat Blackwell model to be credited. Likely strengths • Comprehensive and detailed – accounts for many variables involved • Has good face validity • Applicable for expensive/important items such as a car • Based on assumption that customer acts rationally Example: One strength of the Engel Kollat Blackwell model of buyer decision-making is that it is very comprehensive (1) It takes into account that customers will have alternatives to weigh up and that there are a number of factors that may affect the decision to purchase (1) These factors include budget, specific needs, availability, sustainability (1) All of these are accounted for within the model (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 23 of 47

8(a) Describe what psychologists have found out about retail atmospherics: 6 Award up to 4 marks where the response • model of effects of ambience: Mehrabian and Russell’s pleasure- has described only part of the question arousal-dominance (PAD) model, and even if the response otherwise meets the • the effects of odour on shopper pleasure-arousal-dominance. criteria for Level 3. Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Candidates must discuss the Mehrabian and Russell pleasure-arousal- dominance (PAD) model and the effects of odour on shopper pleasure- arousal-dominance. A mention of a study does not need to be Chebat and Michon (2003) Syllabus content Retail atmospherics • Model of effects of ambience: Mehrabian and Russell’s pleasure-arousal- dominance (PAD) model. • The effects of odour on shopper pleasure-arousal-dominance, including a study, e.g., Chebat and Michon (2003) Possible content: The Pleasure-Arousal-Dominance (PAD) model The Pleasure-Arousal-Dominance model by Mehrabian and Russell is a model developed to describe and measure emotional states. PAD uses 3 numerical dimensions – Pleasure, Arousal and Dominance to represent all emotions. The theory was originally developed for physical environments but has been widely applied elsewhere. The core idea is that physical environments influence people through their emotional impact. © Cambridge University Press & Assessment 2024 Page 24 of 47 8(a) All emotions can be reduced down to 3 dimensions and measured on a scale. The Pleasure-Displeasure scale measures how pleasant or unpleasant someone feels. For example, anger is an unpleasant emotion, scoring on the displeasure side, but joy is a pleasant emotion. The Arousal-Nonarousal Scale measures how energised someone feels. For example, both rage and euphoria would score highly for arousal but boredom would mean nonarousal. The Dominance-Submissiveness Scale represents how controlling and dominant versus controlled or submissive one feels. For instance, while both fear and anger are unpleasant emotions, anger is a dominant emotion, while fear is a submissive emotion. When applied to the effects of ambience, the PAD model means that emotion or mood is a mediating factor between environmental cues and behaviour (Mehrabian & Russell, 1974). We react to the environment with approach or avoidance. Our emotional response can be measured according to the 3 dimensions. A positive response to music, smell, etc. increase length of time a consumer spends in a shop, increasing the amount of money spent. Effects of odour on shopper pleasure-arousal-dominance Environmental psychologists propose that individuals react to their environment with two contrasting forms of behaviour: approach and avoidance, where approach is a desire to stay, and explore. Much of the research on store atmospherics has presumed a mediating effect of mood on customer behaviour. This would support the PAD model. Chebat and Michon (2003) The researchers aimed to investigate if the PAD model accounted for the behaviour of participants or whether a cognition-arousal model better accounted for their behaviour. © Cambridge University Press & Assessment 2024 Page 25 of 47 8(a) Field experiment in a shopping mall in Canada over two weeks. Week 1 was a control week/group where no scent was put into the mall. In the second week a pleasing scent (citrus) was put into the mall’s main corridor. 145 participants during the scent week (447 in the control week). Self-administered questionnaire given to participants by graduate marketing students not wearing any perfume. This questionnaire asked the participants about their shopping trip on product quality, the shopping environment, and the pleasure and arousal felt while shopping. Found a more favourable perception of the product quality and shopping environment when citrus scent in mall. Results seemed to suggest more support for the cognition-arousal model than pleasure-arousal-dominance model. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 26 of 47 8(b) Evaluate what psychologists have found out about retail atmospherics: 10 • model of effects of ambience Mehrabian and Russell’s pleasure- arousal dominance (PAD) model • the effects of odour on shopper pleasure-arousal-dominance including a discussion of quantitative and qualitative data. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. • Named issue – quantitative and qualitative data – PAD model does include the measurement of the emotions on the Pleasure-displeasure, arousal-nonarousal and Dominance-submissiveness dimensions. Although a number of scales are available, all will be quantitative. Chebat and Michon collected a lot of quantitative data including product quality, shopping environment, pleasure and arousal. Quantitative data allows comparisons to be drawn and results analysed easily to make conclusions about control and experimental groups (conditions) in research. No qualitative data collected so there is a lack of highly valid data where participants can express views in their own words. • Application to everyday life – PAD model can be applied to situations where effect of ambience on behaviour can be investigated. Chebat and Michon found that the PAD model is not supported and suggested that the process is more compatible with a cognition-arousal model. This has potential useful applications when environmental researchers are making predictions for how ambient characteristics may affect shopper behaviour. • Cultural differences – the PAD model was developed in the West but it could be applied to other cultural groups. The dimensions of emotion could be universal. However, the way the specific emotions are viewed © Cambridge University Press & Assessment 2024 Page 27 of 47 8(b) may be culturally diverse e.g., anger may not be viewed so negatively in some cultures. Chebat and Michon was carried out in a shopping mall in Canada. Cultures that shop in different ways e.g., open air markets typically, may find that the results do not apply. Views of different fragrances as appealing may also be culturally diverse. • Questionnaires – Chebat and Michon collected data via questionnaire. A variety of items were asked and often on forced choice scales. Such items will tend to be reliable so questionnaires can be repeated with different conditions. Questionnaires can be subject to demand characteristics and question items need to be worded carefully to avoid leading questions in order to make sure that the responses are valid. However, they also lend themselves to a large collection of data as they can be administered quickly. Use of questionnaire also meant that consent could be gathered easily. • Objective and subjective data – Chebat and Michon collected data that can be seen as objective (gender, age) and subjective (product quality, arousal). Objective data can be seen as more scientific as not left to interpretation. Subjective data is personal as it is the view of the individual participant. Additional issues candidates may use include: • Ecological validity • Generalisations • Control of variables • Reliability • Ethics Other appropriate responses should also be credited. Many of the above issues have been applied to the Chebat and Michon study. It is important to remember that candidates do not have to use this study but they will need to refer to a study. © Cambridge University Press & Assessment 2024 Page 28 of 47

5 An online grocery retailer currently uses a grid layout in its virtual store. 4 Context – online grocery store, virtual store, online, Suggest two effects on customers if the store changes to a freeform layout in its virtual store. Allow 1 mark for any effect on customer due to the change of For each suggestion: layout. Award 2 marks for an outline of the application linked to the context. Award 1 mark for a basic outline of the application. Reference to physical store not Syllabus reference: creditworthy as the context. The Types of store interior design including grid, freeform and racetrack layouts; use of effect of the freeform (e.g. more virtual store layouts, including a study, e.g., Vrechopoulos et al. (2004) useful) can be awarded 1 mark. Likely content: For information • Freeform more useful (in finding items from a shopping list) than grid Grid: Customers visiting the grid • Freeform more entertaining to use layout navigate through a • Freeform more difficult to use than grid hierarchical structure (i.e., • Freeform engages customers for longer product category ↔ product subcategory ↔ end-product) in Examples: order to reach their desired Customers will find it more difficult to use the freeform layout than the grid layout (1) products. because the grid layout translates to navigation through a hierarchical structure (produce category to product subcategory to end product) to reach their desired product (1) Freeform: Customers visiting the freeform layout can reach their Customers will be engaged for longer with the freeform layout compared to the grid desired products at once, either layout when shopping at the virtual store. (1) and this means customers are likely to through the use of a search spend more money (1) engine or by selecting any of the items permanently displayed on Other appropriate responses should also be credited. every page of this version. © Cambridge University Press & Assessment 2024 Page 18 of 44

6(a) Outline one example of how psychologists can use children in psychological 2 Max 1 mark if no link made to research using an example from brand awareness and recognition. brand recognition/awareness or advertising. Award 2 marks for an outline of the term/concept in context. Award 1 mark for a basic outline of the term/concept. How make study suitable for children. Must be about brand Example: awareness to be creditworthy. Children can be investigated to find out if advertising strategies work successfully. (1) Children are exposed to advertisements in magazines, TV, social media and so will Outline of how the Fischer et al. potentially recognise some brands better than others (1). Psychologists could make use study was carried out can of this when finding out when suitable advertising strategies work with a correct target achieve full marks. audience. (1) Need to get informed consent Candidates can receive credit if they directly refer to a study on brand awareness and from parent/school first before recognition e.g., study by Fischer et al. (1991) using children in research. Other appropriate responses should also be credited. 1 = how to use with children 1 = linked to brand awareness/ recognition. © Cambridge University Press & Assessment 2024 Page 19 of 44 6(b) Explain one strength of using children in psychological research, using an 2 example from brand awareness and recognition. Award 2 marks for an explanation linked to brand awareness and recognition Award 1 mark for a basic explanation. Likely answers: • Children are not so subject to demand characteristics and likely to give more honest answers than adults • Children are future consumers so research on them informs us about future choices they may make • Can see potential effects of advertising products that are unsuitable for children, e.g. how it may impact on them or be remembered by them (so that such examples could potentially be outlawed in the future). • Useful as can use branding in advertising for products aimed at children as they do remember them and will influence their carer to purchase the product. Make sure the branding is in advert and on product so that child can see the association when they see product in store. Example: One strength of using children in psychological research is that it can yield useful results. For example, if a child recognises a brand that is targeted at adults (1) this could potentially make that child more likely to want to acquire that product if the brand seems attractive (1). Advertisers can make use of this information by ensuring that products that are only suitable for adults are branded in less child-appealing ways (e.g., avoiding cartoon characters, like Joe the Camel) (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 20 of 44

7 Priya is the new manager of a restaurant. She believes that the introduction of background music at the restaurant will improve the atmosphere. 7(a) Suggest two features of the background music that Priya should choose to 4 1 mark = feature of background improve the atmosphere in her restaurant. music AND For each feature 1 mark = why this would affect Award 2 marks for an outline of the application with relation to the context. the atmosphere Award 1 mark for a basic outline of the application. OR 1 mark = research has shown Syllabus content: (e.g. North et al.) classical • music in restaurants focusing on how background music influences the amount increases spending so the same spent on food and drink (exemplified by the following Key Study). would happen in Priya’s Key study on musical style and restaurant customers’ spending: North et al. (2003). restaurant. OR Possible features: 1 mark = effect on customer with • Genre of music (North et al found classical music led to more spending than pop or a brief reason why the music no music) would lead to this change. • Whether the feature of the music increases number of customers or amount each customer spends – e.g., how long customers typically spend at a table • Affluence of clientele (North et al found an upmarket restaurant favoured classical music, so Priya should consider the neighbourhood) • Synergy – does the music ‘match’ the existing atmosphere • Whether the feature of the music keeps existing customers – or attracts new ones. Will lots of changes alienate existing customers? • Volume of music • Length of soundtrack Example: One feature Priya could consider would be the genre of music. (1) In the North study customers spent more money on food when the background music was classical music rather than pop music. (1) If Priya makes a soundtrack of classical music this could increase the sales at her restaurant. (1) © Cambridge University Press & Assessment 2024 Page 21 of 44 7(a) Another feature Priya should consider is whether or not she is keen to keep existing customers (or to focus on building up a new customer base) (1). The introduction of something like background music will change the atmosphere (as Priya believes) and the new atmosphere may be one that is not favoured by her existing customers so that they no longer come to the restaurant (1). Other appropriate responses should also be credited. 7(b) Explain one problem of introducing background music in her restaurant. 2 Award 2 marks for an explanation of the problem with reference to the background music at the restaurant. Award 1 mark for a basic explanation of the problem. Likely problems: • Genre of music – does the genre reflect the taste of the customers? • Drive existing customers away • People spend less time in the restaurant reducing sales • Lack of synergy – does the music ‘match’ the existing atmosphere • Volume of music too loud • Soundtrack too short so customers get bored hearing the same tracks. Examples: One problem with introducing background music is that it could include a variety of genre. (1) For example, if it has a mixture of classical and pop tracks it will be very noticeable (rather than ‘background’) and this may be annoying to customers (1) as a result of this they spend less time and money at the restaurant (1) One problem with the background music is the volume is too loud (1). This would mean customers could not enjoy a conversation properly and this would reduce their dining experience (1) as a result they may not return and Priya will have lost customers and future sales (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 22 of 44

8(a) Describe what psychologists have discovered about consumer behaviour and 6 Award up to 4 marks where the personal space: response has described only • personal space at restaurant tables (including Hall’s four zones), and part of the question even if the • overload, arousal and behaviour constraint. response otherwise meets the criteria for level 3. Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Candidates should describe Hall’s four zones of personal space, concepts of overload, arousal and behaviour constraint and the study by Robson et al, although clearly not in the detail required for a complete key study essay. Full marks can be obtained without including a study. The personal space zones must be linked to restaurant tables for L3. Syllabus content • personal space at restaurant tables including Hall’s four zones; functions such as overload, arousal and behaviour constraint (exemplified by Robson et al. (2011). Hall’s four zones Hall describes four zones or interpersonal distances of humans: 1 Intimate space – distance for embracing, touching or whispering and used with intimate relationships. This may be as close as 1–2 cm (1 inch) and up to 46 cm (18 inches) 2 Personal space – distance for interactions with family or close friends. This is likely to be between 46 cm (18 inches) and 122 cm (4 feet). 3 Social space – for interactions with acquaintances. This is likely to be 1.2 m (4 feet) and up to 3.7 m (12 feet). 4 Public distance – used for public speaking and ranging between 3.7 m (12 feet) to over 8 m (25 feet). Functions such as overload, arousal and behaviour constraint Maintaining our personal space allows us to avoid becoming stressed or even threatened by people coming too close. Responses to the invasion of our personal space can include 3 issues: overload, arousal, and behaviour constraint: © Cambridge University Press & Assessment 2024 Page 23 of 44 8(a) 1 Overload – we maintain personal space in order to reduce the amount of information needing to be dealt with. When people are too close, we have to process information relating to their features such as their smell and possibly even their touch and have no choice in this. This means we are overloaded with information to process. Together with a lack of control of the information we process this produces stress. 2 Arousal – when personal space is invaded, we may feel a heightened sense of arousal. This can be context-dependent so in some settings this is positive (at a party). The same behaviour and sense of arousal is likely to be interpreted differently in an intimate dining experience. In a restaurant, if the atmosphere is that of a celebration, then this arousal may be positive but being too close to a stranger when eating out with a spouse will be seen more negatively. 3 Behaviour constraint – this is allied to the sense of control we have as to our freedom to move when we feel uncomfortable. Crowds will act differently to an individual as when we are in a crowd, we may not have the ability to move into a more comfortable personal freedom zone. If we are seated very closely to someone and unable to move away in a restaurant, we may feel anger, resentment and certainly uncomfortable. Robson et al. (2011). Survey of over 1000 American participants over the web. Given a scenario where they are in a restaurant where the tables are placed 6, 12, 24 inches apart. Participants gave their details first (e.g., age, ethnicity, residence, etc.). They were asked how often they visit restaurants and if they have ever worked in the restaurant industry. 3 dining scenarios given – romantic, with a friend and a business lunch. Randomly assigned to one of nine table situations. Given thirty-two statements that solicited their emotional and behavioural responses to specific distances. The 6-inch space led to the participants reporting feeling more crowded, less private, more dissatisfied with the table and having a less positive experience of the meal. Strongest responses given for romantic scenario to 6-inch space, with a friend second and business was least. Women reported being more uncomfortable than men at all three distances (more stress, less control, and greater discomfort. Men expressed more arousal than women in all three distances. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 24 of 44 8(b) Evaluate what psychologists have discovered about consumer behaviour and 10 personal space: • personal space at restaurant tables (including Hall’s four zones), and • overload, arousal and behaviour constraint, including a discussion of cultural differences. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: • Named issue – cultural differences – Hall acknowledged that the personal space zones will differ in terms of specific physical difference. However, the existence of the zones and their positions will not be culturally dependent. Overload, arousal and behaviour constraint are also likely to exist universally. In the Robson study, the table spacing used was within a Western culture (USA). There may be significant difference in how comfortable people from other cultures will feel with the spacings of 6, 12 and 18 inches. For example, in India, it is more common practice for people to sit closer together when eating. Although it is worth noting that this is more likely when the people you are eating with are close friends and family. In a more business setting, in many cases the distance may need to be further apart • Individual and situational explanations – Clearly the concepts of zones and the majority of the issues raised in the Robson study come from situational explanations of personal space. However, there will be individual influences that may depend on individual cultural background, personality, confidence etc. that could influence both the way overload, arousal etc. are experienced and the sense of personal space. • Observations – (not really relevant to this bullet point) – candidates could discuss how observations could be made of people’s personal space and their behaviours in it. Not relevant to Robson study. • Quantitative and Qualitative data – Robson study collected a great deal of quantitative data allowing a lot of statistical analysis. However, participants did not give any qualitative responses so researchers cannot be completely sure of all potential reasons for responses. © Cambridge University Press & Assessment 2024 Page 25 of 44 8(b) • Ethics – Robson study seems to be ethical. This is because by carrying out an online survey, participants are not actually physically exposed to being seated close to people. However, there could be ethical issues with research into personal space if participants are forced into spaces with which they feel uncomfortable. In order to receive information from participants about their feelings of overload, arousal and behaviour constraint informed consent would need to be obtained and they need to feel comfortable withdrawing from the research if they wish to. This could be tackled with sensitive briefing. Additional issues candidates may include: • Ecological validity • Generalisations • Individual differences • Independent measures design Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2024 Page 26 of 44

2(a) Explain what is meant by the term ‘pyromania’. 2 Syllabus 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders: – kleptomania – pyromania – gambling disorder. measure of impulse control disorders: Kleptomania Symptom Assessment Scale (K-SAS). Marks: Award 2 marks for a detailed explanation. Award 1 mark for a partial explanation. Full marks can be awarded for any one feature, plus the example (see below). Answers may include (from ICD-11) (other appropriate responses to be credited): • a recurrent failure to control strong impulses (1 mark) to set fires, resulting in multiple acts of, or attempts at, setting fire to property or other objects (2 marks). • lack of an apparent motive for the acts of, or attempts at, fire setting (1 mark) (e.g., monetary gain, revenge, sabotage, political statement, attracting recognition) (2 marks) • persistent fascination or preoccupation with fire and related stimuli (e.g., watching fires, building fires, fascination with firefighting equipment). • the individual experiences increased tension or affective arousal prior to instances of, or attempts at, fire setting. • the individual experiences pleasure, excitement, relief or gratification during, and immediately following the act of setting the fire, witnessing its effects, or participating in its aftermath. • acts of, or attempts at, fire setting are not better accounted for by a Disorder of Intellectual Development, another mental disorder (e.g., a Manic Episode), or Substance Intoxication. NB: description of any of 6 features of addiction in isolation 0 marks; can be used as elaboration. 2(b) Suggest one way in which pyromania could be measured, other than by 2 self-report. Marks: Award 2 marks for an appropriate suggestion in context with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • observation: covert or overt; structured; non-participant, natural – or any combination of these (1 mark) over a period of time to see how many diagnostic features of pyromania are evident (2 marks). • case study of one person (1 mark) to see how many diagnostic features or pyromania are evident (2 marks). • experiment where a participant is exposed to a ‘fire-setting situation’ (1 mark) and their behaviour is observed for any resistance to set a fire (2 marks) NB: interviews and questionnaires are self-reports. © Cambridge University Press & Assessment 2024 Page 9 of 33 2(c) Explain two strengths of using self-report to measure pyromania. 4 Marks: Up to 2 marks for each strength X2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • measuring pyromania gives the tester a measure of the extent of the problem (1 mark) such as scoring high on a pyromania questionnaire NOT K-SAS (+1 mark) then appropriate treatment for pyromania could be decided (+1 mark). • measuring pyromania and its characteristics can help understand more about it (1 mark) such as its addictive nature (+1 mark) or any other feature from the characteristics listed in (a) (+1 mark) • measuring pyromania can raise awareness/ help prevent any further occurrence of the behaviour (1 mark) such as setting fires (2 marks) Question Answer Marks

6(a) Outline the psychological treatment of attention diversion to manage 2 and control pain. Syllabus 3.3.3 psychological treatments: cognitive strategies (attention diversion, non-pain imagery and cognitive redefinition). Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include (other appropriate responses to be credited): • Attention diversion where a person focuses on a non-related stimulus in order to be distracted from the discomfort (1 mark). It can be passive (e.g. looking at a picture) or active (e.g. singing a song). Even watching television can distract the patient (2 marks). © Cambridge University Press & Assessment 2024 Page 15 of 33 6(b) Suggest one alternative treatment that could be used for managing and 2 controlling shoulder pain, other than a biological or psychological treatment. Marks: Award 2 marks for an appropriate suggestion applied to context with detail / elaboration / example. Award 1 mark for an appropriate effect identified but not applied. Answers may include (other appropriate responses to be credited). • acupuncture involves inserting between five and twenty fine stainless steel needles which are left in place for between ten to twenty minutes. The needle is inserted along a meridian line through which life energy or ‘qi’ is said to flow (1 mark) related to shoulder pain (2 marks). • stimulation therapy (TENS) involves electrodes placed on the skin causing stimulation (mild pain) which distracts the person from the original (worse) pain (1 mark) related to shoulder pain (2 marks). 6(c) Explain one strength and one weakness of using attention diversion to 4 manage pain. Marks: Up to 2 marks for each strength and up to 2 marks for each weakness. Award 2 marks for an appropriate strength/weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength/weakness stated but not applied. Answers may include (other appropriate responses to be credited): Strengths • the person is an active participant (1 mark) in the management of their own pain (2 marks). • the person can use the technique wherever they are (1 mark) and whenever they are in pain (2 marks) Weaknesses • the person may struggle to concentrate sufficiently on a non-related stimulus, especially when they are in pain (1 mark) and so any pain will not be eased (2 marks). • the person may not want a psychological treatment preferring to take a pill (1 mark) to reduce pain (2 marks).

10(a) Plan a study using a questionnaire with closed questions to investigate 10 the effectiveness of multiple unit pricing on purchases from a supermarket. Your plan must include details about: • the questionnaire technique • descriptive statistics. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • technique (paper/pencil, online, • sample and sampling technique postal) • ethical guidelines • format (open and/or closed) • a procedure • examples of questions • type of data, analysis of data, • question scoring/interpretation use of descriptive statistics • number of questions • an aim or hypothesis (directional or non- directional)/null hypothesis • steps for making the study valid and reliable Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2024 Page 24 of 33 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.3.2 point of purchase decisions including multiple unit pricing and suggestive selling, including a study, e.g. Wansink et al. (1998). Description: 1 supermarket consumers are exposed to potential quantity anchors whenever multiple-unit prices are presented instead of single-unit prices (e.g., ‘On sale—6 cans for $3’ versus ‘On sale—$0.50 each’). A multiple-unit price promotion could stimulate more sales by making salient a higher than normal purchase quantity. 2 Wansink (1998): Multiple unit pricing: over 1 week, 43 stores used single unit pricing and 43 stores used multiple pricing for 13 categories of items. Results showed that, for example, for bathroom tissue, ‘buy 4 for $2 resulted in 45% more sales than ‘buy 1 for $0.50’. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response © Cambridge University Press & Assessment 2024 Page 25 of 33 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response NB 1 mark for explanation of follow on from (b)i; 1 mark for explanation appearing in (a) x2 Example: Study in Supermarket with shoppers. Week 1 has cans of soft drink ‘buy 1 for $1’. Week 2 has cans of soft drink ‘buy 6 for $6’. Descriptive statistics to compare numbers. Questionnaire to shoppers leaving store: Question: Why did you choose to buy 6 cans?: always buy 6/was special offer. Question: do you always buy special offers? Yes/no. descriptive stats again. © Cambridge University Press & Assessment 2024 Page 26 of 33 10(c)(i) Explain one reason for your choice of questionnaire technique. 2 Candidates should use the choice of questionnaire technique stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: Paper/pencil • because they are face-to-face perhaps participants are more likely to complete the questionnaire and perhaps be more honest in their answers (1 mark) related to plan (2 marks). • paper/pencil because the researcher is there at the time watching and waiting and so the environment is perhaps more likely to be controlled if done in a laboratory with students for example (1 mark) related to plan (2 marks). Online • online because the sample size can be much larger and potentially much more diverse than paper/pencil or face-to-face which is probably done in a relatively restricted place (in street, laboratory) related to plan (2 marks). • online because there is no researcher waiting, watching or influencing the person in any way. The participant is more likely to be honest in their responses related to plan (2 marks). Postal • postal because the sample size can be much larger and potentially much more diverse than paper/pencil or face-to-face which is probably done in in a relatively restricted place (in street, laboratory) (1 mark) related to plan (2 marks). • postal because there is no researcher waiting, watching or influencing the person in any way. The participant is more likely to be honest in their responses (1 mark) related to plan (2 marks). 10(c)(ii) Explain one weakness of using closed questions in your study. 2 Candidates should use the closed questions stated in (a) Award 2 marks if a weakness is given and justified. Award 1 mark if a weakness is given but not justified. Example: participants have no opportunity to express a range of feelings or explain their behaviour. Stating ‘yes’ for example, does not allow participants to explain how they feel (1 mark) related to plan (2 marks). © Cambridge University Press & Assessment 2024 Page 27 of 33 10(c)(iii) Explain one reason for your choice of descriptive statistics. 2 Candidates should use the descriptive statistics stated in (a) Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: • descriptive statistics describe (summarise) data via mean, median, mode, range so outcomes can be easily identified (1 mark) related to study (2 marks) • descriptive statistics describe (summarise) data via a visual display bar chart, histogram, scatter graph (1 mark) related to study (2 marks). Question Answer Marks

2 Depression can be measured using the Beck Depression Inventory (BDI). 2(a) Outline how a person’s level of depression is interpreted using the BDI. 2 Syllabus 1.2.1 measure of depression: Beck depression inventory. Marks: Award 1 for each correct point (2 marks max) Definitive answer: • answer all 21 questions; add up the number 0/1/2/3 allocated to each question. • min score 0, max 63 (21  3) • scores out of 63 applied to 6 levels of depression e.g. 0–10 normal; over 40 extreme. 2(b) Suggest one way that depression could be measured, other than by the 2 BDI. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • observation of behaviour using ‘depressive behaviours’ as behavioural categories over a period of time (1 mark) For example how much/how often a person cries (2 marks) • interview (face-to-face or by telephone) by a person qualified to assess depression (1 mark) with appropriate example (2 marks) • questionnaire (something similar to the BDI, perhaps with rating scale) (1 mark) with appropriate example (2 marks) © Cambridge University Press & Assessment 2024 Page 7 of 32 2(c) Explain two weaknesses of the BDI. 4 Marks: Up to 2 marks for each weakness Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • the BDI assumes that everyone with depression is the same (1 mark) so each person will experience the same 21 symptoms (2 marks) • the BDI is nomothetic (similarities between people with depression) (1 mark) rather than idiographic (individual differences) (2 marks) • the data gathered by the BDI is quantitative so it ignores any uniqueness that might be revealed if qualitative data were to be collected (1 mark) so unique characteristics of depression are never recorded (2 marks) NB Q requires weakness of the BDI, so generic ‘social desirability’ scores 0 marks. © Cambridge University Press & Assessment 2024 Page 8 of 32

6(a) Explain what is meant by a clinical interview. 2 Do not refer to observing patients’ behaviour in your answer. Syllabus 3.3.2 subjective measures including clinical interview. Marks: Award 2 marks for a detailed explanation. Award 1 mark for a partial explanation. Answers may include (other appropriate responses to be credited). • a face-to-face (or telephone) interview (1 mark) • between a medical practitioner and a person/patient (1 mark) • involving verbal and non-verbal exchange (1 mark) • in a medical setting (1 mark) • designed to diagnose symptoms, prescribe or assess treatment (1 mark) 6(b) Suggest how observing the pain behaviour of a patient can help assess 2 their level of pain during a clinical interview. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • non-verbal: any behaviour exhibited by the patient indicating the pain (1 mark) they are in e.g. facial expression of distress, distorted ambulation (rubbing or holding) (2 marks) • parts of UAB can be used (with a modified time scale) (1 mark) e.g. facial grimaces, standing posture, mobility, stationary movement, body language (2 marks) with a modified scale of none/occasional/frequent. 6(c) Explain two weaknesses of using a clinical interview to measure pain. 4 Marks: Up to 2 marks for each weakness. Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • a clinical interview gives no precise indicator of the level of pain (1 mark) which a psychometric measure would (such as the MPQ) (2 marks) • a patient may not know sufficient terminology to describe symptoms or have enough knowledge about where body parts are (1 mark) such as pain from indigestion mistaken for a heart attack (2 marks) NB: credit ‘social desirability’ and/or ‘researcher/doctor bias’. People can exaggerate symptoms of pain; doctors underestimate pain e.g. Brudvik et al. © Cambridge University Press & Assessment 2024 Page 15 of 32

10(a) Plan a study using a postal questionnaire to investigate the ‘explorer’ 10 type of spatial behaviour pattern of shoppers. Your plan must include details about: • sampling technique • type(s) of data. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • technique (paper/pencil, online, • sample and sampling postal) technique • format (open and/or closed) • ethical guidelines • examples of questions • a procedure • question scoring/interpretation • a location • number of questions • type of data, analysis of data, use of descriptive statistics • an aim or hypothesis (directional or non- directional)/null hypothesis • steps for making the study valid and reliable Credit other elements of the plan as appropriate using the marking grid. 10(b) For one piece of psychological knowledge on which your plan is based: © Cambridge University Press & Assessment 2024 Page 23 of 32 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.2.1 shopper behaviour focusing on spatial movement patterns including types of trip (short, round, central and wave) and the five types of spatial behaviour patterns (specialist, native, tourist, explorer, raider); the use of CCTV tracking, including a study, e.g. Gil et al. (2009). NB: the Gil et al. (2009) study is an ‘e.g.’ study and an alternative may be used. Description: Research by Gil et al. (2009) studied 480 participants in a supermarket They used CCTV and followed participants’ movement around the store. From the results, Gil et al. identified five types of shopper behaviour patterns. The explorer: shoppers making the longest trips, going everywhere more than once, slowly, with long interactions with the products and buying a lot. They cover all the aisles in the store and 82% are on a main mission. 62% are female alone; 87% take a trolley. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response NB 1 mark for explanation of follow on from (b)i; 1 mark for explanation appearing in (a) x2 Example: postal questionnaire using closed questions to gather quantitative data. Questions: ‘Are your trips relatively short or long?’ When shopping do you visit all the aisles? How often do you take a trolley: always/often/never.’ © Cambridge University Press & Assessment 2024 Page 24 of 32 10(c)(i) Explain one reason for your choice of sampling technique. 2 Candidates should use the choice of sampling technique stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: • a random sample was chosen so everyone in the target population has an equal chance of participating (1 mark) related to plan (2 marks) • an opportunity sample was chosen because large numbers can be obtained relatively more easily than other methods. (1 mark) related to plan (2 marks) • a volunteer sample was chosen because people are willing and more likely to participate; (1 mark) related to plan (2 marks). 10(c)(ii) Explain one weakness of your choice of sampling technique. 2 Candidates should use the choice of sampling technique stated in (c)(i). Award 2 marks if a weakness is given and justified. Award 1 mark if a weakness is given but not justified. • a random sample means that people have to be known to ‘choose them from a hat’ and then they may not agree to participate (1 mark) related to plan (2 marks) • an opportunity sample might result in researcher bias, where participants who ‘look appropriate’ are selected (1 mark) related to plan (2 marks) • a volunteer sample might be biased because they volunteered; perhaps more likely to respond to demand characteristics (1 mark) related to plan (2 marks). 10(c)(iii) Explain one reason for your choice of type(s) of data. 2 Candidates should use the type(s) of data stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: • quantitative data can be statistically analysed by researchers (1 mark) related to plan (2 marks) • qualitative data can allow participants to provide reasons for their answer (1 mark) related to plan (2 marks) • both quantitative and qualitative data can be gathered to provide ‘best of both worlds’ (1 mark) related to plan (2 marks) © Cambridge University Press & Assessment 2024 Page 25 of 32

2(a) Explain what is meant by the term ‘pyromania’. 2 Syllabus 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders: – kleptomania – pyromania – gambling disorder. measure of impulse control disorders: Kleptomania Symptom Assessment Scale (K-SAS). Marks: Award 2 marks for a detailed explanation. Award 1 mark for a partial explanation. Full marks can be awarded for any one feature, plus the example (see below). Answers may include (from ICD-11) (other appropriate responses to be credited): • a recurrent failure to control strong impulses (1 mark) to set fires, resulting in multiple acts of, or attempts at, setting fire to property or other objects (2 marks). • lack of an apparent motive for the acts of, or attempts at, fire setting (1 mark) (e.g., monetary gain, revenge, sabotage, political statement, attracting recognition) (2 marks) • persistent fascination or preoccupation with fire and related stimuli (e.g., watching fires, building fires, fascination with firefighting equipment). • the individual experiences increased tension or affective arousal prior to instances of, or attempts at, fire setting. • the individual experiences pleasure, excitement, relief or gratification during, and immediately following the act of setting the fire, witnessing its effects, or participating in its aftermath. • acts of, or attempts at, fire setting are not better accounted for by a Disorder of Intellectual Development, another mental disorder (e.g., a Manic Episode), or Substance Intoxication. NB: description of any of 6 features of addiction in isolation 0 marks; can be used as elaboration. 2(b) Suggest one way in which pyromania could be measured, other than by 2 self-report. Marks: Award 2 marks for an appropriate suggestion in context with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • observation: covert or overt; structured; non-participant, natural – or any combination of these (1 mark) over a period of time to see how many diagnostic features of pyromania are evident (2 marks). • case study of one person (1 mark) to see how many diagnostic features or pyromania are evident (2 marks). • experiment where a participant is exposed to a ‘fire-setting situation’ (1 mark) and their behaviour is observed for any resistance to set a fire (2 marks) NB: interviews and questionnaires are self-reports. © Cambridge University Press & Assessment 2024 Page 9 of 33 2(c) Explain two strengths of using self-report to measure pyromania. 4 Marks: Up to 2 marks for each strength X2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • measuring pyromania gives the tester a measure of the extent of the problem (1 mark) such as scoring high on a pyromania questionnaire NOT K-SAS (+1 mark) then appropriate treatment for pyromania could be decided (+1 mark). • measuring pyromania and its characteristics can help understand more about it (1 mark) such as its addictive nature (+1 mark) or any other feature from the characteristics listed in (a) (+1 mark) • measuring pyromania can raise awareness/ help prevent any further occurrence of the behaviour (1 mark) such as setting fires (2 marks) Question Answer Marks

6(a) Outline the psychological treatment of attention diversion to manage 2 and control pain. Syllabus 3.3.3 psychological treatments: cognitive strategies (attention diversion, non-pain imagery and cognitive redefinition). Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include (other appropriate responses to be credited): • Attention diversion where a person focuses on a non-related stimulus in order to be distracted from the discomfort (1 mark). It can be passive (e.g. looking at a picture) or active (e.g. singing a song). Even watching television can distract the patient (2 marks). © Cambridge University Press & Assessment 2024 Page 15 of 33 6(b) Suggest one alternative treatment that could be used for managing and 2 controlling shoulder pain, other than a biological or psychological treatment. Marks: Award 2 marks for an appropriate suggestion applied to context with detail / elaboration / example. Award 1 mark for an appropriate effect identified but not applied. Answers may include (other appropriate responses to be credited). • acupuncture involves inserting between five and twenty fine stainless steel needles which are left in place for between ten to twenty minutes. The needle is inserted along a meridian line through which life energy or ‘qi’ is said to flow (1 mark) related to shoulder pain (2 marks). • stimulation therapy (TENS) involves electrodes placed on the skin causing stimulation (mild pain) which distracts the person from the original (worse) pain (1 mark) related to shoulder pain (2 marks). 6(c) Explain one strength and one weakness of using attention diversion to 4 manage pain. Marks: Up to 2 marks for each strength and up to 2 marks for each weakness. Award 2 marks for an appropriate strength/weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength/weakness stated but not applied. Answers may include (other appropriate responses to be credited): Strengths • the person is an active participant (1 mark) in the management of their own pain (2 marks). • the person can use the technique wherever they are (1 mark) and whenever they are in pain (2 marks) Weaknesses • the person may struggle to concentrate sufficiently on a non-related stimulus, especially when they are in pain (1 mark) and so any pain will not be eased (2 marks). • the person may not want a psychological treatment preferring to take a pill (1 mark) to reduce pain (2 marks).

10(a) Plan a study using a questionnaire with closed questions to investigate 10 the effectiveness of multiple unit pricing on purchases from a supermarket. Your plan must include details about: • the questionnaire technique • descriptive statistics. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • technique (paper/pencil, online, • sample and sampling technique postal) • ethical guidelines • format (open and/or closed) • a procedure • examples of questions • type of data, analysis of data, • question scoring/interpretation use of descriptive statistics • number of questions • an aim or hypothesis (directional or non- directional)/null hypothesis • steps for making the study valid and reliable Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2024 Page 24 of 33 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.3.2 point of purchase decisions including multiple unit pricing and suggestive selling, including a study, e.g. Wansink et al. (1998). Description: 1 supermarket consumers are exposed to potential quantity anchors whenever multiple-unit prices are presented instead of single-unit prices (e.g., ‘On sale—6 cans for $3’ versus ‘On sale—$0.50 each’). A multiple-unit price promotion could stimulate more sales by making salient a higher than normal purchase quantity. 2 Wansink (1998): Multiple unit pricing: over 1 week, 43 stores used single unit pricing and 43 stores used multiple pricing for 13 categories of items. Results showed that, for example, for bathroom tissue, ‘buy 4 for $2 resulted in 45% more sales than ‘buy 1 for $0.50’. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response © Cambridge University Press & Assessment 2024 Page 25 of 33 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response NB 1 mark for explanation of follow on from (b)i; 1 mark for explanation appearing in (a) x2 Example: Study in Supermarket with shoppers. Week 1 has cans of soft drink ‘buy 1 for $1’. Week 2 has cans of soft drink ‘buy 6 for $6’. Descriptive statistics to compare numbers. Questionnaire to shoppers leaving store: Question: Why did you choose to buy 6 cans?: always buy 6/was special offer. Question: do you always buy special offers? Yes/no. descriptive stats again. © Cambridge University Press & Assessment 2024 Page 26 of 33 10(c)(i) Explain one reason for your choice of questionnaire technique. 2 Candidates should use the choice of questionnaire technique stated in (a). Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: Paper/pencil • because they are face-to-face perhaps participants are more likely to complete the questionnaire and perhaps be more honest in their answers (1 mark) related to plan (2 marks). • paper/pencil because the researcher is there at the time watching and waiting and so the environment is perhaps more likely to be controlled if done in a laboratory with students for example (1 mark) related to plan (2 marks). Online • online because the sample size can be much larger and potentially much more diverse than paper/pencil or face-to-face which is probably done in a relatively restricted place (in street, laboratory) related to plan (2 marks). • online because there is no researcher waiting, watching or influencing the person in any way. The participant is more likely to be honest in their responses related to plan (2 marks). Postal • postal because the sample size can be much larger and potentially much more diverse than paper/pencil or face-to-face which is probably done in in a relatively restricted place (in street, laboratory) (1 mark) related to plan (2 marks). • postal because there is no researcher waiting, watching or influencing the person in any way. The participant is more likely to be honest in their responses (1 mark) related to plan (2 marks). 10(c)(ii) Explain one weakness of using closed questions in your study. 2 Candidates should use the closed questions stated in (a) Award 2 marks if a weakness is given and justified. Award 1 mark if a weakness is given but not justified. Example: participants have no opportunity to express a range of feelings or explain their behaviour. Stating ‘yes’ for example, does not allow participants to explain how they feel (1 mark) related to plan (2 marks). © Cambridge University Press & Assessment 2024 Page 27 of 33 10(c)(iii) Explain one reason for your choice of descriptive statistics. 2 Candidates should use the descriptive statistics stated in (a) Award 2 marks if an appropriate reason is given and justified. Award 1 mark if an appropriate reason is given but not justified. Example: • descriptive statistics describe (summarise) data via mean, median, mode, range so outcomes can be easily identified (1 mark) related to study (2 marks) • descriptive statistics describe (summarise) data via a visual display bar chart, histogram, scatter graph (1 mark) related to study (2 marks). Question Answer Marks

5 A restaurant has a noisy kitchen, which can be heard by the customers. 4 Do not credit odour or music Suggest how the noise from the kitchen may affect perception of food by the Summary of Woods study: customers. Participants were given headphones, blindfolded, and Award 3–4 marks for a detailed answer with clear understanding of how noise from the given different foods to eat kitchen may affect perception of food by the customers. (crunchy and soft food) while Award 1–2 marks for a basic answer with some understanding of how noise from the either listening to no sound, kitchen may affect perception of food by the customers. quiet or loud background white noise. Foods rated in terms of • More crunchy sweetness, saltiness, and liking. • Less sweet Reports of sweetness and • Less salty saltiness were rated lower in the loud compared to the quiet • Don’t like the food (perceive the food as less tasty) sound condition, but • Less intense flavour crunchiness was reported to being more intense. A second Example – study was done which was The customers in the restaurant will report the food as more crunchy. (1) They will also identical (34 students) but also experience less sweetness (the desserts won’t be as tasty). (1) They will experience asked how much they liked the less saltiness in the food. (1) The customers may also say they don’t like the food as background noise. A correlation much (it is less tasty). (1) between the ratings of the liking of background noise and the Example with reference to a study: liking of the food was also The customers in the restaurant will report the food as more crunchy. (1) This is found. because in the study by Woods et al. the participants stated the food was more crunchy If the restaurant reduces the when exposed to white noise and the kitchen will be producing noise similar to white noise through insulation/ playing noise. (1) music Customers may spend more on starters and coffee – therefore they like this food better (it is more tasty) when exposed to this type of music © Cambridge University Press & Assessment 2025 Page 20 of 50

6 Research conducted has shown the effect of product placement in films on choice for both adults and children. 6(a) Outline one explanation for why product placement in films affects choice. 2 No credit for a result from A&L without explaining why the result Award 2 marks for an outline of the concept occurred. Award 1 mark for a basic outline/identification of the /concept. Likely answers (2 mark answers) • Repeated / mere exposure to a product leads to increased positive feelings towards it. Those watching the film often don’t realise they are being shown a branded product. Even though it is unconscious the positive feeling could lead the customer to buy the product they saw in the film. • Reminder of a product. People are already familiar with the product but seeing it in a film reminds them of the branded product. They will also have positive feelings about the product. • Credit reference to Auty and Lewis study as an example of reminder of a product. This was seen in the participants who had seen the film before and were in the experimental condition where the main character drank Pepsi. These participants were more likely to choose Pepsi compared to the control group (milk) Therefore, the product placement affects choice as those in the Pepsi condition were reminded of the product. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 21 of 50 6(b) Explain why it is important to follow ethical guidelines when using children in 2 No credit to cannot get consent psychological research. from children without stating that consent can be obtained from Award 2 marks for an explanation about why following ethical guidelines when using parent/carer. children is important. Award 1 mark for a basic explanation of about why following ethical guidelines when using children is important. Likely answers– Children are vulnerable and need to be protected. Children don’t understand what it means to be in a psychology study so the parent/caregiver must give consent. Even when the parents give their consent, the nature of the study/instructions must be clearly explained so that the children feel comfortable in the study. Many children are anxious in an unfamiliar environment or around strangers so it may be necessary for the parent to stay with them OR often the study will be done in a room at the school the children attend so they will feel safe and comfortable. Example: One reason it is important to follow ethical guidelines when using children is that they are too young to give consent as they do not understand what it means to be in a psychology study. (1) Therefore, their parents give consent once the study is fully explained to them. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 22 of 50

7(a) Malika is the marketing manager of a company that sells flowers. Most of the 4 For wants and needs – must company’s customers are over 50 years old. Malika wants to market the flowers to identify the C or describe it and younger customers. then can credit example of Suggest two ways that Malika could use Lauterborn’s 4 Cs marketing mix model things young people might like to attract younger customers. 1 mark identifying or outlining For each way: 4C Award 2 marks for a suggestion using 4Cs marketing mix model to attract younger 1 mark idea suitable/specific to customers. younger customers. Award 1 mark for a basic outline of a suggestion using 4Cs marketing mix model to attract younger customers. Likely suggestions • Customer wants and needs - younger customers who do they buy flowers for and the type of flowers they want. May have environmental concerns with cut flowers and preferred potted flowers. • Cost to satisfy – Younger customers may have less disposable income to spend on flowers so Malika could investigate lower price products and do market research to find out if these will satisfy the potential customers. • Convenience to buy – Flower arrangements should be available online to attract younger customers who prefer online shopping. Advertising on social media with links to purchase will make it easier for the younger customers to become aware of the products and to purchase them. • Communication – Getting feedback from the younger customers is important to find out if the products you have aimed at them are suitable, at the right price, etc. Product reviews with a link provided in the email confirmation of order will encourage customers to leave a review. Online questionnaires that could be completed by potential customers will help Malike with market research to find out if the products and price points are suitable. Online questionnaires can be put on social media which will encourage younger customers to respond. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 23 of 50 7(b) Explain one weakness of Lauterborn’s 4C’s marketing mix model. 2 Award 2 marks for an explanation of the weakness Award 1 mark for a basic explanation of the weakness Likely problems – (2 mark responses) • Difficult to test which part of the model has been more or less effective. If sales increase, the company won’t necessarily be able to find out if it was their convenience to buy or their communication with customers (or a factor that has nothing to do with the company’s marketing strategy such as a bad press report being released about their competitor) that led to the increased sales. • Cultural bias – model based on research mainly done in USA so it is possible there is cultural bias. Consumers in Western countries have a larger disposable income and also lots of product choice through internet shopping as well as physical stores. • Difficult for small companies to be able to create a marketing campaign, price, convenience to purchase, etc. for all of their customers. Smaller companies may not have the resources to design a high quality website or be able to communicate effectively with all of their customers. • Difficult to quantify ‘cost to satisfy’. May be hard to determine how much time it takes for a customer to purchase the product or whether customers feel uncomfortable buying the product (e.g. because of its impact on the environment). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 24 of 50

8(a) Describe the study by Robson et al. (2011) on consumers’ responses to table 6 Aim(1) spacing in restaurants. Sample (2) Questionnaire detail(2) Use Table A: AO1 Knowledge and understanding to mark candidate responses to this Spacing of tables (6, 12, question. 24inches or15, 30 or 50cm) = 1 The response must describe the key study. Details may include: Purpose of meal (romantic, business, friend) = 1 (at least Aim – To investigate how guests perceive specific table distances during particular two) dining occasions, and how those perceptions translate into attitudes and preferences. Results (2) Conclusion (1) Sample – over 1000 (1013) American participants. 461 male, 537 female, 15 no response to gender question. 81% Caucasian. Wide age range and balance of Essential for full marks participants from rural, suburban and urban). Volunteer sampling. Feature of the sample Spacing of table Procedure – web-based questionnaire. (web-based) Questionnaire detail Participants gave their details first (e.g. age, ethnicity, residence, etc.). They were asked Result how often they visit restaurants and if they have ever worked in the restaurant industry. Plus two other details Given a scenario where they are in a restaurant where the tables are placed 6,12,24 If it says field experiment – cap inches apart. 3 dining scenarios given – romantic, with a friend and a business lunch. at 5. Randomly assigned to one of nine table situations. Given thirty-two statements with Likert-type scales (1 to 7) that solicited their emotional and behavioural responses to specific distances. Stress levels were assessed via questions taken from Stress Arousal Checklist Results - The 6 inch space led to the participants reporting feeling more crowded, less private, more dissatisfied with the table and having a less positive experience of the meal. 6-inch space were concerned about being overheard or disturbing others. Women reported disliking the 6 inch space less than men. Romantic setting showed highest stress, more discomfort and least control for 6 inch space than 12 and 24 inch. Business scenario wasn’t affected by distance except for reporting less comfort in the 6 inch space. Friend scenario reported moderate stress and discomfort in the 6 inch space. © Cambridge University Press & Assessment 2025 Page 25 of 50 8(a) Conclusion – overall negative feelings about tight table spacing. Participants reported they would feel uncomfortable, negative about restaurant and overcrowded. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 26 of 50 8(b) Evaluate the study by Robson et al. (2011), including a discussion about self- 10 reports. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. A range of issues could be used for evaluation. These include: Named issue – Self-reports Used online questionnaires with participants. Strengths • Can find out what the participant thinks and feels • Easy to complete and able to get a large group of participants as the study was done online so it was easy for each person to participate • Quantitative data collected (see below) – • As study was done online participants will complete it without the researcher present which can encourage honesty. • Many of the questions are very clear and likely got valid responses – such as sitting at this table I am likely to be overheard. – counterpoint given below. Weaknesses • Some of the statements may be difficult to respond to - for example, ‘Sitting at this table, I would have an exciting meal experience’. It isn’t clear what they mean by exciting meal experience • There were a lot of questions asked and the participants may not have given their full attention to their responses – 32 statements in the questionnaire – lowers validity • How a person says they feel may not be reflected in their behaviour. People may be happy to go to a restaurant where the tables are close together because the food is delicious at a good price. © Cambridge University Press & Assessment 2025 Page 27 of 50 8(b) • Individual and situational – This study can be seen to explain the responses of participants as being due to the situation as it is the distance between the tables (and the type of meal it was such as romantic, business or friend) that is affecting the participants feelings about eating in the restaurant, feeling exposed, feeling like a VIP, etc. However, there were gender differences with women feeling more stressed and in less control in the close distance which is more of an individual explanation. • Cultural differences – The participants were all from the USA. It is likely to be generalisable to Western countries although personal space zones do vary between cultures. If the study had been done in South America they may have found that the participants liked the closer distances. • Ethics – All ethical guidelines were met. The participants volunteered to be in the study. It was kept confidential. The questions were not intrusive, upsetting or overly personal. • Quantitative and qualitative data– Quantitative data collected as the participants gave a 0 to 7 rating for each of the 32 statements. This meant comparisons could be made and statistical tests done. However, lacked qualitative data. Participants may also tend to give a middle score so that they don’t seem extreme in their responses. Other issues could include: • Reliability • Validity (including ecological validity) • Application to everyday life Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 28 of 50

2(a) State two diagnostic criteria of gambling disorder. 2 AO1 Syllabus 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders: – kleptomania – pyromania – gambling disorder. Marks: Award 1 mark for each correct criterion (in bold) 2 max. Definitive answer (ICD-11): Essential (Required) Features: • a persistent pattern of gambling behaviour, which may be predominantly online or offline, manifested by all of the following: – impaired control over gambling behaviour – increasing priority given to gambling behaviour; precedence over other life interests and daily activities; – continuation or escalation despite negative consequences • the pattern of gambling behaviour may be continuous or episodic and recurrent but is manifested over an extended period of time (e.g. 12 months). • the pattern of gambling behaviour results in significant distress or impairment in personal, family, social, educational, occupational, or other important areas of functioning. Note: 0 marks for general features of ICD’s (i.e. that could apply to any ICD). 2(b) Suggest one way in which gambling disorder could be measured, other 2 than by self-report. Your answer must be ethical. AO2 Marks: Award 2 marks for an appropriate suggestion and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • observation: covert or overt; structured; non-participant, natural – or any combination of these (1 mark) over a period of time to see how many diagnostic features of the gambling disorder are evident (2 marks). • case study of one person (1 mark) to see how many diagnostic features of the gambling disorder are evident (2 marks). • experiment where a gambler is exposed to a situation (1 mark) and their behaviour is observed for gambling tendencies (2 marks) Note: interviews and questionnaires are self-reports so 0 marks. © Cambridge University Press & Assessment 2025 Page 10 of 34 2(c) Explain two weaknesses of using a self-report to measure gambling 4 disorder. AO3 Marks: Up to 2 marks for each weakness 2 Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • the gambler may not provide honest answers to questions (1 mark) • perhaps to hide the extent of their gambling addiction (+1 marks) • such as their behaviour over a recent time period, saying that they have not gambled when they have (+1 mark) • researcher bias in interpretation of answers if open questions used (1 mark) so incorrect measure and implication for treatment of gambling disorder (2 marks) • if closed questions used they might not account for individual differences/unique cases (1 mark) which would have implications for the measure/treatment of the gambler (2 marks) • give ‘socially desirable’ answers (1 mark) to hide the extent of their addiction (2 marks) Question Answer Marks

6 Malingering and Munchausen syndrome are both explanations of the misuse of health services. 6(a) Explain what is meant by the term ‘malingering’. 2 AO1 Syllabus: 3.1.3 Misusing health services. Munchausen syndrome versus malingering. Diagnostic features of Munchausen (essential and supporting features), including a study, e.g. Aleem and Ajarim (1995). Marks: Award 2 marks for a detailed explanation. Award 1 mark for a partial explanation. Answers may include (other appropriate responses to be credited): • it is when a person deliberately makes themselves unwell, or • it is when a person pretends to be unwell (fakes an illness) • it is for personal gain… • for an obvious incentive (being ill to miss swimming lessons) • to gain attention (attention-seeking) © Cambridge University Press & Assessment 2025 Page 16 of 34 6(b) Suggest one way in which malingering could be identified by a doctor. 2 AO2 Marks: Award 2 marks for an appropriate suggestion and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion but not applied. Answers may include (other appropriate responses to be credited). • clinical interview details of case history could be revealed (1 mark) such as previous hospital visits, etc (2 marks) • observation over a short period OR features of observation included (1 mark) if admitted to hospital ward doctors, nurses, etc can observe progress/lack of it or any unusual behaviour (2 marks) • use biological tests such as blood test or any other (1 mark) to investigate whether claim of ‘illness’ is confirmed or not (2 marks) • by matching a person’s behaviour with the known behaviours of a person with Munchausen syndrome (1 mark) related to Munchausen (2 marks) • by identifying what the person aims to gain from their malingering behaviours (1 mark) related to Munchausen (2 marks) 6(c) Explain two strengths of using case studies to research Munchausen 4 syndrome. AO3 Marks: Up to 2 marks for each strength X2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • using a case study can offer insight into rare disorders (1 mark) e.g. the case study by Aleem & Ajarim (1995) on Munchausen syndrome (2 marks) • using a case study provides practitioners with more information about the disorder and reasons for it occurring (1 mark) e.g. Jacab et al. (2006) discussed key symptoms perhaps present in all malingerers/Munchausen syndrome (2 marks) • using a case study of a person with the disorder is perhaps the only way it can be studied (1 mark) because an experiment would be impossible (contrast) (2 marks) © Cambridge University Press & Assessment 2025 Page 17 of 34

10 Point of purchase decisions include multiple unit pricing and suggestive selling. 10(a) Plan an experiment to investigate the effectiveness of suggestive selling 10 on purchases from a supermarket. Your plan must include details about: • controls • directional or non-directional hypothesis. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • type of experiment • sample and sampling • independent variable technique • dependent variable • ethical guidelines • controls • a procedure • choice of experimental design. • the location • If appropriate: • type(s) of data, analysis of • counterbalancing, random data, use of descriptive allocation (RCT) statistics • single blind/double blind • an aim or hypothesis • • other appropriate features (directional or non- directional)/null hypothesis • steps for making the study valid and reliable © Cambridge University Press & Assessment 2025 Page 24 of 34 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.3.2 Choice heuristics. Point of purchase decisions including multiple unit pricing and suggestive selling, including a study, e.g. Wansink et al. (1998). Answers are likely to include (other appropriate responses to be credited): Suggestive selling is where the salesperson asks the customer if they would like to include an additional purchase or recommends a product which might suit them/their needs/usage. It is also known as add-on selling, up-selling and cross-selling. Wansink (1998) for example looked at suggestive selling using slogans such as ‘buy Snickers bars for your freezer’ and ‘buy 18 Snickers bars for your freezer’. Sales (of Snickers bars) increased with both of these anchors. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). No creditable response 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your experiment. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Note: 1 mark for explanation of follow on from (b)i; 1 mark for explanation appearing in (a) 2 Example: A plan could have an experimental group exposed to suggestive selling with information such as ‘buy 18 Snickers bars for your freezer’ (link to the theory of Wansink) and a control group where no suggestive selling technique is used. © Cambridge University Press & Assessment 2025 Page 25 of 34 10(c)(i) Explain one reason for your choice of controls. 2 Candidates must use the controls stated in (a). Award 2 marks: reason is given and applied to the plan Award 1 mark: reason is given without being applied to the plan Example • so the study is valid; it is more likely that the DV has been caused by the IV (1 mark) applied to specific plan (2 marks) • situational variables are controlled such as noise, temperature and lighting (1 mark) applied to specific plan (2 marks). 10(c)(ii) Explain one weakness of your choice of controls. 2 Candidates must use the controls stated in (c)(i). Award 2 marks: weakness is given and applied to the plan Award 1 mark: weakness is given without being applied to the plan Example • if too many controls are applied the experiment loses ecological validity (1 mark) related to study (2 marks) • if too many controls are applied demand characteristics are perhaps more likely (1 mark) related to study (2 marks). 10(c)(iii) Explain one reason for your choice of directional or non-directional 2 hypothesis. Candidates must use the directional/non-directional hypothesis stated in (a). Award 2 marks if an appropriate directional or non-directional hypothesis is given, applied to the plan and worded correctly. Award 1 mark if an appropriate directional or non-directional hypothesis is given, applied to the plan, but the wording is incomplete or partially incorrect. A reasonable attempt. Award 0 marks if the statement is not a directional or non-directional hypothesis or there is no attempt to apply it to the plan to the plan. Example: • a directional hypothesis was chosen because there was sufficient psychological knowledge to suggest the direction of the difference (1 mark) for example the study by X found that [insert example as appropriate] (2 marks) • a non-directional hypothesis was chosen because there was no evidence to suggest that group X would be more/better/score (1 mark) [related to specific plan] (2 marks) Note: 2 marks can also be awarded for a basic reason and a fully operational hypothesis; 1 mark for a basic reason and a partially correct statement. Note: 0 marks for a null hypothesis. © Cambridge University Press & Assessment 2025 Page 26 of 34

5 A shop has been receiving complaints about their 4 Need to refer to reduction in complaints at least once for full virtual store layout. The shop currently has a racetrack marks. layout. Suggest two ways that the shop could change their 1 mark = identification and effect on customer (e.g. grid is virtual store layout that could reduce easier) complaints. 1 mark = context (complaints) or more detailed effect on customer (can easily find their items on their list). Award 2 marks for each suggestion/way that the shop could change their virtual store layout to reduce complaints. Award 1 mark for a suggestion/way that the shop could change their virtual store layout to reduce complaints. Likely suggestions – • Change to freeform as this is viewed as useful to find items (from list). It is the most useful for conducting planned purchases. • Change to freeform as this is viewed as the most entertaining to use. • Use grid as this is the easiest to use. • Grid is the least engaging so therefore is the fastest to use so customers will complain less as can find the products they want. For example, The shop could change their virtual store layout to freeform as this has been seen as the most useful by customers. (1) They can easily find items on their list so feel they have purchased what they wanted so will complain less. (1) The shop could change their virtual store layout to grid as it was the least engaging of the layouts and therefore would be faster than racetrack. (1). Customers will complain less as they can find the products that they want quickly. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 24 of 59

6(a) Outline what is meant by free-will, including an example 2 Context = thinking slow/system 2 thinking from thinking slow (system 2) in consumer decision- making. 1 mark = definition of free-will 1 mark = how thinking slow/system 2 shows free-will. Award 2 marks for an outline of the concept in context Award 1 mark for a basic outline/identification of the concept. Likely answers: Free-will is where behaviour is due to individual choice (behaviour is self-determining) Thinking slow/system 2 thinking can be seen to be due to free will as the consumer can choose to spend a long time considering their purchase of an item. Consumers can choose to spend time • Shopping around for an item • Researching different products to purchase. Example: Free-will is where behaviour is due to the person’s individual choice and not determined by outside factors. (1). For example, thinking slow can be seen to be due to free-will as the consumer can choose to spend time shopping around for a good price for a product. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 25 of 59 6(b) Explain one problem a psychologist may have when 2 Needs context about purchasing a product for full marks. they investigate whether consumers use free-will when deciding to purchase products Award 2 marks for an explanation of a problem a psychologist may have when they investigate whether consumers use free-will when deciding to purchase products. Award 1 mark for a basic explanation of a problem a psychologist may have when they investigate whether consumers use free-will (when deciding to purchase products). Likely answers– Difficult to know what the consumer is thinking. Difficult to determine what is due to free-will and what is due to internal/external factors outside of the consumer’s control. Difficult to isolate external factors that could be affecting the consumer and therefore determine if the decision to purchase is due to this factor and not their free-will. Example: One problem psychologists face when they investigate the free-will of consumers when making a decision to purchase a product is that it is difficult to know whether the consumer is making the decision to purchase due to their free-will or an external factor. (1) For example, if a consumer sees an advert about a product and then purchases it – it is hard to know if the purchase is due solely to seeing the advert or due to the free-will of the consumer. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 26 of 59

7 Sally and Dan want to buy new running shoes. They go to many stores and consider lots of different shoes. Sally returns to the first shop and buys her running shoes. Even though he has seen many different brands, Dan buys the brand he has worn for the past few years. 7(a)(i) Outline the choice heuristic used by Sally. 2 1 mark = identification 1 mark = link to stem Award 2 marks for an outline of the choice heuristic used by Sally. For Sally – needs to outline something about the first piece Award 1 mark for a basic outline/identification of the choice of information/shoes are the most important (she remembers heuristic used by Sally. it better) for 1 mark link. Not enough to state that she bought them as they were first. Example – Anchoring heuristic. (1) As Sally purchased the first pair of shoes she tried on, she is being influenced the most by the first piece of information she received. (1) Other appropriate responses should also be credited. 7(a)(ii) Outline the choice heuristic used by Dan. 2 For Dan – needs to outline that the product is familiar, he knows the brand well, he trusts this brand for 1 mark link. Award 2 marks for an outline of the choice heuristic used by Not enough to state that he recognises them as this is used Dan. in the name of the heuristic. Award 1 mark for a basic outline/identification of the choice heuristic used by Dan. Example – Recognition heuristic. (1) As Dan purchased the brand he has worn for a few years, he is favouring the product that is familiar to him as he recognises it, so it has more value to him. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 27 of 59 7(b) Outline one problem a psychologist may have when 2 Context = deciding which choice heuristics a consumer is deciding which choice heuristic consumers are using using to purchase a product required for full marks. when purchasing a product. No credit to individual differences on its own as customers Award 2 marks for an outline of the problem a psychologist will use different heuristics. may have when deciding which choice heuristic consumers are using when purchasing a product. Award 1 mark for a basic explanation of the problem a psychologist may have when deciding which choice heuristic consumers are using (when purchasing a product). Likely problems – • The consumer may be using more than one choice heuristic such as both anchoring and representativeness and it is difficult to know which had the most influence. • The consumer may not be aware of why they have purchased a product. • Consumer may give a socially desirable response. Example – The consumer may give a socially desirable response when asked about why they purchased a product. (1) The consumer may say that they compared products on price/quality as this sounds better than saying they just purchased the first product they saw. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 28 of 59

8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described • gift-wrapping including beliefs of giver and only part of the question even if the response otherwise recipient, and meets the criteria for level 3. • attention and shelf position. Daniel Howard (1992) explored how gift-wrapping influences Use Table A: AO1 Knowledge and understanding to mark recipients' perceptions of gifts. In the first experiment, 45 candidate responses to this question. university students were promised a gift for evaluating Candidates must discuss both the gift wrapping and products; half received the gift (a sheepskin bicycle seat attention and shelf position. They can include examples of cover) wrapped in decorative paper with a ribbon, while the studies either identified as examples in the syllabus or not. other half received it unwrapped. Participants rated the wrapped gift more favourably (average score of 7.14) than Details may include: the unwrapped one (average score of 6.06) on scales assessing desirability, quality, and wisdom of the gift. Gift wrapping A second experiment involved 82 students who were told Gifts are wrapped to indicate that what is being given is a the gift was either for them or for someone else. Those who gift. The giver will choose appropriate wrapping for the believed the gift was for them rated it more positively when it occasion and wrapping it shows that it is a gift and was wrapped, whereas those who thought it was for something special for the receiver of the gift. Research someone else showed no significant difference in their (Howard) has shown that receivers are happier with a evaluations based on wrapping. traditionally wrapped gift than a gift which is unwrapped or non-traditional wrapping. There are occasions where non Rixom, Mas, & Rixom (2019): wrapped gifts are seen as acceptable (such as a gift of Participants & Setup: sample of 261 adults were asked to flowers or chocolates when visiting someone). Gifts can be imagine receiving a gift at a party from either a close friend presented three ways – unwrapped, wrapped in a non- or an acquaintance, and the gift was either neatly or traditional manner and wrapped in traditional manner. sloppily wrapped Procedure: Participants viewed images of the two wrapping styles and were instructed to picture the giver as either a friend or an acquaintance, then rated their satisfaction with the gift they "received" © Cambridge University Press & Assessment 2025 Page 29 of 59 8(a) Example study – Porublev et al., 2009 Results: When imagining the gift was from a friend, 3 data collection techniques used were observations at a recipients reported greater satisfaction with the sloppily Christmas gift wrapping stall; 20 in-depth interviews where wrapped gift—consistent with expectation-disconfirmation. respondents reflected on gift wrapping (including questions In contrast, when the gift-giver was an acquaintance, such as ‘in what instances do you wrap gifts?’); and 6 recipients preferred the neatly wrapped gift. workshops where participants were paired and asked to Interpretation: For friends, sloppy wrapping sets low wrap two gifts – one for someone close and one for an expectations, boosting delight when the content is better acquaintance while they conversed with their partner. than anticipated (contrast effect). For acquaintances, tidy Most of the participants (who came from Victoria, Australia wrapping signals that the giver values the relationship, and were aged around 25–35 years old) preferred to receive enhancing overall appreciation via assimilation. a gift that was wrapped and that there were clear expectations of what a gift should look like. Researchers gathered qualitative data to support these findings. Attention and shelf position Where a product is placed on the shelf can have an effect on how long consumers look at the product and also whether they then purchase the product. Planograms are a diagram or drawing that shows where products should be placed in a store/on the shelf. Central gaze effect is that consumers tend to look at products in the centre of a shelf for longer and are more likely to purchase this item compared to items on left or right of shelf. This can be measured in psychological studies by using eye tracking. © Cambridge University Press & Assessment 2025 Page 30 of 59 8(a) Example study Atalay et al., 2012 Atalay et al. used eye tracking technology to identify customer tendency to choose the option in the centre of an array. An ‘offline’ study also confirmed that the centrally located item is chosen more often even when this is not the centre of the visual field. Several studies were conducted: 1A involved 67 undergraduates in France, average age 20. Using eye-tracking participants reviewed 2 product categories – vitamin supplements and meal replacement bars, each with 3 fictitious names and displayed in a 3  3 matrix on a computer screen. Brands in the centre received more frequent eye fixations and overall were looked at for longer. 1B extended 1A by considering horizontal centrality. Participants were 64 undergraduate students in Paris. The set up was similar to 1A but with the matrix shifted away from the centre of the computer screen. Again, products in the centre item are gazed at for longer. Study 2 was a replication in a more realistic setting by placing the products on a shelf rather than a screen. 84 students at Concordia University took part. The products used were fictitious brands of energy drinks. Each brand had a feature attribute: high intensity, extended endurance or muscle recovery but these attributes were rotated around the brands to eliminate effects. Items were displayed in categories of 3 so that each product could be centre, left or right. Participants were tested one at a time and positioned so that the category they had to choose from was to their left or right and never exactly in the centre of their visual field. They were not allowed to reposition themselves. Results found the centrally located brand is more often chosen even when it is not in the centre of the visual field. © Cambridge University Press & Assessment 2025 Page 31 of 59 8(a) Participants were asked to evaluate the product, and it was found that the chosen product from the centre was not always the most positively evaluated. Other appropriate responses should also be credited © Cambridge University Press & Assessment 2025 Page 32 of 59 8(b) Evaluate what psychologists have discovered about: 10 Ecological validity can be used as the named issue as this is • gift-wrapping including beliefs of giver and generalising from the task in the study to everyday life. If it recipient, and has good EV than can make generalisations from the • attention and shelf position, findings. including a discussion about generalisations from findings. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: Named issue – Generalisations from findings Porublev used random selection of 25–35 year olds from Victoria, Australia. Sample had more female participants as viewed as having a higher involvement in gifting. Other demographic, socio-economic, hygiene and environmental factors are open to ensure a wide cross stream of Australian society Atalay has 63/64 and 84 undergraduates from Paris. Strengths (can be generalised) Porublev – good cross section of Australian society from Victoria. Representative as females more involved in gifting. Random selection so no bias in selection/choice to participate. Atalay – Good sample size. © Cambridge University Press & Assessment 2025 Page 33 of 59 8(b) Weaknesses (cannot be generalised). From one culture. Australia/France – culture affects how products are chosen/how gifts are wrapped/expected to be wrapped. Undergraduates only (Atalay et al.) Young age group and given extra credit for participating so may have selected a certain type of student. (Porublev) • Reductionism versus holism – Gift wrapping may be seen as somewhat holistic as it is considering different types of gifts (presents, house-warming, etc.) and different types of wrapping (traditional, unwrapped, non- traditional). Shelf position is more reductionist as just considering the product being in the centre of the shelf and not other explanations for purchase such as price, popularity of product/brand, etc. • Determinism versus free-will – The feelings of the participants about the gifts are being determined by the gift wrapping rather than the free will of the person e.g. how they feel about the person giving the gift. Shelf position is determining purchase. © Cambridge University Press & Assessment 2025 Page 34 of 59 8(b) • Subjective and objective data – Objective data used in shelf position with the use of eye tracking equipment. Subjective data used – Atalay used surveys in study 1A to measure brand evaluation (Participants reviewed each product on the screen as if they were on the store shelf and indicated their brand choice. Next, they were asked to complete a survey that assessed their inferences about the brands, memory-based attention, product familiarity and demographics). It is possible that the brand choice self-reported by the participants might not have been the same as what the brand choice would be in real life shopping experience. Therefore, this self-report could lack validity. Subjective data as Porublev carried out interviews to gather data. There may be bias in the way questions are asked (so lack of reliability). People may lie. • Validity – Atalay – eye tracking has good validity as measuring what the participants spent their time looking at. However, lacks ecological validity. Porublev can be seen to have good validity as collected both quantitative and qualitative data so got an in-depth understanding of feelings about gift wrapping. However, lack ecological validity as the participants are aware they are in a study and are commenting on how they wrap gifts and why. However, they are commenting on their real experiences of wrapping and giving gifts so has good ecological validity. Other issues could include: • Reliability • Ethics • Qualitative and quantitative data • Application to everyday life Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 35 of 59

5 Company B sells bicycles. An advisor has recommended the staff at Company B use 4 Need to have at least one competitor-focused sales techniques to increase sales. of the suggestions in context (bicycles, Suggest two ways that Company B’s staff could use competitor-focused sales Company B) for 4 techniques to increase the sales of bicycles. For each suggestion- Award 2 marks for a suggestion that Company B’s staff could use competitor-focused sales techniques to increase the sales of its bicycles. Award 1 mark for a basic outline of a suggestion that Company B’s staff could use competitor- focused sales techniques to increase the sales of its bicycles. Likely suggestions – • Focus on how Company’s B’s bicycles are better than the competition in terms of price – could put comparison on the company’s website/buying page. • Focus on reviews given for the bicycles comparing the reviews of the competition to Company B. • Advertise/put on website comparison of important features of bicycle with competition (gears, quality of tyres, warranty) to show how Company B’s bicycles have more of these features. • Advertise/put on website how Company B is sustainable/ethical – using locally produced parts, paying its worker’s a fair wage, use of recycled materials. For example- Company B could put on it’s website a comparison of the important features of the bicycle with the competition (eg. number of gears, quality of tyres, etc) (1) By showing that their bicycles have more features/better quality they will attract more customers to purchase their bicycles. (1) The staff could also raise awareness in the media that Company B is a sustainable brand compared to the competition. (1) They could have articles published about how they use recycled materials to make the various components of their bicycles and mention that this is better than their competition so that customers will want to support their company through purchasing bicycles more than their competitors. (1) © Cambridge University Press & Assessment 2025 Page 19 of 52

6 After buying a product, consumers can be affected by post-purchase cognitive dissonance, which can be applied to everyday life. 6(a) Outline what is meant by ‘post-purchase cognitive dissonance’. 2 Award 2 marks for an outline of the concept Award 1 mark for a basic outline of the concept. Likely answers: Cognitive dissonance is when two beliefs contrast/in opposition to each other OR the customer has behaved in a certain way (purchased the product) but now has a belief that is in conflict with this (they found a lower price with the competition). These beliefs are that they have purchased the product/now they regret the purchase Regretting purchasing a product. ‘Buyer’s remorse’ Example: • Cognitive dissonance is where the customer has purchased a product but has a belief which is in conflict with this behaviour. (1) For example, they find out the product has just gone on sale and they should have waited to purchase the product. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 20 of 52 6(b) Explain one way post-purchase cognitive dissonance could be reduced. 2 Allow answers that the consumer does something Award 2 marks for an explanation of one way post-purchase cognitive dissonance could be to reduce their own cd. reduced. This could be returning the Award 1 mark for a basic explanation of one way post-purchase cognitive dissonance could be item. reduced. 1 mark for way Possible explanations– 1 mark for why it would • The seller/company can: reduce post-purchase – Offer a price guarantee that they will match the price of a competitor’s product within, cognitive dissonance. for example, 30 days of purchase. – Offer to help the customer find a different product that is more suitable to them, if they Can allow responses that come into the store and return an item. prevent cognitive • Good customer service at point of purchase. For example, if the customer is purchasing dissonance. an expensive item such as a computer or a car for the sales person to discuss affordability (how much are the monthly payments and for how long), suitability (getting Allow reference to the the correct product to match their needs – e.g. the hard drive of a computer is the size Nordvall study needed for the customer’s needs rather than selling them the most expensive/largest computer), • Good aftersales service – e.g. servicing agreement for a car, guarantee if there are any problems with the product – giving a replacement if the product is faulty. The consumer/customer can – • Thorough research of product prior to purchase • Budgeting for affordability of upfront cost and/or monthly payments. • Waiting to make the purchase to make sure the product is really wanted and not an impulse buy. • Giving reason for the choice of product. • Believe that the purchase is the best product compared to other choices available or not buying it. This means cognitive dissonance will decrease because the customer will be less likely to regret their purchase (linked to the way/idea given above) © Cambridge University Press & Assessment 2025 Page 21 of 52 6(b) Example: One way a company could reduce post purchase-cognitive dissonance is that they could offer a price guarantee, for example, that if the customer finds a lower price either in store/online or from a competitor the company will match this price and refund any difference. (1) This will reduce post-purchase cognitive dissonance because the customer will not have conflicting beliefs – that they should have purchased the product from a competitor as the price is lower as they will get this price matched by the company and receive a refund. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 22 of 52

7 Steven and Fred sell coats. They are talking about why coat sales have increased on their website. • Steven says customers decide to purchase a coat because their website allows customers to search for useful features. • Fred says customers decide to purchase a coat because their website is the first one customers find when they search online. 7(a)(i) Outline which model of consumer decision-making has been suggested by Steven. 2 Take-the-best – looks at Justify your answer. the features of different products available, makes Award 2 marks for an outline of the model of consumer decision-making has been suggested a comparison and by Steven. purchases the one that Award 1 mark for a basic outline/identification of the model of consumer decision-making has meets their needs the been suggested by Steven. most. Example – 1 mark identifying Utility theory (1) As the customers are choosing the best coat, this is a rational choice where 1 mark outlining what it is the customers weigh up the pros and cons of the products and choose the best one which the or giving an example from website allows them to do. (1) scenario. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 23 of 52 7(a)(ii) Outline which model of consumer decision-making has been suggested by Fred. Justify 2 Anchoring – first piece of your answer. information is the most important piece of Award 2 marks for an outline of the model of consumer-decision making has been suggested information. by Fred. Award 1 mark for a basic outline/identification of the model of consumer-decision making has 1 mark identifying been suggested by Fred. 1 mark outlining what it is or giving an example from Example – scenario. Satisficing theory. (1) As the customers are purchasing the first coat that they find – which happens to be their company’s coat it could be because they feel the coat is good enough and a good price and therefore purchase it. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 24 of 52 7(b) Outline one problem psychologists have when deciding which model of consumer 2 Context = deciding which decision-making is being used by customers. model of consumer- decision making is being Award 2 marks for an explanation of the problem used by customers. Award 1 mark for a basic explanation of the problem Likely problems psychologists may have – • knows how many products are purchased but not the reasons why. • Could read reviews for reasons for purchase but every customer does not write a review or is fully honest in the review. • Could ask customers but customers may not be honest/may not know the full reason they purchased the product. • Customers could be purchasing multiple products and returning the ones they don’t want. They could therefore use both utility theory making comparisons between some competitors products and satisficing theory as the customer chooses the one which is ‘good enough’ after some comparisons are made. Example – One problem in deciding which model is being used by customers is that they could be using more than one strategy/model when deciding to purchase the product. (1) For example, they could compare products on price and one important feature between a few different companies but then use satisficing model to purchase the one that is ‘good enough’. (1) OR the customer does purchase multiple products but then keeps the one that is ‘good enough’ and returns the others. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 25 of 52

8(a) Describe: 6 Award up to 4 marks • a study on any type of advertising media, and where the response • Lauterborn’s 4 Cs marketing mix model. has described only part of the question even if Use Table A: AO1 Knowledge and understanding to mark candidate responses to this the response otherwise question. meets the criteria for level 3. Candidates must discuss both types of advertising media and Lauterborn’s 4 C’s marketing mix model. They can include examples of studies. A study must be included on any type of Can also credit advertising media. Any study on any type of advertising media is creditworthy and Ciceri et al. • Burke and Srull (pro- and Sundar et al. (outlined below) are examples. and retro-active interference) Details may include: • Snyder and De Bono (key study – high/low Example of a study – Ciceri et al. (2020) self-monitoring) 72 participants – habitual newspaper readers (36 men) between 23 and 55 years old (mean • Auty and Lewis age 38; 28–55 years old). The authors selected this target group because it is representative (Home Alone) of Italian newspaper readers. Stratified sampling method of gender and age. • Fischer et al. (brand logos) Three groups of participants read the same newspaper on three different media: paper, a website shown on a desktop PC, and a PDF version presented on a tablet. 25 different real For L3 for a study it needs advertisements were used. Participants’ visual attention toward the advertisements in each some detail of the was recorded by an eye-tracker system synchronized with an EEG. Participants’ advertising procedure and 1 result. memorisation was tested with recognition tasks performed after exposure to the advertisements. Results – PDF version of the newspaper on a tablet yielded the highest memory performance, the greatest visual attention, and the highest EEG frustration index (defined as a “state of perceived irritation”) while participants watched advertising messages. The website had the lowest performance in terms of visual attention and memorisation. Alternative study – Sundar et al. (1998) Investigated whether memory for an advertisement is related to the type of medium in which the advert was viewed. Showed undergraduate students to either a print newspaper front page or an online version of the same content. Finds that print subjects remembered significantly more advert material than online subjects. © Cambridge University Press & Assessment 2025 Page 26 of 52 8(a) Lauterborn’s 4 Cs marketing mix model 1 Consumer – what does the consumer want and need 2 Cost – actual price plus the other costs such as distance travelled, value of the product to the consumer, ethical concerns, etc. 3 Communication – the company should seek out from the consumer information on what they want and what they need. 4 Convenience – companies should offer a variety of ways for the consumer to purchase the product (online or in a shop) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 27 of 52 8(b) Evaluate: 10 • a study on any type of advertising media, and • Lauterborn’s 4 Cs marketing mix model, including a discussion about validity. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: Named issue – Validity – Validity of Lauterborn’s 4 C’s marketing mix model– backed up by research that shows effectiveness. Validity of research – likely evaluation points • Ecological validity • Objective/subjective data collection methods • Quantitative/qualitative data affecting bias in data collection • Temporal validity as advertising media has changed so much in recent years. Application to everyday life – 4Cs are very useful as they suggest what the company should focus on when marketing their products. Varied theory suggesting the importance of customer wants and needs, actual cost to customer, how to communicate with customer and that companies need to make products available in a variety of ways. However, many companies may find meeting all of the 4Cs difficult. Study on any type of advertising media – response will use the results to suggest an application. For example, Sundar et al.’s results suggest companies should be using print media to increase customers’ memory of their product. © Cambridge University Press & Assessment 2025 Page 28 of 52 8(b) Cultural differences – Likely evaluation points include • reference to the samples used in the research • increase in advertising online cross-culturally – although lack of access to internet/television may be the case in some countries • May meet most of the 4Cs/advertise using best media and products don’t sell due to cultural differences/economic differences. • Objective versus subjective data – Objective data used in Ciceri et al. with the use of eye tracking equipment and EEG. Subjective/objective data used – Ciceri et al. and Sundar et al. used memorisation task. Objective as not open to bias from researcher when analysing data but could be subjective as some participants may put less effort into the task. • Generalisations from findings – Strengths – stratified sample used in Ciceri et al. and fairly good size sample. Weaknesses – From Italy, regular newspaper readers in Ciceri et al. study; students used in Sundar et al. study. Other issues could include: • Reductionism versus holism • Reliability of research • Qualitative and quantitative data used in research • Determinism versus free-will • Idiographic and nomothetic approaches Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 29 of 52

5 A shop has been receiving complaints about their 4 Need to refer to reduction in complaints at least once for full virtual store layout. The shop currently has a racetrack marks. layout. Suggest two ways that the shop could change their 1 mark = identification and effect on customer (e.g. grid is virtual store layout that could reduce easier) complaints. 1 mark = context (complaints) or more detailed effect on customer (can easily find their items on their list). Award 2 marks for each suggestion/way that the shop could change their virtual store layout to reduce complaints. Award 1 mark for a suggestion/way that the shop could change their virtual store layout to reduce complaints. Likely suggestions – • Change to freeform as this is viewed as useful to find items (from list). It is the most useful for conducting planned purchases. • Change to freeform as this is viewed as the most entertaining to use. • Use grid as this is the easiest to use. • Grid is the least engaging so therefore is the fastest to use so customers will complain less as can find the products they want. For example, The shop could change their virtual store layout to freeform as this has been seen as the most useful by customers. (1) They can easily find items on their list so feel they have purchased what they wanted so will complain less. (1) The shop could change their virtual store layout to grid as it was the least engaging of the layouts and therefore would be faster than racetrack. (1). Customers will complain less as they can find the products that they want quickly. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 24 of 59

6(a) Outline what is meant by free-will, including an example 2 Context = thinking slow/system 2 thinking from thinking slow (system 2) in consumer decision- making. 1 mark = definition of free-will 1 mark = how thinking slow/system 2 shows free-will. Award 2 marks for an outline of the concept in context Award 1 mark for a basic outline/identification of the concept. Likely answers: Free-will is where behaviour is due to individual choice (behaviour is self-determining) Thinking slow/system 2 thinking can be seen to be due to free will as the consumer can choose to spend a long time considering their purchase of an item. Consumers can choose to spend time • Shopping around for an item • Researching different products to purchase. Example: Free-will is where behaviour is due to the person’s individual choice and not determined by outside factors. (1). For example, thinking slow can be seen to be due to free-will as the consumer can choose to spend time shopping around for a good price for a product. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 25 of 59 6(b) Explain one problem a psychologist may have when 2 Needs context about purchasing a product for full marks. they investigate whether consumers use free-will when deciding to purchase products Award 2 marks for an explanation of a problem a psychologist may have when they investigate whether consumers use free-will when deciding to purchase products. Award 1 mark for a basic explanation of a problem a psychologist may have when they investigate whether consumers use free-will (when deciding to purchase products). Likely answers– Difficult to know what the consumer is thinking. Difficult to determine what is due to free-will and what is due to internal/external factors outside of the consumer’s control. Difficult to isolate external factors that could be affecting the consumer and therefore determine if the decision to purchase is due to this factor and not their free-will. Example: One problem psychologists face when they investigate the free-will of consumers when making a decision to purchase a product is that it is difficult to know whether the consumer is making the decision to purchase due to their free-will or an external factor. (1) For example, if a consumer sees an advert about a product and then purchases it – it is hard to know if the purchase is due solely to seeing the advert or due to the free-will of the consumer. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 26 of 59

7 Sally and Dan want to buy new running shoes. They go to many stores and consider lots of different shoes. Sally returns to the first shop and buys her running shoes. Even though he has seen many different brands, Dan buys the brand he has worn for the past few years. 7(a)(i) Outline the choice heuristic used by Sally. 2 1 mark = identification 1 mark = link to stem Award 2 marks for an outline of the choice heuristic used by Sally. For Sally – needs to outline something about the first piece Award 1 mark for a basic outline/identification of the choice of information/shoes are the most important (she remembers heuristic used by Sally. it better) for 1 mark link. Not enough to state that she bought them as they were first. Example – Anchoring heuristic. (1) As Sally purchased the first pair of shoes she tried on, she is being influenced the most by the first piece of information she received. (1) Other appropriate responses should also be credited. 7(a)(ii) Outline the choice heuristic used by Dan. 2 For Dan – needs to outline that the product is familiar, he knows the brand well, he trusts this brand for 1 mark link. Award 2 marks for an outline of the choice heuristic used by Not enough to state that he recognises them as this is used Dan. in the name of the heuristic. Award 1 mark for a basic outline/identification of the choice heuristic used by Dan. Example – Recognition heuristic. (1) As Dan purchased the brand he has worn for a few years, he is favouring the product that is familiar to him as he recognises it, so it has more value to him. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 27 of 59 7(b) Outline one problem a psychologist may have when 2 Context = deciding which choice heuristics a consumer is deciding which choice heuristic consumers are using using to purchase a product required for full marks. when purchasing a product. No credit to individual differences on its own as customers Award 2 marks for an outline of the problem a psychologist will use different heuristics. may have when deciding which choice heuristic consumers are using when purchasing a product. Award 1 mark for a basic explanation of the problem a psychologist may have when deciding which choice heuristic consumers are using (when purchasing a product). Likely problems – • The consumer may be using more than one choice heuristic such as both anchoring and representativeness and it is difficult to know which had the most influence. • The consumer may not be aware of why they have purchased a product. • Consumer may give a socially desirable response. Example – The consumer may give a socially desirable response when asked about why they purchased a product. (1) The consumer may say that they compared products on price/quality as this sounds better than saying they just purchased the first product they saw. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 28 of 59

8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described • gift-wrapping including beliefs of giver and only part of the question even if the response otherwise recipient, and meets the criteria for level 3. • attention and shelf position. Daniel Howard (1992) explored how gift-wrapping influences Use Table A: AO1 Knowledge and understanding to mark recipients' perceptions of gifts. In the first experiment, 45 candidate responses to this question. university students were promised a gift for evaluating Candidates must discuss both the gift wrapping and products; half received the gift (a sheepskin bicycle seat attention and shelf position. They can include examples of cover) wrapped in decorative paper with a ribbon, while the studies either identified as examples in the syllabus or not. other half received it unwrapped. Participants rated the wrapped gift more favourably (average score of 7.14) than Details may include: the unwrapped one (average score of 6.06) on scales assessing desirability, quality, and wisdom of the gift. Gift wrapping A second experiment involved 82 students who were told Gifts are wrapped to indicate that what is being given is a the gift was either for them or for someone else. Those who gift. The giver will choose appropriate wrapping for the believed the gift was for them rated it more positively when it occasion and wrapping it shows that it is a gift and was wrapped, whereas those who thought it was for something special for the receiver of the gift. Research someone else showed no significant difference in their (Howard) has shown that receivers are happier with a evaluations based on wrapping. traditionally wrapped gift than a gift which is unwrapped or non-traditional wrapping. There are occasions where non Rixom, Mas, & Rixom (2019): wrapped gifts are seen as acceptable (such as a gift of Participants & Setup: sample of 261 adults were asked to flowers or chocolates when visiting someone). Gifts can be imagine receiving a gift at a party from either a close friend presented three ways – unwrapped, wrapped in a non- or an acquaintance, and the gift was either neatly or traditional manner and wrapped in traditional manner. sloppily wrapped Procedure: Participants viewed images of the two wrapping styles and were instructed to picture the giver as either a friend or an acquaintance, then rated their satisfaction with the gift they "received" © Cambridge University Press & Assessment 2025 Page 29 of 59 8(a) Example study – Porublev et al., 2009 Results: When imagining the gift was from a friend, 3 data collection techniques used were observations at a recipients reported greater satisfaction with the sloppily Christmas gift wrapping stall; 20 in-depth interviews where wrapped gift—consistent with expectation-disconfirmation. respondents reflected on gift wrapping (including questions In contrast, when the gift-giver was an acquaintance, such as ‘in what instances do you wrap gifts?’); and 6 recipients preferred the neatly wrapped gift. workshops where participants were paired and asked to Interpretation: For friends, sloppy wrapping sets low wrap two gifts – one for someone close and one for an expectations, boosting delight when the content is better acquaintance while they conversed with their partner. than anticipated (contrast effect). For acquaintances, tidy Most of the participants (who came from Victoria, Australia wrapping signals that the giver values the relationship, and were aged around 25–35 years old) preferred to receive enhancing overall appreciation via assimilation. a gift that was wrapped and that there were clear expectations of what a gift should look like. Researchers gathered qualitative data to support these findings. Attention and shelf position Where a product is placed on the shelf can have an effect on how long consumers look at the product and also whether they then purchase the product. Planograms are a diagram or drawing that shows where products should be placed in a store/on the shelf. Central gaze effect is that consumers tend to look at products in the centre of a shelf for longer and are more likely to purchase this item compared to items on left or right of shelf. This can be measured in psychological studies by using eye tracking. © Cambridge University Press & Assessment 2025 Page 30 of 59 8(a) Example study Atalay et al., 2012 Atalay et al. used eye tracking technology to identify customer tendency to choose the option in the centre of an array. An ‘offline’ study also confirmed that the centrally located item is chosen more often even when this is not the centre of the visual field. Several studies were conducted: 1A involved 67 undergraduates in France, average age 20. Using eye-tracking participants reviewed 2 product categories – vitamin supplements and meal replacement bars, each with 3 fictitious names and displayed in a 3  3 matrix on a computer screen. Brands in the centre received more frequent eye fixations and overall were looked at for longer. 1B extended 1A by considering horizontal centrality. Participants were 64 undergraduate students in Paris. The set up was similar to 1A but with the matrix shifted away from the centre of the computer screen. Again, products in the centre item are gazed at for longer. Study 2 was a replication in a more realistic setting by placing the products on a shelf rather than a screen. 84 students at Concordia University took part. The products used were fictitious brands of energy drinks. Each brand had a feature attribute: high intensity, extended endurance or muscle recovery but these attributes were rotated around the brands to eliminate effects. Items were displayed in categories of 3 so that each product could be centre, left or right. Participants were tested one at a time and positioned so that the category they had to choose from was to their left or right and never exactly in the centre of their visual field. They were not allowed to reposition themselves. Results found the centrally located brand is more often chosen even when it is not in the centre of the visual field. © Cambridge University Press & Assessment 2025 Page 31 of 59 8(a) Participants were asked to evaluate the product, and it was found that the chosen product from the centre was not always the most positively evaluated. Other appropriate responses should also be credited © Cambridge University Press & Assessment 2025 Page 32 of 59 8(b) Evaluate what psychologists have discovered about: 10 Ecological validity can be used as the named issue as this is • gift-wrapping including beliefs of giver and generalising from the task in the study to everyday life. If it recipient, and has good EV than can make generalisations from the • attention and shelf position, findings. including a discussion about generalisations from findings. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: Named issue – Generalisations from findings Porublev used random selection of 25–35 year olds from Victoria, Australia. Sample had more female participants as viewed as having a higher involvement in gifting. Other demographic, socio-economic, hygiene and environmental factors are open to ensure a wide cross stream of Australian society Atalay has 63/64 and 84 undergraduates from Paris. Strengths (can be generalised) Porublev – good cross section of Australian society from Victoria. Representative as females more involved in gifting. Random selection so no bias in selection/choice to participate. Atalay – Good sample size. © Cambridge University Press & Assessment 2025 Page 33 of 59 8(b) Weaknesses (cannot be generalised). From one culture. Australia/France – culture affects how products are chosen/how gifts are wrapped/expected to be wrapped. Undergraduates only (Atalay et al.) Young age group and given extra credit for participating so may have selected a certain type of student. (Porublev) • Reductionism versus holism – Gift wrapping may be seen as somewhat holistic as it is considering different types of gifts (presents, house-warming, etc.) and different types of wrapping (traditional, unwrapped, non- traditional). Shelf position is more reductionist as just considering the product being in the centre of the shelf and not other explanations for purchase such as price, popularity of product/brand, etc. • Determinism versus free-will – The feelings of the participants about the gifts are being determined by the gift wrapping rather than the free will of the person e.g. how they feel about the person giving the gift. Shelf position is determining purchase. © Cambridge University Press & Assessment 2025 Page 34 of 59 8(b) • Subjective and objective data – Objective data used in shelf position with the use of eye tracking equipment. Subjective data used – Atalay used surveys in study 1A to measure brand evaluation (Participants reviewed each product on the screen as if they were on the store shelf and indicated their brand choice. Next, they were asked to complete a survey that assessed their inferences about the brands, memory-based attention, product familiarity and demographics). It is possible that the brand choice self-reported by the participants might not have been the same as what the brand choice would be in real life shopping experience. Therefore, this self-report could lack validity. Subjective data as Porublev carried out interviews to gather data. There may be bias in the way questions are asked (so lack of reliability). People may lie. • Validity – Atalay – eye tracking has good validity as measuring what the participants spent their time looking at. However, lacks ecological validity. Porublev can be seen to have good validity as collected both quantitative and qualitative data so got an in-depth understanding of feelings about gift wrapping. However, lack ecological validity as the participants are aware they are in a study and are commenting on how they wrap gifts and why. However, they are commenting on their real experiences of wrapping and giving gifts so has good ecological validity. Other issues could include: • Reliability • Ethics • Qualitative and quantitative data • Application to everyday life Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 35 of 59

2 marks for comment plus reasonably accurate numbers for that situation. Note: numbers can be before versus during, during versus after, or before versus after. ‘During’ is the results as the therapy session progressed. Definitive answers: Situation Before During After Getting a physical or stress test 100 Getting blood pressure taken at CVS (a 90 local pharmacy) or Wal-Mart Getting blood pressure by a nurse 85 Taking blood pressure myself 75 554535 20 Seeing someone get a phlebotomy in 55 6545 300 person Taking my own blood sugar 55 Wife taking my blood sugar 50 45 20 Seeing someone get a phlebotomy in a 50 video Wrapping a tourniquet around my arm and 45 4030 2015 touching my veins 1(b) Suggest one reason why the data gathered from ‘T’ might not be valid. 2 Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail/elaboration/example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • ‘T’ may not tell the truth (1 mark) about his subjective rating of anxiety level so the measure is not measuring accurately what T is claiming (2 marks) • T might be responding to social desirability/demand characteristics (1 mark) rating of anxiety level so the measure is not measuring accurately what T is claiming (2 marks) © Cambridge University Press & Assessment 2025 Page 9 of 36 9990/41 Cambridge International AS & A Level – Mark Scheme May/June 2025 PUBLISHED Question Answer Marks 1(c) Explain two strengths of using quantitative data to assess the 4 effectiveness of blood/injection/injury anxiety measures. Marks: Up to 2 marks for each strength 2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail/elaboration/example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • quantitative data is unambiguous (and objective) fact (1 mark) this allows the therapist to make a precise judgement about the current state of anxiety in the blood phobic (2 marks) • test producing quantitative data can be replicated e.g. measure can be repeated on numerous occasions (1 mark) and so progress, or lack of it, in the blood phobic can be seen (2 marks) • quantitative data can be used for statistical analysis/visual displays (1 mark) to compare with other people with a blood phobia, for example (2 marks) Note: do not credit ‘statistical analysis’ and ‘make comparisons’ as two points unless justified. Note: credit a comparison/contrast (such as with qualitative data) as + mark. © Cambridge University Press & Assessment 2025 Page 10 of 36 2 Ellis developed rational emotive behaviour therapy (REBT) for the treatment of mood (affective) disorders. 2(a) Outline how irrational beliefs are changed by REBT. 2 Syllabus 1.2.3 psychological therapies: – Ellis’s rational emotive behaviour therapy (REBT). Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline (e.g. ABC only). Answers may include (other appropriate responses to be credited): • Rational Emotive Behaviour Therapy. (REBT) Ellis focused on how illogical beliefs are maintained through: A: an activating event, B: the belief held about A, C: the consequences – thoughts, feelings or behaviours – resulting from A. REBT therefore involves: D: disputing the irrational beliefs, E: the effects of successful disruption of the irrational beliefs. Note: therapy is changing beliefs therefore A, B & C are only appropriate to explain D and E. Note: ABC only =1. D=1; E=1 (both =2). ABC + D or E =2 Note: Question is ‘Outline’ so terms need more than identification for 1 mark. 2(b) Suggest how the effectiveness of REBT could be measured using a 2 questionnaire. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • a questionnaire could be created which could include a range of closed questions (1 mark) asking about disruption of irrational beliefs on a 5- point scale for example (2 marks) • a questionnaire could be created which could include a range of open questions (1 mark) asking in detail about disruption of irrational beliefs (2 marks) • questions could be asked about coping with activating events’ (1 mark) • questions could be asked about successful disruption of the irrational beliefs (1 mark) with example (2 marks) Note: BDI is creditworthy if some detail of it is provided (21 items, closed, rating scale, etc.) © Cambridge University Press & Assessment 2025 Page 11 of 36 2(c) Explain two strengths of using REBT to treat depression. 4 Marks: Up to 2 marks for each strength 2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • technique can be applied by anyone, in any place at any time (1 mark) so the ‘patient’ can apply the disputing of beliefs themselves when they are exposed to a relevant activating event (2 marks) • research has supported its effectiveness compared to a control group (1 mark) e.g. Lyons and Woods, 1991) found REBT showed significant improvement (2 marks). • research has supported its effectiveness compared to other therapies (1 mark) e.g. Iftene, 2015) found REBT to be as effective as anti- depressants (2 marks). Note: credit a comparison/contrast (such as use of drugs) as + mark. © Cambridge University Press & Assessment 2025 Page 12 of 36

6(a) Identify two behavioural categories included in the UAB pain behaviour 2 scale. Syllabus 3.3.2 behavioural/observational measures: UAB pain behaviour scale. Marks: Award 1 mark for each correct category. Definitive answers (from UAB): • vocal complaints verbal • vocal complaints non-verbal (groans moans gasps etc.) • down time (time spent lying down because of pain per day from 8 AM to 8 PM) • facial grimaces • standing posture • mobility • body language (clutching rubbing site) • use of visible support equipment (braces, crutches, cane, leaning on furniture etc.) • stationary movement (ability to stay still) • medication use Note: can credit examples (from above) without category e.g. rubbing but no alternative word. © Cambridge University Press & Assessment 2025 Page 18 of 36 6(b) Suggest one way in which acute pain can be managed using a 2 psychological treatment. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • outline of how attention diversion /non-pain imagery /cognitive redefinition works (1 mark) with outline related to acute pain (example probably included) (2 marks) Note: needs more than merely ‘acute pain’. Answer should use an example of acute pain, such as a headache. 6(c) Explain two weaknesses of pain measures that use observation to 4 collect data. Marks: Up to 2 marks for each weakness Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • the observer may misinterpret the pain behaviour of the patient (1 mark) incorrect interpretation could lead to too much or too little medication being prescribed (2 marks) • the observer does not ask the person experiencing pain about their pain (1 mark) so perhaps missing essential detail about whether the person thinks their pain is easing (2 marks) • observations can be done without the person’s knowledge (1 mark) so perhaps missing essential detail about whether the person thinks their pain is easing (2 marks) • the observer is not experiencing the pain of the person being observed (1 mark) related to pain (2 marks) • the observer may miss important pain behaviours (1 mark) related to pain (2 marks) © Cambridge University Press & Assessment 2025 Page 19 of 36

10(a) Plan a study using a field experiment to investigate the effect of food 10 name on menu item choice. Your plan must include details about: • type(s) of data • dependent variable Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the The general features of the plan should plan should include: include (if appropriate): • type of experiment • sample and sampling technique • independent variable • ethical guidelines • dependent variable • a procedure • controls • a location • choice of experimental • type of data, analysis of data, use of design. descriptive statistics If appropriate: • an aim or hypothesis (directional or • counterbalancing, non-directional)/null hypothesis random allocation • steps for making the study valid and (RCT) reliable • single blind/double blind • other appropriate features Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2025 Page 27 of 36 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.2.2 menu design psychology. The effect of food name on menu item choice, including a study, e.g. Lockyer (2006). Abstract from Lockyer (2006): The purpose of this paper is to examine the use of words on a restaurant menu, and to evaluate the impact that they have on the selection of menu items. The research comprised two distinct parts. First, four focus groups were held examining responses to five menus, each with the same menu items but using different wording. The results from the focus group analysis were used to develop a survey which was more widely distributed. From the focus group it was revealed that the occasion and participants in the dining experience influence the wording for menu item selection. Respondents discussed the mystique of the menu and confirmed a desire for menu items that would not normally be prepared at home. It was also of interest the ‘mouth-watering’ effect that the words have on potential customers and what a strong persuader these words were. The survey reinforced the focus group research in many ways, also stressing the positive effect of descriptive words such as ‘Tender’; ‘Golden’ and ‘Natural’ to the choice of menu items. Note: the Lockyer study is ‘an example’ so any appropriate alternative study could be used. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response © Cambridge University Press & Assessment 2025 Page 28 of 36 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your experiment. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Note 1 mark for explanation of follow on from (b)(i); 1 mark for explanation appearing in (a) 2 Example: One menu can be created, some items with ‘standard food names’ and some items with ‘mouth-watering names such as ‘Tender'; ‘Golden’ and ‘Natural’. The number of items ordered with each type of description can be compared. 10(c)(i) Explain one reason for your choice of type(s) of data. 2 Candidates must use the type(s) of data stated in (a). Award 2 marks: reason is given and applied to the plan Award 1 mark: reason is given without being applied to the plan Example: • quantitative data can be statistically analysed by researchers (1 mark) related to plan (2 marks) • qualitative data can allow participants to provide reasons for their answer (1 mark) related to plan (2 marks) • both quantitative and qualitative data can be gathered to provide ‘best of both worlds’ (1 mark) related to plan (2 marks) © Cambridge University Press & Assessment 2025 Page 29 of 36 10(c)(ii) Explain one weakness of your choice of type(s) of data. 2 Candidates must use the type(s) of data stated in (c)(i). Award 2 marks: weakness is given and applied to the plan Award 1 mark: weakness is given without being applied to the plan Example: • quantitative data only provides numbers, it does not provide a reason behind the number unlike qualitative data (1 mark) related to plan (2 marks) • quantitative data may limit how a participant responds (1 mark) related to plan (2 marks) • quantitative data might reduce behaviour to a single number (1 mark) related to plan (2 marks) • qualitative data often has no numbers so no descriptive statistics or statistical analysis (1 mark) related to plan (2 marks) • qualitative data needs to be interpreted and if only one judge is used, this could result in bias (1 mark) related to plan (2 marks) 10(c)(iii) Explain one reason for your choice of dependent variable. 2 Candidates must use the dependent variable stated in (a). Award 2 marks if an appropriate reason is given and justified. Explanation of why the specific DV was chosen (1 mark) related to study i.e. operationalised DV (2 marks) Award 1 mark if an appropriate reason is given but DV not operationalised. Example: • number of items chosen from menu with one type of wording compared with number of items chosen with alternative type of wording (1 mark) was chosen because it provides quantitative data allowing comparisons and descriptive statistics to be displayed (2 marks) © Cambridge University Press & Assessment 2025 Page 30 of 36

2 Obsessive-compulsive disorder (OCD) can be measured using psychometric tests such as the Yale-Brown Obsessive-Compulsive Scale (Y-BOCS). 2(a) Outline the scale used to assess question items on the Y-BOCS. 2 Syllabus 1.5.1 Diagnostic criteria for obsessive-compulsive disorder Measures: Yale-Brown Obsessive-Compulsive Scale (Y-BOCS). Marks: Award 1 mark for each correct component (2 marks max) Definitive answer: • 5-point scale • scale has a range from 0 to 4 • scale has a verbal range from none through mild, moderate, severe to extreme • each question has a different descriptor but which matches overall scale Note no marks for number of questions (10 items) or examples of questions. Also, no credit for how total score is assessed (min score 0, max 40) 2(b) Suggest one way that the reliability of the Y-BOCS could be tested. 2 Marks: Award 2 marks for an appropriate suggestion and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion but not applied. Answers may include (other appropriate responses to be credited): • test-retest where the test is repeated at a later date (1 mark). The Y- BOCS could be given to the same participant on different occasions (2 marks) • the split-half method involves splitting the test into two and administering each half of the test to the same person. (1 mark) The Y-BOCS scores from the two halves should show a strong correlation (2 marks) Note: no marks for identification of term only. © Cambridge University Press & Assessment 2025 Page 10 of 35 2(c) Explain one strength and one weakness of using psychometric tests to 4 measure OCD. Marks: Up to 2 marks for each strength and up to 2 marks for each weakness: Award 2 marks for an appropriate strength/weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength/weakness stated but not applied. Answers may include (other appropriate responses to be credited): Strengths • a psychometric test includes items as defined by ICD as typical of people with OCD and any person can be assessed in relation to the norm (1 mark) such as ‘control over compulsions’ (2 marks). • psychometric tests produce quantitative data allowing comparisons between people and the same person over time (1 mark) such as ‘hours/days spent on obsessions’ (2 marks). Weaknesses • psychometric tests do not take into account individual differences, aspects unique to the person’s OCD (1 mark). • tests may not allow a person to express their feelings (1 mark) about their specific rituals (2 marks). © Cambridge University Press & Assessment 2025 Page 11 of 35

6(a) Outline what is meant by a visual analogue scale to measure pain. 2 Syllabus 3.3.2 psychometric measures and visual rating scales: • McGill pain questionnaire • visual analogue scale Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include (other appropriate responses to be credited): • an instrument used to measure pain on a continuum from no pain to extreme pain (1 mark). • the patient marks on a line or points to the place which best represents their pain (+1 mark) • many variations (e.g. ‘box scale’) with and without numbers included on the scale- outlined (+1 mark) • ‘smiley faces’ is also a visual analogue scale (so +1 for description) © Cambridge University Press & Assessment 2025 Page 16 of 35 6(b) Suggest one way in which the validity of a visual analogue scale could 2 be tested. Marks: Award 2 marks for an appropriate suggestion and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion but not applied. Answers may include (other appropriate responses to be credited). • criterion validity by comparing a VAS to other measures of pain (1 mark) and if the two scores have a strong correlation the VAS could be said to be valid (2 marks) • construct validity by seeing if the VAS matches up with theoretical ideas about what it is supposed to be measuring (1 mark) and if it does the VAS could be said to be valid (2 marks). • ecological validity: does the VAS scale apply to real life (1 mark) does the scale (on paper) reflect real life experiences of people with pain (2 marks) Note: no marks for identification of term only. (c) Explain two strengths of using a visual analogue scale to measure acute 4 pain. Marks: Up to 2 marks for each strength 2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • it collects quantitative data allowing analysis and comparisons (1 mark) • it can detect change in pain over time being more sensitive to small changes if the VAS used has a 0-100 scale (1 mark) • it is more valid because patients feel that their pain is represented on a scale (1 mark) • answer related to acute pain such as headache, broken bone, trapped finger, cut, etc. (+1 mark) © Cambridge University Press & Assessment 2025 Page 17 of 35

10(a) Plan a study using an interview to investigate the effect of background 10 noise on the taste of food eaten at an outdoor market. Your plan must include details about: • interview format • sampling technique Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the The general features of the plan plan should include: should include (if appropriate): • interview technique • sample and sampling technique (telephone or face-to-face) • ethical guidelines • interview format • a procedure (structured, unstructured, • a location semi-structured). • type of data, analysis of data, use • question format (open of descriptive statistics and/or closed) • an aim or hypothesis (directional • examples of questions or non-directional)/null hypothesis • question • steps for making the study valid scoring/interpretation and reliable • number of questions Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2025 Page 25 of 35 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.1.2. Sound and consumer behaviour. background noise focusing on how sound and noise affect the perception of food taste including reasons why sound influences taste, including a study, e.g. Woods et al. (2011) study 1 or study 2. Abstract: Woods et al. (2010): We investigated the effects of auditory background noise on the perception of gustatory food properties (sugar level, salt level), food crunchiness and food liking. Participants blindly consumed different foods whilst passively listening to either no sound, or quiet or loud background white noise. The foods were then rated in terms of sweetness, saltiness and liking (Experiment 1) or in terms of overall flavour, crunchiness and liking (Experiment 2). Reported sweetness and saltiness was significantly lower in the loud compared to the quiet sound conditions (Experiment 1), but crunchiness was reported to be more intense (Experiment 2). This suggests that food properties unrelated to sound (sweetness, saltiness) and those conveyed via auditory channels (crunchiness) are differentially affected by background noise. A relationship between ratings of the liking of background noise and ratings of the liking of the food was also found (Experiment 2). We conclude that background sound unrelated to food diminishes gustatory food properties (saltiness, sweetness) which is suggestive of a cross-modal contrasting or attentional effect, whilst enhancing food crunchiness. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response © Cambridge University Press & Assessment 2025 Page 26 of 35 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Note 1 mark for explanation of follow on from (b)(i); 1 mark for explanation appearing in (a) 2 Example: I would choose a food stall and then play different types of background noise whilst participants were eating their food. I would then use a structured interview to ask them about the saltiness, sweetness and crunchiness of their food. These could be compared according to the type of noise. 10(c)(i) Explain one reason for your choice of interview format. 2 Candidates must use the interview format stated in (a). Award 2 marks: reason is given and applied to the plan Award 1 mark: reason is given without being applied to the plan Example: • a structured interview was used so all participants received the same questions in the same order (1 mark) related to plan (2 marks). • a semi structured interview was used so although there were fixed questions there was also the option to ask questions that might arise during the interview (1 mark) related to plan (2 marks) • an unstructured interview was used so participants had the flexibility so answer in any way they pleased (1 mark) related to plan (2 marks). © Cambridge University Press & Assessment 2025 Page 27 of 35 10(c)(ii) Explain one weakness of your choice of interview format. 2 Candidates must use the interview format stated in (c)(i). Award 2 marks: weakness is given and applied to the plan Award 1 mark: weakness is given without being applied to the plan Example (depends on choice of format): • the use of unstructured interview meant that answers could not be compared easily (1 mark) related to study (2 marks) • the use of a structured interview means there is no opportunity to ask ad hoc questions or explore answers in more detail (1 mark) related to study (2 marks) • the use of a semi-structured interview – might mean the time taken to complete the interview is too long if many ad hoc questions are asked (1 mark) related to study (2 marks) 10(c)(iii) Explain one reason for your choice of sampling technique. 2 Candidates must use the sampling technique stated in (a) Award 2 marks: reason is given and applied to the plan Award 1 mark: reason is given without being applied to the plan Example: • a random sample was chosen so everyone in the target population has an equal chance of participating (1 mark) related to plan (2 marks) • an opportunity sample was chosen because large numbers can be obtained relatively more easily than other methods (1 mark) related to plan (2 marks) • a volunteer sample was chosen because people are willing and more likely to participate; (1 mark) related to plan (2 marks). © Cambridge University Press & Assessment 2025 Page 28 of 35

2 marks for comment plus reasonably accurate numbers for that situation. Note: numbers can be before versus during, during versus after, or before versus after. ‘During’ is the results as the therapy session progressed. Definitive answers: Situation Before During After Getting a physical or stress test 100 Getting blood pressure taken at CVS (a 90 local pharmacy) or Wal-Mart Getting blood pressure by a nurse 85 Taking blood pressure myself 75 554535 20 Seeing someone get a phlebotomy in 55 6545 300 person Taking my own blood sugar 55 Wife taking my blood sugar 50 45 20 Seeing someone get a phlebotomy in a 50 video Wrapping a tourniquet around my arm and 45 4030 2015 touching my veins 1(b) Suggest one reason why the data gathered from ‘T’ might not be valid. 2 Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail/elaboration/example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • ‘T’ may not tell the truth (1 mark) about his subjective rating of anxiety level so the measure is not measuring accurately what T is claiming (2 marks) • T might be responding to social desirability/demand characteristics (1 mark) rating of anxiety level so the measure is not measuring accurately what T is claiming (2 marks) © Cambridge University Press & Assessment 2025 Page 9 of 36 9990/43 Cambridge International AS & A Level – Mark Scheme May/June 2025 PUBLISHED Question Answer Marks 1(c) Explain two strengths of using quantitative data to assess the 4 effectiveness of blood/injection/injury anxiety measures. Marks: Up to 2 marks for each strength 2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail/elaboration/example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • quantitative data is unambiguous (and objective) fact (1 mark) this allows the therapist to make a precise judgement about the current state of anxiety in the blood phobic (2 marks) • test producing quantitative data can be replicated e.g. measure can be repeated on numerous occasions (1 mark) and so progress, or lack of it, in the blood phobic can be seen (2 marks) • quantitative data can be used for statistical analysis/visual displays (1 mark) to compare with other people with a blood phobia, for example (2 marks) Note: do not credit ‘statistical analysis’ and ‘make comparisons’ as two points unless justified. Note: credit a comparison/contrast (such as with qualitative data) as + mark. © Cambridge University Press & Assessment 2025 Page 10 of 36 2 Ellis developed rational emotive behaviour therapy (REBT) for the treatment of mood (affective) disorders. 2(a) Outline how irrational beliefs are changed by REBT. 2 Syllabus 1.2.3 psychological therapies: – Ellis’s rational emotive behaviour therapy (REBT). Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline (e.g. ABC only). Answers may include (other appropriate responses to be credited): • Rational Emotive Behaviour Therapy. (REBT) Ellis focused on how illogical beliefs are maintained through: A: an activating event, B: the belief held about A, C: the consequences – thoughts, feelings or behaviours – resulting from A. REBT therefore involves: D: disputing the irrational beliefs, E: the effects of successful disruption of the irrational beliefs. Note: therapy is changing beliefs therefore A, B & C are only appropriate to explain D and E. Note: ABC only =1. D=1; E=1 (both =2). ABC + D or E =2 Note: Question is ‘Outline’ so terms need more than identification for 1 mark. 2(b) Suggest how the effectiveness of REBT could be measured using a 2 questionnaire. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • a questionnaire could be created which could include a range of closed questions (1 mark) asking about disruption of irrational beliefs on a 5- point scale for example (2 marks) • a questionnaire could be created which could include a range of open questions (1 mark) asking in detail about disruption of irrational beliefs (2 marks) • questions could be asked about coping with activating events’ (1 mark) • questions could be asked about successful disruption of the irrational beliefs (1 mark) with example (2 marks) Note: BDI is creditworthy if some detail of it is provided (21 items, closed, rating scale, etc.) © Cambridge University Press & Assessment 2025 Page 11 of 36 2(c) Explain two strengths of using REBT to treat depression. 4 Marks: Up to 2 marks for each strength 2 Award 2 marks for an appropriate strength stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • technique can be applied by anyone, in any place at any time (1 mark) so the ‘patient’ can apply the disputing of beliefs themselves when they are exposed to a relevant activating event (2 marks) • research has supported its effectiveness compared to a control group (1 mark) e.g. Lyons and Woods, 1991) found REBT showed significant improvement (2 marks). • research has supported its effectiveness compared to other therapies (1 mark) e.g. Iftene, 2015) found REBT to be as effective as anti- depressants (2 marks). Note: credit a comparison/contrast (such as use of drugs) as + mark. © Cambridge University Press & Assessment 2025 Page 12 of 36

6(a) Identify two behavioural categories included in the UAB pain behaviour 2 scale. Syllabus 3.3.2 behavioural/observational measures: UAB pain behaviour scale. Marks: Award 1 mark for each correct category. Definitive answers (from UAB): • vocal complaints verbal • vocal complaints non-verbal (groans moans gasps etc.) • down time (time spent lying down because of pain per day from 8 AM to 8 PM) • facial grimaces • standing posture • mobility • body language (clutching rubbing site) • use of visible support equipment (braces, crutches, cane, leaning on furniture etc.) • stationary movement (ability to stay still) • medication use Note: can credit examples (from above) without category e.g. rubbing but no alternative word. © Cambridge University Press & Assessment 2025 Page 18 of 36 6(b) Suggest one way in which acute pain can be managed using a 2 psychological treatment. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • outline of how attention diversion /non-pain imagery /cognitive redefinition works (1 mark) with outline related to acute pain (example probably included) (2 marks) Note: needs more than merely ‘acute pain’. Answer should use an example of acute pain, such as a headache. 6(c) Explain two weaknesses of pain measures that use observation to 4 collect data. Marks: Up to 2 marks for each weakness Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • the observer may misinterpret the pain behaviour of the patient (1 mark) incorrect interpretation could lead to too much or too little medication being prescribed (2 marks) • the observer does not ask the person experiencing pain about their pain (1 mark) so perhaps missing essential detail about whether the person thinks their pain is easing (2 marks) • observations can be done without the person’s knowledge (1 mark) so perhaps missing essential detail about whether the person thinks their pain is easing (2 marks) • the observer is not experiencing the pain of the person being observed (1 mark) related to pain (2 marks) • the observer may miss important pain behaviours (1 mark) related to pain (2 marks) © Cambridge University Press & Assessment 2025 Page 19 of 36

10(a) Plan a study using a field experiment to investigate the effect of food 10 name on menu item choice. Your plan must include details about: • type(s) of data • dependent variable Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the The general features of the plan should plan should include: include (if appropriate): • type of experiment • sample and sampling technique • independent variable • ethical guidelines • dependent variable • a procedure • controls • a location • choice of experimental • type of data, analysis of data, use of design. descriptive statistics If appropriate: • an aim or hypothesis (directional or • counterbalancing, non-directional)/null hypothesis random allocation • steps for making the study valid and (RCT) reliable • single blind/double blind • other appropriate features Credit other elements of the plan as appropriate using the marking grid. © Cambridge University Press & Assessment 2025 Page 27 of 36 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.2.2 menu design psychology. The effect of food name on menu item choice, including a study, e.g. Lockyer (2006). Abstract from Lockyer (2006): The purpose of this paper is to examine the use of words on a restaurant menu, and to evaluate the impact that they have on the selection of menu items. The research comprised two distinct parts. First, four focus groups were held examining responses to five menus, each with the same menu items but using different wording. The results from the focus group analysis were used to develop a survey which was more widely distributed. From the focus group it was revealed that the occasion and participants in the dining experience influence the wording for menu item selection. Respondents discussed the mystique of the menu and confirmed a desire for menu items that would not normally be prepared at home. It was also of interest the ‘mouth-watering’ effect that the words have on potential customers and what a strong persuader these words were. The survey reinforced the focus group research in many ways, also stressing the positive effect of descriptive words such as ‘Tender’; ‘Golden’ and ‘Natural’ to the choice of menu items. Note: the Lockyer study is ‘an example’ so any appropriate alternative study could be used. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response © Cambridge University Press & Assessment 2025 Page 28 of 36 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your experiment. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Note 1 mark for explanation of follow on from (b)(i); 1 mark for explanation appearing in (a) 2 Example: One menu can be created, some items with ‘standard food names’ and some items with ‘mouth-watering names such as ‘Tender'; ‘Golden’ and ‘Natural’. The number of items ordered with each type of description can be compared. 10(c)(i) Explain one reason for your choice of type(s) of data. 2 Candidates must use the type(s) of data stated in (a). Award 2 marks: reason is given and applied to the plan Award 1 mark: reason is given without being applied to the plan Example: • quantitative data can be statistically analysed by researchers (1 mark) related to plan (2 marks) • qualitative data can allow participants to provide reasons for their answer (1 mark) related to plan (2 marks) • both quantitative and qualitative data can be gathered to provide ‘best of both worlds’ (1 mark) related to plan (2 marks) © Cambridge University Press & Assessment 2025 Page 29 of 36 10(c)(ii) Explain one weakness of your choice of type(s) of data. 2 Candidates must use the type(s) of data stated in (c)(i). Award 2 marks: weakness is given and applied to the plan Award 1 mark: weakness is given without being applied to the plan Example: • quantitative data only provides numbers, it does not provide a reason behind the number unlike qualitative data (1 mark) related to plan (2 marks) • quantitative data may limit how a participant responds (1 mark) related to plan (2 marks) • quantitative data might reduce behaviour to a single number (1 mark) related to plan (2 marks) • qualitative data often has no numbers so no descriptive statistics or statistical analysis (1 mark) related to plan (2 marks) • qualitative data needs to be interpreted and if only one judge is used, this could result in bias (1 mark) related to plan (2 marks) 10(c)(iii) Explain one reason for your choice of dependent variable. 2 Candidates must use the dependent variable stated in (a). Award 2 marks if an appropriate reason is given and justified. Explanation of why the specific DV was chosen (1 mark) related to study i.e. operationalised DV (2 marks) Award 1 mark if an appropriate reason is given but DV not operationalised. Example: • number of items chosen from menu with one type of wording compared with number of items chosen with alternative type of wording (1 mark) was chosen because it provides quantitative data allowing comparisons and descriptive statistics to be displayed (2 marks) © Cambridge University Press & Assessment 2025 Page 30 of 36

5 or 6 marks = L3 MAOIs • Monoamine oxidase inhibitors (MAOIs) act to inhibit the enzyme monoamine oxidase. REBT – if outlines features of • Monoamine oxidase is responsible for breaking down and removing the neurotransmitters CBT only can achieve L1 noradrenaline, serotonin and dopamine, which means MAOIs prevent this breakdown and levels of these neurotransmitters remain high in the brain. • Evidence shows MAOIs are effective. • MAOIs have been used since the 1950s but are usually only used now for depressive disorder where other antidepressants (such as SSRIs) have been unsuccessful. • Numerous side-effects – headache, drowsiness, insomnia, constipation but more importantly can interfere with other medication and certain foods high in tyramine (certain cheeses, red wine, fermented foods such as tofu). Can cause dangerously high blood pressure (hypertensive crisis). Ellis’s rational emotive behaviour therapy (REBT) • REBT is based on the principles of stoicism (we are only affected by our perception of external events rather than the events themselves) • In REBT therapist helps patient to understand the ABC model, where ‘B’ (belief) is most important part. • ABC model consists of ‘A’ Activating agent – what is the behaviour and/or attitude of the patient towards events in their lives, ‘B’ Beliefs – what is the belief of the patient toward the event, and ‘C’ Cognitive – what types of thoughts does the patient have with regard to the event. © Cambridge University Press & Assessment 2025 Page 16 of 49 9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(a) • Ellis believes if a person has constant negative beliefs about events in their lives, they are likely to suffer from depression. • The goal of therapy is to identify the unhelpful thoughts and replace them with more rational and constructive thoughts. • Main technique used is ‘disputing’ where the therapist questions irrational beliefs • As a result of therapy, patient can see setbacks and choose how to think and feel about them. • REBT focuses on the present, with little desire to explore past (like psychoanalysis would do) • Metanalysis by Lyons and Woods (1991) of 70 REBT studies, found those receiving REBT showed significant improvement compared to control groups. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 17 of 49 9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(b) Evaluate what psychologists investigating the treatment and management of mood 10 (affective) disorders have discovered about: • MAOI anti‑depressants, and • Ellis’s rational emotive behaviour therapy (REBT), including a discussion of reductionism versus holism. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. © Cambridge University Press & Assessment 2025 Page 18 of 49 9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(b) Named issue – reductionism versus holism Both treatments could be seen a reductionist. MAOIs see the source of affective disorders being the action of neurotransmitters, that are single fundamental units, rather than seeing the whole person and need to treat other aspects of their depression such as thoughts. REBT sees dysfunctional thoughts as the cause of depression, and these could be seen as reductionist. However, REBT does recognise that although it is the beliefs about events that are key to depression, the events themselves are important too. It could also be seen that MAOIs recognise the role of multiple neurotransmitters rather than just one. Application to everyday life Both treatments have research evidence regarding efficacy. Evidence for effectiveness of MAOIs has been around since the 1950s. As a drug, MOAIs are a relatively inexpensive treatments and easily available (although require a clinician to prescribe). It will impact somewhat on the individual’s life with regard to side effects and the need to avoid certain foods. REBT is also very effective (meta-analysis by Lyons and Woods (1991) shows this). However, as it is a therapy requiring one-to-one sessions this may not be as available to patients (compared to drug therapies). It needs a specialized therapist and for the patient to be able to get to the therapist. There may be some availability increasingly online, however it will tend to be more expensive than drug treatments whether provided by medical services or privately. Some patients may simply be unable to access it. In addition, REBT may not be suitable for all. It is quite a confrontational therapy that may be difficult for a depressed patient to engage with (lack of motivation or low self-esteem). Individual and Situational MAOIs are an individual treatment as the depression is caused by levels of neurotransmitters, which are individual. However, the neurotransmitter levels themselves could be caused by situational effects. Indeed, the link between levels of neurotransmitters and the existence of mental illness is correlational. Are the levels caused by the depression, or does the depression cause the levels? Similarly, REBT is individual in that the experience of depression depends upon the individual’s own beliefs about events. Yet the events themselves must, by their very nature, also affect the depression and these are situational. For example, for someone facing a huge stressor such as redundancy, divorce or bereavement (all of which are situational), depression is far more likely to arise however functionally a person thinks. © Cambridge University Press & Assessment 2025 Page 19 of 49 9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(b) Determinism versus free-will Both treatments are somewhat deterministic. MAOIs show biological determinism in that we have no free will over the action of neurotransmitters. However, it could be seen that the decision to take (or not) a drug is the action of free-will. REBT would argue that it is our personal perception of events (beliefs) that determine depression and so a change in thinking determines recovery. Again, it is the patient’s own free will to accept and work in the therapy that will lead to recovery. Generalisations from findings Research evidence regarding efficacy could be said to be generalisations and both treatments are effective. However, there will be individual differences in recovery or acceptance of treatment. For many MAOIs are a drug treatment given because other drugs have been shown to have not helped. Side effects will affect some patients more than others. REBT is not easy to engage in due to its confrontational nature, so it is not suitable for all. Other possible issues/debates Cultural differences Nature versus nurture Ethics Nomothetic vs idiographic Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 20 of 49 5 Abdul wants to purchase a chair from a website. The website is designed so that 4 Heuristics – yes and utility comparisons between items are not easy to make. theory Suggest two decision-making strategies Abdul is likely to use when purchasing his chair. Syllabus reference: Decision-making strategies applied to internet shopping focusing on website design, including a study, e.g. Jedetski et al (2002). For each suggestion: 1 mark for naming/outlining a non-compensatory strategy 1 mark for detail including context of buying a chair Annotate with ticks to show where marks awarded. Likely content: • Customers more likely to use non-compensatory strategies when comparisons are not easy to make • Non-compensatory strategies include satisficing, elimination by aspects, lexigraphic • Satisficing is when first product that meets basic requirements is chosen and no further consideration takes place. • Elimination by aspects is when the consumer uses a cut-off value for those that meet this, a second attribute is considered etc. • Lexigraphic is when the most important attribute is evaluated and if one item is seen to be superior in this attribute this stops the decision-making process. • Could also use partially compensatory strategies such as majority of conforming dimensions and frequency of good and bad features. • Anchoring – give most importance to first piece of information received. Examples: Abdul may decide that the most important feature of the chair is its design (1). When he looks on the website, he sees a chair that has the most attractive design, he selects this chair and does not consider any others (1). This is a lexigraphic non-compensatory strategy of decision-making. Abdul may think that a sturdy, comfortable-looking chair made of wood are his basic requirements (1). He sees a chair that meets these basic requirements and selects that one (1). This is satisficing (1). © Cambridge University Press & Assessment 2025 Page 21 of 49

6(a) Outline what is meant by determinism, including an example from choice heuristics. 2 1 mark – definition of determinism 1 mark – link to a choice heuristic. Annotate with ticks to show where marks awarded Example: Determinism is the extent to which behaviour is due to internal or external factors (1). For example, anchoring is a heuristic that says we pay attention to the first piece of information we receive. This is deterministic because we do not appear able to exercise free will over this heuristic (1). This could be because choice heuristics, being mental shortcuts, are beneficial for us in making decisions (1). © Cambridge University Press & Assessment 2025 Page 22 of 49 6(b) Explain one strength of using the determinism side of the determinism versus free-will 2 debate to understand choice heuristics. 1 mark for strength of determinism 1 mark for reference to choice heuristics. Annotate with ticks to show where marks awarded Likely answers: • Determinism gives rise to causal explanations. Causal relationships can be investigated scientifically. • Determinism allows us to make predictions about peoples’ future behaviour. • Determinism allows us to make generalisations about behaviour and form laws (nomothetic). • Determinism in choice heuristics allows us to see the utility in them. They exist for the purpose of providing a short-cut in reaching decisions. Example: One strength of determinism is that it can allow us to make predictions about peoples’ behaviour (1). For example, representative heuristics predict that if a product looks like a well-known high quality market leader then this determines that we will tend to think this new product is also high quality (1). This is also useful to product developers who will then tend to make sure their new product is as similar to say, the leading brand of Nike trainers, leading consumers to view those trainers more favourably and buying them. © Cambridge University Press & Assessment 2025 Page 23 of 49

7 Supermarket shoppers do not all behave in the same way. Shoppers can be categorised into five types based on their different spatial behaviour patterns. Zelda visits all of the aisles of the supermarket when she does her main shopping. However, Louis spends a short time in the supermarket and visits only a few aisles. 7(a)(i) Identify which type of shopper spatial behaviour pattern would be most appropriate to 2 describe: • Zelda • Louis Syllabus content: Shopper behaviour focusing on spatial movement patterns including types of trip (short, round, central and wave) and the five types of spatial behaviour patterns (specialist, native, tourist, explorer, raider); the use of CCTV tracking, including a study, e.g. Gil et al. (2009). Award 1 mark for each correctly identified type of behaviour pattern. Annotate with ticks to show where marks awarded Likely answers • Zelda – native or explorer (or ‘likes to explore’) • Louis – tourist or raider © Cambridge University Press & Assessment 2025 Page 24 of 49 7(a)(ii) Frank is a different type of shopper from Zelda and Louis. He shows a different spatial 2 Frank should not be behaviour pattern. described as undertaking either of the behaviour Suggest how Frank could behave in the supermarket. patterns identified in (i) 1 mark – named/brief outline of behaviour Could also credit type of trip – 1 mark – detailed outline of behaviour (clearly obvious about the type of spatial behaviour short, round, central, wave if pattern) described for 1 mark The type of spatial behaviour patterns does not need to be stated but the description needs to be clear as different to Zelda and Louis. Annotate with ticks to show where marks awarded Likely answers: Specialist – Focus on a few products but spending time on these (not necessarily purchasing), mostly to ‘top-up’ shopping or for non-foods Native (if not used for Zelda) – Long trip visiting relevant aisles and most likely leading to purchases Tourist (if not used for Louis) – Fast-moving and not straying very far from the entrance. They look to buy. Explorer (if not used for Zelda) – a very long trip, visiting all aisles and some more than once, spending a lot of time and money in the supermarket Raider (if not used for Louis) – Fast movements and decisions, perhaps looking at a ‘food for tonight’ mission. Examples: Frank is an explorer (1). He has a shopping list with him and his trip is very long (1). He visits every aisle and spends a lot of money in the supermarket as this is his main shopping trip (1). Frank goes into the supermarket to look for a few specific items (1). He spends time considering his purchases and may not actually buy many of the things he looks at (1). This is a specialist (1). © Cambridge University Press & Assessment 2025 Page 25 of 49 7(b) Explain one problem that psychologists may have when investigating shoppers’ spatial 2 movement patterns. 1 mark – basic problem 1 mark – reference to shoppers’ spatial movement patterns Annotate with ticks to show where marks awarded Likely problems • Demand characteristics – if people see that they are being investigated then they may change their behaviour • Shoppers may demonstrate multiple shopper characteristics simultaneously – difficult to classify • Shoppers could be a specialist in one store but a tourist in another – how representative is the finding? • Ethics – making observations without consent Examples: One problem with investigating shoppers’ behaviour patterns may be that shoppers do not behave consistently over time or in different stores (1), this means that the findings may not be representative / or may lack meaning (1). For example, in a supermarket that is familiar, a customer may be very predictable and always shop as a specialist but in another store behave as a raider (1). As a result finding could lack validity and usefulness (1). One problem with investigating shoppers’ behaviour patterns is due to the ethics of lack of consent (1) because the shopper has not given permission for their shopping behaviour to be observed and measured (1). If consent had been asked for this would potentially mean that the shopper behaved differently leading to a lack of validity. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 26 of 49

8(a) Describe what psychologists have discovered about types of advertising and advertising 6 Annotations: techniques: Add the levels to get the • The Yale model of communication, and mark awarded e.g. L1 and • A study about types of advertising media. L2 = 3 marks, L1 and L3 = 4 marks, L3 and L3 = 6 marks Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Plus, overall level at the Syllabus content bottom of the response as • the Yale model of communication including five features. follows: 1 or 2 marks = L1 • advertising media including types of advertising media: printed, television, internet and 3 or 4 marks = L2 smartphone; use of eye-tracking and EEG, including a study, e.g. Ciceri et al. (2020) 5 or 6 marks = L3 For each bullet point awarded L1 to L3 depending on detail and accuracy The Yale model of communication (including 5 features) 1 Source of message – a message is more credible if coming from an expert or someone trustworthy. 2 Content of message – the aim of the message should be clear. A message where both sides of an argument are given is more effective in leading to attitude change than a one- sided argument. Use of statistics is likely to convince an audience too. 3 Channel or mode of delivery – this often depends on the audience. Whether written, verbal, TV, social media is more effective may depend on, for example, the age of the audience. 4 The audience – age can affect chances of being persuaded – younger people are more easily persuaded than the elderly; less educated are more likely to rely on an expert and so be persuaded. 5 Effect the message has – if the audience has paid attention and the message is persuasive enough it may lead to a change in attitudes of beliefs. The most effective messages lead to behaviour changes and not just changes in thoughts and opinions. A study about types of advertising media Ciceri et al. (2019) • Three different media were used – website displayed on a laptop, printed paper edition, and PDF file to be viewed on a tablet. © Cambridge University Press & Assessment 2025 Page 27 of 49 8(a) • 25 static adverts were included in each version. • All displayed the same ‘mock’ newspaper. • 72 participants • Participants were asked to read the newspaper at own pace while eye tracking and EEG measurements taken. EEG designed to measure level of frustration felt by participants when seeing adverts. • Distraction task followed for an hour and then recognition (memory) task where participants were shown 50 adverts (25 of the ones in the newspaper) and asked to say whether they had seen each advert. • Eye tracking results showed significant difference in fixation time on adverts. Most time spent on tablet and least on website. • Eye tracking findings supported by the recognition task, where more accurate recall found for those viewing tablet and least for those viewing website. • EEG results showed participants were less frustrated viewing adverts on tablet and paper but more so on the website. This could be due to acceptance that adverts are part of a newspaper but advertising on internet is irritating. • Overall, the results for the tablet and paper were not significantly different Alternative study – Sundar et al. (1998) Investigated whether memory for an advertisement is related to the type of medium in which the advert was viewed. Showed undergraduate students either a print newspaper front page or an online version of the same content. Finds that print subjects remembered significantly more advert material than online subjects. To achieve L3 for the study about types of advertising media details of the procedure (types of advertising and details of task/measurement) at least one result must be included. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 28 of 49 8(b) Evaluate what psychologists have discovered about types of advertising and advertising 10 For each evaluation techniques: point/issue/strength/weakness • The Yale model of communication, and /paragraph assess each and • A study about types of advertising media. record level on left hand side. including a discussion of objective and subjective data. Use AN for analysis and Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. CONT for specific detail. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: Overall level awarded underneath the candidate’s • Named issue – objective and subjective data – The Ciceri et al study collected a lot of response as follows – ‘best fit’ objective data in results of the recognition task (numerical), eye tracking and EEG. EEG from individual points e.g. if all results were meant to measure frustration (with adverts) and it could be discussed as to L2 award L2 regardless of whether this is a reasonable way to measure this factor. Advantages of objective data is that how many, e.g. 6 L2 = 4 it is less open to bias and more reliable, however may fail to give the whole picture as marks. participants were not giving their own interpretations for findings. For the Yale model of communication, it could be argued that some of the five features have a subjective element If 1 L4 and 2 L3 award L4 (but such as what constitutes old/young in terms of effect on ability to change attitudes. give 7 rather than 8 marks). If only 2 points but different • Application to everyday life – Yale model of communication applies readily to everyday levels not usually sufficient for life. Candidates could be developing some good examples here and analyse the degree to the higher level overall, which Yale model works. A study of advertising media should also apply to everyday life. e.g. 1 L1 and 1 L2 = L1 (2 For example, in the Ciceri study, being aware that people happily accept adverts in PDFs and paper newspapers but not websites could be used to inform advertisers how to use marks). media intelligently, particularly for certain audiences. Perhaps leaflets that can be e.g. 1 L2 and 1 L3 = L2 (4 marks). downloaded that contain adverts could be used rather than websites. Advertising should occur little on websites. • Cultural differences – Yale model of communication does lend itself well to cultural differences, as almost all of the 5 aspects have a cultural dimension. However, it could be seen as limited as it was developed in the West. Ciceri study was carried out in the West, but use of advertising is ubiquitous. © Cambridge University Press & Assessment 2025 Page 29 of 49 8(b) • Generalisations from findings – see cultural differences for generalising to different groups. In terms of ecological validity, Yale model is designed to apply widely in the real world. With the study, it could be that ecological validity may be low. With the Ciceri study participants wore eye tracking glasses and had EEGs taken that could potentially interfere with results. All measures were very controlled. However, despite it being a lab experiment the materials used were such that could occur in everyday life. • Validity – See generalisations from findings for ecological validity. Temporal validity should be reasonably high as Ciceri study is recent and uses media that are increasingly common. Yale model, despite being developed initially in 1953 to help understand wartime propaganda, was further refined in 1996 to look at attitude changes and face validity appears to be high. Additional issues candidates may include • Experiments – controls, design • Individual and situational explanations • Determinism Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 30 of 49

5 Clive is the manager of a shopping mall. He is aware of the pleasure-arousal- 4 Max 3 marks if the response dominance (PAD) model. Clive wants to use a pleasant odour in the mall. does not make it clear that there are two effects. Suggest two effects this pleasant odour could have on shoppers. No marks for the effect that For each suggestion: odour is pleasant (this is in 1 mark for effect the Q), however can state 1 mark for link to study or detail of effect on shoppers. pleasant odour will lead to the shopper buying more (1) or Syllabus reference: spending longer in the mall Retail atmospherics – the effects of odour on shopper pleasure-arousal-dominance, (1). including a study, e.g., Chebat and Michon (2003). Likely suggestions (do not have to agree with findings from Chebat and Michon): • Shoppers like the smell, causing arousal and spend longer in the mall (than without the odour) • Shoppers spend more money • Shoppers will feel happier and more satisfied • Shoppers visit more outlets • Shoppers feel happier • Shoppers rate the shops in the mall as higher quality (than without odour) Examples: As customers will find the odour pleasant, this would lead to them spending a greater amount of time at the mall (1) than without the odour. Leading to them visiting more outlets and spending more money (1). Customers will find the smell arousing and enjoy their shopping experience more (1). This could lead to them coming back sooner than if there was no odour (1) and this could increase profits due to a greater number of customers in the mall (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 18 of 42

6(a) Outline the nomothetic approach, including an example from the effect of sound on 2 Collection of quantitative data consumer behaviour. is acceptable as definition of nomothetic approach. 1 mark – definition of nomothetic 1 mark – example from effect of sound on consumer behaviour. Example: A nomothetic approach uses large samples of participants to establish general laws of behaviour (1). For example, experimental evidence shows that the taste is perceived as less intense in noisy conditions than quiet ones (1). Other appropriate responses should also be credited. 6(b) Explain one strength of using a nomothetic approach in psychology. 2 ‘Data is quantitative’ is not a strength. 1 mark for identifying strength. 1 mark for detail linking strength to nomothetic approach. ‘Quantitative data means comparisons are easier to Likely answers: make’ = 1 • Use of large numbers of participants makes finding more likely to be generalisable • Findings that apply to large numbers of participants are likely to be more useful particularly in terms of predictive value • The establishing of general laws of high predictive value makes psychology be seen as more scientific • Scientific and predictive theories can be seen to be more credible increasing the status of psychology Example: One strength of using a nomothetic approach in psychology is that the laws established will have come from a large number of participants (1). As a result, these laws will have high predictive value (1). This means they could potentially be used to help people, e.g., research on the success of therapies that establishes that they work with large numbers of people could be used with even more people, potentially making their lives better (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 19 of 42

7 Nandi is a chef in a local restaurant. She is designing a menu and knows that food names can affect customers’ menu item choice. 7(a) Suggest how Nandi could use her knowledge about food names when designing a 4 Research has found many menu for her restaurant. different types of food names on menus effect customer Syllabus content: choice. A lot of the research • Menu design psychology – the effect of food name on menu item choice, including a findings/conclusions are study, e.g., Lockyer (2006). contradictory. Award 3–4 marks for a detailed description of how Nandi can use her knowledge about 1 mark – example of food food names in context. name (max 2 marks) Award 1–2 marks for a basic description of how Nandi can use her knowledge about food names. 1 mark – what name contains e.g. fresh, seasonal Likely suggestions may come from the study by Lockyer (2006) or from Wansink et al ingredients or simple to (2004). understand (2 marks max) Examples: 1 mark – effect of food name If Nandi uses a French description for a soup dish such as consommé julienne (1) is likely on diner (something the diner to lead to it being rated less appealing by customers (1) than if the description is more might say – such as tastes seasonal such as spring vegetables garnished in a fresh clear soup (1). She should use delicious or a behaviour – the second option as if customers find the item more appealing, they are more likely to more likely to order it. (max 2 order it (1). marks) Plain statements about dishes such as seafood filet (1) will not be sold as much as those e.g. A name like ‘grandma’s with more evocative names like Succulent Italian Seafood Filet (1). Customers are likely to homemade lasagna (1) rate the more descriptive name as more appealing to the eye (1), tasting better (1), feeling ‘sounds nostalgic so tastes satisfied after eating it (1), and having more calories than the basic descriptions (1). All of good (1) and they will these examples could lead to more sales for the more descriptive menu item (1). purchase it. (1) Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 20 of 42 7(b) Explain one problem with carrying out research into the effect of food names on 2 menu item choice. 1 mark identifying/explaining the problem 1 mark for link to effect of food names on menu item choice. Likely problems • Difficulties associated with design of study e.g., repeated measures or problems in gathering data from questionnaires and/or interviews • Cultural differences in eating out or selecting from a menu • Difficulties generalising from the sample and/or type of restaurant • If lab study, problems with applying results to real world • If results of research lead to increased sales could this be seen as exploiting customers leading to ethical issues Examples: One problem could be the issue of generalisablity (1). For example, findings about food names in, say a small café in France, may not apply to a large chain fast-food restaurant in India (1). This would limit the usefulness of the findings (1). One problem could be that if an experiment is carried out on menu names, in order to reduce individual differences in the customers a repeated measures design is used (1). However, this means that if participants see both conditions in the study (both sets of names of menu items) this causes a demand characteristic (1). Participant will realise what is being investigated and, albeit unwittingly, may change their response to appear more helpful to the researcher (1). This would reduce the validity of the research findings (1). Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 21 of 42

8(a) Describe explanations and examples of compensatory, non-compensatory and 6 Annotations: partially compensatory strategies of consumer decision-making. Add the levels to get the mark awarded e.g. NAQ and L2 = 2 Use Table A: AO1 Knowledge and understanding to mark candidate responses to this marks, L1 and L2 = 3 marks, question. L1 and L3 = 4 marks, L3 and L3 = 6 marks There are a number of possible consumer decision-making strategies that can be used by consumers. Consumers may vary between strategies, depending on the purchase and the Plus, overall level at the individual. bottom of the response as follows: Compensatory 1 or 2 marks = L1 A customer will allow the value of one attribute to compensate for another. For example, 3 or 4 marks = L2 when buying a new car, the preferred model may compensate for a high mileage. 5 or 6 marks = L3 Richarme (2005) described two compensatory strategies: • Equal weight strategy, where attributes are seen as being equally important (model of car and mileage are equally important). Mark compensatory/partially • Weighted additive strategy, where some attributes are more important e.g., valuing compensatory with one level the low mileage much more highly than the make or model. AND Non-compensatory with Non-compensatory second level. Each attribute is evaluated individually (rather than one compensating for another). So, when buying a new car, even if it was a good price, the ideal model, and had a low To achieve full marks must mileage, it would be immediately rejected if it was not the correct colour. Simon suggests cover all 3. three non-compensatory strategies: • Satisficing – the first product to meet the basic requirements is chose and no further Can credit details of the consideration takes place e.g., if a new essential but basic item is needed, we might Jedestski et al. study for simply buy the first one seen. compensatory/non- compensatory level. • Elimination by aspects – this sets a ‘cut-off’ value for the most important attribute and allows everything that meets that attribute to remain under consideration. These remaining items are assessed against the next attribute and so on. For example, when buying a washing machine, you might decide on the minimum capacity so anything of at least that capacity is considered, then you might consider another factor, such as choice of washing programs, for the remaining washing machines. © Cambridge University Press & Assessment 2025 Page 22 of 42 8(a) • Lexigraphic – the most important attribute is evaluated and if one item is considered superior in terms of this attribute, this immediately stops the decision-making process, and the item is chosen. If one item does not emerge as best on the most important attribute, then consideration moves to the next attribute etc. For example, you need to buy a washing machine but have a large family so you will get the washing machine with the biggest capacity, and won’t consider other factors. Partially compensatory These are a middle group between compensatory and non-compensatory strategies. Two examples are: • Majority of conforming dimensions – this strategy involves evaluating two products against all relevant attributes and keeping the one that does best. This one is then compared to the next product and so on until there is only one product left. For example, you might look at two washing machines and compare them on price, and disregard the more expensive one, then compare the cheaper one with another washing machine and so on. • Frequency of good and bad features – all products are compared to the appropriate cut-off values and the product that has the most positive features exceeding the cut-off values will be chosen. For example, comparing all washing machines on important factors, such as capacity, efficiency and price, and choosing the one that seems best across all factors. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 23 of 42 8(b) Evaluate explanations and examples of compensatory, non-compensatory and 10 For each evaluation partially compensatory strategies of consumer decision-making, including a point/issue/strength/weakness discussion of application to everyday life. /paragraph assess each and record level on left hand side. Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Use AN for analysis and A range of issues could be used for evaluation. These include: CONT for specific detail. • Named issue – application to everyday life – These strategies all lend themselves Overall level awarded well to everyday life examples and can be considered of practical value. underneath the candidate’s – Application to everyday life must be evaluative and not descriptive. Giving an response as follows – ‘best fit’ example of one of the strategies using a product that customers purchase (e.g. from individual points e.g. if all laptop, iPhone, BMW car) is descriptive. L2 award L2 regardless of – Practical applications are creditworthy – if a company can identify which strategy how many, e.g. 6 L2 = 4 most of their customers use, they can design their website to accommodate this marks. e.g. if compensatory allow customers to select different models of a product and see a comparison of the feature where they differ and where they are the same. If 1 L4 and 2 L3 award L4 (but – However, it would be difficult to generalise as to whether the same customers use give 7 rather than 8 marks). the same strategies all the time, or for only certain types of items (large, expensive purchases as opposed to small less important items). Are customers If only 2 points but different consistent in their use of strategies? What happens if purchase decisions are levels not usually sufficient for made alone as opposed to jointly e.g., buying a family car. the higher level overall, e.g. 1 L1 and 1 L2 = L1 (2 • Cultural differences – In some cultures there may be far more choices available marks). compared to others. With fewer choices of items to purchase, this would compromise e.g. 1 L2 and 1 L3 = L2 (4 the types of strategies available to consumers. Levels of affluence within a community marks). could also be factors. In some less affluent cultures, different decision-making could be involved in purchasing food items than in others. • Reductionism versus holism – Making decisions are clearly quite complex procedures. It can be helpful to reduce decision-making to a variety of classifications but in doing so this may be losing the human and more whimsical aspects of everyday life. © Cambridge University Press & Assessment 2025 Page 24 of 42 8(b) • Determinism versus free-will – Having theories that are deterministic can be extremely helpful as it does allow predictions to be made. This could be helpful for sellers of, for example, washing machines or computers to know that people will tend to use certain predictable strategies. However, in decision-making there must be aspects that are less predictable and open to free-will. • Idiographic versus nomothetic – All of the strategies for decision-making seem to be geared towards establishing general laws and are thus nomothetic. This same decision making could be explored idiographically by getting a consumer to explain their choices to an interviewer. Additional issues candidates may include • Generalisations • Individual versus situational Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 25 of 42

5 or 6 marks = L3 MAOIs • Monoamine oxidase inhibitors (MAOIs) act to inhibit the enzyme monoamine oxidase. REBT – if outlines features of • Monoamine oxidase is responsible for breaking down and removing the neurotransmitters CBT only can achieve L1 noradrenaline, serotonin and dopamine, which means MAOIs prevent this breakdown and levels of these neurotransmitters remain high in the brain. • Evidence shows MAOIs are effective. • MAOIs have been used since the 1950s but are usually only used now for depressive disorder where other antidepressants (such as SSRIs) have been unsuccessful. • Numerous side-effects – headache, drowsiness, insomnia, constipation but more importantly can interfere with other medication and certain foods high in tyramine (certain cheeses, red wine, fermented foods such as tofu). Can cause dangerously high blood pressure (hypertensive crisis). Ellis’s rational emotive behaviour therapy (REBT) • REBT is based on the principles of stoicism (we are only affected by our perception of external events rather than the events themselves) • In REBT therapist helps patient to understand the ABC model, where ‘B’ (belief) is most important part. • ABC model consists of ‘A’ Activating agent – what is the behaviour and/or attitude of the patient towards events in their lives, ‘B’ Beliefs – what is the belief of the patient toward the event, and ‘C’ Cognitive – what types of thoughts does the patient have with regard to the event. © Cambridge University Press & Assessment 2025 Page 16 of 49 9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(a) • Ellis believes if a person has constant negative beliefs about events in their lives, they are likely to suffer from depression. • The goal of therapy is to identify the unhelpful thoughts and replace them with more rational and constructive thoughts. • Main technique used is ‘disputing’ where the therapist questions irrational beliefs • As a result of therapy, patient can see setbacks and choose how to think and feel about them. • REBT focuses on the present, with little desire to explore past (like psychoanalysis would do) • Metanalysis by Lyons and Woods (1991) of 70 REBT studies, found those receiving REBT showed significant improvement compared to control groups. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 17 of 49 9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(b) Evaluate what psychologists investigating the treatment and management of mood 10 (affective) disorders have discovered about: • MAOI anti‑depressants, and • Ellis’s rational emotive behaviour therapy (REBT), including a discussion of reductionism versus holism. Evaluation in your answer can include strengths, weaknesses and a discussion of issues and debates. © Cambridge University Press & Assessment 2025 Page 18 of 49 9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(b) Named issue – reductionism versus holism Both treatments could be seen a reductionist. MAOIs see the source of affective disorders being the action of neurotransmitters, that are single fundamental units, rather than seeing the whole person and need to treat other aspects of their depression such as thoughts. REBT sees dysfunctional thoughts as the cause of depression, and these could be seen as reductionist. However, REBT does recognise that although it is the beliefs about events that are key to depression, the events themselves are important too. It could also be seen that MAOIs recognise the role of multiple neurotransmitters rather than just one. Application to everyday life Both treatments have research evidence regarding efficacy. Evidence for effectiveness of MAOIs has been around since the 1950s. As a drug, MOAIs are a relatively inexpensive treatments and easily available (although require a clinician to prescribe). It will impact somewhat on the individual’s life with regard to side effects and the need to avoid certain foods. REBT is also very effective (meta-analysis by Lyons and Woods (1991) shows this). However, as it is a therapy requiring one-to-one sessions this may not be as available to patients (compared to drug therapies). It needs a specialized therapist and for the patient to be able to get to the therapist. There may be some availability increasingly online, however it will tend to be more expensive than drug treatments whether provided by medical services or privately. Some patients may simply be unable to access it. In addition, REBT may not be suitable for all. It is quite a confrontational therapy that may be difficult for a depressed patient to engage with (lack of motivation or low self-esteem). Individual and Situational MAOIs are an individual treatment as the depression is caused by levels of neurotransmitters, which are individual. However, the neurotransmitter levels themselves could be caused by situational effects. Indeed, the link between levels of neurotransmitters and the existence of mental illness is correlational. Are the levels caused by the depression, or does the depression cause the levels? Similarly, REBT is individual in that the experience of depression depends upon the individual’s own beliefs about events. Yet the events themselves must, by their very nature, also affect the depression and these are situational. For example, for someone facing a huge stressor such as redundancy, divorce or bereavement (all of which are situational), depression is far more likely to arise however functionally a person thinks. © Cambridge University Press & Assessment 2025 Page 19 of 49 9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025 PUBLISHED Question Answer Marks Guidance 4(b) Determinism versus free-will Both treatments are somewhat deterministic. MAOIs show biological determinism in that we have no free will over the action of neurotransmitters. However, it could be seen that the decision to take (or not) a drug is the action of free-will. REBT would argue that it is our personal perception of events (beliefs) that determine depression and so a change in thinking determines recovery. Again, it is the patient’s own free will to accept and work in the therapy that will lead to recovery. Generalisations from findings Research evidence regarding efficacy could be said to be generalisations and both treatments are effective. However, there will be individual differences in recovery or acceptance of treatment. For many MAOIs are a drug treatment given because other drugs have been shown to have not helped. Side effects will affect some patients more than others. REBT is not easy to engage in due to its confrontational nature, so it is not suitable for all. Other possible issues/debates Cultural differences Nature versus nurture Ethics Nomothetic vs idiographic Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 20 of 49 5 Abdul wants to purchase a chair from a website. The website is designed so that 4 Heuristics – yes and utility comparisons between items are not easy to make. theory Suggest two decision-making strategies Abdul is likely to use when purchasing his chair. Syllabus reference: Decision-making strategies applied to internet shopping focusing on website design, including a study, e.g. Jedetski et al (2002). For each suggestion: 1 mark for naming/outlining a non-compensatory strategy 1 mark for detail including context of buying a chair Annotate with ticks to show where marks awarded. Likely content: • Customers more likely to use non-compensatory strategies when comparisons are not easy to make • Non-compensatory strategies include satisficing, elimination by aspects, lexigraphic • Satisficing is when first product that meets basic requirements is chosen and no further consideration takes place. • Elimination by aspects is when the consumer uses a cut-off value for those that meet this, a second attribute is considered etc. • Lexigraphic is when the most important attribute is evaluated and if one item is seen to be superior in this attribute this stops the decision-making process. • Could also use partially compensatory strategies such as majority of conforming dimensions and frequency of good and bad features. • Anchoring – give most importance to first piece of information received. Examples: Abdul may decide that the most important feature of the chair is its design (1). When he looks on the website, he sees a chair that has the most attractive design, he selects this chair and does not consider any others (1). This is a lexigraphic non-compensatory strategy of decision-making. Abdul may think that a sturdy, comfortable-looking chair made of wood are his basic requirements (1). He sees a chair that meets these basic requirements and selects that one (1). This is satisficing (1). © Cambridge University Press & Assessment 2025 Page 21 of 49

6(a) Outline what is meant by determinism, including an example from choice heuristics. 2 1 mark – definition of determinism 1 mark – link to a choice heuristic. Annotate with ticks to show where marks awarded Example: Determinism is the extent to which behaviour is due to internal or external factors (1). For example, anchoring is a heuristic that says we pay attention to the first piece of information we receive. This is deterministic because we do not appear able to exercise free will over this heuristic (1). This could be because choice heuristics, being mental shortcuts, are beneficial for us in making decisions (1). © Cambridge University Press & Assessment 2025 Page 22 of 49 6(b) Explain one strength of using the determinism side of the determinism versus free-will 2 debate to understand choice heuristics. 1 mark for strength of determinism 1 mark for reference to choice heuristics. Annotate with ticks to show where marks awarded Likely answers: • Determinism gives rise to causal explanations. Causal relationships can be investigated scientifically. • Determinism allows us to make predictions about peoples’ future behaviour. • Determinism allows us to make generalisations about behaviour and form laws (nomothetic). • Determinism in choice heuristics allows us to see the utility in them. They exist for the purpose of providing a short-cut in reaching decisions. Example: One strength of determinism is that it can allow us to make predictions about peoples’ behaviour (1). For example, representative heuristics predict that if a product looks like a well-known high quality market leader then this determines that we will tend to think this new product is also high quality (1). This is also useful to product developers who will then tend to make sure their new product is as similar to say, the leading brand of Nike trainers, leading consumers to view those trainers more favourably and buying them. © Cambridge University Press & Assessment 2025 Page 23 of 49

7 Supermarket shoppers do not all behave in the same way. Shoppers can be categorised into five types based on their different spatial behaviour patterns. Zelda visits all of the aisles of the supermarket when she does her main shopping. However, Louis spends a short time in the supermarket and visits only a few aisles. 7(a)(i) Identify which type of shopper spatial behaviour pattern would be most appropriate to 2 describe: • Zelda • Louis Syllabus content: Shopper behaviour focusing on spatial movement patterns including types of trip (short, round, central and wave) and the five types of spatial behaviour patterns (specialist, native, tourist, explorer, raider); the use of CCTV tracking, including a study, e.g. Gil et al. (2009). Award 1 mark for each correctly identified type of behaviour pattern. Annotate with ticks to show where marks awarded Likely answers • Zelda – native or explorer (or ‘likes to explore’) • Louis – tourist or raider © Cambridge University Press & Assessment 2025 Page 24 of 49 7(a)(ii) Frank is a different type of shopper from Zelda and Louis. He shows a different spatial 2 Frank should not be behaviour pattern. described as undertaking either of the behaviour Suggest how Frank could behave in the supermarket. patterns identified in (i) 1 mark – named/brief outline of behaviour Could also credit type of trip – 1 mark – detailed outline of behaviour (clearly obvious about the type of spatial behaviour short, round, central, wave if pattern) described for 1 mark The type of spatial behaviour patterns does not need to be stated but the description needs to be clear as different to Zelda and Louis. Annotate with ticks to show where marks awarded Likely answers: Specialist – Focus on a few products but spending time on these (not necessarily purchasing), mostly to ‘top-up’ shopping or for non-foods Native (if not used for Zelda) – Long trip visiting relevant aisles and most likely leading to purchases Tourist (if not used for Louis) – Fast-moving and not straying very far from the entrance. They look to buy. Explorer (if not used for Zelda) – a very long trip, visiting all aisles and some more than once, spending a lot of time and money in the supermarket Raider (if not used for Louis) – Fast movements and decisions, perhaps looking at a ‘food for tonight’ mission. Examples: Frank is an explorer (1). He has a shopping list with him and his trip is very long (1). He visits every aisle and spends a lot of money in the supermarket as this is his main shopping trip (1). Frank goes into the supermarket to look for a few specific items (1). He spends time considering his purchases and may not actually buy many of the things he looks at (1). This is a specialist (1). © Cambridge University Press & Assessment 2025 Page 25 of 49 7(b) Explain one problem that psychologists may have when investigating shoppers’ spatial 2 movement patterns. 1 mark – basic problem 1 mark – reference to shoppers’ spatial movement patterns Annotate with ticks to show where marks awarded Likely problems • Demand characteristics – if people see that they are being investigated then they may change their behaviour • Shoppers may demonstrate multiple shopper characteristics simultaneously – difficult to classify • Shoppers could be a specialist in one store but a tourist in another – how representative is the finding? • Ethics – making observations without consent Examples: One problem with investigating shoppers’ behaviour patterns may be that shoppers do not behave consistently over time or in different stores (1), this means that the findings may not be representative / or may lack meaning (1). For example, in a supermarket that is familiar, a customer may be very predictable and always shop as a specialist but in another store behave as a raider (1). As a result finding could lack validity and usefulness (1). One problem with investigating shoppers’ behaviour patterns is due to the ethics of lack of consent (1) because the shopper has not given permission for their shopping behaviour to be observed and measured (1). If consent had been asked for this would potentially mean that the shopper behaved differently leading to a lack of validity. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 26 of 49

8(a) Describe what psychologists have discovered about types of advertising and advertising 6 Annotations: techniques: Add the levels to get the • The Yale model of communication, and mark awarded e.g. L1 and • A study about types of advertising media. L2 = 3 marks, L1 and L3 = 4 marks, L3 and L3 = 6 marks Use Table A: AO1 Knowledge and understanding to mark candidate responses to this question. Plus, overall level at the Syllabus content bottom of the response as • the Yale model of communication including five features. follows: 1 or 2 marks = L1 • advertising media including types of advertising media: printed, television, internet and 3 or 4 marks = L2 smartphone; use of eye-tracking and EEG, including a study, e.g. Ciceri et al. (2020) 5 or 6 marks = L3 For each bullet point awarded L1 to L3 depending on detail and accuracy The Yale model of communication (including 5 features) 1 Source of message – a message is more credible if coming from an expert or someone trustworthy. 2 Content of message – the aim of the message should be clear. A message where both sides of an argument are given is more effective in leading to attitude change than a one- sided argument. Use of statistics is likely to convince an audience too. 3 Channel or mode of delivery – this often depends on the audience. Whether written, verbal, TV, social media is more effective may depend on, for example, the age of the audience. 4 The audience – age can affect chances of being persuaded – younger people are more easily persuaded than the elderly; less educated are more likely to rely on an expert and so be persuaded. 5 Effect the message has – if the audience has paid attention and the message is persuasive enough it may lead to a change in attitudes of beliefs. The most effective messages lead to behaviour changes and not just changes in thoughts and opinions. A study about types of advertising media Ciceri et al. (2019) • Three different media were used – website displayed on a laptop, printed paper edition, and PDF file to be viewed on a tablet. © Cambridge University Press & Assessment 2025 Page 27 of 49 8(a) • 25 static adverts were included in each version. • All displayed the same ‘mock’ newspaper. • 72 participants • Participants were asked to read the newspaper at own pace while eye tracking and EEG measurements taken. EEG designed to measure level of frustration felt by participants when seeing adverts. • Distraction task followed for an hour and then recognition (memory) task where participants were shown 50 adverts (25 of the ones in the newspaper) and asked to say whether they had seen each advert. • Eye tracking results showed significant difference in fixation time on adverts. Most time spent on tablet and least on website. • Eye tracking findings supported by the recognition task, where more accurate recall found for those viewing tablet and least for those viewing website. • EEG results showed participants were less frustrated viewing adverts on tablet and paper but more so on the website. This could be due to acceptance that adverts are part of a newspaper but advertising on internet is irritating. • Overall, the results for the tablet and paper were not significantly different Alternative study – Sundar et al. (1998) Investigated whether memory for an advertisement is related to the type of medium in which the advert was viewed. Showed undergraduate students either a print newspaper front page or an online version of the same content. Finds that print subjects remembered significantly more advert material than online subjects. To achieve L3 for the study about types of advertising media details of the procedure (types of advertising and details of task/measurement) at least one result must be included. Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 28 of 49 8(b) Evaluate what psychologists have discovered about types of advertising and advertising 10 For each evaluation techniques: point/issue/strength/weakness • The Yale model of communication, and /paragraph assess each and • A study about types of advertising media. record level on left hand side. including a discussion of objective and subjective data. Use AN for analysis and Use Table B: AO3 Analysis and evaluation to mark candidate responses to this question. CONT for specific detail. Depending on the examples studied by candidates their answers may vary. A range of issues could be used for evaluation. These include: Overall level awarded underneath the candidate’s • Named issue – objective and subjective data – The Ciceri et al study collected a lot of response as follows – ‘best fit’ objective data in results of the recognition task (numerical), eye tracking and EEG. EEG from individual points e.g. if all results were meant to measure frustration (with adverts) and it could be discussed as to L2 award L2 regardless of whether this is a reasonable way to measure this factor. Advantages of objective data is that how many, e.g. 6 L2 = 4 it is less open to bias and more reliable, however may fail to give the whole picture as marks. participants were not giving their own interpretations for findings. For the Yale model of communication, it could be argued that some of the five features have a subjective element If 1 L4 and 2 L3 award L4 (but such as what constitutes old/young in terms of effect on ability to change attitudes. give 7 rather than 8 marks). If only 2 points but different • Application to everyday life – Yale model of communication applies readily to everyday levels not usually sufficient for life. Candidates could be developing some good examples here and analyse the degree to the higher level overall, which Yale model works. A study of advertising media should also apply to everyday life. e.g. 1 L1 and 1 L2 = L1 (2 For example, in the Ciceri study, being aware that people happily accept adverts in PDFs and paper newspapers but not websites could be used to inform advertisers how to use marks). media intelligently, particularly for certain audiences. Perhaps leaflets that can be e.g. 1 L2 and 1 L3 = L2 (4 marks). downloaded that contain adverts could be used rather than websites. Advertising should occur little on websites. • Cultural differences – Yale model of communication does lend itself well to cultural differences, as almost all of the 5 aspects have a cultural dimension. However, it could be seen as limited as it was developed in the West. Ciceri study was carried out in the West, but use of advertising is ubiquitous. © Cambridge University Press & Assessment 2025 Page 29 of 49 8(b) • Generalisations from findings – see cultural differences for generalising to different groups. In terms of ecological validity, Yale model is designed to apply widely in the real world. With the study, it could be that ecological validity may be low. With the Ciceri study participants wore eye tracking glasses and had EEGs taken that could potentially interfere with results. All measures were very controlled. However, despite it being a lab experiment the materials used were such that could occur in everyday life. • Validity – See generalisations from findings for ecological validity. Temporal validity should be reasonably high as Ciceri study is recent and uses media that are increasingly common. Yale model, despite being developed initially in 1953 to help understand wartime propaganda, was further refined in 1996 to look at attitude changes and face validity appears to be high. Additional issues candidates may include • Experiments – controls, design • Individual and situational explanations • Determinism Other appropriate responses should also be credited. © Cambridge University Press & Assessment 2025 Page 30 of 49

2(a) Outline one case study of schizophrenia. 2 Syllabus 1.1.1 diagnostic criteria (ICD-11) of schizophrenia, including symptoms (positive and negative). A case study of schizophrenia. Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include (other appropriate responses to be credited). Three case studies by Aneja (2018) Case 1: A 14-year-old boy, educated up to class 6, belonging to a family of middle socioeconomic status and residing in an urban area was brought with complaints of academic decline since 3 years and hearing voices for the past 2 years. Father was aggressive. Mother and child lived with grandparents. Child aggressive/violent outbursts. Early onset schizophrenia Case 2: An 11-year-old boy, educated up to class 3, belonging to a rural family of lower socioeconomic status was brought with complaints of academic decline since 2 years, repetition of acts, irritability since a year, and adoption of abnormal postures since 6 months. Case 3: A 7-year-old girl, student of second class, belonging to a high socioeconomic status family living in an urban locality was brought with complaints of academic decline, irritability, and abnormal behaviour for the past 9 months. NB: any case study can be included; beware of anecdotal examples. 2(b) Suggest why the data gathered from a person with schizophrenia might 2 not be reliable. Marks: Award 2 marks for an appropriate suggestion and applied to question with detail/elaboration/example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • the person may not be consistent in responses (1 mark) • the person may not be able to remember what was said on previous occasions (1 mark) • the person may be taking regular medication which may mask what they really think or feel (1 mark) • the person may report new things ‘voices in their head’ are telling them (1 mark) • (+ 1 mark) and so any data gathered would not be reliable/ with appropriate example NB: ‘consistency’ needs to be included for 2 marks. © Cambridge University Press & Assessment 2025 Page 10 of 35 2(c) Explain two strengths of using case studies to collect data on 4 schizophrenia. Marks: up to 2 marks for each strength. Award 2 marks for an appropriate strength stated and applied as required by the question with detail/elaboration/example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • a case study can be used as a pilot study (1 mark) • a participant is studied as part of their everyday life (1 mark), • a single participant can be studied in depth/detail (1 mark) • a participant may present a unique set of symptoms (1 mark) • strengths applied to individual candidate example (+1 mark) Question Answer Marks

6(a) Outline the methodology used in one study on improving adherence in 2 children (e.g. Chaney et al. 2004). Syllabus 3.2.3 improving adherence. Improving adherence in children including a study, e.g. Chaney et al. (2004). Marks: Award for each correct feature (2 marks max) Answers may include (other appropriate responses to be credited): From the Chaney et al. study: • a matched questionnaire-based survey (1 mark) • two interviews in the child/parents’ home conducted by the same person (1 mark) • telephone interviews (at random) to check on medication from previous day (1 mark) NB: this is an ‘e.g.’ study so any appropriate alternative can receive credit. Watt et al’s ‘funhaler’ is a likely alternative (old syllabus). © Cambridge University Press & Assessment 2025 Page 15 of 35 6(b) Suggest one ethical guideline that applies to the children in the study 2 you outlined in part (a). Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • children cannot give informed consent (1 mark) in the Chaney et al. study the children were aged 1.5 to 6 years (2 marks) • children do not understand they have the right to withdraw, or will do so, even if it is explained to them (1 mark) which would apply to anyone under 16 years undergoing trials for a new adherence technique (2 marks) 6(c) Explain two weaknesses of using parents/guardians to collect data 4 about improving adherence in the children in their care. Do not refer to ethics in your answer. Marks: Up to 2 marks for each weakness  2 Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • a parent may not know whether the child is taking medication or not (they think they do, but …) (1 mark) which means that any data gathered on using the funhaler (or whatever example used) is not valid (2 marks) • a parent may want their child to be seen in a good light/ a parent may not be honest in their answers (1 mark) and so they may say that the child is using the (e.g. funhaler) when the child is not (2 marks) © Cambridge University Press & Assessment 2025 Page 16 of 35

10(a) Plan a study using a field experiment to investigate the effect on 10 spending when playing classical music in different types of restaurant. Your plan must include details about: • controls • directional or non-directional hypothesis. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • type of experiment • sample and sampling technique • independent variable • ethical guidelines • dependent variable • a procedure • controls • type of data, analysis of data, • choice of experimental design. use of descriptive statistics If appropriate: • an aim or hypothesis • counterbalancing, random (directional or allocation (RCT) non-directional)/ null • single blind/double blind hypothesis • other appropriate features • steps for making the study valid and reliable © Cambridge University Press & Assessment 2025 Page 25 of 35 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.1.2 Key study on musical style and restaurant customers’ spending: North et al. (2003). Description: North et al. (2003) field experiment in a restaurant to investigate the effect of type of music on the amount of money spent. Conducted over 3 weeks so each of the three conditions of the IV (classical music, pop music and no music) tested on different days. 393 people ate in the restaurant over 3 weeks and listened to only one type of music (independent measures). The DV was actual spend in GBP broken down into starters, main course, dessert, coffee, bar drinks, and wine. Total spend also calculated. Most money was spent with classical music £32.50, pop music £29.46 and no music £29.73. There was very little difference in the amount spent on main course; greatest difference was spending on coffee: classical £1.06, pop £0.80 and no music £0.53. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Example: Classical music can be played in an upmarket restaurant (similar to the one in the North et al. study) and also played in a ‘fast-food’ restaurant (the IV). Like North et al. the amount of money spent on individual products can be measured (the DV). © Cambridge University Press & Assessment 2025 Page 26 of 35 10(c)(i) Explain one reason for your choice of controls. 2 Candidates should use the controls stated in (a). Award 2 marks: appropriate reason is given and applied to the plan Award 1 mark: appropriate reason is given without being applied to the plan Example • so the study is valid; it is more likely that the DV has been caused by the IV (1 mark) applied to specific plan (2 marks) • situational variables are controlled such as noise, temperature and lighting (1 mark) applied to specific plan (2 marks). 10(c)(ii) Explain one weakness of your choice of controls. 2 Candidates should use the controls stated in (c)(i). Award 2 marks: weakness is given and applied to the plan Award 1 mark: weakness is given without being applied to the plan Example • if too many controls are applied the experiment loses ecological validity (1 mark) related to study (2 marks) • if too many controls are applied demand characteristics are perhaps more likely (1 mark) related to study (2 marks). 10(c)(iii) Explain one reason for your choice of directional or non-directional 2 hypothesis. Candidates should use the directional/non-directional hypothesis stated in (a). Award 2 marks if an appropriate directional or non-directional hypothesis is given, applied to the plan and worded correctly. Award 1 mark if an appropriate directional or non-directional hypothesis is given, applied to the plan, but the wording is incomplete or partially incorrect. A reasonable attempt. Award 0 marks if the statement is not a directional or non-directional hypothesis or there is no attempt to apply it to the plan to the plan. Example: • a directional hypothesis was chosen because there was sufficient psychological knowledge to suggest the direction of the difference (1 mark) for example the study by X found that [insert example as appropriate] (2 marks) • a non-directional hypothesis was chosen because there was no evidence to suggest that group X would be more/better/score (1 mark) [related to specific plan] (2 marks) NB: 2 marks can also be awarded for a basic reason and a fully operational hypothesis; 1 mark for a basic reason and a partially correct statement. NB: 0 marks for a null hypothesis. © Cambridge University Press & Assessment 2025 Page 27 of 35

2 Miller used a case study to support his ‘feeling-state theory’ of impulse control disorders. 2(a) Outline Miller’s feeling-state theory explanation of impulse control 2 disorders. Syllabus 1.3.2 explanations of impulse control disorders. cognitive: Miller’s feeling-state theory. Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Definitive answer: The feeling-state theory (Miller, 2010) argues that disorders are created when intense positive feelings (‘intense desire’) become linked with specific behaviours (a ‘triggering event’), and this creates a state-dependent memory or a ‘feeling-state’. To generate the same feeling-state, the person compulsively repeats the same behaviour, even if it is detrimental. This re-enactment creates the impulse- control disorder. Note: diagrams not needed (but do help) © Cambridge University Press & Assessment 2025 Page 9 of 33 2(b) Suggest one way Miller could support his theory, other than with a case 2 study. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited). • observation (features) of behaviour appropriate to the ICD being studied (1 mark) For example how much/how often a person engages in the particular behaviour (2 marks) • interview (format/technique) by a person qualified to assess ‘feeling states’ ICD’s (1 mark) with appropriate example (2 marks) • questionnaire (format/technique) constructed to assess feeling-states (1 mark) with appropriate example (2 marks) 2(c) Explain two reasons why generalisations cannot be made about feeling- 4 states from one study. Marks: Up to 2 marks for each reason Award 2 marks for an appropriate reason stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate reason stated but not applied. Answers may include (other appropriate responses to be credited): • feeling-states is only one explanation of ICD’s, there are other explanations which may be more/less accurate (1 mark) such as cognitive, behavioural and psychodynamic (2 marks) • Miller also used the case study of John to support his explanation (1 mark). John is only one person and generalising from a case study is a problem (2 marks) • there is only one study to support Miller’s theory, so it is lacking methodological support (1 mark) • Miller’s theory is too general and it may not apply to all ICD’s (1 mark) Miller’s example is John with a gambling problem (2 marks) NB: no marks for cultural differences; ‘feeling states’ are internal/psychological that everyone has. © Cambridge University Press & Assessment 2025 Page 10 of 33

6(a) Outline how one study used fear arousal to promote health (e.g. Janis 2 and Feshbach, 1953). Syllabus 3.5.1 fear arousal: use of fear to improve health, including a study, e.g. Janis and Feshbach (1953). Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. NB: this question uses an ‘e.g. study’ so any appropriate alternative should receive credit. Answers may include (other appropriate responses to be credited): Janis and Feshbach (1953) conducted a study on oral/dental hygiene. There were four groups: a minimal fear group, a moderate fear group, a strong fear group and a control group. They assessed the effectiveness of each level of fear through self-report questionnaires given before, immediately after, and 1 week after the fear presentations. It was found that although the strong fear group did arouse most fear, the minimal fear presentation was most effective in conformity to oral hygiene behaviour. The minimal fear presentation group showed 36% agreement with the advice but agreement was just 8% with the strong (scary) presentation, suggesting that low levels of fear are best. © Cambridge University Press & Assessment 2025 Page 15 of 33 6(b) Suggest one way the fear arousal and providing information strategies 2 could be used together to promote fire safety behaviour. Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • fear of fire (fear arousal) could be shown and followed by ways to prevent fire (providing information) (1 mark) • example: by presenting an image/video to of a fire scare people and then information could be provided on (i) how to put out the fire; (ii) how to escape from the fire; (iii) actions that could be taken to prevent a fire. (2 marks) Note: 0 marks for unethical suggestions. 6(c) Explain two weaknesses of using fear arousal to promote health. 4 Marks: Up to 2 marks for each weakness. Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Note: any ‘health related’ example creditworthy such as smoking, diet, dental, etc. Answers may include (other appropriate responses to be credited): • the level of fear created might be too much and people respond negatively (1 mark) • the level of fear might be too mild and no-one responds sufficiently to have any change in behaviour (1 mark) • using fear may scare people into action, but without information being provided in addition, people would not know what to do to change behaviour (1 mark) • any ‘health related’ example creditworthy such as smoking, diet, dental, etc (+1 mark) © Cambridge University Press & Assessment 2025 Page 16 of 33

10(a) Plan an experiment to investigate differences between adult males and 10 adult females in brand recognition. Your plan must include details about: • directional or non-directional hypothesis • descriptive statistics Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • type of experiment • sample and sampling technique • independent variable • ethical guidelines • dependent variable • a procedure • controls • type of data, analysis of data, • choice of experimental design. use of descriptive statistics • If appropriate: • an aim or hypothesis • counterbalancing, random (directional or allocation (RCT) non-directional)/ null • single blind/double blind hypothesis • other appropriate features • • steps for making the study valid and reliable 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.5.3 Brand awareness and recognition. Brand recognition in children including how children acquire an understanding of advertising via logo recognition, including a study, e.g. Fischer et al. (1991) Description: Brand recognition is the extent to which a consumer can correctly identify a product just by viewing the product’s logo, tag line, packaging or advertising campaign. Some brands have become synonymous with their function: people ‘Hoover’ the carpet; have ‘Kellog’s’ for breakfast, for example. NB: question specifies ‘adult’ syllabus is children. Candidates may write about the Fischer et al (1991) study (which is an ‘e.g.’ study). Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response © Cambridge University Press & Assessment 2025 Page 24 of 33 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Example: As I outlined in (b)(i) brand recognition is the extent to which a consumer can correctly identify a product just by viewing the product’s logo, therefore the correct identification of a brand would be the dependent variable which I outlined in (a). 10(c)(i) Explain one reason for your choice of directional or non-directional 2 hypothesis. Candidates should use the directional/non-directional hypothesis stated in (a). Award 2 marks if an appropriate directional or non-directional hypothesis is given, applied to the plan and worded correctly. Award 1 mark if an appropriate directional or non-directional hypothesis is given, applied to the plan, but the wording is incomplete or partially incorrect. A reasonable attempt. Award 0 marks if the statement is not a directional or non-directional hypothesis or there is no attempt to apply it to the plan to the plan. Example: • a directional hypothesis was chosen because there was sufficient psychological knowledge to suggest the direction of the difference (1 mark) for example the study by X found that [insert example as appropriate] (2 marks) • a non-directional hypothesis was chosen because there was no evidence to suggest that group X would be more/better/score (1 mark) [related to specific plan] (2 marks) Note: 2 marks can also be awarded for a basic reason and a fully operational hypothesis; 1 mark for a basic reason and a partially correct statement. Note: 0 marks for a null hypothesis. © Cambridge University Press & Assessment 2025 Page 25 of 33 10(c)(ii) Explain one strength of your choice of type of experiment. 2 Candidates should use the choice of experiment stated in (a). Award 2 marks: strength is given and applied to the plan Award 1 mark: strength is given without being applied to the plan Example • laboratory experiments have high levels of control, so the DV is more likely to be caused by the IV (1 mark) example from part (a) of plan (2 marks) • field experiment perhaps more difficult to control but possible to have high levels of ecological validity (1 mark) example from part (a) of plan (2 marks) 10(c)(iii) Explain one reason for your choice of descriptive statistics. 2 Candidates should use the descriptive statistics stated in (a). Award 2 marks: reason is given and applied to the plan Award 1 mark: reason is given without being applied to the plan Example • descriptive statistics describe (summarise) data via mean, median, mode, range so outcomes can be easily identified (1 mark) related to study (2 marks) • descriptive statistics describe (summarise) data via a visual display bar chart, histogram, scattergraph (1 mark) related to study (2 marks). © Cambridge University Press & Assessment 2025 Page 26 of 33

2(a) Outline one case study of schizophrenia. 2 Syllabus 1.1.1 diagnostic criteria (ICD-11) of schizophrenia, including symptoms (positive and negative). A case study of schizophrenia. Marks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline. Answers may include (other appropriate responses to be credited). Three case studies by Aneja (2018) Case 1: A 14-year-old boy, educated up to class 6, belonging to a family of middle socioeconomic status and residing in an urban area was brought with complaints of academic decline since 3 years and hearing voices for the past 2 years. Father was aggressive. Mother and child lived with grandparents. Child aggressive/violent outbursts. Early onset schizophrenia Case 2: An 11-year-old boy, educated up to class 3, belonging to a rural family of lower socioeconomic status was brought with complaints of academic decline since 2 years, repetition of acts, irritability since a year, and adoption of abnormal postures since 6 months. Case 3: A 7-year-old girl, student of second class, belonging to a high socioeconomic status family living in an urban locality was brought with complaints of academic decline, irritability, and abnormal behaviour for the past 9 months. NB: any case study can be included; beware of anecdotal examples. 2(b) Suggest why the data gathered from a person with schizophrenia might 2 not be reliable. Marks: Award 2 marks for an appropriate suggestion and applied to question with detail/elaboration/example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • the person may not be consistent in responses (1 mark) • the person may not be able to remember what was said on previous occasions (1 mark) • the person may be taking regular medication which may mask what they really think or feel (1 mark) • the person may report new things ‘voices in their head’ are telling them (1 mark) • (+ 1 mark) and so any data gathered would not be reliable/ with appropriate example NB: ‘consistency’ needs to be included for 2 marks. © Cambridge University Press & Assessment 2025 Page 10 of 35 2(c) Explain two strengths of using case studies to collect data on 4 schizophrenia. Marks: up to 2 marks for each strength. Award 2 marks for an appropriate strength stated and applied as required by the question with detail/elaboration/example. Award 1 mark for an appropriate strength stated but not applied. Answers may include (other appropriate responses to be credited): Strengths: • a case study can be used as a pilot study (1 mark) • a participant is studied as part of their everyday life (1 mark), • a single participant can be studied in depth/detail (1 mark) • a participant may present a unique set of symptoms (1 mark) • strengths applied to individual candidate example (+1 mark) Question Answer Marks

6(a) Outline the methodology used in one study on improving adherence in 2 children (e.g. Chaney et al. 2004). Syllabus 3.2.3 improving adherence. Improving adherence in children including a study, e.g. Chaney et al. (2004). Marks: Award for each correct feature (2 marks max) Answers may include (other appropriate responses to be credited): From the Chaney et al. study: • a matched questionnaire-based survey (1 mark) • two interviews in the child/parents’ home conducted by the same person (1 mark) • telephone interviews (at random) to check on medication from previous day (1 mark) NB: this is an ‘e.g.’ study so any appropriate alternative can receive credit. Watt et al’s ‘funhaler’ is a likely alternative (old syllabus). © Cambridge University Press & Assessment 2025 Page 15 of 35 6(b) Suggest one ethical guideline that applies to the children in the study 2 you outlined in part (a). Marks: Award 2 marks for an appropriate suggestion stated and applied to study with detail / elaboration / example. Award 1 mark for an appropriate suggestion identified but not applied. Answers may include (other appropriate responses to be credited): • children cannot give informed consent (1 mark) in the Chaney et al. study the children were aged 1.5 to 6 years (2 marks) • children do not understand they have the right to withdraw, or will do so, even if it is explained to them (1 mark) which would apply to anyone under 16 years undergoing trials for a new adherence technique (2 marks) 6(c) Explain two weaknesses of using parents/guardians to collect data 4 about improving adherence in the children in their care. Do not refer to ethics in your answer. Marks: Up to 2 marks for each weakness  2 Award 2 marks for an appropriate weakness stated and applied as required by the question with detail / elaboration / example. Award 1 mark for an appropriate weakness stated but not applied. Answers may include (other appropriate responses to be credited): Weaknesses: • a parent may not know whether the child is taking medication or not (they think they do, but …) (1 mark) which means that any data gathered on using the funhaler (or whatever example used) is not valid (2 marks) • a parent may want their child to be seen in a good light/ a parent may not be honest in their answers (1 mark) and so they may say that the child is using the (e.g. funhaler) when the child is not (2 marks) © Cambridge University Press & Assessment 2025 Page 16 of 35

10(a) Plan a study using a field experiment to investigate the effect on 10 spending when playing classical music in different types of restaurant. Your plan must include details about: • controls • directional or non-directional hypothesis. Use Table A: AO2 Application to mark candidate responses to this question. Credit both general features and specific features of the plan. The specific features of the plan The general features of the plan should include: should include (if appropriate): • type of experiment • sample and sampling technique • independent variable • ethical guidelines • dependent variable • a procedure • controls • type of data, analysis of data, • choice of experimental design. use of descriptive statistics If appropriate: • an aim or hypothesis • counterbalancing, random (directional or allocation (RCT) non-directional)/ null • single blind/double blind hypothesis • other appropriate features • steps for making the study valid and reliable © Cambridge University Press & Assessment 2025 Page 25 of 35 10(b) For one piece of psychological knowledge on which your plan is based: 10(b)(i) Describe this psychological knowledge. 4 Syllabus: 2.1.2 Key study on musical style and restaurant customers’ spending: North et al. (2003). Description: North et al. (2003) field experiment in a restaurant to investigate the effect of type of music on the amount of money spent. Conducted over 3 weeks so each of the three conditions of the IV (classical music, pop music and no music) tested on different days. 393 people ate in the restaurant over 3 weeks and listened to only one type of music (independent measures). The DV was actual spend in GBP broken down into starters, main course, dessert, coffee, bar drinks, and wine. Total spend also calculated. Most money was spent with classical music £32.50, pop music £29.46 and no music £29.73. There was very little difference in the amount spent on main course; greatest difference was spending on coffee: classical £1.06, pop £0.80 and no music £0.53. Marks Description 3–4 The knowledge is appropriate. Relevant points are correctly described in good detail. 1–2 Basic points are identified with some elaboration and understanding. The answer lacks detail (a sentence or two). 0 No creditable response 10(b)(ii) Explain how you used two features of this psychological knowledge to 4 plan your study. Candidates should explain how the psychological knowledge described in (b)(i) has informed their plan in part (a). For each feature: Marks Description 2 Suitable answer that relates a feature and explains how the feature was used, expanded or modified to make it appropriate to the plan. The knowledge has clearly been applied to the plan. 1 Basic answer that identifies a feature 0 No creditable response Example: Classical music can be played in an upmarket restaurant (similar to the one in the North et al. study) and also played in a ‘fast-food’ restaurant (the IV). Like North et al. the amount of money spent on individual products can be measured (the DV). © Cambridge University Press & Assessment 2025 Page 26 of 35 10(c)(i) Explain one reason for your choice of controls. 2 Candidates should use the controls stated in (a). Award 2 marks: appropriate reason is given and applied to the plan Award 1 mark: appropriate reason is given without being applied to the plan Example • so the study is valid; it is more likely that the DV has been caused by the IV (1 mark) applied to specific plan (2 marks) • situational variables are controlled such as noise, temperature and lighting (1 mark) applied to specific plan (2 marks). 10(c)(ii) Explain one weakness of your choice of controls. 2 Candidates should use the controls stated in (c)(i). Award 2 marks: weakness is given and applied to the plan Award 1 mark: weakness is given without being applied to the plan Example • if too many controls are applied the experiment loses ecological validity (1 mark) related to study (2 marks) • if too many controls are applied demand characteristics are perhaps more likely (1 mark) related to study (2 marks). 10(c)(iii) Explain one reason for your choice of directional or non-directional 2 hypothesis. Candidates should use the directional/non-directional hypothesis stated in (a). Award 2 marks if an appropriate directional or non-directional hypothesis is given, applied to the plan and worded correctly. Award 1 mark if an appropriate directional or non-directional hypothesis is given, applied to the plan, but the wording is incomplete or partially incorrect. A reasonable attempt. Award 0 marks if the statement is not a directional or non-directional hypothesis or there is no attempt to apply it to the plan to the plan. Example: • a directional hypothesis was chosen because there was sufficient psychological knowledge to suggest the direction of the difference (1 mark) for example the study by X found that [insert example as appropriate] (2 marks) • a non-directional hypothesis was chosen because there was no evidence to suggest that group X would be more/better/score (1 mark) [related to specific plan] (2 marks) NB: 2 marks can also be awarded for a basic reason and a fully operational hypothesis; 1 mark for a basic reason and a partially correct statement. NB: 0 marks for a null hypothesis. © Cambridge University Press & Assessment 2025 Page 27 of 35