{ "schema": "cie-topical-past-papers/answers-v1", "subject": "9990", "subject_name": "Psychology", "generated": "2026-10-09", "coverage": { "question_records": 1007, "available_mark_scheme_entries": 1007, "unavailable_mark_scheme_entries": 0 }, "records": [ { "id": "9990-2021-mj-31-q01", "question_id": "9990-2021-mj-31-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘systematic desensitisation’. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example –\nGradual exposure therapy.(1) The patient is taught relaxation techniques (1)\nand are gradually exposed to increasing levels of the object/situation they\nhave a phobia of until their phobic reaction subsides. (1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the cognitive explanation of phobias. 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example –\nA phobia may develop due to irrational thoughts.(1) The person believes that\nthe phobic object/situation as more dangerous or harmful than the object/\nsituation really is.(1) Due to these thoughts, when the person sees the object\nthey will have a strong fear reaction.(1) These irrational thoughts could have\ndeveloped from a bad experience (e.g. being bitten by a dog) and the\nirrational belief that this is likely to happen again in the future.(1)\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 6 of 22\n\n1(c) Explain two strengths of the cognitive explanation of phobias. 6\nLikely strengths include –\n• Backed up by evidence from the DiNardo study. DiNardo found that dog\nphobia was more common in people who had a fearful experience with a\ndog and also believed that this was likely to happen again in the future.\nThis evidence supports the explanation as it shows how people with\nphobias will have irrational thoughts (‘I will be bitten again by a dog’)\ncompared to those people who had the bad experience but did not\nbelieve it would happen again in the future. This increases the validity of\nthe cognitive explanation of phobias.\n• DiNardo is supporting evidence. Credit strengths of this study (e.g.\nvalidity, in depth data from interview, etc.). Level 3 can only be awarded\nwhen the evaluation is clearly linked back to the explanation e.g. One\nstrength of this explanation is that it is backed up by evidence from the\nDiNardo study which collected both quantitative and qualitative data. This\ndata allowed comparisons to be made between the fearful and non-fearful\nparticipants as well as DiNardo collecting data on the dog experience and\nlikelihood of a bad experience happening again. This adds to the validity\nof the cognitive explanation as the results which back up this explanation\nare highly detailed.\n• Practical applications – CBT is a useful application of this explanation.\nCan challenge the irrational thoughts the patient has of the phobic object\nor situation. Also shows that a traumatic experience in the past may have\nled to the irrational thoughts developing and the CBT therapist can\ndiscuss this with their client.\n• Somewhat holistic as this explanation takes into account both the\nexperience of the phobic object/situation as well as the person’s\ncognitions about the phobic object. The person thinks that there is a high\nlikelihood that the bad experience they had will happen again in the\nfuture.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain two strengths.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate strength in detail OR two strengths in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of a strengths. They could include two strengths\nbut just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 7 of 22", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_31-p06.png", "../answer-assets/9990_s21_ms_31-p07.png" ] }, { "id": "9990-2021-mj-31-q02", "question_id": "9990-2021-mj-31-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the treatment and management of obsessive-compulsive and 8\nrelated disorders.\nTreatment and management of obsessive-compulsive and related disorders,\nincluding the following:\n• Biomedical (SSRIs)\n• Psychological: cognitive (Lovell et al., 2006), and exposure response\nprevention (Lehmkuhl et al., 2008)\nBiomedical (SSRIs)\nThe main medications prescribed are selective serotonin reuptake inhibitors\n(SSRIs). These can help improve OCD symptoms by increasing the levels of\na chemical called serotonin in the brain. This seems to then cause a lessening\nof anxiety experienced by the patient and therefore they do not need to\nengage in the OCD behaviours in order to relieve their anxiety (such as hand\nwashing).\nCognitive (Lovell et al., 2006)\nStudy - Comparing telephone versus face-to-face treatment of CBT for OCD.\n72 out-patients took part. 10 weekly sessions of exposure and response\nprevention therapy were given. 3 depression inventories given during therapy\n(Yale-Brown, Beck and client satisfaction). No significant differences found at\nsix months. Concluded both face-to-face and telephone treatment are equally\nas effective in treating OCD.\nCredit can also be given for describing CBT therapy as it might be used to\nreduce OCD symptoms e.g. challenging the faulty thinking that hands need to\nbe washed excessively in order to remove dirt and germs and keep the\nperson safe from harm.\nExposure response prevention (Lehmkuhl et al., 2008)\nCase study with a 12-year-old boy called Jason who had both autism and\nOCD. 10 50-minute sessions of CBT over 16 weeks. Used exposure response\nprevention – for example -\nExposure – getting Jason to touch objects he has difficulties with such as\nelevator buttons, door handles, etc.\nResponse prevention – reducing the anxious response to the objects by using\ncoping statements. Jason does have high anxiety responses but he learns as\ntherapy progresses that these reduce quickly within a few minutes.\nAfter therapy score on Y-BOCS dropped from 18 to 3.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 8 of 22\n\n2(b) Evaluate the treatment and management of obsessive-compulsive and 10\nrelated disorders, including a discussion about determinism versus\nfree-will.\nA range of issues could be used for evaluation here. These include:\n• Named issue – determinism/free will\nnature of the treatments e.g. biomedical is more deterministic as it\nsuggests that the release of serotonin is what will reduce the OCD\nsymptoms due to the reduction in anxiety and it is not down to anything\nthe patient might do or think. However, it is the free will of the patient to\ntake the SSRI. On the other hand, the psychological treatments suggest\nmore free will as the patient can choose to go away and practice the\ntasks set by the therapist. They do, however, need the therapist’s insight\ninto their thoughts and behaviours which is somewhat more deterministic.\n• Validity\n• Application of psychology to everyday life (with reference to treatments).\n• Nature versus nurture debate with reference to the various treatments\n(via the approaches upon which they are based)\n• Comparisons of different treatments\n• Reductionist nature of the treatments\n• Appropriateness of treatments\n• Cost of treatments\n• Ethics of psychological treatments\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 9 of 22", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_31-p08.png", "../answer-assets/9990_s21_ms_31-p09.png" ] }, { "id": "9990-2021-mj-31-q03", "question_id": "9990-2021-mj-31-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Explain what is meant by ‘effective slogans’ in advertising. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nA striking/memorable phrase used in advertising. E.g. ‘Just Do It.’ What\nmakes it effective is the consumer can link the slogan to the brand. E.g. ‘Just\nDo It’ is Nike.\nResponse needs to identify what makes a slogan effective in order to achieve\nfull marks.\nOther appropriate responses should also be credited.\n\n3(b) Describe the study by Fischer et al. (1991) on brand recognition in 4\nadvertising.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\n229 children from Georgia, USA attending pre-school were tested. (1)\nMatched logos with one of 23 products pictured on a game board.(1) 22 logos\ntested including children’s, adults’ and those of two cigarette brands (5\ncigarette logos/types). (1) Found children had high rates of logo\nrecognition.(1) Recognition rates were highest for the Disney Channel and\nOld Joe (cartoon character promoting Camel cigarettes).(1) Concluded that\nvery young children see, understand and remember advertising. (1) Given\nserious health consequences of smoking exposure to tobacco advertising\nmay represent a health risk.(1)\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 10 of 22\n\n3(c) Discuss the use of children as participants in the study by Fischer et al. 6\nPoints could include:\n+ Can indicate issues regarding exposure of advertising of cigarettes to young\nchildren as the study found the children remembered this advertising.\n+/– can be ethical when the parents of children are asked for consent (and\nsigned a consent form) and the study is not harmful. In this study, the\nparticipants played a game which is not harmful and the parents gave\nconsent. Could be considered unethical as the children were shown tobacco\nbrand logos, although this is just an image and the researchers were not\ntrying to advertise cigarettes to the children.\n+/– Children can have low levels of concentration in psychological research,\nalthough Fischer et al. took this in account by having the children do a game\nfor their study.\n+/– Language/communication issues. This was overcome in the Fischer et al.\nstudy as the children just had to do matching. But this does mean the children\ncould not explain their responses. It may have been a lucky guess.\n– Can’t generalise to adults. Although the children may recognise the brand it\ndoes not mean this recognition will continue into adulthood.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\ndiscuss at least two points regarding children.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will discuss\none point about children in detail or two or more in less detail.\n• Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt a discussion about children.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 11 of 22", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_31-p10.png", "../answer-assets/9990_s21_ms_31-p11.png" ] }, { "id": "9990-2021-mj-31-q04", "question_id": "9990-2021-mj-31-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about intuitive thinking 8\nand its imperfections in consumer decision-making (thinking fast and\nthinking slow, choice blindness, advertising and false memory).\nIntuitive thinking and is imperfections in consumer-decision making, including\nthe following:\n• thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012)\n• choice blindness (Hall et al., 2010)\n• advertising and false memory (Braun-LaTour et al., 2004)\nThinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012)\nSystem 1 involves thinking fast. System 1 thinking is emotional, automatic,\nunconscious and effortless. Questions are answered quickly. This usually\ninvolves quick decision making for everyday products (e.g. milk and bread).\nSystem 2 involves thinking slow. System 2 thinking is calculating, conscious,\nslow, controlled, effortful and deliberate. This type of thinking is done by\nconsumers buying more expensive items (such as a car or a house).\nChoice blindness (Hall et al., 2010)\nTook place in a supermarket in Sweden with 180 customers. Participants\nwere asked to taste jam and tea to decide which they preferred out of a pair.\nGiven jam/tea to taste (jam) or smell (tea) and rated it on a 1–10 scale. Given\nsecond taste/smell and the jam/tea has been switched to a different\nflavour/scent while the participant is distracted by one of the experimenters.\nThey then tasted/smelled the item and rated on 10-point scale. Then asked\nwhich alternative they preferred and asked to sample a second time. Results\n– 33% of manipulated jam trials were detected (32% of tea). Detected more\nfrequently in the least similar pairs for jam e.g. Cinnamon Apple vs Grapefruit-\nbut not tea compared with the most similar pairs. Concluded there was\nconsiderable choice blindness.\nAdvertising and false memory (Braun-LaTour et al., 2004)\nStudy 1 - Lab study with 66 undergraduates assigned to either a truthful\n(shaking hands with Mickey Mouse) or a false advertisement condition\n(shaking hands with Bugs Bunny). Rated attitude, affect and likelihood of\nvisiting Disneyland in the future. Also reported on memories of having visited\nDisneyland in the past. More participants remembered the false handshake as\na true memory than the true handshake group. Post-event false information\ndoes influence memory.\nStudy 2 – 100 participants were given information verbally, pictorially or both.\nThe pictorial information group recalled more false information than the other\ntwo groups.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 12 of 22\n\n4(b) Evaluate what psychologists have discovered about intuitive thinking 10\nand its imperfections in consumer decision-making (thinking fast and\nthinking slow, choice blindness, advertising and false memory),\nincluding a discussion of practical applications.\nA range of issues could be used for evaluation here. These include:\n• Named issue – Usefulness/practical applications\n– e.g. Thinking fast/slow could be useful to advertisers as they could\nidentify which style is used for their product and make advertisements\nthat appeal to the thinking style that the consumer uses. In addition,\nretailers could place items that use the thinking fast style near to the\ncheckout and those that use thinking slow in a quieter area of the store.\nRetailers could ensure they have trained sales staff to assist customers\nwith products that use thinking slow style. Hall et al.’s study also has\ngood practical applications as it shows that consumers could be\ninfluenced by packaging. ‘Value’ products could be placed in packaging\nsimilar to branded products and this could attract more sales. Could\nargue the false memory study does not have a practical application as it\nis unlikely/illegal for advertisers to put false information into their\nadvertisements. However, sales assistants could convince customers on\na return visit that they had expressed a strong liking for a product when\nthey last visited the store.\n• Strengths and weaknesses of the experimental method.\n• Sampling and generalisations\n• Ethics\n• Use of questionnaires/self-reports (strengths and weaknesses)\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 13 of 22", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_31-p12.png", "../answer-assets/9990_s21_ms_31-p13.png" ] }, { "id": "9990-2021-mj-32-q01", "question_id": "9990-2021-mj-32-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘bipolar’ disorder. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example,\nTwo strongly contrasting phases of mood. (1)\nPeriods of severely elevated mood followed by periods of very low mood\nlasting for several weeks or months. (2)\nOther appropriate responses should also be credited.\n\n1(b) Describe cognitive restructuring (Beck, 1979) as a treatment for 4\ndepression.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example,\nThis is where the patient participates in a number of therapy sessions over\nweeks and/or months to alleviate their symptoms of depression. (1) As it is\nbelieved the depressive symptoms are due to faulty thinking the therapist\nwill help the patient to identify their faulty thinking and then correct these\nthinking patterns to more helpful ways of viewing themselves, the world and\nthe future.(1) Initially the patient and therapist will identify what the thinking\npatterns are and the patient will be helped to come up with alternative\nthoughts. (1) The patient then goes away between sessions and practices\nthese alternative thoughts which should then lead to more helpful\nbehaviours which will lead the patient to feel more hopeful and positive.(1)\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 6 of 22\n\n1(c) Explain one strength and one weakness of cognitive restructuring as a 6\ntreatment for depression.\nLikely strengths include –\n• Effectiveness of treatments – shown to be as effective as SSRIs for\ntreating depression and give a toolkit for patients to use in the\nfuture if the depressive symptoms return.\n• Treatment does not have any side effects like medication and the\npatient has learned techniques to help with depression should they\nrelapse in the future.\n• Can be inexpensive for the patient as could be offered for free in\nsome countries\n• Fairly quick compared to other therapies as around 6–8 sessions.\nPsychotherapy can take over a year.\n• Empowering the patient – their free will is acknowledged and the\npatient is actively involved in their treatment.\nLikely weaknesses include –\n• Appropriateness of treatments as some patients will not want to\ndiscuss their personal problems with a therapist. OR some patients\nmay be so severely depressed they cannot engage with the\ntherapy.\n• Cost of treatment. Therapist’s time must be paid for either by the\npatient or by the health service. Therapists can charge £50–100 for\na 50 minute session. This could lead to the patient feeling more\ndepressed if they suffer financial hardship paying for the treatment.\n• Time consuming. Takes 6–8 sessions but can be offered up to 12.\nSome therapists will have two weeks between treatments so it\ncould take almost six months to finish the therapy. For someone\nwho is very depressed and might engage in self-injurious behaviour\nwaiting for the therapy to get to the point where it is helpful might\nbe dangerous.\n• Lots of effort/motivation required from the patient.\n• Patients may feel uncomfortable discussing their problems and\nmay not be completely honest about their thoughts and\nexperiences.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain one strength and one weakness.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate weakness in detail or one appropriate strength in detail.\nOR one weakness and one strength in less detail.\n© UCLES 2021 Page 7 of 22\n\n1(c) Level 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could\ninclude both but just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 8 of 22", "source_pages": [ 6, 7, 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_32-p06.png", "../answer-assets/9990_s21_ms_32-p07.png", "../answer-assets/9990_s21_ms_32-p08.png" ] }, { "id": "9990-2021-mj-32-q02", "question_id": "9990-2021-mj-32-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the causes of impulse control disorders and non-substance 8\naddictive disorder.\nCauses of impulse control disorders and non-substance addictive disorder\nincluding the following –\nBiochemical: dopamine\nBehavioural: positive reinforcement\nCognitive: feeling-state theory (Miller, 2010).\nBiochemical – dopamine\nThe neurotransmitter dopamine has been linked to impulse control and\naddictive disorders. Dopamine’s release is triggered by rewarding stimuli,\nsuch as engaging in pleasurable behaviours. So a pyromaniac will feel the\nreward of this ‘happy chemical’ when they start a fire. As the behaviour\nincreases, levels of dopamine in striatum are reduced. This can lead to the\nperpetuation of the compulsions/addictions. Known as ‘reward deficiency\nsyndrome’.\nBehavioural – positive reinforcement\nOperant conditioning states that the frequency of a behaviour is increased\nby the use of a reward. For the gambler this can be money (for the\nkleptomaniac and pyromaniac the thrill associated with their behaviours).\nPositive reinforcement explains gambling well by the use of schedules of\nreinforcement with the use of partial positive reinforcement (a reward is not\nreceived every time). Gambler is compelled to continue because they ‘might’\nwin the next time.\nCognitive – feeling-state theory (Miller, 2010)\nIntense positive feelings link with specific behaviours such as gambling.\nImpulse control disorders are caused because these links form a ‘state-\ndependent memory’ (feeling state). The intense feeling-state experienced is\nall the emotions, thoughts and physiological arousal, and this leads to\nimpulse-control problems and obsessions. The individual with negative\nthoughts about themselves can experience an intense feeling of euphoria\nand power when they indulge in their impulsive behaviour, overcoming that\nnegative thought to a great extent.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 9 of 22\n\n2(b) Evaluate the causes of impulse control disorders and non-substance 10\naddictive disorder, including a discussion about nature versus\nnurture.\nA range of issues could be used for evaluation here. These include:\n• Named issue – nature versus nurture – Behavioural is due to\nnurture as the person with impulse control disorder learns the\ndisorder through rewards, Biological – dopamine could be due to\nnature (person is born with a stronger dopamine response) or\nnurture (patient learns the behaviour due to the dopamine release).\nFeeling state is mainly nurture as the patient develops the feeling\nstate due to their experiences of the behaviour they have\ndeveloped impulsive behaviour around (e.g. gambling)\nExample analysis – If something is due to nature the person cannot alter\nthis so therefore it could be argued the behaviour cannot be changed.\nHowever, modern medicine has created medications that alter our\nbiochemistry. If something is due to nurture then the environment can be\nimproved so that the rewarding experiences no longer happen (e.g.\ngambling websites could be prevented from giving such high maximum\npayments) and therefore the behaviour could either not be learned in the\nfirst place or someone being treated might find it easier to stop doing their\nimpulsive behaviour.\n• Deterministic nature of the causes\n• Practical applications\n• Evaluation of evidence of causes\n• Generalisability of the explanation to all types of impulse control\ndisorders and non-substances.\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 10 of 22", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_32-p09.png", "../answer-assets/9990_s21_ms_32-p10.png" ] }, { "id": "9990-2021-mj-32-q03", "question_id": "9990-2021-mj-32-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Explain what is meant by the ‘cognition-emotion model’ of the effects 2\nof ambience.\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nZajonc & Markus (1984) propose emotion can be generated by biological,\nsensory, and cognitive events.(1) So cognition may produce emotion but\ndoes not necessarily cause emotion. (1)\nTherefore, the ambience of a retail environment/shop can produce\ncognitions that lead to emotions in the consumer. (1) For example, a light\ncolour may produce the cognition of ‘expensive’ which make the consumer\nfeel good when they purchase a product.(1)\nOther appropriate responses should also be credited.\n\n3(b) Describe the study by Chebat and Michon (2003) on the effects of 4\nodour on shopper arousal and emotion.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nField experiment in a shopping mall in Canada over two weeks. (1) Week 1\nwas a control week/group where no scent was put into the mall. In the\nsecond week a pleasing scent (citrus) was put into the mall’s main\ncorridor.(1) 145 participants during the scent week (447 in the control week).\n(1) Self-administered questionnaire given to participants by graduate\nmarketing students not wearing any perfume. (1) This questionnaire asked\nthe participants about their shopping trip on product quality, the shopping\nenvironment, and the pleasure and arousal felt while shopping.(1) Found a\nmore favourable perception of the product quality and shopping environment\nwas reported.(1)\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 11 of 22\n\n3(c) Explain two strengths of the study by Chebat and Michon. 6\nLikely strengths include –\n• Good ecological validity as takes place in a shopping mall and\nsome shops/malls do have a scent so this is a realistic situation\nthat the customers are experiencing. They are also going about\ntheir normal shopping and do not know they are in a study until\nquestioned at the end.\n• Quantitative data collected about product quality, shopping\nenvironment, pleasure and arousal so comparisons can be made\nbetween the control and experimental groups.\n• Control of variables (levels of citrus smell) – 10 diffusers released a\ncitrus scent every 3 seconds for 10 minutes.\n• Reliability – the same questionnaire was used with all participants,\nall of the graduate marketing students did not wear any perfume,\netc.\n• Ethical – got consent from customers who completed the\nquestionnaire.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain two strengths.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate strength in detail.\nOR two strengths in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of a strength. They could include two strengths\nbut just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited\n© UCLES 2021 Page 12 of 22", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_32-p11.png", "../answer-assets/9990_s21_ms_32-p12.png" ] }, { "id": "9990-2021-mj-32-q04", "question_id": "9990-2021-mj-32-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about menu design 8\npsychology.\nMenu design psychology, including the following:\n• eye movement patterns, framing and common menu mistakes\n(Pavesic, 2005)\n• primacy, recency and menu item position (Dayan and Bar-Hillel,\n2011)\n• sensory perception and food name (Wansink et al., 2005)\nEye movement patterns, framing and common menu mistakes\n(Pavesic, 2005)\nA review article that outlines how customers use menus and how\nrestaurants can design better menus (use of ‘eye magnets’) such as a box\naround the appetiser or different coloured font to a menu description.\nCommon menu mistakes such as hard to read and overemphasising pricing\nalso discussed. Average time spent looking at a menu 109 seconds.\nPrimacy, recency and menu item position (Dayan and Bar-Hillel, 2011)\nTwo studies – study 1 – 240 Hebrew students given four different pizza\nmenu designs. Found selected items at extremes (top/bottom) rather than in\nthe middle but no primacy-recency effect found. Study 2 was a field\nexperiment over 30 days and confirmed the findings with items being\nselected more frequently if they were on the beginning or end of the\ncategory options. Suggested putting healthier items at the top and bottom of\nthe menu and less healthy items in the middle.\nSensory perception and food name (Wansink et al., 2005)\n6 week experiment in a cafeteria with 140 customers. Foods with descriptive\nand evocative names had more positive comments (such as ‘Succulent\nItalian Seafood Filet’) and rated as more appealing, tasty and caloric than\nthose with more regular names (e.g. ‘Seafood Fillet’). Open ended\ncomments revealed more favourable comments about the product when the\ndescriptive label was used compared to the regular label.\nThe researchers concluded, the use of descriptive names may help improve\nperceptions of foods in institutional settings, and it may help facilitate the\nintroduction of unfamiliar foods.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 13 of 22\n\n4(b) Evaluate what psychologists have discovered about menu design 10\npsychology, including a discussion about ecological validity.\n• Named issue – ecological validity – The study by Wansink does\nhave good ecological validity as it was done in a realistic\nenvironment of a cafeteria in America. The menu design conditions\nwere very realistic and these types of menus do exist in\nrestaurants. In addition, these participants did not know they were\nin a study so would have made more natural choices. In contrast,\nthe study by Dayan has lower ecological validity as it was a lab\nexperiment and although the participants were making real choices\nfrom realistic menus, it was not, in fact, to really purchase and eat\nany of the food. The participants in this study may have taken the\nchoices less seriously and also responded to the unrealistic lab\nenvironment which would lower the validity of the study. They did,\nhowever, then go onto to replicate the results in the real restaurant\nwhich shows higher ecological validity.\n• Strengths and weaknesses of the methods used in research\n• Generalisations including cultural bias\n• Usefulness/practical applications\n• Ethics of the two studies\n• Deterministic nature of the theories about menu design psychology\n• Reductionist nature of the theories about menu design psychology\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 14 of 22", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_32-p13.png", "../answer-assets/9990_s21_ms_32-p14.png" ] }, { "id": "9990-2021-mj-33-q01", "question_id": "9990-2021-mj-33-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘systematic desensitisation’. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example –\nGradual exposure therapy.(1) The patient is taught relaxation techniques (1)\nand are gradually exposed to increasing levels of the object/situation they\nhave a phobia of until their phobic reaction subsides. (1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the cognitive explanation of phobias. 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example –\nA phobia may develop due to irrational thoughts.(1) The person believes that\nthe phobic object/situation as more dangerous or harmful than the object/\nsituation really is.(1) Due to these thoughts, when the person sees the object\nthey will have a strong fear reaction.(1) These irrational thoughts could have\ndeveloped from a bad experience (e.g. being bitten by a dog) and the\nirrational belief that this is likely to happen again in the future.(1)\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 6 of 22\n\n1(c) Explain two strengths of the cognitive explanation of phobias. 6\nLikely strengths include –\n• Backed up by evidence from the DiNardo study. DiNardo found that dog\nphobia was more common in people who had a fearful experience with a\ndog and also believed that this was likely to happen again in the future.\nThis evidence supports the explanation as it shows how people with\nphobias will have irrational thoughts (‘I will be bitten again by a dog’)\ncompared to those people who had the bad experience but did not\nbelieve it would happen again in the future. This increases the validity of\nthe cognitive explanation of phobias.\n• DiNardo is supporting evidence. Credit strengths of this study (e.g.\nvalidity, in depth data from interview, etc.). Level 3 can only be awarded\nwhen the evaluation is clearly linked back to the explanation e.g. One\nstrength of this explanation is that it is backed up by evidence from the\nDiNardo study which collected both quantitative and qualitative data. This\ndata allowed comparisons to be made between the fearful and non-fearful\nparticipants as well as DiNardo collecting data on the dog experience and\nlikelihood of a bad experience happening again. This adds to the validity\nof the cognitive explanation as the results which back up this explanation\nare highly detailed.\n• Practical applications – CBT is a useful application of this explanation.\nCan challenge the irrational thoughts the patient has of the phobic object\nor situation. Also shows that a traumatic experience in the past may have\nled to the irrational thoughts developing and the CBT therapist can\ndiscuss this with their client.\n• Somewhat holistic as this explanation takes into account both the\nexperience of the phobic object/situation as well as the person’s\ncognitions about the phobic object. The person thinks that there is a high\nlikelihood that the bad experience they had will happen again in the\nfuture.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain two strengths.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate strength in detail OR two strengths in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of a strengths. They could include two strengths\nbut just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 7 of 22", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_33-p06.png", "../answer-assets/9990_s21_ms_33-p07.png" ] }, { "id": "9990-2021-mj-33-q02", "question_id": "9990-2021-mj-33-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the treatment and management of obsessive-compulsive and 8\nrelated disorders.\nTreatment and management of obsessive-compulsive and related disorders,\nincluding the following:\n• Biomedical (SSRIs)\n• Psychological: cognitive (Lovell et al., 2006), and exposure response\nprevention (Lehmkuhl et al., 2008)\nBiomedical (SSRIs)\nThe main medications prescribed are selective serotonin reuptake inhibitors\n(SSRIs). These can help improve OCD symptoms by increasing the levels of\na chemical called serotonin in the brain. This seems to then cause a lessening\nof anxiety experienced by the patient and therefore they do not need to\nengage in the OCD behaviours in order to relieve their anxiety (such as hand\nwashing).\nCognitive (Lovell et al., 2006)\nStudy - Comparing telephone versus face-to-face treatment of CBT for OCD.\n72 out-patients took part. 10 weekly sessions of exposure and response\nprevention therapy were given. 3 depression inventories given during therapy\n(Yale-Brown, Beck and client satisfaction). No significant differences found at\nsix months. Concluded both face-to-face and telephone treatment are equally\nas effective in treating OCD.\nCredit can also be given for describing CBT therapy as it might be used to\nreduce OCD symptoms e.g. challenging the faulty thinking that hands need to\nbe washed excessively in order to remove dirt and germs and keep the\nperson safe from harm.\nExposure response prevention (Lehmkuhl et al., 2008)\nCase study with a 12-year-old boy called Jason who had both autism and\nOCD. 10 50-minute sessions of CBT over 16 weeks. Used exposure response\nprevention – for example -\nExposure – getting Jason to touch objects he has difficulties with such as\nelevator buttons, door handles, etc.\nResponse prevention – reducing the anxious response to the objects by using\ncoping statements. Jason does have high anxiety responses but he learns as\ntherapy progresses that these reduce quickly within a few minutes.\nAfter therapy score on Y-BOCS dropped from 18 to 3.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 8 of 22\n\n2(b) Evaluate the treatment and management of obsessive-compulsive and 10\nrelated disorders, including a discussion about determinism versus\nfree-will.\nA range of issues could be used for evaluation here. These include:\n• Named issue – determinism/free will\nnature of the treatments e.g. biomedical is more deterministic as it\nsuggests that the release of serotonin is what will reduce the OCD\nsymptoms due to the reduction in anxiety and it is not down to anything\nthe patient might do or think. However, it is the free will of the patient to\ntake the SSRI. On the other hand, the psychological treatments suggest\nmore free will as the patient can choose to go away and practice the\ntasks set by the therapist. They do, however, need the therapist’s insight\ninto their thoughts and behaviours which is somewhat more deterministic.\n• Validity\n• Application of psychology to everyday life (with reference to treatments).\n• Nature versus nurture debate with reference to the various treatments\n(via the approaches upon which they are based)\n• Comparisons of different treatments\n• Reductionist nature of the treatments\n• Appropriateness of treatments\n• Cost of treatments\n• Ethics of psychological treatments\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 9 of 22", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_33-p08.png", "../answer-assets/9990_s21_ms_33-p09.png" ] }, { "id": "9990-2021-mj-33-q03", "question_id": "9990-2021-mj-33-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Explain what is meant by ‘effective slogans’ in advertising. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nA striking/memorable phrase used in advertising. E.g. ‘Just Do It.’ What\nmakes it effective is the consumer can link the slogan to the brand. E.g. ‘Just\nDo It’ is Nike.\nResponse needs to identify what makes a slogan effective in order to achieve\nfull marks.\nOther appropriate responses should also be credited.\n\n3(b) Describe the study by Fischer et al. (1991) on brand recognition in 4\nadvertising.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\n229 children from Georgia, USA attending pre-school were tested. (1)\nMatched logos with one of 23 products pictured on a game board.(1) 22 logos\ntested including children’s, adults’ and those of two cigarette brands (5\ncigarette logos/types). (1) Found children had high rates of logo\nrecognition.(1) Recognition rates were highest for the Disney Channel and\nOld Joe (cartoon character promoting Camel cigarettes).(1) Concluded that\nvery young children see, understand and remember advertising. (1) Given\nserious health consequences of smoking exposure to tobacco advertising\nmay represent a health risk.(1)\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 10 of 22\n\n3(c) Discuss the use of children as participants in the study by Fischer et al. 6\nPoints could include:\n+ Can indicate issues regarding exposure of advertising of cigarettes to young\nchildren as the study found the children remembered this advertising.\n+/– can be ethical when the parents of children are asked for consent (and\nsigned a consent form) and the study is not harmful. In this study, the\nparticipants played a game which is not harmful and the parents gave\nconsent. Could be considered unethical as the children were shown tobacco\nbrand logos, although this is just an image and the researchers were not\ntrying to advertise cigarettes to the children.\n+/– Children can have low levels of concentration in psychological research,\nalthough Fischer et al. took this in account by having the children do a game\nfor their study.\n+/– Language/communication issues. This was overcome in the Fischer et al.\nstudy as the children just had to do matching. But this does mean the children\ncould not explain their responses. It may have been a lucky guess.\n– Can’t generalise to adults. Although the children may recognise the brand it\ndoes not mean this recognition will continue into adulthood.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\ndiscuss at least two points regarding children.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will discuss\none point about children in detail or two or more in less detail.\n• Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt a discussion about children.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 11 of 22", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_33-p10.png", "../answer-assets/9990_s21_ms_33-p11.png" ] }, { "id": "9990-2021-mj-33-q04", "question_id": "9990-2021-mj-33-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about intuitive thinking 8\nand its imperfections in consumer decision-making (thinking fast and\nthinking slow, choice blindness, advertising and false memory).\nIntuitive thinking and is imperfections in consumer-decision making, including\nthe following:\n• thinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012)\n• choice blindness (Hall et al., 2010)\n• advertising and false memory (Braun-LaTour et al., 2004)\nThinking fast and thinking slow/system 1 and system 2 (Shleifer, 2012)\nSystem 1 involves thinking fast. System 1 thinking is emotional, automatic,\nunconscious and effortless. Questions are answered quickly. This usually\ninvolves quick decision making for everyday products (e.g. milk and bread).\nSystem 2 involves thinking slow. System 2 thinking is calculating, conscious,\nslow, controlled, effortful and deliberate. This type of thinking is done by\nconsumers buying more expensive items (such as a car or a house).\nChoice blindness (Hall et al., 2010)\nTook place in a supermarket in Sweden with 180 customers. Participants\nwere asked to taste jam and tea to decide which they preferred out of a pair.\nGiven jam/tea to taste (jam) or smell (tea) and rated it on a 1–10 scale. Given\nsecond taste/smell and the jam/tea has been switched to a different\nflavour/scent while the participant is distracted by one of the experimenters.\nThey then tasted/smelled the item and rated on 10-point scale. Then asked\nwhich alternative they preferred and asked to sample a second time. Results\n– 33% of manipulated jam trials were detected (32% of tea). Detected more\nfrequently in the least similar pairs for jam e.g. Cinnamon Apple vs Grapefruit-\nbut not tea compared with the most similar pairs. Concluded there was\nconsiderable choice blindness.\nAdvertising and false memory (Braun-LaTour et al., 2004)\nStudy 1 - Lab study with 66 undergraduates assigned to either a truthful\n(shaking hands with Mickey Mouse) or a false advertisement condition\n(shaking hands with Bugs Bunny). Rated attitude, affect and likelihood of\nvisiting Disneyland in the future. Also reported on memories of having visited\nDisneyland in the past. More participants remembered the false handshake as\na true memory than the true handshake group. Post-event false information\ndoes influence memory.\nStudy 2 – 100 participants were given information verbally, pictorially or both.\nThe pictorial information group recalled more false information than the other\ntwo groups.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 12 of 22\n\n4(b) Evaluate what psychologists have discovered about intuitive thinking 10\nand its imperfections in consumer decision-making (thinking fast and\nthinking slow, choice blindness, advertising and false memory),\nincluding a discussion of practical applications.\nA range of issues could be used for evaluation here. These include:\n• Named issue – Usefulness/practical applications\n– e.g. Thinking fast/slow could be useful to advertisers as they could\nidentify which style is used for their product and make advertisements\nthat appeal to the thinking style that the consumer uses. In addition,\nretailers could place items that use the thinking fast style near to the\ncheckout and those that use thinking slow in a quieter area of the store.\nRetailers could ensure they have trained sales staff to assist customers\nwith products that use thinking slow style. Hall et al.’s study also has\ngood practical applications as it shows that consumers could be\ninfluenced by packaging. ‘Value’ products could be placed in packaging\nsimilar to branded products and this could attract more sales. Could\nargue the false memory study does not have a practical application as it\nis unlikely/illegal for advertisers to put false information into their\nadvertisements. However, sales assistants could convince customers on\na return visit that they had expressed a strong liking for a product when\nthey last visited the store.\n• Strengths and weaknesses of the experimental method.\n• Sampling and generalisations\n• Ethics\n• Use of questionnaires/self-reports (strengths and weaknesses)\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 13 of 22", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_33-p12.png", "../answer-assets/9990_s21_ms_33-p13.png" ] }, { "id": "9990-2021-mj-41-q01", "question_id": "9990-2021-mj-41-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Griffiths (2005) refers to a case of a person addicted to gambling who\nsays:\n‘If I wasn’t actually gambling I was spending the rest of my time\nworking out clever little schemes to obtain money to feed my habit.\nThese two activities literally took up all my time’.\nThis quote is typical of gambling and many other types of addictive\nbehaviours, including pyromania and kleptomania.\n\n1(a) Explain what is meant by 'pyromania'. 2\nMost likely answer (other appropriate responses to be credited):\n• Where the person has deliberately and intentionally set fires on more\nthan one occasion.\n• Experiences tension or affective arousal before the act.\n• Has a fascination with, interest in, curiosity about, or attraction to fire\nand its situational contexts (e.g., paraphernalia, uses, and\nconsequences).\n• Pleasure, gratification, power or relief when setting fires or when\nwitnessing or participating in their aftermath.\n• The fire-setting is not done for monetary gain, as an expression of\nsocio-political ideology, to conceal criminal activity, to express anger or\nvengeance, to improve one’s living circumstances, in response to a\ndelusion or hallucination, or as a result of impaired judgment.\n• The fire-setting is not explained by conduct disorder, a manic episode,\nor antisocial personality disorder.\nMarks: 1 mark for basic answer (likes setting fires), 2 marks for\ndetail/elaboration/example (as indicated above)\n© UCLES 2021 Page 8 of 25\n\n1(b) Give two components of any addiction outlined by Griffiths (2005). 4\nMost likely answers:\n• Salience when the particular activity becomes the most important\nactivity in the person’s life and dominates their thinking (preoccupations\nand cognitive distortions), feelings (cravings) and behaviour\n(deterioration of socialised behaviour)\n• Mood modification/euphoria the subjective experience that people\nreport as a consequence of engaging in the particular activity (i.e. an\narousing ‘buzz’ or a ‘high’)\n• Tolerance the process whereby increasing amounts of the particular\nactivity are required to achieve the former effects\n• Withdrawal symptoms the unpleasant feeling states and/or physical\neffects which occur when the particular activity is discontinued or\nsuddenly reduced\n• Conflict conflicts between the addict and those around them\n(interpersonal conflict) or from within the individual themselves\n(intrapsychic conflict)\n• Relapse the tendency for repeated reversions to earlier patterns of the\nparticular activity to recur\nNote: answer does not have to be related to any example, although\nexamples receive credit.\nMarks: 1 mark basic answer (identification component), 2 marks\ndetail/elaboration/example X2.\n\n1(c) Suggest two ways to measure a person’s addiction to gambling, other 4\nthan using a questionnaire.\nMost likely answer (other appropriate responses to be credited):\n• Observation (covert or overt; structured; non-participant, natural – or\nany combination of these\n• Interview (face-to-face or by telephone)\n• Case study (one person with range of methods, or for example the\ncase study of ‘Jo’ by Griffiths.\n• Physiological measure (such as ECG, GSR, hormone levels)\nMarks: 1 mark basic answer (identification of method plus a comment\nabout how that method would work. Max 1 mark for each suggestion if\nnot related to gambling), 2 marks related to gambling, X2\nSome answers may suggest ‘anecdotal’ measures. Max 1 mark for such\nanswers\nNote: 0 marks for questionnaires such as Gambling prevalence survey,\nCPGI, etc\nNote: rating scales must be based on a question, so 0 marks for ‘rating\nscale’\nNote: 0 marks for interviews/open ended questions that make no reference\nto measurement.\n© UCLES 2021 Page 9 of 25\n\n1(d) Discuss the strengths and weaknesses of using questionnaires to 5\nmeasure kleptomania. You should include a conclusion in your\nanswer.\nMarks: 1 mark for each strength/weakness (however basic/detailed) which\nis related/linked to the question (max 4 marks). 1 mark for conclusion.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• Asking people directly, using a questionnaire, especially open-ended,\nmeans that participants are given the opportunity to express their\nfeelings about stealing and explain their stealing behaviour rather than\nthe researcher trying to work out reasons for this behaviour from other\nmethods\n• Relatively large numbers of participants can be done relatively easily in\ncomparison to say a face-to-face interview or experiment.\nQuestionnaires are easy to replicate.\n• Data can be qualitative, but may also be quantitative depending on type\nof question\nWeaknesses:\n• Some participants may provide socially desirable responses; not give\ntruthful answers about their stealing behaviour; respond to demand\ncharacteristics.\n• Closed/fixed-choice questions may force people into choosing answers\nthat do not reflect their true opinion and therefore may lower the validity.\n• Researchers have to be careful about use of leading questions; it could\naffect the validity of the data collected.\n© UCLES 2021 Page 10 of 25", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_41-p08.png", "../answer-assets/9990_s21_ms_41-p09.png", "../answer-assets/9990_s21_ms_41-p10.png" ] }, { "id": "9990-2021-mj-41-q02", "question_id": "9990-2021-mj-41-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Porublev et al. (2009) gathered qualitative data to investigate whether a\ngift should be wrapped or not, because of the expectations\nsurrounding the use of gift-wrapping.\n\n2(a) Explain the two key expectations surrounding the use of gift-wrapping. 2\nDefinitive answer: (Quoting study)\nThere are two key expectations surrounding the use of gift wrapping.\n• the first expectation is that receivers prefer gifts to be wrapped and\n• that the gift meets individual and social expectations of what a gift\nshould look like.\nMarks: 1 mark for ‘it is wrapped’ +1 mark for ‘it looks like a gift’\nNote: 0 marks for ‘who it is for’; ‘where the gift is going’; ‘what the occasion\nis’\n\n2(b) Porublev et al. only collected qualitative data. 4\nGive two ways in which qualitative data was gathered in this study.\nDefinitive answer Quoting study\nData was gathered using three qualitative techniques;\n• observation (1 mark) of a Christmas gift-wrap stall (2 marks)\n• interviews (1 mark) twenty in-depth interviews to reflect on gift-\nwrapping (2 marks)\n• projective workshops (1 mark) where, in pairs, participants were\nasked to wrap two gifts, one for someone they are close to and the\nother for an acquaintance, and have a discussion about gift wrapping\nwhilst doing so (2 marks)\nMarks: 1 mark basic answer (identification), 2 marks detailed\nanswer/elaboration or use of example (as in brackets above) X2.\n\n2(c)(i) Explain what is meant by the term ‘reliability’. 2\nDefinitive answer (other appropriate responses to be credited):\n1 mark basic answer e.g. reliability means consistency\n+1 mark: any elaboration or example e.g. reliability is the extent to which a\nprocedure, task or measure produces the same results on different\noccasions. Alternatively, same measure is tested at a later date on same\nparticipant (i.e. test-retest); two or more independent observers are reliable\n(consistent) in giving the same score to the same behaviour\nNote: 0 marks for ‘being trustworthy’, repeating a study, or replication.\n© UCLES 2021 Page 11 of 25\n\n2(c)(ii) Suggest how the reliability of the qualitative data gathered in this 2\nstudy could be assessed.\nMost likely answer (other appropriate responses to be credited):\n• inter-rater reliability, where two or more independent judges or raters\nassess what is said in the interview, or what is observed, for example.\nThis could be done with predefined response categories and the extent\nof agreement recorded.\nNote: no marks for test-retest.\nMarks: 1 mark basic answer, 2 marks example from ‘this study’ See Q2(b)\nfor examples of what the qualitative data might be.\n\n2(d) Discuss the advantages and disadvantages of using qualitative data to 5\nassess gift-wrapping preference. You should include a conclusion in\nyour answer.\nMarks: 1 mark for each advantage/disadvantage (however basic/detailed)\nwhich is related/linked to the question (max 4 marks). 1 mark for\nconclusion.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nAdvantages\n• Asking people directly means that participants are given the opportunity\nto express their feelings and explain their experiences rather than the\nresearcher trying to work out reasons for their behaviour from other\nmethods\n• People can give as much information as they wish about their gift-\nwrapping preferences, but they can also say little or nothing if they wish.\n• Data can be qualitative, but may also be quantitative depending on type\nof question\nDisadvantages\n• Some participants may provide socially desirable responses about their\ngift-wrapping preferences; not give truthful answers; respond to demand\ncharacteristics.\n• Qualitative data tends not to lead to the calculation of statistics to allow\ncomparison.\n• Researchers have to be careful about use of leading questions; it could\naffect the validity of the data collected.\n© UCLES 2021 Page 12 of 25", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_41-p11.png", "../answer-assets/9990_s21_ms_41-p12.png" ] }, { "id": "9990-2021-mj-41-q05", "question_id": "9990-2021-mj-41-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a longitudinal study to investigate whether cognitive- 10\nbehavioural therapy (CBT) manages schizophrenia effectively.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method:\nlongitudinal study.\nAny method can be used, provided that the data gathered is over a period of\ntime.\nTypical features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nMarks: use generic levels of response ‘Design a study’ question part (b).\n‘Psychological’ = 4 marks; ‘methodological’ = 4 marks\nIf only methodological or psychological explanation is provided max 5\nmarks\nIf ‘psychological’ described and not related to part (a) max 2 marks.\nSyllabus: cognitive-behavioural therapy (Sensky et al., 2000)\nPsychological:\nSensky et al. (2000) used cognitive-behavioural therapy (CBT) to treat\nschizophrenia in patients already taking medication. After CBT sessions\npatients showed improvement. At the 9-month follow-up evaluation they\ncontinued to improve. It was concluded that CBT is effective.\nNote 0 marks for candidates who merely replicate this study.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 18 of 25", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_41-p18.png" ] }, { "id": "9990-2021-mj-41-q06", "question_id": "9990-2021-mj-41-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) People often experience discomfort when their personal space is 10\ninvaded.\nDesign a study using a questionnaire to investigate which theory of\npersonal space best explains people’s discomfort in a crowded shop.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method:\nquestionnaire.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nMarks: use generic levels of response ‘Design a study’ question part (b).\n‘Psychological’ = 4 marks; ‘methodological’ = 4 marks\nIf only methodological or psychological explanation is provided max 5\nmarks\nIf ‘psychological’ described and not related to part (a) max 2 marks.\nSyllabus: theories of personal space: overload, arousal and behaviour\nconstraint\nPsychological:\nOverload: are others in a shop coming too close and overstimulating us with\nsensory experience\nArousal: when others invade our space we are aroused. We may be happy\nwith this, or we may move away/take flight/escape.\nBehaviour constraint: if others are too close we may feel crowded because\nwe cannot move about the store freely.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 19 of 25", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_41-p19.png" ] }, { "id": "9990-2021-mj-41-q09", "question_id": "9990-2021-mj-41-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Psychometric measures, such as the Kleptomania Symptom 12\nAssessment Scale (K-SAS), provide therapists with no useful\ninformation.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: measures: Kleptomania Symptom Assessment Scale (K-SAS)\nMost likely (any other appropriate responses should be credited):\nUseful:\n• Measures such as K-SAS indicate the severity of a disorder\n• The measure can highlight specific features of the disorder\n• The measure can be used as a comparison to others with the same\ndisorder\n• The measure provides quantitative data\n• Any feature of a psychometric test (e.g. reliable, standardised)\nNot useful:\n• Measures can use scales (5 or 7 point) which allow the person to ‘opt\nout’ or give a neutral answer’\n• Scales do not take individual differences into account; there might be\nsome aspect which the scales do not cover\n• A patient may want to talk to a therapist about the problem, not just fill\nin a questionnaire.\n• Interviews by therapists may reveal far more about the individual\nproblem\n• Interviews can reveal specific problems not covered by a general\npsychometric test.\n© UCLES 2021 Page 22 of 25", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_41-p22.png" ] }, { "id": "9990-2021-mj-41-q10", "question_id": "9990-2021-mj-41-q10", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Studies like 'defending a place in a queue' (Milgram et al., 1986) 12\nshould never be conducted because they are unethical.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: defending place in a queue (Milgram et al., 1986)\nMost likely (any other appropriate responses should be credited):\nShould be done:\n• The ends justify the means: studies should be done even if ethical\nguidelines are broken\n• The ethical issues are minimal. No-one is hurt\n• If people are fully de-briefed then there is no problem conducting\nstudies\nShould not be done\n• ‘innocent’ people should not be participants in this study without their\ninformed consent.\n• People should not be subjected to the psychological ‘harm’ of the stress\nof another person pushing in.\n• A debrief does not justify unethical procedures.\n© UCLES 2021 Page 23 of 25", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_41-p23.png" ] }, { "id": "9990-2021-mj-42-q01", "question_id": "9990-2021-mj-42-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Three comments about electro-convulsive therapy (ECT):\n‘It was the best thing that my wife could have had at that time; a good\ndecision by the doctors after drugs had failed.’\n‘It was a positive experience; worked well for my schizophrenia.’\n‘I was able to go home after five months of inpatient stay as a result of\nECT, after years of unsuccessful psychological treatment.’\n\n1(a) Outline the procedure of electro-convulsive therapy (ECT). 2\nMost likely answer (other appropriate responses to be credited):\n• Muscle relaxant given\n• Electricity applied bilaterally or unilaterally\n• Patient convulses/has seizures (twitches because of muscle relaxant)\n• Patient is unconscious, then wakes and recovers.\n• Applied once or twice a week for several weeks.\nMarks: 1 mark for each correct point to 2 max.\n\n1(b)(i) Outline one biochemical treatment for schizophrenia. [2] 2\nMost likely answer\nBiochemical: the giving of drugs/prescribed medication. Drugs such as:\n• antipsychotics/neuroleptics e.g. chlorpromazine\n• atypical antipsychotics block dopamine receptors\n• ‘third generation’ e.g. aripiprazole\nMarks: 1 mark basic answer (‘giving drugs/identified brand name/identified\ntype’ all 1 mark, but two identifications does not = 2 marks) 2 marks detailed\nanswer/elaboration/example (how these drugs work or ‘generations’).\nNB: also credit side effects, such as TDK as elaboration.\n\n1(b)(ii) Give one advantage of this biochemical treatment for schizophrenia. 2\n• Drugs are effective. They work, they reduce symptoms of\nschizophrenia.\n• Use of drugs can help to restore the ‘chemical balance’\n• Drugs can be given on a fixed schedule (by the patient or by therapist)\n• Drugs require very little effort by the patient (are ‘quick’ and ‘easy’, they\njust swallow a pill) unlike non-chemical therapies\n• Drugs are cost effective (0 mark) but if explained e.g. ‘compared to\nECT, or CBT’ (2 marks)\nMarks: 1 mark basic answer (basic advantage), 2 marks detail/elaboration/\nexample\nNote: if identify ‘time and cost’ = 0 marks, but if explained, then 2 marks.\n© UCLES 2021 Page 8 of 25\n\n1(c) Outline two psychological treatments for schizophrenia. 4\nMost likely answer\n• token economy (Paul and Lentz, 1977) use of operant conditioning\n(desirable behaviours positively reinforced) using a token. Behaviours\nsuch as self-care, attending therapy and engaging socially. Tokens later\nexchanged for clothing, TV use, sweets and cigarettes.\n• cognitive-behavioural therapy (Sensky et al., 2000) compared CBT\ngroup with control, randomly allocated. 90 patients aged 16–60\nreceived average of 19 sessions. CBT = engaging with patient,\ndiscussing disorder, symptoms and challenged beliefs about voices.\nMarks: 1 mark basic answer (CBT is a ‘talking therapy’), 2 marks detail/\nelaboration/example ×2\n\n1(d) Discuss the strengths and weaknesses of ECT as a treatment for 5\nschizophrenia. You should include a conclusion in your answer.\nMarks: 1 mark for each strength/weakness (however basic/detailed) which\nis related/linked to the question (max 4 marks). 1 mark for conclusion.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• It is a medical treatment, prescribed by and applied by medical doctors\n• It is necessary for patients where all other medications have not worked\n• It successfully treats many patients both with schizophrenia and\ndepression\nWeaknesses:\n• How ECT works still isn’t known\n• ECT can be given to a person to treat schizophrenia without their\nconsent in some countries (person is not ‘of sound mind’)\n• ECT has side-effects, both long and short term: loss of memory\n(temporary or worse), aspects of short-term or long-term memory. In\npeople with other conditions it may affect the central nervous system\nand cardiovascular system.\nNote: do not credit ethics. This is not a study where ethics applies. It is real\nlife, where ECT can be given without consent (‘not of sound mind’ etc.)\n© UCLES 2021 Page 9 of 25", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_42-p08.png", "../answer-assets/9990_s21_ms_42-p09.png" ] }, { "id": "9990-2021-mj-42-q02", "question_id": "9990-2021-mj-42-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Newspaper headline: Your brain goes shopping.\nYou go shopping and you see a product. By the time you decided to\nbuy it, some brain regions already knew what you were buying and\nhow much it cost. These brain regions are the neural predictors of\npurchases, studied by Knutson et al. (2007).\n\n2(a) Identify two brain regions Knutson et al. found to be predictors of 2\npurchases.\nMost likely answer (other appropriate responses to be credited): Quoting\nstudy\n• product preference activated the nucleus accumbens (NAcc), while\nexcessive prices activated the insula and deactivated the mesial\nprefrontal cortex (MPFC) prior to the purchase\nMarks: 1 mark for identification e.g. accumbens/NAcc ×2.\nNote: ‘prefrontal cortex’ 0 marks or any similarly general brain region.\n\n2(b) Outline the novel 'SHOP' task used when each participant had their 4\nbrain scanned.\nDefinitive answer (Quoting study)\n• the novel SHOP (‘Save Holdings Or Purchase’) task, consisted of a\nseries of trials of identical temporal structure, in which subjects could\npurchase products.\n• Subjects saw a labelled product (4 secs), saw the product’s price\n(4 secs), and then chose either to purchase the product or not (by\nselecting either ‘yes’ or ‘no’ presented randomly on the right or left side\nof the screen; (4 secs), before fixating on a crosshair (2 secs) prior to\nthe onset of the next trial.\nMarks: 1 mark basic answer, 2 marks detailed answer/elaboration or use of\nexample.\n\n2(c)(i) Suggest one reason why the findings of this study can be generalised. 2\nMost likely answer (other appropriate responses to be credited):\n• The brain regions activated by the task, the NAcc, insula and MPFC,\nwill be the same brain regions activated in every participant whatever\ntheir culture.\n• People judge the quality of product and price whatever it is and\nwherever they are.\n• Data (findings) is objective; fMRI scanners were used.\n• Brain is physiological same in all people (1 mark) all people have NAcc,\ninsula and MPFC (2 marks)\nMarks: 1 mark for reason, 2 marks linked to study.\nNote: allow wide interpretation of ‘findings’. ‘Large sample’ = 0 marks\n© UCLES 2021 Page 10 of 25\n\n2(c)(ii) Suggest one reason why the findings of this study cannot generalised. 2\nMost likely answer (other appropriate responses to be credited):\n• Judging products and price would differ from culture to culture\n• The products used in the Knutson et al. study might not be available in\nall cultures.\n• All participants were right-handed. What about left-handed people?\n• Shopping is a real-world task; shopping in a scanner/laboratory is not.\nNote: ‘Only 26 subjects’ is not correct because the brain region activated will\nbe the same/is physiological. Where the study was conducted/sample from\nalso no credit unless full justification.\nMarks: 1 mark basic answer, 2 marks linked to study\nNote: allow wide interpretation of ‘findings’\n\n2(d) Discuss the advantages and disadvantages of using brain scans to 5\ngather data about consumer decision-making. You should include a\nconclusion in your answer.\nMarks: 1 mark for each advantage/disadvantage (however basic/detailed)\nwhich is related/linked to the question (max 4 marks). 1 mark for\nconclusion.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nAdvantages\n• Scans are scientific, producing objective data about consumer decision-\nmaking\n• Scans can tell us exactly what part of the brain is responsible for what\n(the NAcc, insula and the MPFC)\n• Brain function is the same in everyone, a cultural universal.\nDisadvantages\n• Brain scans usually lack ecological validity: tasks done in a scanner\nrather than real world.\n• Tasks are usually simple and exclude all the other factors that\ncontribute to a sale: retail ambience; sales techniques etc. They are\nreductionist.\n• Scans involve anxiety because of unknown procedure which are not\nusually part of shopping.\n© UCLES 2021 Page 11 of 25", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_42-p10.png", "../answer-assets/9990_s21_ms_42-p11.png" ] }, { "id": "9990-2021-mj-42-q05", "question_id": "9990-2021-mj-42-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Cognitive-behavioural therapy (CBT) can be used to treat obsessive- 10\ncompulsive disorder (OCD).\nDesign a study to test gender differences in effectiveness of CBT\nadministered by telephone for OCD.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nMarks: use generic levels of response ‘Design a study’ question part (b).\n‘Psychological’ = 4 marks; ‘methodological’ = 4 marks\nIf only methodological or psychological explanation is provided max 5\nmarks\nIf ‘psychological’ described and not related to part (a) max 2 marks.\nSyllabus: psychological: cognitive (Lovell et al., 2006) and exposure and\nresponse prevention (Lehmkuhl et al., 2008)\nPsychological:\nLovell et al. (2006) compared the effectiveness of CBT face-to-face with\nCBT given over the telephone. The conclusion was that there was no\ndifference in effectiveness. However, there may have been an age\ndifference that was not explored. NB: Lovell used BDI.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 18 of 25", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_42-p18.png" ] }, { "id": "9990-2021-mj-42-q06", "question_id": "9990-2021-mj-42-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) There are several ways to close a sale, including reciprocity and 10\nauthority.\nDesign a study to investigate which is the most successful way to\nclose a sale when selling a computer.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nMarks: use generic levels of response ‘Design a study’ question part (b).\n‘Psychological’ = 4 marks; ‘methodological’ = 4 marks\nIf only methodological or psychological explanation is provided max 5\nmarks\nIf ‘psychological’ described and not related to part (a) max 2 marks.\nSyllabus: ways to close a sale\nPsychological:\nCialdini (1984) suggests there are six strategies:\nReciprocity: I’ll give you something (for free) if you give me something (the\nsale)\nCommitment and consistency: get the buyer to make a small commitment\nand they may make a large one.\nLiking: if people like the salesperson, the store, the image etc, they are more\nlikely to buy.\nAuthority: a product sold by an ‘expert’ is more likely to be bought.\nSocial proof: positive reviews may lead a person to buy.\nScarcity and urgency: if it is ‘the last one’ people are more likely to buy.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 19 of 25", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_42-p19.png" ] }, { "id": "9990-2021-mj-42-q09", "question_id": "9990-2021-mj-42-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Even though Charles was just one child, Rapoport’s case study of 12\nCharles’ obsessive-compulsive disorder (OCD) can be generalised to\neveryone.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: examples and case studies (‘Charles’ by Rappaport,1989)\nMost likely (any other appropriate responses should be credited):\nCan be generalised:\n• Washing behaviour is a common type of OCD\n• The rituals associated with washing behaviour are common in others.\n• Comorbidity associated with OCD applies in others.\n• Treatments undergone with Charles can apply to others\nCannot be generalised:\n• People are different and what applies to many people will not apply to\nall.\n• Rituals will occur, but they will be different.\n• Charles was a child and what he can do/not do will be different in an\nadults (who has to work, for example).\n© UCLES 2021 Page 22 of 25", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_42-p22.png" ] }, { "id": "9990-2021-mj-42-q10", "question_id": "9990-2021-mj-42-q10", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘The findings of experiments of consumer behaviour using eye- 12\ntracking have no value because they lack ecological validity.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: attention and shelf position (Atalay et al., 2012)\nMost likely (any other appropriate responses should be credited):\nFor:\n• Eye tracking is scientific equipment which is reliable.\n• Data recorded is objective: where the person looks is clear and\nunambiguous.\n• Data is quantitative and so comparisons can be made between\nparticipants and between studies.\n• It provides immediate feedback.\n• It is easy to use requiring no training.\nAgainst:\n• Participants can choose to look in whatever direction they wish – they\nknow their eve movements are being tracked.\n• There may be cultural differences in where people are socialised to\nlook.\n• Data is where the participant has looked but it does not provide an\nexplanation of why that person has looked in a particular direction.\n• Eye tracking is reductionist – product purchase isn’t just based on\nvision; for some products smell and touch may be important.\n• It cannot be used with every participant, people with contact lenses or\nwith long eye lashes\n• Eye movement may be subconscious and difficult to control at all times.\nData may not be accurate\n© UCLES 2021 Page 23 of 25", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_42-p23.png" ] }, { "id": "9990-2021-mj-43-q01", "question_id": "9990-2021-mj-43-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Griffiths (2005) refers to a case of a person addicted to gambling who\nsays:\n‘If I wasn’t actually gambling I was spending the rest of my time\nworking out clever little schemes to obtain money to feed my habit.\nThese two activities literally took up all my time’.\nThis quote is typical of gambling and many other types of addictive\nbehaviours, including pyromania and kleptomania.\n\n1(a) Explain what is meant by 'pyromania'. 2\nMost likely answer (other appropriate responses to be credited):\n• Where the person has deliberately and intentionally set fires on more\nthan one occasion.\n• Experiences tension or affective arousal before the act.\n• Has a fascination with, interest in, curiosity about, or attraction to fire\nand its situational contexts (e.g., paraphernalia, uses, and\nconsequences).\n• Pleasure, gratification, power or relief when setting fires or when\nwitnessing or participating in their aftermath.\n• The fire-setting is not done for monetary gain, as an expression of\nsocio-political ideology, to conceal criminal activity, to express anger or\nvengeance, to improve one’s living circumstances, in response to a\ndelusion or hallucination, or as a result of impaired judgment.\n• The fire-setting is not explained by conduct disorder, a manic episode,\nor antisocial personality disorder.\nMarks: 1 mark for basic answer (likes setting fires), 2 marks for\ndetail/elaboration/example (as indicated above)\n© UCLES 2021 Page 8 of 25\n\n1(b) Give two components of any addiction outlined by Griffiths (2005). 4\nMost likely answers:\n• Salience when the particular activity becomes the most important\nactivity in the person’s life and dominates their thinking (preoccupations\nand cognitive distortions), feelings (cravings) and behaviour\n(deterioration of socialised behaviour)\n• Mood modification/euphoria the subjective experience that people\nreport as a consequence of engaging in the particular activity (i.e. an\narousing ‘buzz’ or a ‘high’)\n• Tolerance the process whereby increasing amounts of the particular\nactivity are required to achieve the former effects\n• Withdrawal symptoms the unpleasant feeling states and/or physical\neffects which occur when the particular activity is discontinued or\nsuddenly reduced\n• Conflict conflicts between the addict and those around them\n(interpersonal conflict) or from within the individual themselves\n(intrapsychic conflict)\n• Relapse the tendency for repeated reversions to earlier patterns of the\nparticular activity to recur\nNote: answer does not have to be related to any example, although\nexamples receive credit.\nMarks: 1 mark basic answer (identification component), 2 marks\ndetail/elaboration/example X2.\n\n1(c) Suggest two ways to measure a person’s addiction to gambling, other 4\nthan using a questionnaire.\nMost likely answer (other appropriate responses to be credited):\n• Observation (covert or overt; structured; non-participant, natural – or\nany combination of these\n• Interview (face-to-face or by telephone)\n• Case study (one person with range of methods, or for example the\ncase study of ‘Jo’ by Griffiths.\n• Physiological measure (such as ECG, GSR, hormone levels)\nMarks: 1 mark basic answer (identification of method plus a comment\nabout how that method would work. Max 1 mark for each suggestion if\nnot related to gambling), 2 marks related to gambling, X2\nSome answers may suggest ‘anecdotal’ measures. Max 1 mark for such\nanswers\nNote: 0 marks for questionnaires such as Gambling prevalence survey,\nCPGI, etc\nNote: rating scales must be based on a question, so 0 marks for ‘rating\nscale’\nNote: 0 marks for interviews/open ended questions that make no reference\nto measurement.\n© UCLES 2021 Page 9 of 25\n\n1(d) Discuss the strengths and weaknesses of using questionnaires to 5\nmeasure kleptomania. You should include a conclusion in your\nanswer.\nMarks: 1 mark for each strength/weakness (however basic/detailed) which\nis related/linked to the question (max 4 marks). 1 mark for conclusion.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• Asking people directly, using a questionnaire, especially open-ended,\nmeans that participants are given the opportunity to express their\nfeelings about stealing and explain their stealing behaviour rather than\nthe researcher trying to work out reasons for this behaviour from other\nmethods\n• Relatively large numbers of participants can be done relatively easily in\ncomparison to say a face-to-face interview or experiment.\nQuestionnaires are easy to replicate.\n• Data can be qualitative, but may also be quantitative depending on type\nof question\nWeaknesses:\n• Some participants may provide socially desirable responses; not give\ntruthful answers about their stealing behaviour; respond to demand\ncharacteristics.\n• Closed/fixed-choice questions may force people into choosing answers\nthat do not reflect their true opinion and therefore may lower the validity.\n• Researchers have to be careful about use of leading questions; it could\naffect the validity of the data collected.\n© UCLES 2021 Page 10 of 25", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_43-p08.png", "../answer-assets/9990_s21_ms_43-p09.png", "../answer-assets/9990_s21_ms_43-p10.png" ] }, { "id": "9990-2021-mj-43-q02", "question_id": "9990-2021-mj-43-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Porublev et al. (2009) gathered qualitative data to investigate whether a\ngift should be wrapped or not, because of the expectations\nsurrounding the use of gift-wrapping.\n\n2(a) Explain the two key expectations surrounding the use of gift-wrapping. 2\nDefinitive answer: (Quoting study)\nThere are two key expectations surrounding the use of gift wrapping.\n• the first expectation is that receivers prefer gifts to be wrapped and\n• that the gift meets individual and social expectations of what a gift\nshould look like.\nMarks: 1 mark for ‘it is wrapped’ +1 mark for ‘it looks like a gift’\nNote: 0 marks for ‘who it is for’; ‘where the gift is going’; ‘what the occasion\nis’\n\n2(b) Porublev et al. only collected qualitative data. 4\nGive two ways in which qualitative data was gathered in this study.\nDefinitive answer Quoting study\nData was gathered using three qualitative techniques;\n• observation (1 mark) of a Christmas gift-wrap stall (2 marks)\n• interviews (1 mark) twenty in-depth interviews to reflect on gift-\nwrapping (2 marks)\n• projective workshops (1 mark) where, in pairs, participants were\nasked to wrap two gifts, one for someone they are close to and the\nother for an acquaintance, and have a discussion about gift wrapping\nwhilst doing so (2 marks)\nMarks: 1 mark basic answer (identification), 2 marks detailed\nanswer/elaboration or use of example (as in brackets above) X2.\n\n2(c)(i) Explain what is meant by the term ‘reliability’. 2\nDefinitive answer (other appropriate responses to be credited):\n1 mark basic answer e.g. reliability means consistency\n+1 mark: any elaboration or example e.g. reliability is the extent to which a\nprocedure, task or measure produces the same results on different\noccasions. Alternatively, same measure is tested at a later date on same\nparticipant (i.e. test-retest); two or more independent observers are reliable\n(consistent) in giving the same score to the same behaviour\nNote: 0 marks for ‘being trustworthy’, repeating a study, or replication.\n© UCLES 2021 Page 11 of 25\n\n2(c)(ii) Suggest how the reliability of the qualitative data gathered in this 2\nstudy could be assessed.\nMost likely answer (other appropriate responses to be credited):\n• inter-rater reliability, where two or more independent judges or raters\nassess what is said in the interview, or what is observed, for example.\nThis could be done with predefined response categories and the extent\nof agreement recorded.\nNote: no marks for test-retest.\nMarks: 1 mark basic answer, 2 marks example from ‘this study’ See Q2(b)\nfor examples of what the qualitative data might be.\n\n2(d) Discuss the advantages and disadvantages of using qualitative data to 5\nassess gift-wrapping preference. You should include a conclusion in\nyour answer.\nMarks: 1 mark for each advantage/disadvantage (however basic/detailed)\nwhich is related/linked to the question (max 4 marks). 1 mark for\nconclusion.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nAdvantages\n• Asking people directly means that participants are given the opportunity\nto express their feelings and explain their experiences rather than the\nresearcher trying to work out reasons for their behaviour from other\nmethods\n• People can give as much information as they wish about their gift-\nwrapping preferences, but they can also say little or nothing if they wish.\n• Data can be qualitative, but may also be quantitative depending on type\nof question\nDisadvantages\n• Some participants may provide socially desirable responses about their\ngift-wrapping preferences; not give truthful answers; respond to demand\ncharacteristics.\n• Qualitative data tends not to lead to the calculation of statistics to allow\ncomparison.\n• Researchers have to be careful about use of leading questions; it could\naffect the validity of the data collected.\n© UCLES 2021 Page 12 of 25", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_43-p11.png", "../answer-assets/9990_s21_ms_43-p12.png" ] }, { "id": "9990-2021-mj-43-q05", "question_id": "9990-2021-mj-43-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a longitudinal study to investigate whether cognitive- 10\nbehavioural therapy (CBT) manages schizophrenia effectively.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method:\nlongitudinal study.\nAny method can be used, provided that the data gathered is over a period of\ntime.\nTypical features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nMarks: use generic levels of response ‘Design a study’ question part (b).\n‘Psychological’ = 4 marks; ‘methodological’ = 4 marks\nIf only methodological or psychological explanation is provided max 5\nmarks\nIf ‘psychological’ described and not related to part (a) max 2 marks.\nSyllabus: cognitive-behavioural therapy (Sensky et al., 2000)\nPsychological:\nSensky et al. (2000) used cognitive-behavioural therapy (CBT) to treat\nschizophrenia in patients already taking medication. After CBT sessions\npatients showed improvement. At the 9-month follow-up evaluation they\ncontinued to improve. It was concluded that CBT is effective.\nNote 0 marks for candidates who merely replicate this study.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 18 of 25", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_43-p18.png" ] }, { "id": "9990-2021-mj-43-q06", "question_id": "9990-2021-mj-43-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) People often experience discomfort when their personal space is 10\ninvaded.\nDesign a study using a questionnaire to investigate which theory of\npersonal space best explains people’s discomfort in a crowded shop.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method:\nquestionnaire.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nMarks: use generic levels of response ‘Design a study’ question part (b).\n‘Psychological’ = 4 marks; ‘methodological’ = 4 marks\nIf only methodological or psychological explanation is provided max 5\nmarks\nIf ‘psychological’ described and not related to part (a) max 2 marks.\nSyllabus: theories of personal space: overload, arousal and behaviour\nconstraint\nPsychological:\nOverload: are others in a shop coming too close and overstimulating us with\nsensory experience\nArousal: when others invade our space we are aroused. We may be happy\nwith this, or we may move away/take flight/escape.\nBehaviour constraint: if others are too close we may feel crowded because\nwe cannot move about the store freely.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 19 of 25", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_43-p19.png" ] }, { "id": "9990-2021-mj-43-q09", "question_id": "9990-2021-mj-43-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Psychometric measures, such as the Kleptomania Symptom 12\nAssessment Scale (K-SAS), provide therapists with no useful\ninformation.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: measures: Kleptomania Symptom Assessment Scale (K-SAS)\nMost likely (any other appropriate responses should be credited):\nUseful:\n• Measures such as K-SAS indicate the severity of a disorder\n• The measure can highlight specific features of the disorder\n• The measure can be used as a comparison to others with the same\ndisorder\n• The measure provides quantitative data\n• Any feature of a psychometric test (e.g. reliable, standardised)\nNot useful:\n• Measures can use scales (5 or 7 point) which allow the person to ‘opt\nout’ or give a neutral answer’\n• Scales do not take individual differences into account; there might be\nsome aspect which the scales do not cover\n• A patient may want to talk to a therapist about the problem, not just fill\nin a questionnaire.\n• Interviews by therapists may reveal far more about the individual\nproblem\n• Interviews can reveal specific problems not covered by a general\npsychometric test.\n© UCLES 2021 Page 22 of 25", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_43-p22.png" ] }, { "id": "9990-2021-mj-43-q10", "question_id": "9990-2021-mj-43-q10", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Studies like 'defending a place in a queue' (Milgram et al., 1986) 12\nshould never be conducted because they are unethical.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: defending place in a queue (Milgram et al., 1986)\nMost likely (any other appropriate responses should be credited):\nShould be done:\n• The ends justify the means: studies should be done even if ethical\nguidelines are broken\n• The ethical issues are minimal. No-one is hurt\n• If people are fully de-briefed then there is no problem conducting\nstudies\nShould not be done\n• ‘innocent’ people should not be participants in this study without their\ninformed consent.\n• People should not be subjected to the psychological ‘harm’ of the stress\nof another person pushing in.\n• A debrief does not justify unethical procedures.\n© UCLES 2021 Page 23 of 25", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_43-p23.png" ] }, { "id": "9990-2021-on-31-q01", "question_id": "9990-2021-on-31-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline one cognitive explanation of schizophrenia and delusional 2\ndisorder.\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nFrith describes schizophrenia as an ‘abnormality of self-monitoring’ as\npatients fail to recognise that the hallucination of hearing voices is actually the\nschizophrenic’s own inner voice but they believe it to be someone else’s. (2)\nThe delusions (inner speech) may not be recognised as being self-generated.\n(1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the procedure in the study by Sensky et al. (2000) of cognitive- 4\nbehavioural therapy (CBT) for schizophrenia.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nParticipants were referred by clinicians and eligibility confirmed by\nresearchers using clinical interview. (1) 90 patients, 16-60 from 5 different\nvenues – 2 West London, 1 Durham, 1 Cleveland, 1 Newcastle. CBT 46,\nBefriending 44. 67% CBT male, 50% male in befriending (2 marks max.)\nPatients were randomly assigned to a treatment and further assessments\ncarried out approximately 9 months later, after intervention had completed\nand again at 9-month follow-up. (2) Antipsychotic medications were\nmaintained. (1) Patients received individual treatment of CBT or befriending\n(this intervention was designed to give similar amount of therapist contact as\nCBT with an aim to be empathic and nondirective, focusing on neutral topics)\n(2) Done by experienced psychiatric nurses with each patient receiving at\nleast 45 minutes of therapy per week. (1) After approximately 2 months,\nsession frequency could be reduced, with the aim of completing therapy within\n9 months. (1) Interviews were audiotaped. (1) Assessors were blind to\npatient’s assigned group. (1) The Comprehensive Psychiatric Rating Scale\n(CPRS), Montgomery-Asberg Depression Rating Scale and the Scale for\nAssessment of Negative Symptoms (SANS) were all used to measure\noutcomes together with patients completing a 10-item questionnaire to elicit\ntheir satisfaction. (2 marks max for assessments given)\n© UCLES 2021 Page 6 of 21\n\n1(c) Explain one similarity and one difference between CBT and biochemical 6\ntreatments for schizophrenia/delusional disorder.\nLikely similarities will be\n• Both have good evidence for success e.g. Lindstrom et al, 1999 drug\ntrials and Sensky\n• Both require intervention from a therapist so adding to time, expense and\ncommitment\nLikely differences will be\n• CBT based on cognitive approach, biochemical on biological approach\n• CBT is more active. Drug therapy is passive treatment.\n• CBT not suited for patients who find it difficult to engage in therapy (lack\nof motivation, intellect etc.)\n• Drug therapy has side effects\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain an appropriate similarity and an appropriate difference.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain an\nappropriate similarity/difference in detail or both a similarity and a\ndifference in less detail.\n• Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt a similarity and/or difference. This could include both but just as\nan attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 7 of 21", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_31-p06.png", "../answer-assets/9990_w21_ms_31-p07.png" ] }, { "id": "9990-2021-on-31-q02", "question_id": "9990-2021-on-31-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe characteristics and measures of bipolar and related disorders. 8\nCharacteristics of bipolar and related disorders, including the following:\n• Definitions and characteristics of abnormal affect\n• Types: depression (unipolar) and depression and mania (bipolar)\n• Measures: Beck depression inventory\nDefinitions and characteristics of abnormal affect\nAbnormal effect disorders are classified as ‘mood disorders’ in DSM-V. This is\nin contrast to brief feelings of sadness/joy. Here, emotions are beyond the\nusual ups and downs experienced by all and are amplified or enhanced,\ncharacterised by persistent negative or positive mood. Emotions may include\ndespair, emptiness, anger or euphoria. The extreme and persistent nature of\nthese moods is distinct from everyday experience. Disorders of abnormal\naffect significantly impair the individual’s ability to function normally.\nTypes: depression (unipolar) and depression and mania (bipolar)\nUnipolar depression, also known as major depressive disorder, or a\ndepressive episode, includes having a depressed mood for an extended\nperiod of time. This includes a lack of pleasure in most activities, weight\nchanges, changes in sleep patterns (sleeping too much (hypersomnia) or\ndifficulty in sleeping (insomnia)), psychomotor agitation, fatigue, feelings of\nworthlessness and reduction in ability to concentrate.\nBipolar disorder used to be known as manic depression. It is characterised by\nepisodes of mania that cannot be accounted for in a physical way. Mania may\ninclude feelings of euphoria, rage or irritability. Behaviours associated with\nmania include racing thoughts or being easily distracted, over-confidence,\nspeaking quickly, and engaging in risky behaviours (gambling or promiscuity,\nfor example). Mania is one ‘pole’ of bipolarity. The other pole would be\nfeatures of unipolar depression (although this is not essential for diagnosis).\nThere must also be some change in polarity for a diagnosis of bipolar disorder\nto be made.\nMeasures: Beck depression inventory\nThis is a psychometric test used by professionals to measure level of\ndepression. It contains 21 items and is used in questionnaire form. Each item\nincludes at least 4 statements, the person taking the test must choose the one\nthat best fits how they have been feeling during the past week or two weeks,\ndepending on the version being used. Examples of items include:\nSatisfaction\n0 I get as much satisfaction out of things as I used to\n1 I don’t enjoy things the way I used to\n\n2 I don’t get real satisfaction out of anything anymore", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_31-p08.png" ] }, { "id": "9990-2021-on-31-q03", "question_id": "9990-2021-on-31-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3 I am dissatisfied and bored with everything\nUnhappiness\n0 I do not feel unhappy\n1 I feel unhappy\n2 I am unhappy\n\n3 I am so unhappy that I can’t stand it\n© UCLES 2021 Page 8 of 21\n\n9990/31 Cambridge International AS & A Level – Mark Scheme October/November\nPUBLISHED 2021\nQuestion Answer Marks\n2(a) The total score is used to indicate the severity of the depression with a score\nof 10 as minimum for diagnosing mild depression, 19–29 for moderate\ndepression, and a score of 30+ to indicate severe depression. Scoring does\ndiffer between the different versions.\nThe Beck Depression Inventory has been revised twice since its initial\nintroduction.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n2(b) Evaluate characteristics and measures of bipolar and related disorders, 10\nincluding a discussion of validity.\nA range of issues could be used for evaluation here. These include:\n• Named issue – validity – bipolar and related disorders include a variety\nof different symptoms and no one key symptom is needed for diagnosis.\nDSM-V and ICD-10 do not ask for the same criteria or longevity of\nsymptoms. Two individuals with very different symptoms could both be\ndiagnosed with major depressive disorder. The reliance on self-report\nmeasures of depressed individuals (by definition) may be invalid within\npotential exaggeration or minimalization of symptoms. Co-morbidity could\nalso call validity into question in terms of symptom overlap with, say,\nschizophrenia. However, the Beck depression inventory has been used in\none form or another for over 50 years and appears to capture the\nessence of depression so is thought to have high validity.\n• Reliability\n• Usefulness\n• Reductionist\n• Co-morbidity\n• Gender bias\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 9 of 21\n\n3(a) One stage in the consumer decision model when buying a product is 2\n‘recognition of need’.\nIdentify two other stages from this model.\nAward 1 mark for each correctly identified stage up to a maximum of 2 marks.\nFor example:\n• Informational search\n• Evaluation of alternatives\n• Purchase decisions\n• Post-purchase reflection\n• Disposing of the product\nOther appropriate responses should also be credited.\n\n3(b) Describe two ways to close a sale. 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\n1 Reciprocity including giving free samples\n2 Commitment including signing up to a newsletter\n\n3 ‘Liking’ including salesperson being friendly, store environment being\ninviting or celebrity product (e.g. perfumes)", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_31-p08.png", "../answer-assets/9990_w21_ms_31-p09.png", "../answer-assets/9990_w21_ms_31-p10.png" ] }, { "id": "9990-2021-on-31-q04", "question_id": "9990-2021-on-31-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4 Authority including advertisement of, for example, scientist in lab coat", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_31-p10.png" ] }, { "id": "9990-2021-on-32-q01", "question_id": "9990-2021-on-32-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline the behavioural explanation of phobias. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nClassical conditioning can explain how a phobia can be learned. (1)\nA previously neutral stimulus can be repeatedly paired with an\nunconditioned stimulus that produces fear, so that the neutral stimulus\nbecomes the conditioned stimulus. (2) This could occur as a result of trauma\nwhere one pairing may be sufficient.(1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the Generalised Anxiety Disorder assessment (GAD-7). 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nGAD-7 is a screening tool using a questionnaire for generalised anxiety. (1)\nIt consists of 7 items each scored on a scale of 0 to 3. (1) Patients are\nasked to report how often in the last 2 weeks they have been bothered by\nthe 7 items. (1) 0 represents not at all, 1 is several days, 2 is over half the\ndays and 3 is nearly every day. (1) The 7 items are\n\n1 Feeling nervous, anxious, or on edge", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_32-p07.png" ] }, { "id": "9990-2021-on-32-q02", "question_id": "9990-2021-on-32-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2 Not being able to stop or control worrying", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_32-p07.png" ] }, { "id": "9990-2021-on-32-q03", "question_id": "9990-2021-on-32-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3 Worrying too much about different things", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_32-p07.png" ] }, { "id": "9990-2021-on-32-q04", "question_id": "9990-2021-on-32-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4 Trouble relaxing", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_32-p07.png" ] }, { "id": "9990-2021-on-33-q01", "question_id": "9990-2021-on-33-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline one cognitive explanation of schizophrenia and delusional 2\ndisorder.\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nFrith describes schizophrenia as an ‘abnormality of self-monitoring’ as\npatients fail to recognise that the hallucination of hearing voices is actually the\nschizophrenic’s own inner voice but they believe it to be someone else’s. (2)\nThe delusions (inner speech) may not be recognised as being self-generated.\n(1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the procedure in the study by Sensky et al. (2000) of cognitive- 4\nbehavioural therapy (CBT) for schizophrenia.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nParticipants were referred by clinicians and eligibility confirmed by\nresearchers using clinical interview. (1) 90 patients, 16-60 from 5 different\nvenues – 2 West London, 1 Durham, 1 Cleveland, 1 Newcastle. CBT 46,\nBefriending 44. 67% CBT male, 50% male in befriending (2 marks max.)\nPatients were randomly assigned to a treatment and further assessments\ncarried out approximately 9 months later, after intervention had completed\nand again at 9-month follow-up. (2) Antipsychotic medications were\nmaintained. (1) Patients received individual treatment of CBT or befriending\n(this intervention was designed to give similar amount of therapist contact as\nCBT with an aim to be empathic and nondirective, focusing on neutral topics)\n(2) Done by experienced psychiatric nurses with each patient receiving at\nleast 45 minutes of therapy per week. (1) After approximately 2 months,\nsession frequency could be reduced, with the aim of completing therapy within\n9 months. (1) Interviews were audiotaped. (1) Assessors were blind to\npatient’s assigned group. (1) The Comprehensive Psychiatric Rating Scale\n(CPRS), Montgomery-Asberg Depression Rating Scale and the Scale for\nAssessment of Negative Symptoms (SANS) were all used to measure\noutcomes together with patients completing a 10-item questionnaire to elicit\ntheir satisfaction. (2 marks max for assessments given)\n© UCLES 2021 Page 6 of 21\n\n1(c) Explain one similarity and one difference between CBT and biochemical 6\ntreatments for schizophrenia/delusional disorder.\nLikely similarities will be\n• Both have good evidence for success e.g. Lindstrom et al, 1999 drug\ntrials and Sensky\n• Both require intervention from a therapist so adding to time, expense and\ncommitment\nLikely differences will be\n• CBT based on cognitive approach, biochemical on biological approach\n• CBT is more active. Drug therapy is passive treatment.\n• CBT not suited for patients who find it difficult to engage in therapy (lack\nof motivation, intellect etc.)\n• Drug therapy has side effects\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain an appropriate similarity and an appropriate difference.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain an\nappropriate similarity/difference in detail or both a similarity and a\ndifference in less detail.\n• Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt a similarity and/or difference. This could include both but just as\nan attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 7 of 21", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_33-p06.png", "../answer-assets/9990_w21_ms_33-p07.png" ] }, { "id": "9990-2021-on-33-q02", "question_id": "9990-2021-on-33-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe characteristics and measures of bipolar and related disorders. 8\nCharacteristics of bipolar and related disorders, including the following:\n• Definitions and characteristics of abnormal affect\n• Types: depression (unipolar) and depression and mania (bipolar)\n• Measures: Beck depression inventory\nDefinitions and characteristics of abnormal affect\nAbnormal effect disorders are classified as ‘mood disorders’ in DSM-V. This is\nin contrast to brief feelings of sadness/joy. Here, emotions are beyond the\nusual ups and downs experienced by all and are amplified or enhanced,\ncharacterised by persistent negative or positive mood. Emotions may include\ndespair, emptiness, anger or euphoria. The extreme and persistent nature of\nthese moods is distinct from everyday experience. Disorders of abnormal\naffect significantly impair the individual’s ability to function normally.\nTypes: depression (unipolar) and depression and mania (bipolar)\nUnipolar depression, also known as major depressive disorder, or a\ndepressive episode, includes having a depressed mood for an extended\nperiod of time. This includes a lack of pleasure in most activities, weight\nchanges, changes in sleep patterns (sleeping too much (hypersomnia) or\ndifficulty in sleeping (insomnia)), psychomotor agitation, fatigue, feelings of\nworthlessness and reduction in ability to concentrate.\nBipolar disorder used to be known as manic depression. It is characterised by\nepisodes of mania that cannot be accounted for in a physical way. Mania may\ninclude feelings of euphoria, rage or irritability. Behaviours associated with\nmania include racing thoughts or being easily distracted, over-confidence,\nspeaking quickly, and engaging in risky behaviours (gambling or promiscuity,\nfor example). Mania is one ‘pole’ of bipolarity. The other pole would be\nfeatures of unipolar depression (although this is not essential for diagnosis).\nThere must also be some change in polarity for a diagnosis of bipolar disorder\nto be made.\nMeasures: Beck depression inventory\nThis is a psychometric test used by professionals to measure level of\ndepression. It contains 21 items and is used in questionnaire form. Each item\nincludes at least 4 statements, the person taking the test must choose the one\nthat best fits how they have been feeling during the past week or two weeks,\ndepending on the version being used. Examples of items include:\nSatisfaction\n0 I get as much satisfaction out of things as I used to\n1 I don’t enjoy things the way I used to\n\n2 I don’t get real satisfaction out of anything anymore", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_33-p08.png" ] }, { "id": "9990-2021-on-33-q03", "question_id": "9990-2021-on-33-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3 I am dissatisfied and bored with everything\nUnhappiness\n0 I do not feel unhappy\n1 I feel unhappy\n2 I am unhappy\n\n3 I am so unhappy that I can’t stand it\n© UCLES 2021 Page 8 of 21\n\n9990/33 Cambridge International AS & A Level – Mark Scheme October/November\nPUBLISHED 2021\nQuestion Answer Marks\n2(a) The total score is used to indicate the severity of the depression with a score\nof 10 as minimum for diagnosing mild depression, 19–29 for moderate\ndepression, and a score of 30+ to indicate severe depression. Scoring does\ndiffer between the different versions.\nThe Beck Depression Inventory has been revised twice since its initial\nintroduction.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n2(b) Evaluate characteristics and measures of bipolar and related disorders, 10\nincluding a discussion of validity.\nA range of issues could be used for evaluation here. These include:\n• Named issue – validity – bipolar and related disorders include a variety\nof different symptoms and no one key symptom is needed for diagnosis.\nDSM-V and ICD-10 do not ask for the same criteria or longevity of\nsymptoms. Two individuals with very different symptoms could both be\ndiagnosed with major depressive disorder. The reliance on self-report\nmeasures of depressed individuals (by definition) may be invalid within\npotential exaggeration or minimalization of symptoms. Co-morbidity could\nalso call validity into question in terms of symptom overlap with, say,\nschizophrenia. However, the Beck depression inventory has been used in\none form or another for over 50 years and appears to capture the\nessence of depression so is thought to have high validity.\n• Reliability\n• Usefulness\n• Reductionist\n• Co-morbidity\n• Gender bias\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2021 Page 9 of 21\n\n3(a) One stage in the consumer decision model when buying a product is 2\n‘recognition of need’.\nIdentify two other stages from this model.\nAward 1 mark for each correctly identified stage up to a maximum of 2 marks.\nFor example:\n• Informational search\n• Evaluation of alternatives\n• Purchase decisions\n• Post-purchase reflection\n• Disposing of the product\nOther appropriate responses should also be credited.\n\n3(b) Describe two ways to close a sale. 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\n1 Reciprocity including giving free samples\n2 Commitment including signing up to a newsletter\n\n3 ‘Liking’ including salesperson being friendly, store environment being\ninviting or celebrity product (e.g. perfumes)", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_33-p08.png", "../answer-assets/9990_w21_ms_33-p09.png", "../answer-assets/9990_w21_ms_33-p10.png" ] }, { "id": "9990-2021-on-33-q04", "question_id": "9990-2021-on-33-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4 Authority including advertisement of, for example, scientist in lab coat", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_33-p10.png" ] }, { "id": "9990-2021-on-41-q01", "question_id": "9990-2021-on-41-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 A woman was treated by Glover (2011) for kleptomania. She had a 14-\nyear history of daily compulsive shoplifting and was treated with\ncovert sensitisation. At a 19-month follow-up she was free of stealing\nbehaviour apart from one lapse, and there were corresponding\nimprovements in her self-esteem and socialisation.\n\n1(a) Explain what is meant by ‘covert sensitisation’. 2\nMost likely answer (other appropriate responses to be credited):\n• Covert sensitisation is a form of behaviour therapy in which an\nundesirable behaviour is paired with an unpleasant image in order to\neliminate that behaviour.\n• Desensitisation is opposite, so 0 marks.\nMarks: 1 mark for partial answer, 2 marks for elaboration/example. Example\ncan be anything appropriate.\nNote: if above definition is given award 2 marks.\n\n1(b) Outline how the aversive stimulus was used in the study by Glover 4\n(2011) to treat the woman’s kleptomania.\nMost likely answers: quoting study\n• It was decided to use imagery of nausea and vomiting paired with the\nact of stealing.\n• Episodes of imagery were used involving increasing nausea as she\napproached an article in a supermarket which she intended to steal,\nleading to vomiting as she lifted the article, with other shoppers’\nattention being attracted to her.\n• The vomiting and other unpleasant sensations ceased as soon as she\nreplaced the article, turned away and left the shop\nMarks: 1–2 marks basic answer 3–4 marks detail/elaboration.\n© UCLES 2021 Page 8 of 23\n\n1(c) Give two differences between covert sensitisation and imaginal 4\ndesensitisation.\nMost likely answer (other appropriate responses to be credited):\nDifference:\nCS: client imagines engaging in the event (e.g. stealing) and experiencing\nnegative consequences (such as vomiting).\nID: uses progressive muscle relaxation with imagery of successfully\navoiding event (e.g. stealing)\nDifference:\nCS: person creates an imagined unpleasant association between addictive\nbehaviour and unpleasant stimulus.\nID: relaxation based. Imaginal desensitisation significantly decreased the\nheightened state of arousal and anxiety typically associated with gambling\nurges\nMarks: 1 mark for description, 2 marks for direct difference (e.g. X is and Y\nis) x2\n\n1(d) Discuss the advantages and disadvantages of using covert 5\nsensitisation to treat impulse control disorders. You should include a\nconclusion in your answer.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however basic/detailed) which is\nrelated to the question (max 4 marks). 1 mark for conclusion. 2 marks max\nfor two strengths and two weaknesses unrelated to the question.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited):\nAdvantages:\n• Techniques can be applied by anyone, in any place at any time.\n• Behavioural techniques focus on alleviating the symptoms of ICD rather\nthan the cause\n• Behavioural techniques are more likely to be generalised because all\npeople can learn and ‘unlearn’ following the same principles\n• No medication is taken; the patient cannot become addicted to\nmedication.\n• The therapist will guide the patient through the treatment.\nDisadvantages:\n• Behavioural techniques take time and effort from the person (unlike\nswallowing a pill)\n• The techniques do not cure the ICD, merely make it easier to live with\n• Behavioural techniques ignore the role of biochemicals\n• A therapist is needed which is more costly than taking a drug.\n• Sensitisation involves imagining something unpleasant in association\nwith the event, so is ‘negative’ rather than imaginal desensitisation\nwhich is more ‘positive’\n© UCLES 2021 Page 9 of 23", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_41-p08.png", "../answer-assets/9990_w21_ms_41-p09.png" ] }, { "id": "9990-2021-on-41-q02", "question_id": "9990-2021-on-41-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Machleit et al. (2000) found that perceived crowding in shops, created\nby manipulating either human (social) density or spatial density,\nchanged levels of pleasure and satisfaction.\n\n2(a) Explain what is meant by ‘perceived crowding’. 2\nMost likely answer: Quoting study\nPerceived crowding is a result of physical, social, and personal factors that\nsensitize the individual to actual or potential problems arising from scarce\nspace (Stokols, 1972).\nCrowding is a psychological state (density is a physical state) and so any\nanswer must acknowledge the psychological component. The implication of\nthis is that there are individual differences where one person might feel\ncrowded and another person might not in the same circumstances.\nMarks: 1 mark for answer, 2 marks for elaboration/example.\n\n2(b)(i) Explain the difference between ‘human density’ and ‘spatial density’. 2\nMost likely answer Quoting study\nSpatial density: Within the retailing context, for example, the amount of\nmerchandise and fixtures as well as their configuration within the store could\nenhance or suppress perceived crowding associated with physical stimuli.\nHuman density: The social (or human) dimension of crowding, on the other\nhand, concerns the number of individuals as well as the rate and extent of\nsocial interaction among people in a given environmental setting.\nMarks: 1 mark basic difference, 2 marks detailed answer/elaboration or use\nof example.\n\n2(b)(ii) Outline the questionnaire that Machleit et al. (2000) used to measure 2\nperceived crowding.\nMost likely answer Quoting study\nPerceived crowding (not density) was measured via the eight-item, two-\ndimensional Likert-type scale validated by Machleit et al. (1994). The four\nitems in the human crowding dimension were ‘The store seemed very\ncrowded to me,’ ‘The store was a little too busy,’ ‘There wasn’t much traffic\nin the store during my shopping trip’ (reverse coded), ‘There were a lot of\nshoppers in the store.’ (examples of questions)\nNote: Any aspect related to the store, for example ‘The store seemed very\nspacious’ scores 0 marks as it is spatial, not human.\nMarks: 1 mark for each feature, features as highlighted above.\n© UCLES 2021 Page 10 of 23\n\n2(c) Suggest how one model of the ‘effects of ambience’ explains how 4\nperceived crowding can make the ambience of a shop less pleasant.\nMost likely answer (other appropriate responses to be credited):\nThe Mehrabian and Russell (1974) pleasure/arousal/dominance (PAD)\nModel proposes that emotions can be measured along three dimensions:\n• Pleasure the degree to which a person is contented, happy, satisfied,\npleased, relaxed, important, cares, hopeful.\n• Arousal the degree to which a person is stimulated, excited, jittery,\naroused, frenzied, autonomous, wide-awake, controlling.\n• Dominance the extent to which a person feels in control of the situation\n(rather than being controlled) and is able to act freely.\nThis leads to approach (like) or avoidance (dislike).\nAlso possible is the cognition-emotion model.\nMarks: 1–2 marks for outline of model, 1–2 marks for application of above\nmodel to crowding.\n\n2(d) Discuss the strengths and weaknesses of using questionnaires to 5\ninvestigate the effect of crowding when shopping in a retail store. You\nshould include a conclusion in your answer.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however basic/detailed) which is\nrelated to the question (max 4 marks). 1 mark for conclusion. 2 marks max\nfor two strengths and two weaknesses unrelated to the question.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nStrengths:\n• Asking people directly means that participants are given the opportunity\nto express their feelings and explain their shopping behaviour rather\nthan the researcher trying to work out reasons for their behaviour from\nother methods.\n• Relatively large numbers of participants can be involved relatively\neasily. Questionnaires are easy to replicate.\n• Data can be qualitative, but may also be quantitative depending on type\nof question.\nWeaknesses:\n• Some participants may provide socially desirable responses about the\neffect of crowding; not give truthful answers; respond to demand\ncharacteristics.\n• Closed/fixed choice questions may force people into choosing answers\nthat do not reflect their true opinion and therefore may lower validity.\n• Researchers have to be careful about use of leading questions; it could\naffect the validity of the data collected.\n© UCLES 2021 Page 11 of 23", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_41-p10.png", "../answer-assets/9990_w21_ms_41-p11.png" ] }, { "id": "9990-2021-on-41-q05", "question_id": "9990-2021-on-41-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the long-term effectiveness of applied 10\ntension.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: applied tension (Ost et al., 1989)\nPsychological:\nAt the sight of blood, blood pressure drops sharply often leading the person\nto faint (pass out). The way to counter the drop in blood pressure is to raise\nblood pressure. Ost et al. (1989) call the technique of raising blood pressure\napplied tension. It involves tensing the muscles in the arms, legs and body\nfor about 10–15 seconds, relaxing for 20–30 seconds and then repeating\nboth of these five times.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 16 of 23", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_41-p16.png" ] }, { "id": "9990-2021-on-41-q06", "question_id": "9990-2021-on-41-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Product placement can be used in different ways, in media such as 10\nfilms.\nDesign a study to investigate which of three chocolate products\nplaced in a film in different ways will be noticed most by participants.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: product placement in films (Auty and Lewis, 2004)\nPsychological:\nProduct placement is where a branded product is given a prominent position\nin a scene in a programme or film. The study by Auty and Lewis is relevant\nbecause they studied children and placement of drinks.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 17 of 23", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_41-p17.png" ] }, { "id": "9990-2021-on-41-q09", "question_id": "9990-2021-on-41-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Even though little Hans was just one child, the psychoanalytic 12\nexplanation of phobias can be generalised to everyone.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: psychoanalytic (Freud, 1909)\nMost likely (any other appropriate responses should be credited):\nCan generalise:\n• The psychoanalytic explanation of phobias applies to everyone; a\ncultural universal\n• The psychoanalytic explanation led to the development of ways in\nwhich fears and phobias can be explained\n• The principles, id, ego and superego, can be generalised, not\nnecessarily the specific example.\nCannot generalise:\n• People are different and what applies to many people will not apply to\nall.\n• The approach excludes the role of cognitive factors (such as the\nDiNardo example with fears of dogs) or behavioural explanations.\n• The case study of little Hans had weaknesses – claims that Hans was\nnot a ‘normal’ child.\n© UCLES 2021 Page 20 of 23", "source_pages": [ 20 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_41-p20.png" ] }, { "id": "9990-2021-on-41-q10", "question_id": "9990-2021-on-41-q10", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘There is no need to gather qualitative data when conducting studies 12\non menu item position.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: primacy, recency and menu item position (Dayan and Bar-Hillel,\n2011)\nMost likely (any other appropriate responses should be credited):\nNo need\n• The use of numbers and statistics allows direct comparison of\nparticipants in different conditions (gather data on items chosen from a\nmenu)\n• Quantitative data can be objective – not open to subjectivity by the\nparticipant or misinterpretation by the experimenter (e.g. if eye tracking\nsoftware is used)\n• Qualitative data is more prone to social desirability bias and might add\nnothing useful.\nNeed:\n• Qualitative data may find out why a participant chose a particular menu\nitem\n• Qualitative data can be in-depth, rich in detail, insightful and therefore\nnot reductionist to a single IV.\n• Gathering qualitative data might result in a participant feeling that they\nhave contributed something useful to a study.\n© UCLES 2021 Page 21 of 23", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_41-p21.png" ] }, { "id": "9990-2021-on-42-q01", "question_id": "9990-2021-on-42-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 The ABC model of psychological change:\n• Activating event\n• Beliefs about the event\n• Consequences: emotional and behavioural responses.\nEllis (1962) used this model in rational emotive behaviour therapy\n(REBT). The aim of REBT is to treat depression by changing a client’s\nthinking.\n\n1(a) Explain why a depressed client’s thinking needs to be changed in order 2\nto treat their depression.\nMost likely answer (other appropriate responses to be credited):\n• Identifying irrational thoughts, feelings and beliefs caused by situations\nthat lead to distress and changing these mistaken beliefs into helping people\nrespond rationally to situations.\nMarks: 1 mark basic answer, 2 marks detail/elaboration.\n\n1(b)(i) Outline one irrational belief that clients might have before starting 2\nREBT.\nMost likely answers (other appropriate responses to be credited):\n• awfulising (If I don't succeed it will be awful)\n• I-can't-stand-it-itis/Low frustration tolerance (I can’t stand it if…)\n• self-downing (I am a failure)\n• musterbating (I must be thoroughly competent)\nMarks: 1 mark statement of belief (such as awfulizing), 1 mark for statement\nsuch as ‘I am a failure’ OR +1 mark for ‘person thinking they are worthless,\nuseless’, etc\nNote: 1 mark max for appropriate anecdotal answers not listed above.\n\n1(b)(ii) Outline how irrational beliefs are changed by REBT. 2\nMost likely answer (other appropriate responses to be credited):\n• D: the dispute or challenge phase. in order to act and feel differently, we\nmust dispute or challenge the irrational beliefs experienced.\n• E: the new, more effective emotions and behaviours that result from more\nreasonable thinking about the original event.\n• Acceptance: If emotionally healthy, a person accepts reality, whether\nthat reality is pleasant or unpleasant. Three forms: unconditional self-\nacceptance; unconditional other acceptance and unconditional life\nacceptance.\nNote: Description of explanation scores no marks [ABC (A: an activating\nevent, B: the belief held about A, C: the consequences – thoughts, feelings or\nbehaviours – resulting from A] but ‘if these are targeted by’ 1 mark max.\nMarks: 1 mark for ‘D’, ‘E’, ‘A’, 2 marks detail/elaboration.\nNote: 1 mark max for appropriate answers summarising the process.\n© UCLES 2021 Page 8 of 22\n\n1(c) Suggest one psychological treatment for depression, other than REBT. 4\nMost likely answer\n• Beck et al. (1979) cognitive restructuring is a stage process: Identify\nnegative automatic thoughts, challenge the NATs and replace with\npositive thoughts. (i) explanation of therapy, (ii) identification of\nunpleasant emotions, (iii) the situations in which these occur and (iv)\nassociated negative automatic thoughts. (v) challenge the negative\nthoughts and (vi) replace them with positive thoughts. (vii) challenge the\nunderlying dysfunctional beliefs and (viii) therapy ends.\nNote: Description of explanation scores 0 marks [negative cognitive triad,\ncomprising unrealistically negative views about the self, the world and the\nfuture] but ‘if these are targeted by’ 1 mark max.\nNote: 0 marks for any biochemical treatment.\nNote: CBT scores 0 mark max unless it is fully justified.\nMarks: 1 mark for basic outline, 2 marks detail/elaboration.\n\n1(d) Discuss the strengths and weaknesses of psychological treatments for 5\ndepression. You should include a conclusion in your answer.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however basic/detailed) which is\nrelated to the question (max 4 marks). 1 mark for conclusion. 2 marks max for\ntwo strengths and two weaknesses unrelated to the question.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nNote: 0 marks for any biochemical treatment.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• Techniques can be applied by anyone, in any place at any time.\n• cognitive techniques focus on ‘reorganising thoughts’ rather than\nremoving the cause\n• cognitive techniques are more likely to be generalised because all people\ncan apply the same principles of removing irrational thoughts\n• No medication is taken; the patient cannot become addicted to\nmedication.\n• The therapist will guide the patient through the treatment.\nWeaknesses:\n• Cognitive techniques take time and effort from the person (unlike\nswallowing a pill)\n• The techniques do not cure anything, merely make it easier to live with\n• Cognitive techniques ignore the role of biochemical (biological\ndeterminism)\n• A therapist is needed which is more costly than taking a drug.\n© UCLES 2021 Page 9 of 22", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_42-p08.png", "../answer-assets/9990_w21_ms_42-p09.png" ] }, { "id": "9990-2021-on-42-q02", "question_id": "9990-2021-on-42-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Leisure environment design should serve two functions: to encourage\nthe customer to spend more money, and to enable the customer to relax\nand enjoy the pleasant surroundings. Finlay et al. (2006) compared two\ncasino designs, the Kranes 'playground' model and the Friedman\ndesign, to investigate which was preferred by customers.\n\n2(a) Explain which design was preferred by customers. 2\nMost likely answer (other appropriate responses to be credited): Quoting\nstudy\nMeasures of emotional reactions to the casinos were collected from 22 people\nwho had gambled in all six casinos. Kranes-type casinos yielded\nsignificantly higher ratings than did Friedman type casinos on pleasure\nand restoration (relief from environmental stress).\nMarks: 1 mark basic answer (identification of Kranes design), 2 marks\ndetailed answer/elaboration.\n\n2(b) Give two differences between the casino designs suggested by Kranes 4\nand by Friedman.\nMost likely answer:\nKranes\n• Feeling of home; comfort; pleasant; crossing a threshold\n• Design is entertaining and immediately legible. High coherence\n• Sunlight; open space; high ceilings; vegetation (green space); water\n• Fantasy; playground; entertaining design\n• Intimacy, pleasure, freedom and vitality\n• Aims to maximise pleasure and restoration\nFriedman\n• No landing; no barn.\n• Low ceilings; nothing to draw eye above level of play\n• Initial view is machines; design is machines\n• Mazes create private space and encourage continuous play\n• Aims to reduce legibility and coherence (decrease restoration)\nMarks: 1 mark basic answer, 2 marks detailed answer/elaboration or use of\nexample x2.\n© UCLES 2021 Page 10 of 22\n\n2(c)(i) Finlay et al. (2006) gathered a sample of participants using opportunity 2\nsampling.\nOutline the sample of participants in this study.\nMost likely answer:\n• 22 people who had gambled in all six casinos\n• The participants were 48 individuals OR 26 males and 22 females\nNote: ‘Of the original pool of 48 participants who had rated 16 casinos, 22\nprovided ratings for each of the six critical exemplars’. 22 can be credited\nOR 48, but not both.\n• Mean age 28 years\n• Had attained at least high school degree.\n• Also credit ‘in Las Vegas’\n• Also credit ‘adults’\nMarks: 1 mark for each relevant feature to Max 2 marks.\n\n2(c)(ii) Give one disadvantage of recruiting participants using opportunity 2\nsampling.\nMost likely answer (other appropriate responses to be credited):\nStudy ‘participants were recruited as they exited’\n• experimenter bias: participants might be chosen because of the way they\nlook.\n• sample may not be representative of population\nMarks: 1 mark basic answer, 2 marks detailed answer/elaboration, or use of\nexample.\nNote: answer does not need to be related to the study to score full marks.\n© UCLES 2021 Page 11 of 22\n\n2(d) Discuss whether the findings of the study by Finlay et al. can be 5\ngeneralised. You should consider both sides of the argument and\ninclude a conclusion.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however basic/detailed) which is\nrelated to the question (max 4 marks). 1 mark for conclusion. 2 marks max for\ntwo strengths and two weaknesses unrelated to the question.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nAdvantages\n• 'Hard' gamblers only want to gamble so the Friedman (focus on machine)\ndesign can be generalised to such gamblers.\n• People who do not gamble but like a pleasant relaxing environment would\nlike all the features of the Kranes design.\n• People who are exiting a casino are ideal to ask about casino design.\nThey may be typical of all such people.\nDisadvantages\n• The study visited just four casinos (two of each type) which is a restricted\nsample\n• The study only sampled 48 participants, of restricted age and all from\nUnited States.\n• Only two designs were compared; there may be other types of design\n© UCLES 2021 Page 12 of 22", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_42-p10.png", "../answer-assets/9990_w21_ms_42-p11.png", "../answer-assets/9990_w21_ms_42-p12.png" ] }, { "id": "9990-2021-on-42-q05", "question_id": "9990-2021-on-42-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the most common type of compulsive 10\nbehaviour in people with obsessive-compulsive disorder (OCD).\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNB If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: examples and case studies (‘Charles’ by Rappaport,1989)\nPsychological:\nMost likely inclusion of checking, cleaning/washing, slowness, doubting,\nordering, repeating. Most likely example: ‘Charles’ was a compulsive ‘washer’,\nfollowing a daily ritual.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 17 of 22", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_42-p17.png" ] }, { "id": "9990-2021-on-42-q06", "question_id": "9990-2021-on-42-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Design a field experiment to investigate which ambient odour customers 10\nprefer in a shop selling clothes.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: field\nexperiment.\nTypical features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Typical features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nexperiment is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNB If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: effects of odour on shopper arousal and emotion (Chebat &\nMichon, 2003)\nPsychological:\nChebat and Michon tested ambient odour (citrus scent) compared with a\ncontrol of no scent in a shopping mall. This question invites candidates to\nconsider a clothes shop. They may refer to the clothes store Hollister who\nhave their own scent.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 18 of 22", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_42-p18.png" ] }, { "id": "9990-2021-on-42-q09", "question_id": "9990-2021-on-42-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Biomedical treatments for obsessive-compulsive and related disorders 12\nare irrelevant.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: types of and common obsessions, common compulsions, hoarding\nand body dysmorphic disorder (but also explanations of OCD)\nNB candidates could refer to hoarding and/or BDD in their answer\nMost likely (any other appropriate responses should be credited):\npurpose:\n• if OCD is caused by low serotonin levels, then drugs can be used to\nincrease the activity of serotonin in in the brain\n• OCD has comorbidity, so drugs can be used to alleviate other symptoms\nof anxiety or depression\n• Drugs can create the belief in the person that ‘something is working’,\neven if it is acting like a placebo.\nNo purpose:\n• Drugs do not cure the OC/related disorder. It is psychological not\nphysiological\n• Drugs are not a long-term solution; they cannot be taken forever.\n• Drugs are often addictive, which can create more problems than they\nsolve.\nQuestion Answer Marks", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_42-p21.png" ] }, { "id": "9990-2021-on-42-q10", "question_id": "9990-2021-on-42-q10", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Theories of consumer decision-making based on choice heuristics, 12\nsuch as anchoring, are of no use for the person selling a product.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: choice heuristics: anchoring and purchase quantity decisions\n(Wansink et al., 1998)\nMost likely (any other appropriate responses should be credited):\nuse:\n• Theories suggest how we make decisions and so sales strategies can be\ndevised, such as purchase quantity decisions\n• Theories suggest that anchoring, for example, is a common bias and so\ngeneralising this is useful for the seller who targets the same bias in\nevery person.\nNo use:\n• If a salesperson uses the right strategy (compensatory, etc) or knows\nhow to close a sale, then any cognitive bias can be overcome.\n• Theories might sound good on paper, but do not apply in the real world.\n• Theories suggest generalisations, yet there are many individuals. Not\nevery person will have the same biases.\n© UCLES 2021 Page 21 of 22", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_42-p21.png" ] }, { "id": "9990-2021-on-43-q01", "question_id": "9990-2021-on-43-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 A woman was treated by Glover (2011) for kleptomania. She had a 14-\nyear history of daily compulsive shoplifting and was treated with\ncovert sensitisation. At a 19-month follow-up she was free of stealing\nbehaviour apart from one lapse, and there were corresponding\nimprovements in her self-esteem and socialisation.\n\n1(a) Explain what is meant by ‘covert sensitisation’. 2\nMost likely answer (other appropriate responses to be credited):\n• Covert sensitisation is a form of behaviour therapy in which an\nundesirable behaviour is paired with an unpleasant image in order to\neliminate that behaviour.\n• Desensitisation is opposite, so 0 marks.\nMarks: 1 mark for partial answer, 2 marks for elaboration/example. Example\ncan be anything appropriate.\nNote: if above definition is given award 2 marks.\n\n1(b) Outline how the aversive stimulus was used in the study by Glover 4\n(2011) to treat the woman’s kleptomania.\nMost likely answers: quoting study\n• It was decided to use imagery of nausea and vomiting paired with the\nact of stealing.\n• Episodes of imagery were used involving increasing nausea as she\napproached an article in a supermarket which she intended to steal,\nleading to vomiting as she lifted the article, with other shoppers’\nattention being attracted to her.\n• The vomiting and other unpleasant sensations ceased as soon as she\nreplaced the article, turned away and left the shop\nMarks: 1–2 marks basic answer 3–4 marks detail/elaboration.\n© UCLES 2021 Page 8 of 23\n\n1(c) Give two differences between covert sensitisation and imaginal 4\ndesensitisation.\nMost likely answer (other appropriate responses to be credited):\nDifference:\nCS: client imagines engaging in the event (e.g. stealing) and experiencing\nnegative consequences (such as vomiting).\nID: uses progressive muscle relaxation with imagery of successfully\navoiding event (e.g. stealing)\nDifference:\nCS: person creates an imagined unpleasant association between addictive\nbehaviour and unpleasant stimulus.\nID: relaxation based. Imaginal desensitisation significantly decreased the\nheightened state of arousal and anxiety typically associated with gambling\nurges\nMarks: 1 mark for description, 2 marks for direct difference (e.g. X is and Y\nis) x2\n\n1(d) Discuss the advantages and disadvantages of using covert 5\nsensitisation to treat impulse control disorders. You should include a\nconclusion in your answer.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however basic/detailed) which is\nrelated to the question (max 4 marks). 1 mark for conclusion. 2 marks max\nfor two strengths and two weaknesses unrelated to the question.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited):\nAdvantages:\n• Techniques can be applied by anyone, in any place at any time.\n• Behavioural techniques focus on alleviating the symptoms of ICD rather\nthan the cause\n• Behavioural techniques are more likely to be generalised because all\npeople can learn and ‘unlearn’ following the same principles\n• No medication is taken; the patient cannot become addicted to\nmedication.\n• The therapist will guide the patient through the treatment.\nDisadvantages:\n• Behavioural techniques take time and effort from the person (unlike\nswallowing a pill)\n• The techniques do not cure the ICD, merely make it easier to live with\n• Behavioural techniques ignore the role of biochemicals\n• A therapist is needed which is more costly than taking a drug.\n• Sensitisation involves imagining something unpleasant in association\nwith the event, so is ‘negative’ rather than imaginal desensitisation\nwhich is more ‘positive’\n© UCLES 2021 Page 9 of 23", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_43-p08.png", "../answer-assets/9990_w21_ms_43-p09.png" ] }, { "id": "9990-2021-on-43-q02", "question_id": "9990-2021-on-43-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Machleit et al. (2000) found that perceived crowding in shops, created\nby manipulating either human (social) density or spatial density,\nchanged levels of pleasure and satisfaction.\n\n2(a) Explain what is meant by ‘perceived crowding’. 2\nMost likely answer: Quoting study\nPerceived crowding is a result of physical, social, and personal factors that\nsensitize the individual to actual or potential problems arising from scarce\nspace (Stokols, 1972).\nCrowding is a psychological state (density is a physical state) and so any\nanswer must acknowledge the psychological component. The implication of\nthis is that there are individual differences where one person might feel\ncrowded and another person might not in the same circumstances.\nMarks: 1 mark for answer, 2 marks for elaboration/example.\n\n2(b)(i) Explain the difference between ‘human density’ and ‘spatial density’. 2\nMost likely answer Quoting study\nSpatial density: Within the retailing context, for example, the amount of\nmerchandise and fixtures as well as their configuration within the store could\nenhance or suppress perceived crowding associated with physical stimuli.\nHuman density: The social (or human) dimension of crowding, on the other\nhand, concerns the number of individuals as well as the rate and extent of\nsocial interaction among people in a given environmental setting.\nMarks: 1 mark basic difference, 2 marks detailed answer/elaboration or use\nof example.\n\n2(b)(ii) Outline the questionnaire that Machleit et al. (2000) used to measure 2\nperceived crowding.\nMost likely answer Quoting study\nPerceived crowding (not density) was measured via the eight-item, two-\ndimensional Likert-type scale validated by Machleit et al. (1994). The four\nitems in the human crowding dimension were ‘The store seemed very\ncrowded to me,’ ‘The store was a little too busy,’ ‘There wasn’t much traffic\nin the store during my shopping trip’ (reverse coded), ‘There were a lot of\nshoppers in the store.’ (examples of questions)\nNote: Any aspect related to the store, for example ‘The store seemed very\nspacious’ scores 0 marks as it is spatial, not human.\nMarks: 1 mark for each feature, features as highlighted above.\n© UCLES 2021 Page 10 of 23\n\n2(c) Suggest how one model of the ‘effects of ambience’ explains how 4\nperceived crowding can make the ambience of a shop less pleasant.\nMost likely answer (other appropriate responses to be credited):\nThe Mehrabian and Russell (1974) pleasure/arousal/dominance (PAD)\nModel proposes that emotions can be measured along three dimensions:\n• Pleasure the degree to which a person is contented, happy, satisfied,\npleased, relaxed, important, cares, hopeful.\n• Arousal the degree to which a person is stimulated, excited, jittery,\naroused, frenzied, autonomous, wide-awake, controlling.\n• Dominance the extent to which a person feels in control of the situation\n(rather than being controlled) and is able to act freely.\nThis leads to approach (like) or avoidance (dislike).\nAlso possible is the cognition-emotion model.\nMarks: 1–2 marks for outline of model, 1–2 marks for application of above\nmodel to crowding.\n\n2(d) Discuss the strengths and weaknesses of using questionnaires to 5\ninvestigate the effect of crowding when shopping in a retail store. You\nshould include a conclusion in your answer.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however basic/detailed) which is\nrelated to the question (max 4 marks). 1 mark for conclusion. 2 marks max\nfor two strengths and two weaknesses unrelated to the question.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nStrengths:\n• Asking people directly means that participants are given the opportunity\nto express their feelings and explain their shopping behaviour rather\nthan the researcher trying to work out reasons for their behaviour from\nother methods.\n• Relatively large numbers of participants can be involved relatively\neasily. Questionnaires are easy to replicate.\n• Data can be qualitative, but may also be quantitative depending on type\nof question.\nWeaknesses:\n• Some participants may provide socially desirable responses about the\neffect of crowding; not give truthful answers; respond to demand\ncharacteristics.\n• Closed/fixed choice questions may force people into choosing answers\nthat do not reflect their true opinion and therefore may lower validity.\n• Researchers have to be careful about use of leading questions; it could\naffect the validity of the data collected.\n© UCLES 2021 Page 11 of 23", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_43-p10.png", "../answer-assets/9990_w21_ms_43-p11.png" ] }, { "id": "9990-2021-on-43-q05", "question_id": "9990-2021-on-43-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the long-term effectiveness of applied 10\ntension.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: applied tension (Ost et al., 1989)\nPsychological:\nAt the sight of blood, blood pressure drops sharply often leading the person\nto faint (pass out). The way to counter the drop in blood pressure is to raise\nblood pressure. Ost et al. (1989) call the technique of raising blood pressure\napplied tension. It involves tensing the muscles in the arms, legs and body\nfor about 10–15 seconds, relaxing for 20–30 seconds and then repeating\nboth of these five times.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 16 of 23", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_43-p16.png" ] }, { "id": "9990-2021-on-43-q06", "question_id": "9990-2021-on-43-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Product placement can be used in different ways, in media such as 10\nfilms.\nDesign a study to investigate which of three chocolate products\nplaced in a film in different ways will be noticed most by participants.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method: any\nappropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: product placement in films (Auty and Lewis, 2004)\nPsychological:\nProduct placement is where a branded product is given a prominent position\nin a scene in a programme or film. The study by Auty and Lewis is relevant\nbecause they studied children and placement of drinks.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2021 Page 17 of 23", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_43-p17.png" ] }, { "id": "9990-2021-on-43-q09", "question_id": "9990-2021-on-43-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Even though little Hans was just one child, the psychoanalytic 12\nexplanation of phobias can be generalised to everyone.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: psychoanalytic (Freud, 1909)\nMost likely (any other appropriate responses should be credited):\nCan generalise:\n• The psychoanalytic explanation of phobias applies to everyone; a\ncultural universal\n• The psychoanalytic explanation led to the development of ways in\nwhich fears and phobias can be explained\n• The principles, id, ego and superego, can be generalised, not\nnecessarily the specific example.\nCannot generalise:\n• People are different and what applies to many people will not apply to\nall.\n• The approach excludes the role of cognitive factors (such as the\nDiNardo example with fears of dogs) or behavioural explanations.\n• The case study of little Hans had weaknesses – claims that Hans was\nnot a ‘normal’ child.\n© UCLES 2021 Page 20 of 23", "source_pages": [ 20 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_43-p20.png" ] }, { "id": "9990-2021-on-43-q10", "question_id": "9990-2021-on-43-q10", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘There is no need to gather qualitative data when conducting studies 12\non menu item position.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: primacy, recency and menu item position (Dayan and Bar-Hillel,\n2011)\nMost likely (any other appropriate responses should be credited):\nNo need\n• The use of numbers and statistics allows direct comparison of\nparticipants in different conditions (gather data on items chosen from a\nmenu)\n• Quantitative data can be objective – not open to subjectivity by the\nparticipant or misinterpretation by the experimenter (e.g. if eye tracking\nsoftware is used)\n• Qualitative data is more prone to social desirability bias and might add\nnothing useful.\nNeed:\n• Qualitative data may find out why a participant chose a particular menu\nitem\n• Qualitative data can be in-depth, rich in detail, insightful and therefore\nnot reductionist to a single IV.\n• Gathering qualitative data might result in a participant feeling that they\nhave contributed something useful to a study.\n© UCLES 2021 Page 21 of 23", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_43-p21.png" ] }, { "id": "9990-2022-mj-31-q01", "question_id": "9990-2022-mj-31-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Identify two characteristics of bipolar disorder. 2\nAward 1 mark for each characteristic of bipolar disorder.\nMust include both reference to a symptom of low mood and a symptom of high mood for full marks.\nTwo strongly contrasting phases – high mood (manic phase) followed by very low mood. (2)\nHigh mood phase symptoms – euphoria, increased activity/energy, racing thoughts, impulsiveness. (1 max)\nLow mood phase symptoms – depressed mood, low energy/oversleeping, lack of interest in normal activities. (1 max)\nOther appropriate responses should also be credited.\n\n1(b) Describe rational emotive behaviour therapy (REBT) as a treatment for depression (Ellis, 1962). 4\nAward 1–2 marks for a basic answer with some understanding of the topic area.\nAward 3–4 marks for a detailed answer with clear understanding of the topic area.\nFor example –\nThis follows the ABC model. (1)\nActivating agent – what is the behaviour and/or attitude of the patient towards events in their lives. (1)\nBeliefs – what is the belief of the patient toward the event. (1)\nConsequence – behavioural response in relation to the belief about the event. (1)\nEllis believes if a person has constant negative beliefs about events in their lives, they are likely to suffer from depression.\n(1)\nThe goal of therapy is to identify the unhelpful thoughts and replace them with more rational and constructive thoughts. The\npatient will go away between sessions and practice developing more helpful thoughts about life experiences and the\ndepression symptoms should improve. (2)\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 7 of 27\n\n1(c) Explain one similarity and one difference between REBT and one biological treatment for depression. 6\nComparison will be for the rational emotive behavioural therapy by Ellis (1962) and biological treatments including\nchemical/drugs (MAOIs, SSRIs)\nSimilarities\n Provides an effective treatment for depression – those receiving the treatment be it biological or REBT showed\nsignificant improvements compared to their baseline at the start of treatment and the control group.\n Studies that have investigated the effectiveness of these treatments include a control group of patients who do not\nreceive the treatment as a comparison. Allows valid conclusions to be drawn about the effectiveness of the treatment.\n Deterministic – it is the biological treatment/REBT that is causing the depression to lift and no other events/\nexperiences in the person’s life. It could be that the person changed jobs, and this is what caused their depression\nsymptoms to improve rather than the biological treatment/REBT.\n Not as effective when there are co-morbidities such as anxiety, schizophrenia.\nDifferences\n Biological treatments have side effects such as weight changes, appetite changes, sexual dysfunction, headaches,\nchanges to sleep patterns and REBT does not have any side effects.\n The biological treatments might be more appropriate for patients who do not want to see a therapist/not comfortable\nwith talking about their issues compared to REBT.\n REBT helps the patient to develop skills to challenge their irrational thoughts and replace them with more helpful\nthoughts. These skills can be used after therapy is over to continue to treat the depression. In contrast, biological\ntreatments alter neurochemistry and treat the symptom of the disorder (low serotonin) so if the patient stops having the\ntreatment the depression is likely to return.\n Biological treatments are from the biological approach which assumes that it is low serotonin levels that are causing\nthe depression, and this is what is treated. In contrast, REBT is from the cognitive approach which assumes that it is\ndue to faulty thinking patterns that the patient has depression, and this is what is addressed by this therapy.\n© UCLES 2022 Page 8 of 27\n\n1(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will include one similarity and one difference.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will include one appropriate similarity in detail or one\nappropriate difference in detail.\nOR one similarity and one difference in less detail.\n Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will attempt a similarity and/or difference. This could\ninclude both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 9 of 27", "source_pages": [ 7, 8, 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_31-p07.png", "../answer-assets/9990_s22_ms_31-p08.png", "../answer-assets/9990_s22_ms_31-p09.png" ] }, { "id": "9990-2022-mj-31-q02", "question_id": "9990-2022-mj-31-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe explanations of phobias. 8\nExplanations of phobias, including the following:\n behavioural (classical conditioning, Watson, 1920)\n psychoanalytic (Freud, 1909)\n biomedical/genetic (Ost, 1992)\n cognitive (DiNardo et al., 1988)\nBehavioural (classical conditioning, Watson, 1920)\nA phobia develops as the neutral stimulus is paired with something the person is afraid of (the unconditioned stimulus). If\nenough pairings occur or the initial UCS is very frightening the person will end up with a fear of the NS. The NS then\nbecomes the CS.\nCandidates may describe the case of the little Albert who was conditioned to be afraid of a rat by Watson banging an iron\nbar behind the baby which made him cry. Eventually just the sight of the rat was enough to cause the crying.\nPsychoanalytic (Freud, 1909)\nA fear is repressed into the unconscious to protect the ego. The phobia can be a redirected fear during an intensely\nfrightening experience (e.g. a physical attack) onto an object.\nFear and anxiety can result from impulses from the id which may be repressed or denied. This repression creates internal\nconflict which leads to a phobia.\nCandidates can also summarise the case of little Hans with reference to explanation of phobia(s).\nBiomedical/genetic (Ost, 1992)\nFound that blood-phobic subjects had more first-degree relatives with the same phobia compared to injection-phobic\nparticipants (61% vs 29%). In addition, the blood-phobic patients were more likely to fear they would faint in the phobic\nsituation (77% vs 48%). Concluded that there appears to be a strong genetic link and more likely to lead to a strong\nphysiological response (fainting).\n© UCLES 2022 Page 10 of 27\n\n2(a) Cognitive (DiNardo et al., 1988)\nWe have irrational thoughts about an object due to a previous experience that we believe will be repeated.\nDiNardo and his colleagues studied 32/37 women (18–21 years old). Some of this group had a dog phobia and some did\nnot suffer from a dog phobia. Started with 17 dog-phobic and 20 non-dog-phobic – some were excluded from some of the\nresults for a variety of reasons e.g. did not do the behavioural test. Participants did a self-report and had a behavioural test\nwhere they were approached by and had to touch a dog. Heart rate was monitored and rated anxiety on 0–8 scale. Dog-\nphobic group rated their fear higher than non-dog-phobic participants and this increased as the dog got closer to the\nphobic participants. Phobic/no conditioning had higher heart rate than phobic /conditioning event. No significant difference\nbetween heart rate of phobic/conditioning and non-phobic/conditioning.\nAlso found that 56% of people with dog phobias could recall being bitten or having a frightening past experience with a\ndog. However, 66% of the group with no dog phobia also had memories of being bitten by dogs and yet had not developed\nany anxiety about seeing dogs in the future. This shows that not everyone who is exposed to conditioning would end up\ndeveloping a phobia, and it may be explained more through our thought processes after an event than the event itself.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 11 of 27\n\n2(b) Evaluate explanations of phobias, including a discussion of nature versus nurture. 10\nA range of issues could be used for evaluation here. These include:\n Names issue – nature versus nurture debate with reference to the various explanations. E.g. biomedical is nature\nand behavioural is nurture, psychodynamic is both nature and nurture (we all go through the psychosexual stages but\nwhether we pass through them successfully is due to life experiences/nurture), DiNardo/cognitive is mainly nurture as\nthe person needs to have a bad experience but then develops negative thoughts about this experience.\n Determinism\n comparisons of different explanations\n Application of psychology to everyday life (with reference to explanations)\n Reductionist/holistic nature of the explanations\n Evidence to support the explanations (and an evaluation of this evidence if linked back to explanation)\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 12 of 27", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_31-p10.png", "../answer-assets/9990_s22_ms_31-p11.png", "../answer-assets/9990_s22_ms_31-p12.png" ] }, { "id": "9990-2022-mj-31-q03", "question_id": "9990-2022-mj-31-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Lauterborn proposed ‘the 4 Cs marketing mix model’ of advertising. 2\nIdentify two of the ‘Cs’.\nAward 1 mark for each of the Cs identified up to a maximum of 2 marks.\nFor example:\nClients/Consumer/Customer wants and/or needs or Consumer value\nCosts (to satisfy)\nConvenience (to buy)\nCommunication\nOther appropriate responses should also be credited.\n\n3(b) Describe the procedure and one result from the study by Auty and Lewis (2004) on product placement in films. 4\nAward 1–2 marks for a basic answer with some understanding of the topic area.\nAward 3–4 marks for a detailed answer with clear understanding of the topic area.\nFor example:\nProcedure\nIn the experimental group the children watched a clip of ‘Home Alone’ where the family were eating pizza and drinking milk\nand Pepsi. (1) In the control group the family were eating macaroni cheese and milk. (1) Ex-students of the school\ninterviewed the children after the study and initially offered them a drink where the choice was either Pepsi or Coca Cola.\n(1) They were then asked to describe the film and given specific questions if they did not mention Pepsi. (1)\nResults –\nChildren in the experimental group were more likely to choose Pepsi compared to those in the control group. (1)\nThe control group split between Coke and Pepsi was 58:42 compared with the experimental group’s 38:62 (2)\nAge was not a significant factor in the choice of drink and exposure to the branded film clip. (1)\nThe number of prompts required for recall was highly dependent on age. (1) Means were 4.43 for the 6–7-year-olds and\n2.06 for the 11–12-year-olds. (1)\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 13 of 27\n\n3(c) Explain one strength and one weakness of the study by Auty and Lewis. 6\nLikely strengths include –\n Generalisability – fairly good sample size (105) and different age groups used (6–7 and 11–12).\n Good validity – randomly assigned to the conditions\n Collected quantitative data which means comparisons can be made and statistical testing can be done.\n Ethical study as prior written permission to offer children a soft drink during a brief interview was obtained from\nparents. Parents and teachers were told that children would be asked questions about their observations after they\nviewed a film clip.\n Practical applications to companies about using product placement in films to increase sales.\nLikely weaknesses include –\n Generalisability (UK and primary / and one secondary school)\n Validity – the participants were asked immediately after watching the film for a choice of product. Doesn’t show the\nlong-term effects of product placement in films.\n Use of children in research – issues of generalisability to adults, potential for the children to try to understand what the\nexperiment was about and subject to demand characteristics.\n As an independent measures design was used it is possible that individual differences such as product preference\ncould have affected the results and lower the validity of the study.\n Although qualitative data was collected (details of film) this was not analysed as a part of the study and therefore no\ndepth was given for the reasons for the choice of product.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will explain one strength and one weakness.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one\nappropriate strength in detail.\nOR one weakness and one strength in less detail.\n© UCLES 2022 Page 14 of 27\n\n3(c) Level 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a\nweakness. They could include both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited\n© UCLES 2022 Page 15 of 27", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_31-p13.png", "../answer-assets/9990_s22_ms_31-p14.png", "../answer-assets/9990_s22_ms_31-p15.png" ] }, { "id": "9990-2022-mj-31-q04", "question_id": "9990-2022-mj-31-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about sound and consumer behaviour. 8\nThe syllabus covers the studies by North et al. (2003) on music in restaurants, Guéguen et al. (2007) on music in open air\nmarkets and Woods et al. (2010) on background noise and food perception.\nNorth et al. (2003)\nField study in a British restaurant. Classical, pop and no music were played over 18 evening, 393 participants. Mean spend\nper table was calculated and compared as well as the total time spent in the restaurant. Found people spent more and\nwere prepared to spend more when classical music was being played. More likely to have starters and coffee when\nclassical music played.\nGuéguen et al. (2007)\nField study in an open-air market selling toys and knick-knacks. 154 men and 86 women were randomly selected when\nvisiting a stall. Study took place in France on two days. Participants were randomly assigned to either the music or no\nmusic condition. When popular music was being played, customers stayed longer at the stalls (5.27 min music and 3.72 no\nmusic), bought more items (18% music and 10% no music – near-significant) and some higher spend was reported (6.3\neuros music and 5.67 euros no music) (but not statistically significant).\nWoods et al. (2010)\nLab study. 58 undergraduate and post grad students from Manchester university volunteered. Participants were given\nheadphones, blindfolded, and given different foods to eat (crunchy and soft food) while either listening to no sound, quiet or\nloud background white noise. Foods rated in terms of sweetness, saltiness, and liking. Reports of sweetness and saltiness\nwere rated lower in the loud compared to the quiet sound condition, but crunchiness was reported to being more intense. A\nsecond study was done which was identical (34 students) but also asked how much they liked the background noise. A\ncorrelation between the ratings of the liking of background noise and the liking of the food was also found.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 27\n\n4(b) Evaluate what psychologists have discovered about sound and consumer behaviour, including a discussion 10\nabout experiments.\nA range of issues could be used for evaluation here. These include:\n Named issue – experiments.\nGeuguen study and North et al.’s studies are field experiments\nStrengths – good ecological validity, some control of variables, fewer demand characteristics as usually the\nparticipants do not know they are in a study.\nWeaknesses – lack of control, less standardised procedures over the course of the study, could be unethical.\nWoods et al.’s study was a lab study\nStrengths – good control of variables, can be more ethical as consent can be gained.\nWeaknesses – lower ecological validity, demand characteristics\n Strengths and weaknesses of the way the data was collected in the research\n sampling and generalisations\n usefulness/practical applications\n reliability/validity of research\n Ethics\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 17 of 27", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_31-p16.png", "../answer-assets/9990_s22_ms_31-p17.png" ] }, { "id": "9990-2022-mj-32-q01", "question_id": "9990-2022-mj-32-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant ‘blood phobia’. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nIt is an irrational and persistent fear of blood / blood related products / certain medical procedures. (2) People with this\nphobia tend to avoid these procedures and may faint or feel sick at the sight of blood. (1)\nOther appropriate responses should also be credited.\n\n1(b) Describe features of the blood injection phobia inventory (BIPI). 4\nAward 1–2 marks for a basic answer with some understanding of the topic area.\nAward 3–4 marks for a detailed answer with clear understanding of the topic area.\nThe Blood-injection Phobia Inventory (BIPI) is a questionnaire has 18 items of stimulus content (1) and 27 phobic\nresponses (1). 50 items total (1) that covered a range of situations related to blood and injection phobias which are rated.\n(1) Patient asked to evaluate their reaction/response to each on a 4 point scale (0–3). (1) Reactions cover cognitive,\nphysiological and behavioural responses. (1)\nRate frequency of symptoms / responses on a scale ranging from 0 = Never to 3 = Always. (1)\nCredit examples of the situations / responses up to a maximum of 2 marks. (1 per situation/response)\nE.g.\nSituations:\nWhen I see blood on my arm or finger after pricking myself with a needle.\nWhen I think of the colour red.\nResponses/reactions:\nI faint.\nMy mind goes blank\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 7 of 29\n\n1(c) Explain one similarity and one difference between the BIPI and the Generalised Anxiety Disorder assessment 6\n(GAD–7).\nSimilarities\n Both self-reports collected quantitative data and ask the participants to rate their response to various statements.\nBoth use a 0–3 rating scale / 4 point scale.\n As both collect quantitative data this allows for comparisons to be made (e.g., before and after treatment to see if\nthere is an improvement in symptoms) however it does not give depth of why the patient may feel the way they do\nabout the statement.\n Both could be open to social desirability bias as the patient may feel that they should show an improvement post\ntreatment and therefore give a more positive response to the questions than what they really feel. For example,\nthey may say they are not feeling as nervous in the GAD-7 on as many days as they were at the start of\ntreatment.\nDifferences\n The GAD–7 is just 7 items while the BIPI is 18/50 items. This means the GAD–7 is fast for the patient to do so\nthey won’t get bored while completing it and not accurately record their symptoms. But the BIPI is a more holistic\nmeasure with 18/50 items and can give the practitioner more details about the phobia.\n The GAD–7 is for generalised anxiety disorder and refers to how many days in the past two weeks a patient has\nbeen thinking and feeling anxious whereas the BIPI is specific to blood phobia and does not specify how often the\nperson reacts in this way or the time period when it has most recently occurred.\n GAD–7 is often used as a screening test which could lead to treatment or referral to a specialist. It is often used by\ngeneral practitioners rather than providing a formal diagnosis which could be done using the BIPI.\n© UCLES 2022 Page 8 of 29\n\n1(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will include one similarity and one difference.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will include one appropriate similarity in detail or one\nappropriate difference in detail\nOR one similarity and one difference in less detail.\n Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will attempt a similarity and/or difference. This\ncould include both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 9 of 29", "source_pages": [ 7, 8, 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_32-p07.png", "../answer-assets/9990_s22_ms_32-p08.png", "../answer-assets/9990_s22_ms_32-p09.png" ] }, { "id": "9990-2022-mj-32-q02", "question_id": "9990-2022-mj-32-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the characteristics of impulse control disorders and non-substance addictive disorder (definitions, 8\ntypes, measures).\nCharacteristics of impulse control disorders and non-substance addictive disorder, including the following:\n definitions (Griffiths, 2005)\n types: kleptomania, pyromania (Burton et al., 2012) and gambling disorder\n measures: Kleptomania Symptom Assessment Scale (K–SAS)\nGeneral definition of impulse control disorder –\nThis is an impulse control disorder where the person feels a compulsion to carry out a certain behaviour, rather than take a\nsubstance (e.g., alcohol, food, cigarettes, etc.). Types of behaviours could include gambling, stealing and pyromania.\nGriffiths, 2005\nAll addictions have a number of common characteristics including salience, mood modification, tolerance, withdrawal,\nconflict and relapse. Addictions are part of a biopsychosocial process.\nTypes: kleptomania, pyromania (Burton et al., 2012) and gambling disorder\nKleptomania – A recurrent urge to steal but not for reward or profit. Patients feel tension and anxiety before stealing\nsomething and the act of stealing gives them a reward, sense of pleasure and gratification.\nPyromania – This is an obsessive desire to set fire to things. The person has deliberately and intentionally set fire to\nsomething at least twice. The person feels anxiety/heightened arousal prior to setting the fire and once they have done it\nthe arousal reduces. They are also fascinated with fires.\nBurton et al., 2012\nIdentifies the differences between fire setting, arson and pyromania.\nFire setting is a behaviour – which is setting any type of fire. Many show an interest in setting and watching fire which is a\nnormal behaviour. Often not a criminal or pathological act.\nArson is a subtype of fire setting, is a criminal act in which one wilfully and maliciously sets fire to or aids in setting fire to a\nstructure, dwelling, or property of another.\nPyromania is a psychiatric diagnosis rather than a legal term. Individuals with pyromania engage in intentional and\npathological fire setting, but do not always commit the crime of arson.\n© UCLES 2022 Page 10 of 29\n\n2 Gambling disorder – This is a non-substance addictive disorder but is very similar to substance disorders in its symptoms\nand behaviours. The person craves gambling in the same way someone may crave alcohol or drugs. The person finds it\ndifficult to control their impulse to gamble. They engage in persistent and problematic gambling and can go seriously into\ndebt.\nMeasures: Kleptomania Symptom Assessment Scale (K-SAS)\nA self-report measure to assess the severity of kleptomania in a patient.\nThere are 11/12 items that lead to a score. The higher the score, the more severe the symptoms. Scored on a scale of 0–4\nor 0–5.\nExamples from the scale include –\nDuring the past week, how much were you able to control your thoughts of stealing? 0 (very much) to 4 (No Control)\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 11 of 29\n\n2(b) Evaluate the characteristics of impulse control disorders and non-substance addictive disorder (definitions, 10\ntypes, measures), including a discussion about self-reports.\nA range of issues could be used for evaluation here. These include:\n Named issue – Self reports K-SAS – This produces quantitative data so can therefore make comparisons from\nthe results to averages for the population to determine if the person suffers from kleptomania or not. As the\nresponses are quantitative the person completing it (or telling their doctor their response) may find it easier to do\nthis rather than explain their behaviour and symptoms in depth which could be embarrassing for someone with\nkleptomania, etc. Weaknesses could include just having quantitative data so cannot collect detailed responses as\nto why the person with kleptomania has had these thoughts and urges in the past week. And it may be easier to\nlie about symptoms as no explanation is required.\nResponses that discuss the strengths and weaknesses of self-reports used by practitioners to diagnose the types\nof impulse control disorders are creditworthy.\n Validity of characteristics and diagnostic tools\n Psychometrics\n Application to everyday life\n Nature versus nurture debate\n Reductionist nature of the characteristics\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 12 of 29", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_32-p10.png", "../answer-assets/9990_s22_ms_32-p11.png", "../answer-assets/9990_s22_ms_32-p12.png" ] }, { "id": "9990-2022-mj-32-q03", "question_id": "9990-2022-mj-32-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Identify two of the virtual store layouts in the study by Vrechopoulos (2004) on the interior layout of grocery 2\nstores.\nAward 1 mark for each of the store layouts identified up to a maximum of 2 marks.\nFor example:\nFree-form layout (1)\nGrid layout (1)\nRacetrack layout (1)\nOther appropriate responses should also be credited.\n\n3(b) Describe two results from the study by Vrechopoulos. 4\nFor each result:\n1 mark for identification/basic outline of result\n2 marks for description of result\nFor example:\nThe results show that layout significantly affects online consumer behaviour\n Usefulness: Free-form was useful to find items from list (most useful for conducting planned purchases) (2)\n Entertainment/preferred: Free-form was perceived as the most entertaining to use (1) No difference between grid\nand racetrack. (1)\n Ease of use: Grid was the easiest to use (1) Racetrack was the least easy to use. (1)\n Time: Racetrack and freeform engaged the consumer for the longest (2)\nAny two for each for 2 marks -\n Grid – easiest and least engaging (fastest), same entertainment value as racetrack.\n Free-form – most useful, most entertaining, in middle for ease of use and engaged customer for longer than grid.\n Racetrack – Least easy to use, engaged customer for longer than grid, less useful than free-form, not entertaining\n(same as grid).\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 13 of 29\n\n3(c) Explain one strength and one weakness of the study by Vrechopoulous. 6\nLikely strengths include:\n Generalisability – fairly good sample size (120) and different countries (Greece and UK), stratified sampling of\ndifferent occupations was used.\n Practical applications to companies selling their products online e.g., increase the number of hyperlinks to make it\neasier for their customers to find products. If most of the consumers are making planned purchases (e.g., grocery\nshopping) then the free-form layout would be most useful, however if they are making impulse purchases then\nracetrack or freeform could be helpful to keep the customer engaged for longer. It could be argued that grid might\nbe better for impulse purchases as it was the easiest to use. Vrechopoulous concludes a mix of grid and freeform\nis best for online shopping.\n Good reliability as standardised procedures were used for all participants (e.g., all given the same amount of\nmoney to purchase products, similar products).\n Collected quantitative data which means comparisons can be made and statistical testing can be done.\n Ethical study as the participants could give informed consent and were not harmed during the study.\n Ecological validity – although it was in a laboratory it was a real shopping task (the items purchased were\ndelivered to the participants) and people do online shopping in their everyday life.\nLikely weaknesses include:\n Generalisability (UK and Greece only)\n Ecological validity – the participants were in virtual stores which at the time of the study (2004) was unusual. Also\nthe participants knew they were in a study and it was not their own money they were spending. They could\nbehave differently during their own everyday online shopping.\n No qualitative data was collected. No in-depth analysis of the reasons for the purchases, preferences or time\nspent in the three types of shops.\n© UCLES 2022 Page 14 of 29\n\n3(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will explain one strength and one weakness.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one\nappropriate strength in detail.\nOR one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or\na weakness. They could include both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 15 of 29", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_32-p13.png", "../answer-assets/9990_s22_ms_32-p14.png", "../answer-assets/9990_s22_ms_32-p15.png" ] }, { "id": "9990-2022-mj-32-q04", "question_id": "9990-2022-mj-32-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about choice heuristics in consumer decision-making 8\n(availability/representativeness, anchoring and purchase quantity decisions, pre-cognitive decisions).\nThe syllabus covers\n Availability and representativeness of choice heuristics\n Study by Wansink et al. (1998) on Anchoring and purchase quantity decisions\n Study by Knutson et al. (2007) on Pre-cognitive decisions\nAvailability and Representativeness of choice heuristics\nA heuristic is a mental shortcut helping us to make quick decisions. Availability heuristics refers to how easy it is to bring\nthings to mind, often of benefit but based on faulty thinking in some cases. For example, you buy a particular brand of car\nthat keeps breaking down and so in future you look unfavourably on that brand even in the absence of statistics to the\ncontrary – our own car experience is more available to us. Representative heuristics allow us to make our choices by\ncomparing with best know (most representative) examples. For example, a new smartphone is released, and we compare\nit 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\neven go so far as companies releasing products in very similar packaging to the market leader.\nWansink et al.\nAn investigation into what makes people buy a certain number of units in a series of field and lab experiments.\n1 A field experiment in 86 different shops for one week. 13 products put on sale either as single units “On sale – 50 c\neach” or as multiple-unit pricing “6 for $3”. It was found that the multiple pricing increased sales by 32 across the\nshops.\n2 A field experiment in 3 supermarkets in Iowa over 3 days. A small discount of 12 on Campbells soup. Over the 3\nevenings there were various limits on the number of tins of soup customers could purchase – no limit, 4 max, and 12\nmax. Of the 914 shoppers, observers noted how many cans they put in their trollies. It was found that the no limit\nyielded an average 3.3 cans, 4 max 3.7 cans and 12 max 7 cans.\n3 Lab experiments using 120 undergraduates using “selling anchors”. 6 well-known products were offered for sale at 3\nprice levels – usual price, 20 discount, or 40 discount. In addition, they were given selling anchors. In the 3rd\nexperiment this was “grab 6 for studying” (suggested selling). It was found that intention to purchase indicators\nincreased across all discount levels. In the final experiment using an expansion anchor (e.g., “buy for all your friends”)\nincreased sale intentions across a range of purchase-quantity limits.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 29\n\n4(a) Knutson et al.\nA total of 26 participants underwent an fMRI scan whilst being presented with various images. They had $20 to ‘spend’.\nThe 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\nenabled researchers to see which regions of the brain were active at various parts of the decision-making procedure. It\nwas found that preference for the product was correlated with activation in the nucleus accumbens (NAcc). The mesial\nprefrontal cortex (MPFC) activation related to price differentials (the participant felt the produced was suitably priced) but\ndeactivated if they felt the price was too high. Purchasing the product was correlated with deactivation of the insula.\nReaction times were no different between products that were purchased and those not purchased. Reaction times were\nlower where there was a low preference for the item e.g., participants spent longer when the participant had a weak\npreference for it. When participants had a strong preference for an item reactions times were faster.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 17 of 29\n\n4(b) Evaluate what psychologists have discovered about choice heuristics in consumer decision-making 10\n(availability/representativeness, anchoring and purchase quantity decisions, pre-cognitive decisions), including a\ndiscussion about generalisability.\nA range of issues could be used for evaluation here. These include:\n Named issue – Generalisability\nOnly one culture used across the studies – USA. However, in Wansink there are a large number of genuine\nshoppers in the field experiments so generalisation is high. Wansink’s lab study used under-graduates. Small\nsample in Knutson (26), age 18–26.\nWeaknesses – there could be cultural bias as both studies use American participants which is a wealthy,\nconsumer-driven society. Results may not be generalisable to poorer countries where there is less availability of\nproducts. In Wansink’s lab study there were undergraduates which might not be generalisable to older participants\nwho might have more/less disposable income for shopping and engage in different types of shopping. E.g young\npeople tend to purchase more non-essential items such as clothing. Knutson’s study used a small number of\nparticipants aged 18–26. Brain continues to change as we age and older participants might have had different\nresults. Strengths – Good sample size in Wansink and genuine shoppers from a wide range of stores so more\ngeneralisable. As Knutson’s research is investigating brain activation it could be argued that regions of the brain\nwhich activate during shopping is similar throughout the adult population.\nAllow evaluation of ecological validity (generalisability to everyday life) as covering named issue.\n Ecological validity\n Self-reports\n Usefulness / practical applications\n Situational/individual explanations\n Ethics\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 18 of 29", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_32-p16.png", "../answer-assets/9990_s22_ms_32-p17.png", "../answer-assets/9990_s22_ms_32-p18.png" ] }, { "id": "9990-2022-mj-33-q01", "question_id": "9990-2022-mj-33-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Identify two characteristics of bipolar disorder. 2\nAward 1 mark for each characteristic of bipolar disorder.\nMust include both reference to a symptom of low mood and a symptom of high mood for full marks.\nTwo strongly contrasting phases – high mood (manic phase) followed by very low mood. (2)\nHigh mood phase symptoms – euphoria, increased activity/energy, racing thoughts, impulsiveness. (1 max)\nLow mood phase symptoms – depressed mood, low energy/oversleeping, lack of interest in normal activities. (1 max)\nOther appropriate responses should also be credited.\n\n1(b) Describe rational emotive behaviour therapy (REBT) as a treatment for depression (Ellis, 1962). 4\nAward 1–2 marks for a basic answer with some understanding of the topic area.\nAward 3–4 marks for a detailed answer with clear understanding of the topic area.\nFor example –\nThis follows the ABC model. (1)\nActivating agent – what is the behaviour and/or attitude of the patient towards events in their lives. (1)\nBeliefs – what is the belief of the patient toward the event. (1)\nConsequence – behavioural response in relation to the belief about the event. (1)\nEllis believes if a person has constant negative beliefs about events in their lives, they are likely to suffer from depression.\n(1)\nThe goal of therapy is to identify the unhelpful thoughts and replace them with more rational and constructive thoughts. The\npatient will go away between sessions and practice developing more helpful thoughts about life experiences and the\ndepression symptoms should improve. (2)\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 7 of 27\n\n1(c) Explain one similarity and one difference between REBT and one biological treatment for depression. 6\nComparison will be for the rational emotive behavioural therapy by Ellis (1962) and biological treatments including\nchemical/drugs (MAOIs, SSRIs)\nSimilarities\n Provides an effective treatment for depression – those receiving the treatment be it biological or REBT showed\nsignificant improvements compared to their baseline at the start of treatment and the control group.\n Studies that have investigated the effectiveness of these treatments include a control group of patients who do not\nreceive the treatment as a comparison. Allows valid conclusions to be drawn about the effectiveness of the treatment.\n Deterministic – it is the biological treatment/REBT that is causing the depression to lift and no other events/\nexperiences in the person’s life. It could be that the person changed jobs, and this is what caused their depression\nsymptoms to improve rather than the biological treatment/REBT.\n Not as effective when there are co-morbidities such as anxiety, schizophrenia.\nDifferences\n Biological treatments have side effects such as weight changes, appetite changes, sexual dysfunction, headaches,\nchanges to sleep patterns and REBT does not have any side effects.\n The biological treatments might be more appropriate for patients who do not want to see a therapist/not comfortable\nwith talking about their issues compared to REBT.\n REBT helps the patient to develop skills to challenge their irrational thoughts and replace them with more helpful\nthoughts. These skills can be used after therapy is over to continue to treat the depression. In contrast, biological\ntreatments alter neurochemistry and treat the symptom of the disorder (low serotonin) so if the patient stops having the\ntreatment the depression is likely to return.\n Biological treatments are from the biological approach which assumes that it is low serotonin levels that are causing\nthe depression, and this is what is treated. In contrast, REBT is from the cognitive approach which assumes that it is\ndue to faulty thinking patterns that the patient has depression, and this is what is addressed by this therapy.\n© UCLES 2022 Page 8 of 27\n\n1(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will include one similarity and one difference.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will include one appropriate similarity in detail or one\nappropriate difference in detail.\nOR one similarity and one difference in less detail.\n Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will attempt a similarity and/or difference. This could\ninclude both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 9 of 27", "source_pages": [ 7, 8, 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_33-p07.png", "../answer-assets/9990_s22_ms_33-p08.png", "../answer-assets/9990_s22_ms_33-p09.png" ] }, { "id": "9990-2022-mj-33-q02", "question_id": "9990-2022-mj-33-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe explanations of phobias. 8\nExplanations of phobias, including the following:\n behavioural (classical conditioning, Watson, 1920)\n psychoanalytic (Freud, 1909)\n biomedical/genetic (Ost, 1992)\n cognitive (DiNardo et al., 1988)\nBehavioural (classical conditioning, Watson, 1920)\nA phobia develops as the neutral stimulus is paired with something the person is afraid of (the unconditioned stimulus). If\nenough pairings occur or the initial UCS is very frightening the person will end up with a fear of the NS. The NS then\nbecomes the CS.\nCandidates may describe the case of the little Albert who was conditioned to be afraid of a rat by Watson banging an iron\nbar behind the baby which made him cry. Eventually just the sight of the rat was enough to cause the crying.\nPsychoanalytic (Freud, 1909)\nA fear is repressed into the unconscious to protect the ego. The phobia can be a redirected fear during an intensely\nfrightening experience (e.g. a physical attack) onto an object.\nFear and anxiety can result from impulses from the id which may be repressed or denied. This repression creates internal\nconflict which leads to a phobia.\nCandidates can also summarise the case of little Hans with reference to explanation of phobia(s).\nBiomedical/genetic (Ost, 1992)\nFound that blood-phobic subjects had more first-degree relatives with the same phobia compared to injection-phobic\nparticipants (61% vs 29%). In addition, the blood-phobic patients were more likely to fear they would faint in the phobic\nsituation (77% vs 48%). Concluded that there appears to be a strong genetic link and more likely to lead to a strong\nphysiological response (fainting).\n© UCLES 2022 Page 10 of 27\n\n2(a) Cognitive (DiNardo et al., 1988)\nWe have irrational thoughts about an object due to a previous experience that we believe will be repeated.\nDiNardo and his colleagues studied 32/37 women (18–21 years old). Some of this group had a dog phobia and some did\nnot suffer from a dog phobia. Started with 17 dog-phobic and 20 non-dog-phobic – some were excluded from some of the\nresults for a variety of reasons e.g. did not do the behavioural test. Participants did a self-report and had a behavioural test\nwhere they were approached by and had to touch a dog. Heart rate was monitored and rated anxiety on 0–8 scale. Dog-\nphobic group rated their fear higher than non-dog-phobic participants and this increased as the dog got closer to the\nphobic participants. Phobic/no conditioning had higher heart rate than phobic /conditioning event. No significant difference\nbetween heart rate of phobic/conditioning and non-phobic/conditioning.\nAlso found that 56% of people with dog phobias could recall being bitten or having a frightening past experience with a\ndog. However, 66% of the group with no dog phobia also had memories of being bitten by dogs and yet had not developed\nany anxiety about seeing dogs in the future. This shows that not everyone who is exposed to conditioning would end up\ndeveloping a phobia, and it may be explained more through our thought processes after an event than the event itself.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 11 of 27\n\n2(b) Evaluate explanations of phobias, including a discussion of nature versus nurture. 10\nA range of issues could be used for evaluation here. These include:\n Names issue – nature versus nurture debate with reference to the various explanations. E.g. biomedical is nature\nand behavioural is nurture, psychodynamic is both nature and nurture (we all go through the psychosexual stages but\nwhether we pass through them successfully is due to life experiences/nurture), DiNardo/cognitive is mainly nurture as\nthe person needs to have a bad experience but then develops negative thoughts about this experience.\n Determinism\n comparisons of different explanations\n Application of psychology to everyday life (with reference to explanations)\n Reductionist/holistic nature of the explanations\n Evidence to support the explanations (and an evaluation of this evidence if linked back to explanation)\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 12 of 27", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_33-p10.png", "../answer-assets/9990_s22_ms_33-p11.png", "../answer-assets/9990_s22_ms_33-p12.png" ] }, { "id": "9990-2022-mj-33-q03", "question_id": "9990-2022-mj-33-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Lauterborn proposed ‘the 4 Cs marketing mix model’ of advertising. 2\nIdentify two of the ‘Cs’.\nAward 1 mark for each of the Cs identified up to a maximum of 2 marks.\nFor example:\nClients/Consumer/Customer wants and/or needs or Consumer value\nCosts (to satisfy)\nConvenience (to buy)\nCommunication\nOther appropriate responses should also be credited.\n\n3(b) Describe the procedure and one result from the study by Auty and Lewis (2004) on product placement in films. 4\nAward 1–2 marks for a basic answer with some understanding of the topic area.\nAward 3–4 marks for a detailed answer with clear understanding of the topic area.\nFor example:\nProcedure\nIn the experimental group the children watched a clip of ‘Home Alone’ where the family were eating pizza and drinking milk\nand Pepsi. (1) In the control group the family were eating macaroni cheese and milk. (1) Ex-students of the school\ninterviewed the children after the study and initially offered them a drink where the choice was either Pepsi or Coca Cola.\n(1) They were then asked to describe the film and given specific questions if they did not mention Pepsi. (1)\nResults –\nChildren in the experimental group were more likely to choose Pepsi compared to those in the control group. (1)\nThe control group split between Coke and Pepsi was 58:42 compared with the experimental group’s 38:62 (2)\nAge was not a significant factor in the choice of drink and exposure to the branded film clip. (1)\nThe number of prompts required for recall was highly dependent on age. (1) Means were 4.43 for the 6–7-year-olds and\n2.06 for the 11–12-year-olds. (1)\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 13 of 27\n\n3(c) Explain one strength and one weakness of the study by Auty and Lewis. 6\nLikely strengths include –\n Generalisability – fairly good sample size (105) and different age groups used (6–7 and 11–12).\n Good validity – randomly assigned to the conditions\n Collected quantitative data which means comparisons can be made and statistical testing can be done.\n Ethical study as prior written permission to offer children a soft drink during a brief interview was obtained from\nparents. Parents and teachers were told that children would be asked questions about their observations after they\nviewed a film clip.\n Practical applications to companies about using product placement in films to increase sales.\nLikely weaknesses include –\n Generalisability (UK and primary / and one secondary school)\n Validity – the participants were asked immediately after watching the film for a choice of product. Doesn’t show the\nlong-term effects of product placement in films.\n Use of children in research – issues of generalisability to adults, potential for the children to try to understand what the\nexperiment was about and subject to demand characteristics.\n As an independent measures design was used it is possible that individual differences such as product preference\ncould have affected the results and lower the validity of the study.\n Although qualitative data was collected (details of film) this was not analysed as a part of the study and therefore no\ndepth was given for the reasons for the choice of product.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will explain one strength and one weakness.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will explain one appropriate weakness in detail or one\nappropriate strength in detail.\nOR one weakness and one strength in less detail.\n© UCLES 2022 Page 14 of 27\n\n3(c) Level 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will attempt an explanation of either a strength or a\nweakness. They could include both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited\n© UCLES 2022 Page 15 of 27", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_33-p13.png", "../answer-assets/9990_s22_ms_33-p14.png", "../answer-assets/9990_s22_ms_33-p15.png" ] }, { "id": "9990-2022-mj-33-q04", "question_id": "9990-2022-mj-33-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about sound and consumer behaviour. 8\nThe syllabus covers the studies by North et al. (2003) on music in restaurants, Guéguen et al. (2007) on music in open air\nmarkets and Woods et al. (2010) on background noise and food perception.\nNorth et al. (2003)\nField study in a British restaurant. Classical, pop and no music were played over 18 evening, 393 participants. Mean spend\nper table was calculated and compared as well as the total time spent in the restaurant. Found people spent more and\nwere prepared to spend more when classical music was being played. More likely to have starters and coffee when\nclassical music played.\nGuéguen et al. (2007)\nField study in an open-air market selling toys and knick-knacks. 154 men and 86 women were randomly selected when\nvisiting a stall. Study took place in France on two days. Participants were randomly assigned to either the music or no\nmusic condition. When popular music was being played, customers stayed longer at the stalls (5.27 min music and 3.72 no\nmusic), bought more items (18% music and 10% no music – near-significant) and some higher spend was reported (6.3\neuros music and 5.67 euros no music) (but not statistically significant).\nWoods et al. (2010)\nLab study. 58 undergraduate and post grad students from Manchester university volunteered. Participants were given\nheadphones, blindfolded, and given different foods to eat (crunchy and soft food) while either listening to no sound, quiet or\nloud background white noise. Foods rated in terms of sweetness, saltiness, and liking. Reports of sweetness and saltiness\nwere rated lower in the loud compared to the quiet sound condition, but crunchiness was reported to being more intense. A\nsecond study was done which was identical (34 students) but also asked how much they liked the background noise. A\ncorrelation between the ratings of the liking of background noise and the liking of the food was also found.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 27\n\n4(b) Evaluate what psychologists have discovered about sound and consumer behaviour, including a discussion 10\nabout experiments.\nA range of issues could be used for evaluation here. These include:\n Named issue – experiments.\nGeuguen study and North et al.’s studies are field experiments\nStrengths – good ecological validity, some control of variables, fewer demand characteristics as usually the\nparticipants do not know they are in a study.\nWeaknesses – lack of control, less standardised procedures over the course of the study, could be unethical.\nWoods et al.’s study was a lab study\nStrengths – good control of variables, can be more ethical as consent can be gained.\nWeaknesses – lower ecological validity, demand characteristics\n Strengths and weaknesses of the way the data was collected in the research\n sampling and generalisations\n usefulness/practical applications\n reliability/validity of research\n Ethics\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 17 of 27", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_33-p16.png", "../answer-assets/9990_s22_ms_33-p17.png" ] }, { "id": "9990-2022-mj-41-q01", "question_id": "9990-2022-mj-41-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1(a) In a case study by Glover, a 56-year-old married woman who had been 2\nshoplifting every day for 14 years attended treatment sessions. Her\ntreatment used covert sensitisation with aversive imagery.\nExplain what is meant by the term ‘aversive imagery’.\nMost likely answer (other appropriate responses to be credited):\n an image that induces change in behaviour using negative\nreinforcement or positive punishment.\n for example, in the study by Glover the participant imagined nausea and\nvomitting as she approached an item in a supermarket with all other\nshoppers watching until she replaced the item and left the store.\nMarks: 1 mark for partial explanation; 2 marks for detailed explanation.\n\n1(b) Suggest two strengths of the use of a face-to-face interview by a 4\ntherapist treating a patient with kleptomania.\nMost likely answer (other appropriate responses to be credited):\n the therapist can observe the patient’s responses to questions and\nother non-verbal movements which may help with diagnosis/therapy\ne.g. to see of the patient is being honest or not.\n the therapist is providing a more personal service – seeing face to face\nand giving time to the patient, to understand their kleptomania, unlike a\ntelephone interview which is less personal\n the patient can observe the therapist, non-verbal communication, and\nsee whether the therapist gives ‘nods of agreement’ to positive patient\nbehaviour which can be rewarding\n the patient can ask questions about their kleptomania which they may\nnot do over a telephone.\nMarks: 1 mark for suggestion; 2 marks for related to kleptomania 2\n\n1(c) Suggest why biochemical treatments might not be effective when 4\ntreating kleptomania.\nMost likely answer (other appropriate responses to be credited):\n there is no drug that specifically stops a person from stealing (better\nused with addiction to alcohol / an emetic such as ipecac which causes\nvomiting)\n the person may not take the drug\n the drug may be addictive and long-term use may cause additional\nproblems.\n drugs reduce symptoms but do not remove the cause (what symptoms\ndoes a person with kleptomania have?)\nMarks: 1 mark for each suggestion outlined and (1 mark) related to\nkleptomania 2\nOR 1 mark for suggestion and 24 marks for detail and related to\nkleptomania.\n© UCLES 2022 Page 5 of 18\n\n1(d) Discuss whether generalisations can or cannot be made from this case 5\nstudy. You should consider both sides of the argument and include a\nconclusion.\nMost likely answer (other appropriate responses to be credited):\nCan\n the treatment of covert sensitisation can be generalised to others with\nkleptomania\n covert sensitisation can be used to treat other ICDs such as pyromania\nCannot\n the specifics of this individual case cannot be generalised\n the aversive images (nausea and vomiting) will not work with everyone;\ndifferent images need to be used.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each point for/against (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two points for/against unrelated to\nthe question. 1 mark for conclusion.\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_41-p05.png", "../answer-assets/9990_s22_ms_41-p06.png" ] }, { "id": "9990-2022-mj-41-q02", "question_id": "9990-2022-mj-41-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2(a) Dayan and Bar-Hillel (2011) conducted research on how the position of 2\na food item on a menu influenced what participants ordered to eat.\nThey compared four versions of menu item order. They described their\nsample and sampling technique in Study 1 as: *240 participants *from\nthe Hebrew University, Jerusalem *all were students *aged 19–35 years\n*52 female, 48 male *recruited individually from around the\ncampus.\nSuggest which sampling technique could have been used in Study 1.\nDefinitive answer:\nOpportunity sample (1 mark) because participants were recruited\nindividually from around the campus (1 mark).\nNote: 1 mark for term, 1 mark for related to study.\n\n2(b)(i) Suggest one strength of the sample used in this study. 2\nMost likely answer (other appropriate responses to be credited):\n large sample (240)\n students who will be familiar with ordering from a menu\n wide age range (1935)\n nearly equal male/female balance (52 to 48)\nMarks: 1 mark strength, 1 mark related to study\n© UCLES 2022 Page 6 of 18\n\n2(b)(ii) Suggest one weakness of the sample used in this study. 2\nMost likely answer (other appropriate responses to be credited):\n small sample (240)\n students who may be less familiar ordering from a menu\n limited age range (1935 only)\nMarks: 1 mark weakness, +1 mark related to study\n\n2(c)(i) Identify two of the versions of menu item order used in Study 1. 2\nDefinitive answer:\n Baseline menu (arbitrarily designated)\n Mirror menu (that reversed the Baseline menu order completely within\neach category)\n Inside-out base (that reversed the Baseline menu order within the top\nhalf and within the bottom half of each category, but not the top and\nbottom halves themselves, thereby turning middle items into extreme\nitems and vice versa)\n Inside out mirror (as above)\nMarks: 1 mark each condition correctly identified.\n\n2(c)(ii) Explain why participants were randomly allocated to a version of menu 2\nitem order.\nDefinitive answer:\n It means that participants have an equal chance of being in any of the\nfour conditions. It reduces the effect of systematic bias caused if the\nsame condition were always in the same order.\nMarks: 1 mark reason, 1 mark related to study.\n© UCLES 2022 Page 7 of 18\n\n2(d) Discuss the strengths and weaknesses of using a laboratory 5\nexperiment to study menu item order. You should include a conclusion\nin your answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nStrengths:\n a laboratory experiment has an IV, DV and controls e.g. extraneous\nsituational variables\n laboratory experiments are reductionist so one variable can be isolated\nand studied.\n participants know they are taking part in a study (so give consent but\nnot informed consent).\nWeaknesses:\n most consumer behaviour (e.g. shopping) takes place in the real world\nand so studies should be conducted in the real world (rather than in a\nlaboratory).\n it may be reductionist to isolate variables to study (i.e. the IV) when\nmany other variables that are controlled may contribute to consumer\nbehaviour as a whole.\n participants may respond to demand characteristics.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision\nreached by reasoning’ and so a summary of points already made\nscores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each strength/weakness (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two strengths/weaknesses unrelated\nto the question. 1 mark for conclusion.\nQuestion Answer Marks", "source_pages": [ 6, 7, 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_41-p06.png", "../answer-assets/9990_s22_ms_41-p07.png", "../answer-assets/9990_s22_ms_41-p08.png" ] }, { "id": "9990-2022-mj-41-q05", "question_id": "9990-2022-mj-41-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the effectiveness of biochemical 10\ntreatments for impulse control disorder.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: any\nappropriate method.\nSpecific features:\n Experiments: type, IV, DV, controls, experimental design.\n Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\n General features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: treating and managing ICDs and non-substance addictive\ndisorder: biochemical (Grant et al., 2008)\nPsychological:\nThe biochemical treatment using nalmefene is believed by Grant et al.\n(2008) to help reduce the urge to gamble. To test its effectiveness,\nparticipants were assessed to ensure they were suitable to participate. They\nwere then randomly allocated to either a group receiving nalmefene or to a\ngroup receiving a placebo.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 13 of 18", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_41-p13.png" ] }, { "id": "9990-2022-mj-41-q06", "question_id": "9990-2022-mj-41-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) It is suggested that people have cognitive maps of where individual 10\nfood items are located in retail environments, such as supermarkets.\nDesign a study to investigate whether people use cognitive maps to\nlocate individual food items in a supermarket.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: any\nappropriate method.\nSpecific features:\n Experiments: type, IV, DV, controls, experimental design.\n Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\n General features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: cognitive maps of retail locations (Mackay and Olshavsky, 1975)\nPsychological: Mackay and Olshavsky (1975) studied cognitive maps in\nretail locations.\nAlso relevant is the study on shopper movement patterns (Gil et al., 2009)\nMethodological: explanation of method using general and specific features\nas above.", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_41-p14.png" ] }, { "id": "9990-2022-mj-41-q09", "question_id": "9990-2022-mj-41-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Psychometric measures used to assess obsessive-compulsive\ndisorder (OCD) provide therapists with no useful information.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: measures: Maudsley Obsessive-Compulsive Inventory (MOCI),\nYale-Brown Obsessive-Compulsive Scale (Y-BOCS)\nMost likely (any other appropriate responses should be credited):\nUseful:\n measures such as Y-BOCS and MOCI indicate the severity of a\ndisorder\n these measures can highlight specific features of the disorder\n these measures can be used as comparisons with others with the same\ndisorder\n these measures provide quantitative data\nNot useful:\n talking to a therapist in a clinical interview can reveal perhaps more\nthan any test\n the measure can use scales (5 or 7 point) which may not represent\nwhat the person thinks: they could take a neutral option\n people answering the questionnaires may not be honest about\neverything\n measures assume people have similarities; they are less individualistic.\nQuestion Answer Marks", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_41-p17.png" ] }, { "id": "9990-2022-mj-41-q10", "question_id": "9990-2022-mj-41-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Studies using fMRI, such as those on pre-cognitive decisions, are of 12\nno value in understanding consumer behaviour.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: pre-cognitive decisions (Knutson et al., 2007).\nMost likely (any other appropriate responses should be credited):\nValue\n studying how the ‘mind’ works will always be of value\n fMRI is scientific equipment producing scientific/objective data\n data might be useful to sellers if studies reveal what people are more\nlikely to buy.\nNo value:\n just because fMRI shows that pre-cognitive decisions are possible, it\nhas no ecological validity.\n decisions made before they are conscious are irrelevant if the person\nthen acts on that decision\n observation of what people purchase is fact, just as fMRI is.\n© UCLES 2022 Page 17 of 18", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_41-p17.png" ] }, { "id": "9990-2022-mj-42-q01", "question_id": "9990-2022-mj-42-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Schizophrenia can be treated with medical techniques and it can be\nmanaged with psychological techniques. Medical treatments include\nthe use of electro-convulsive therapy (ECT) and drugs such as\nantipsychotics and atypical antipsychotics. Schizophrenia can be\nmanaged psychologically using token economy and cognitive-\nbehavioural therapy (CBT).\n\n1(a) Suggest one difference between medical and psychological 2\ntechniques for treating and managing schizophrenia.\nMost likely answer (other appropriate responses to be credited):\n medical requires therapist to prescribe drug/treatment; psychological\ndoes not need prescription. Psychologist cannot prescribe drugs/ECT\n patient is passive with medical techniques; patient is active with\npsychological\n medical changes physiology; psychological changes thinking/behaviour\nMarks: 1 mark for each side of term.\nNote: Medical techniques can include ECT and psychological can include\ntoken economy and CBT.\n\n1(b) Explain two differences between antipsychotic drugs and atypical 4\nantipsychotic drugs.\nMost likely answer (other appropriate responses to be credited):\n antipsychotics (first generation, 1950s), atypical antipsychotics (second\ngeneration, 1990s)\n antipsychotics (typical side effects more likely: ExtraPyramidal\nSymptoms (EPS) and tardive dyskinesia (TD: abnormal facial, tongue\nand mouth movements). EPS includes: dyskinesia: (chewing\nmovements); dystonia: (muscle rigidity); akathisia (inability to keep still)\n atypical antipsychotics (atypical because side effects less likely, such\nas EPS and TD, but weight gain, heart disease and diabetes more\nlikely)\n typical: block neurotransmitters (dopamine and serotonin); atypical\nblock but for shorter time (so fewer side effects)\nMarks: 1 mark for each side of term  2. Antipsychotics more side effects,\nAtypical antipsychotics fewer side effects = 2 marks because both types are\nnamed correctly. No mark if they are not.\nNote: 0 marks for ‘more effective’ no evidence to suggest this is the case. 0\nmarks for descriptions.\n© UCLES 2022 Page 8 of 24\n\n1(c) Explain how ECT is used to treat schizophrenia. 4\nMost likely answer:\n muscle relaxant given\n electricity applied bilaterally or unilaterally\n patient convulses (twitches because of muscle relaxant)\n patient is unconscious, then wakes and recovers.\nMarks: 1 mark for each different (correct) point of how it is used to treat\nschizophrenia.\nNote: side effects etc. are irrelevant.\n\n1(d) Discuss the strengths and weaknesses of psychological techniques to 5\nmanage schizophrenia. You should include a conclusion in your\nanswer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n person has to be active in treatment, rather than passive\n treatments aim to ease the symptoms; learn to cope\n treatments such as CBT can be applied anywhere\n no drugs are involved which cause side effects and are addictive\nWeaknesses:\n some people prefer to be passive drugs, such as swallowing a pill is\neasy\n drugs inhibit production of neurochemicals associated with\nschizophrenia\n CBT still needs a therapist to supervise\n more costly and time-consuming than giving drug\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each strength/weakness (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two strengths/weaknesses unrelated\nto the question. 1 mark for conclusion.\n© UCLES 2022 Page 9 of 24", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_42-p08.png", "../answer-assets/9990_s22_ms_42-p09.png" ] }, { "id": "9990-2022-mj-42-q02", "question_id": "9990-2022-mj-42-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Porublev et al. (2009) used interviews and observations in their\ninvestigation into gift-wrapping. In one semi-structured interview, a\nparticipant stated: ‘What's the point of giving a gift if you are not going\nto wrap it?’\n\n2(a) Explain one way in which a gift can be wrapped, when it is presented 2\nto a receiver.\nMost likely answer (other appropriate responses to be credited):\n(from the study) gifts can be presented two ways;\n wrapped in a non traditional manner (1 mark) where it may be difficult to\ndetermine that the gift is actually a gift, for example, through the use of\nplain brown paper (2 marks), or\n the final way is to wrap a gift is in a traditional manner (1 mark) where\nthe gift meets expectations of looking like a gift (2 marks)\nMarks: 1 mark for identification; 2 marks for elaboration/explanation 0 marks\nfor unwrapped gift\n\n2(b) Suggest two reasons why a semi-structured interview was used in this 4\nstudy.\nMost likely answer (other appropriate responses to be credited):\n using some set/fixed questions allows each participant to be asked the\nsame thing (1 mark). For example they were asked ‘do you prefer to\nreceive gifts that are wrapped or unwrapped?’ (2 marks)\n semi structured allows additional questions to be asked (1 mark) [which\nmay be closed or open] such as ‘why do you prefer wrapped to\nunwrapped gifts?’ (2 marks). Similarly:\n if used, open ended questions allows participants to expand on their\nclosed response (1 mark) for example ‘why do you prefer wrapped to\nunwrapped gifts?’ allows reason (2 marks)\n if used, closed questions can include quantitative data (1 mark). For\nexample asking the above question (answer yes/no) means numbers of\neach can be seen (2 marks)\nMarks: 1 mark for reason, 2 marks for ‘in this study’  2.\n\n2(c) Suggest two features of the type of observation used in this study. 4\nMost likely answer\n Covert or overt: it is not stated in the study. Candidates can justify\neither. 0 marks if not justified.\n Naturalistic as the observation is at a gift-wrap stall.\n Non-participant as the observer was not wrapping the gift.\n Structured as the observer was looking to see whether people paid to\nhave their gifts wrapped or not.\nMarks: 1 mark for correct identification of feature, 2 marks for ‘in this study’\n 2\nNote: 1 mark for correct ‘in this study’ if feature of observation is not\nidentified.\n© UCLES 2022 Page 10 of 24\n\n2(d) Discuss the strengths and weaknesses of using observations to 5\nassess gift wrapping preference. You should include a conclusion in\nyour answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nAdvantages:\n A covert observation means the person is unaware they are being\nobserved and so behaves naturally\n Observation of the giving of a gift is real life (naturalistic) so genuine\nbehaviour\n Observations can have more than one observer so reliability of\nobservations can be checked.\n A structured observation means that observers know exactly what they\nare looking for\nDisadvantages:\n A covert observation may mean that an observer misses a behaviour\n(person being observed moves out of view)\n A structured observation may not account for new or unexpected\nbehaviour\n A naturalistic observation does not require consent, but on receiving a\ngift a person may behave in a way they would not wish to be recorded\n(a hug, kiss?)\n If observing behaviour only what is said between giver and recipient is\nnot recorded\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each strength/weakness (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two strengths/weaknesses unrelated\nto the question. 1 mark for conclusion.\n© UCLES 2022 Page 11 of 24", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_42-p10.png", "../answer-assets/9990_s22_ms_42-p11.png" ] }, { "id": "9990-2022-mj-42-q05", "question_id": "9990-2022-mj-42-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the effectiveness of chemical/drug 10\ntreatments (MAOIs, SSRIs) for depression.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: any\nappropriate method.\nSpecific features:\n Experiments: type, IV, DV, controls, experimental design.\n Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: treatment and management of depression: biological: chemical/\ndrugs (MAOIs, SSRIs)\nPsychological:\nFor example: MAOIs inhibit the enzyme monoamine oxidase. This enzyme\nnormally breaks down noradrenaline, serotonin and dopamine, but these\nneurotransmitters are not broken down, they stay at normal high levels and\nso ‘reduce depression’.\nThe Beck Depression Inventory (BDI) will also feature in this answer (as DV)\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 17 of 24", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_42-p17.png" ] }, { "id": "9990-2022-mj-42-q06", "question_id": "9990-2022-mj-42-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Design an experiment to investigate age differences in brand 10\nrecognition.\nNote: age differences can be any.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is:\nexperiment.\nSpecific features: Experiments: type, IV, DV, controls, experimental design.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nexperiment is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: brand recognition in children (Fischer et al., 1991)\nPsychological:\nBrand recognition is extent to which a consumer can correctly identify a\nparticular product or service just by viewing the product or service's logo,\ntag line, packaging or advertising campaign\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 18 of 24", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_42-p18.png" ] }, { "id": "9990-2022-mj-42-q09", "question_id": "9990-2022-mj-42-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘The nature versus nurture debate is irrelevant when explaining 12\ndepression.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: Explanations of depression\nMost likely (any other appropriate responses should be credited):\nRelevant:\n nature versus nurture is reductionist and can therefore be studied much\nmore precisely than say psychoanalytic explanations\n nature or nurture can allow research to focus on the cause of the\ndepression\n reasearch done on ‘nurture’ such as ‘learned helplessness’ other done\non biological.\nIrrelevant:\n People will suffer from depression whether it is nature or nurture\n People’s symptoms will be treated whether the cause is nature of\nnurture\n The nature versus nurture debate is theoretical. It has no practical value\n Nature versus nurture determines the type of treatment (drugs versus\nrestructuring or REBT)\n It might be that for some people the cause is ‘nature’ for others it is\n‘nurture’.\n© UCLES 2022 Page 21 of 24", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_42-p21.png" ] }, { "id": "9990-2022-mj-42-q10", "question_id": "9990-2022-mj-42-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘In all advertising media, there is only one effective way to advertise a 12\nproduct, for example television.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: advertising media (e.g. television, etc.); persuasive techniques\nMost likely (any other appropriate responses should be credited):\nAdvantages:\n Large numbers of most populations watch television\n Television advertising can be focused (specific to one region or\nchannel) or it can be general (to everyone)\n Television advertising is the ‘perfect’ medium: not just a picture or\nwords in a newspaper or poster). It has impact; can use ‘celebrities’\n(see Yale model of communication)\nDisadvantages:\n Some people may not have access to a television\n Some people might not watch the channel the advert is on (watching\nstreaming television)\n Some people may not watch television advertising\n Other forms of advertising may be better suited than TV, such as radio\n Other forms of advertising might be specific (in a magazine; poster on\nstudent campus.\nNote: candidates can choose any medium, question has television as\nexample.\n© UCLES 2022 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_42-p22.png" ] }, { "id": "9990-2022-mj-43-q01", "question_id": "9990-2022-mj-43-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1(a) In a case study by Glover, a 56-year-old married woman who had been 2\nshoplifting every day for 14 years attended treatment sessions. Her\ntreatment used covert sensitisation with aversive imagery.\nExplain what is meant by the term ‘aversive imagery’.\nMost likely answer (other appropriate responses to be credited):\n an image that induces change in behaviour using negative\nreinforcement or positive punishment.\n for example, in the study by Glover the participant imagined nausea and\nvomitting as she approached an item in a supermarket with all other\nshoppers watching until she replaced the item and left the store.\nMarks: 1 mark for partial explanation; 2 marks for detailed explanation.\n\n1(b) Suggest two strengths of the use of a face-to-face interview by a 4\ntherapist treating a patient with kleptomania.\nMost likely answer (other appropriate responses to be credited):\n the therapist can observe the patient’s responses to questions and\nother non-verbal movements which may help with diagnosis/therapy\ne.g. to see of the patient is being honest or not.\n the therapist is providing a more personal service – seeing face to face\nand giving time to the patient, to understand their kleptomania, unlike a\ntelephone interview which is less personal\n the patient can observe the therapist, non-verbal communication, and\nsee whether the therapist gives ‘nods of agreement’ to positive patient\nbehaviour which can be rewarding\n the patient can ask questions about their kleptomania which they may\nnot do over a telephone.\nMarks: 1 mark for suggestion; 2 marks for related to kleptomania 2\n\n1(c) Suggest why biochemical treatments might not be effective when 4\ntreating kleptomania.\nMost likely answer (other appropriate responses to be credited):\n there is no drug that specifically stops a person from stealing (better\nused with addiction to alcohol / an emetic such as ipecac which causes\nvomiting)\n the person may not take the drug\n the drug may be addictive and long-term use may cause additional\nproblems.\n drugs reduce symptoms but do not remove the cause (what symptoms\ndoes a person with kleptomania have?)\nMarks: 1 mark for each suggestion outlined and (1 mark) related to\nkleptomania 2\nOR 1 mark for suggestion and 24 marks for detail and related to\nkleptomania.\n© UCLES 2022 Page 5 of 18\n\n1(d) Discuss whether generalisations can or cannot be made from this case 5\nstudy. You should consider both sides of the argument and include a\nconclusion.\nMost likely answer (other appropriate responses to be credited):\nCan\n the treatment of covert sensitisation can be generalised to others with\nkleptomania\n covert sensitisation can be used to treat other ICDs such as pyromania\nCannot\n the specifics of this individual case cannot be generalised\n the aversive images (nausea and vomiting) will not work with everyone;\ndifferent images need to be used.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each point for/against (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two points for/against unrelated to\nthe question. 1 mark for conclusion.\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_43-p05.png", "../answer-assets/9990_s22_ms_43-p06.png" ] }, { "id": "9990-2022-mj-43-q02", "question_id": "9990-2022-mj-43-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2(a) Dayan and Bar-Hillel (2011) conducted research on how the position of 2\na food item on a menu influenced what participants ordered to eat.\nThey compared four versions of menu item order. They described their\nsample and sampling technique in Study 1 as: *240 participants *from\nthe Hebrew University, Jerusalem *all were students *aged 19–35 years\n*52 female, 48 male *recruited individually from around the\ncampus.\nSuggest which sampling technique could have been used in Study 1.\nDefinitive answer:\nOpportunity sample (1 mark) because participants were recruited\nindividually from around the campus (1 mark).\nNote: 1 mark for term, 1 mark for related to study.\n\n2(b)(i) Suggest one strength of the sample used in this study. 2\nMost likely answer (other appropriate responses to be credited):\n large sample (240)\n students who will be familiar with ordering from a menu\n wide age range (1935)\n nearly equal male/female balance (52 to 48)\nMarks: 1 mark strength, 1 mark related to study\n© UCLES 2022 Page 6 of 18\n\n2(b)(ii) Suggest one weakness of the sample used in this study. 2\nMost likely answer (other appropriate responses to be credited):\n small sample (240)\n students who may be less familiar ordering from a menu\n limited age range (1935 only)\nMarks: 1 mark weakness, +1 mark related to study\n\n2(c)(i) Identify two of the versions of menu item order used in Study 1. 2\nDefinitive answer:\n Baseline menu (arbitrarily designated)\n Mirror menu (that reversed the Baseline menu order completely within\neach category)\n Inside-out base (that reversed the Baseline menu order within the top\nhalf and within the bottom half of each category, but not the top and\nbottom halves themselves, thereby turning middle items into extreme\nitems and vice versa)\n Inside out mirror (as above)\nMarks: 1 mark each condition correctly identified.\n\n2(c)(ii) Explain why participants were randomly allocated to a version of menu 2\nitem order.\nDefinitive answer:\n It means that participants have an equal chance of being in any of the\nfour conditions. It reduces the effect of systematic bias caused if the\nsame condition were always in the same order.\nMarks: 1 mark reason, 1 mark related to study.\n© UCLES 2022 Page 7 of 18\n\n2(d) Discuss the strengths and weaknesses of using a laboratory 5\nexperiment to study menu item order. You should include a conclusion\nin your answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nStrengths:\n a laboratory experiment has an IV, DV and controls e.g. extraneous\nsituational variables\n laboratory experiments are reductionist so one variable can be isolated\nand studied.\n participants know they are taking part in a study (so give consent but\nnot informed consent).\nWeaknesses:\n most consumer behaviour (e.g. shopping) takes place in the real world\nand so studies should be conducted in the real world (rather than in a\nlaboratory).\n it may be reductionist to isolate variables to study (i.e. the IV) when\nmany other variables that are controlled may contribute to consumer\nbehaviour as a whole.\n participants may respond to demand characteristics.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision\nreached by reasoning’ and so a summary of points already made\nscores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each strength/weakness (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two strengths/weaknesses unrelated\nto the question. 1 mark for conclusion.\nQuestion Answer Marks", "source_pages": [ 6, 7, 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_43-p06.png", "../answer-assets/9990_s22_ms_43-p07.png", "../answer-assets/9990_s22_ms_43-p08.png" ] }, { "id": "9990-2022-mj-43-q05", "question_id": "9990-2022-mj-43-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the effectiveness of biochemical 10\ntreatments for impulse control disorder.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: any\nappropriate method.\nSpecific features:\n Experiments: type, IV, DV, controls, experimental design.\n Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\n General features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: treating and managing ICDs and non-substance addictive\ndisorder: biochemical (Grant et al., 2008)\nPsychological:\nThe biochemical treatment using nalmefene is believed by Grant et al.\n(2008) to help reduce the urge to gamble. To test its effectiveness,\nparticipants were assessed to ensure they were suitable to participate. They\nwere then randomly allocated to either a group receiving nalmefene or to a\ngroup receiving a placebo.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 13 of 18", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_43-p13.png" ] }, { "id": "9990-2022-mj-43-q06", "question_id": "9990-2022-mj-43-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) It is suggested that people have cognitive maps of where individual 10\nfood items are located in retail environments, such as supermarkets.\nDesign a study to investigate whether people use cognitive maps to\nlocate individual food items in a supermarket.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: any\nappropriate method.\nSpecific features:\n Experiments: type, IV, DV, controls, experimental design.\n Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\n General features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: cognitive maps of retail locations (Mackay and Olshavsky, 1975)\nPsychological: Mackay and Olshavsky (1975) studied cognitive maps in\nretail locations.\nAlso relevant is the study on shopper movement patterns (Gil et al., 2009)\nMethodological: explanation of method using general and specific features\nas above.", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_43-p14.png" ] }, { "id": "9990-2022-mj-43-q09", "question_id": "9990-2022-mj-43-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Psychometric measures used to assess obsessive-compulsive\ndisorder (OCD) provide therapists with no useful information.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: measures: Maudsley Obsessive-Compulsive Inventory (MOCI),\nYale-Brown Obsessive-Compulsive Scale (Y-BOCS)\nMost likely (any other appropriate responses should be credited):\nUseful:\n measures such as Y-BOCS and MOCI indicate the severity of a\ndisorder\n these measures can highlight specific features of the disorder\n these measures can be used as comparisons with others with the same\ndisorder\n these measures provide quantitative data\nNot useful:\n talking to a therapist in a clinical interview can reveal perhaps more\nthan any test\n the measure can use scales (5 or 7 point) which may not represent\nwhat the person thinks: they could take a neutral option\n people answering the questionnaires may not be honest about\neverything\n measures assume people have similarities; they are less individualistic.\nQuestion Answer Marks", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_43-p17.png" ] }, { "id": "9990-2022-mj-43-q10", "question_id": "9990-2022-mj-43-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Studies using fMRI, such as those on pre-cognitive decisions, are of 12\nno value in understanding consumer behaviour.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: pre-cognitive decisions (Knutson et al., 2007).\nMost likely (any other appropriate responses should be credited):\nValue\n studying how the ‘mind’ works will always be of value\n fMRI is scientific equipment producing scientific/objective data\n data might be useful to sellers if studies reveal what people are more\nlikely to buy.\nNo value:\n just because fMRI shows that pre-cognitive decisions are possible, it\nhas no ecological validity.\n decisions made before they are conscious are irrelevant if the person\nthen acts on that decision\n observation of what people purchase is fact, just as fMRI is.\n© UCLES 2022 Page 17 of 18", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_43-p17.png" ] }, { "id": "9990-2022-on-31-q01", "question_id": "9990-2022-on-31-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline the cognitive explanation of depression (Beck, 1979). 2\nAward 1 mark for a basic outline of the term/concept.\nAward 2 marks for a detailed outline of the term/concept.\nExample 2-mark response:\nDepression is due to faulty information processing (1) in which the individual\nfeels responsible for even the most insignificant events (1). For example,\nsomeone with depression may blame themselves for choosing the ‘wrong’\nday for a family outing because it rains (1).\nOther appropriate responses should also be credited (e.g. other cognitive\nexplanations not in the syllabus).\n\n1(b) Describe the study by Oruc et al. (1997) about a biological explanation 4\nfor bipolar disorder.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\n• 42 participants (aged between 31 and 70; 25 f 17 m) with diagnosis of\nbipolar disorder from 2 psychiatric institutions in Croatia\n• Control group of 40 (no history of mental illness), matched for sex and\nage\n• Information collected from participants and their family members and\ndiagnosis confirmed through medical records\n• DNA testing for polymorphisms in serotonin receptor 2c (5-HTR2c) and\nthe serotonin transporter (5-HTT) gene\n• 16/42 (38%) of experimental group had first degree relative with major\naffective disorder\n• But no overall association found between genes and presence of\nbipolar disorder\n• But when participants analysed separately by gender (as serotonin as a\nneurotransmitter is understood to be sexually dimorphic), associations\nfound for both polymorphisms in female participants\n• Suggests polymorphisms in these genes could be responsible for\nincreased risk of bipolar disorder in females\n© UCLES 2022 Page 6 of 24\n\n1(c) Explain two strengths of the study by Oruc et al. 6\nLikely strengths include:\n• Valid – as control group of 40 is used for comparison\n• Reliable – Information about incidence of bipolar disorder in family\ncollected by more than one means, increasing both reliability and\nvalidity\n• Objective – DNA valid as objective data and all results quantitative\n• Comprehensive – two different gene polymorphisms examined rather\nthan just one to give larger view of role of serotonin mechanisms\n• Useful – If increased susceptibility in females then some intervention\ncould be employed early on to reduce risk of development (but not\nnecessary in males)\n• Ethical – confidentiality maintained and participants not put under any\nharm\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain two strengths.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate strength in detail.\nOR\n• two strengths in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of a strength. They could include 2 strengths but\njust as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 7 of 24", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_31-p06.png", "../answer-assets/9990_w22_ms_31-p07.png" ] }, { "id": "9990-2022-on-31-q02", "question_id": "9990-2022-on-31-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe characteristics of obsessive-compulsive and related 8\ndisorders (types, examples/case studies, measures).\nCharacteristics of obsessive-compulsive and related disorders, including the\nfollowing:\n• Types of and common obsessions, common compulsions, hoarding\ndisorder and body dysmorphic disorder\n• Examples and case studies (‘Charles’ by Rappaport, 1989)\n• Measures: Maudsley Obsessive-Compulsive Inventory (MOCI), Yale-\nBrown Obsessive-Compulsive Scale (Y-BOCS)\nTypes of and common obsessions, common compulsions, hoarding\ndisorder and body dysmorphic disorder could include:\nOCD can affect up to 5% of the population. An individual with OCD is likely\nto suffer with obsessions and compulsions (although they may not\nexperience both).\nObsessions are thoughts (cognitive) that are persistent, worrying, intrusive\nand disturbing. Common examples include:\n• fear of illness or infection\n• fear of accidentally injuring oneself or others\n• strong desire for order and symmetry\n• fear of deliberately harming oneself\n• imagining fire breaking out in any building they enter\n• worrying that a family member come to harm\nCompulsions are behaviours that are repetitive and give temporary relief to\nthe anxiety/obsessions. Engaging in these compulsions is a means of\nsupressing obsessions. Behaviours are excessive and are not a realistic\nway to relieve the source of anxiety.\nCommon examples include:\n• frequent and excessive handwashing\n• ordering objects in some way e.g. cans in a cupboard with labels\naligned or ornaments in precise positions\n• checking repeatedly e.g. checking front door is locked 20 times before\nleaving home\n• Ritualistically sequenced behaviour e.g. switching off lights and locking\ndoors in a precise sequence with any irregularity or breach of\nconcentration causing need for sequence to start again\n• Repetitive counting (can be up to a specific designated number) or\nrepeating word or phrase over and over again\n• Repetitive tapping\n© UCLES 2022 Page 8 of 24\n\n2(a) Hoarding disorder is characterised by difficulty in disposing of\npossessions. This can result in collecting so many items that their homes\nare unhygienic and unsafe. Hoarders may collect clothes, magazines,\nhousehold supplies, photographs and newspapers. Hoarders cannot part\nwith items without this leading to great distress and anxiety regardless of the\nutility or value of the items concerned. Hoarders may hoard because they\nthink someone will come to harm if something is thrown away or because\nthey fear that they will need an item in the future or because they believe\nitems have an emotional significance.\nBody dysmorphic disorder (BDD) is characterised by obsessive thoughts\nabout perceived flaws in physical appearance. These faults may be slight\nand not noticed by others and are often on the skin of the face. Anxiety\nabout these perceived flaws (obsessions) leads to compulsive repetitive\nbehaviours such as frequent mirror-checking or grooming (hair-washing,\nshaving, or constant comparisons with others) that may occupy several\nhours per day.\nExamples and case studies (‘Charles’ by Rappaport, 1989):\n• Charles washes excessively (compulsion)\n• Elaborate ritual that takes many hours\n• Obsession with germs\n• Drug trial with tricyclic antidepressants\nMeasures: Maudsley Obsessive-Compulsive Inventory (MOCI), Yale-\nBrown Obsessive-Compulsive Scale (Y-BOCS).\nMOCI is a psychometric test designed to assess OCD. It is a quick\nassessment tool for clinicians, rather than a formal diagnostic tool. MOCI is\na self-report questionnaire using a forced choice ‘yes’ or ‘no’ format. There\nare 30 items leading to a total score between 0 and 30. The 30 items are\ndivided into 4 sub-scales:\n• Checking (9 items) e.g. ‘I frequently have to check things (gas or water\ntaps, doors, etc.) several times’\n• Cleaning/washing (11 items), e.g. ‘I am not unduly concerned about\ngerms and diseases’\n• Slowness (7 items) e.g. ‘I do not take a long time to dress in the\nmorning’\n• Doubting (7 items) e.g. ‘Even when I do something very carefully, I\noften feel that it is not quite right’\nY-BOCS is used to measure the nature and severity of symptoms. It\ninvolves a semi-structured interview, taking about 30 minutes and involves a\nchecklist of different obsessions and compulsions, with a 10-item severity\nscale. Obsessive categories include religious, contamination and\naggressive. Compulsion categories include counting, hoarding and washing.\nIndividuals can rate the time they spend on obsessions, how hard they are\nto resist and how much distress they cause. Scores range from 0 (no\nsymptoms) to 40 (severe symptoms).\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 9 of 24\n\n2(b) Evaluate characteristics of obsessive-compulsive and related 10\ndisorders (types, examples/case studies, measures) including a\ndiscussion of qualitative and quantitative data.\nA range of issues could be used for evaluation here. These include:\n• Named issue – qualitative and quantitative data. The diagnosis of\nOCD and related disorders is likely to be collected qualitatively but use\nsome quantitative measures in diagnosis (a certain number of\nsymptoms present for a specific length of time), case study by\nRappaport gathers mostly qualitative data, MOCI and Y-BOCS both\ngather quantitative data with Y-BOCS having the option for qualitative\ndata too.\n– The strengths of quantitative data are the weaknesses of qualitative\ndata. Quantitative data can be easily used to analyse for\ncomparison e.g. use of Y-BOCs with Charles before and after\ntreatment\n– Weaknesses of quantitative data include the potential lack of\nvalidity e.g. in MOCI patient is unable to describe in own words or\npick an option other than yes or no (forced choice) so can limit\nvalidity\n– Qualitative data is often more comprehensive (allows individuals to\ndescribe their feelings about compulsions in detail in Y-BOCS)\nhowever it will not always be helpful to use as a comparison tool\n• Case studies\n• Psychometric tests / reliability and validity of measures\n• Practical applications\n• Psychometric tests\n• Cultural bias\n• Generalisability\n• Reductionism\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 10 of 24", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_31-p08.png", "../answer-assets/9990_w22_ms_31-p09.png", "../answer-assets/9990_w22_ms_31-p10.png" ] }, { "id": "9990-2022-on-31-q03", "question_id": "9990-2022-on-31-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Outline an associative learning explanation for consumers’ preference 2\nfor product colour (Grossman and Wisenblit, 1999).\nAward 1 mark for a basic outline of the term/concept.\nAward 2 marks for a detailed outline of the term/concept.\nWith classical conditioning, we form associations between favourable\nexperiences and a colour, leading to colour preferences, or we may learn to\nassociate certain colours with certain products and therefore against some\nother products (2). In addition, associations could have been formed early in\nhuman history when people first associated blue with night (passivity) and\nyellow with sunlight (arousal) (1). We tend to assume cool colours like green\nand blue are calming but warmer colours like red and orange are arousing\n(1).\nOther appropriate responses should also be credited.\n\n3(b) Outline two methods used to collect data in the study by Porublev et 4\nal. (2009) on gift-wrapping.\nFor each method:\nAward 1 mark for a basic answer with some understanding of the topic area.\nAward 2 marks for a detailed answer with clear understanding of the topic\narea.\nTwo from:\n• Observation (1) of a Christmas gift-wrapping stall (1) (to see different\nwrappings and how gifts are wrapped)\n• In depth interviews (1) with 20 participants from Victoria, Australia aged\n25–35 (to reflect on gift-wrapping) with questions regarding gift-\nwrapping preferences (1)\n• Six projective workshops where participants in pairs were asked to wrap\ntwo gifts, one for someone they are close to and the other for an\nacquaintance, and have a discussion about gift-wrapping while doing so\n(2) Researchers photographed the wrapped gifts (1)\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 11 of 24\n\n3(c) Explain one strength and one weakness of the study by Porublev et al. 6\nLikely strengths include:\n• Use of multiple ways of gathering data (observation, interview etc.)\nmeans findings are more comprehensive so increasing validity\n• Standardised procedures in interview and methods of gathering\nqualitative data increases reliability. Study could easily be carried out\nelsewhere for comparison\n• Qualitative data gathered leading to high validity as participants can\nexpress views in own words and observers can record detail (for\nexample photographs were taken of the wrapped gifts produced in the\nworkshops)\n• Although the study was carried out at Christmas time, the expectation of\nthe researchers was that the information gathered would apply to all\ntypes of gifts – birthdays, baby shower, Valentine’s etc., so widening the\ngeneralisability\n• Ethical study as participants were aware of taking part in the interview\nand workshop, giving informed consent and in the case of the\nobservation, participants could reasonably expect to be observed while\nshopping\nLikely weaknesses include:\n• The study centred around Christmas gifts, which may not have an\nequivalent in other cultures. In other religious festivals where gifts are\ngiven, they may be of a different type or not wrapped and expectations\nabout wrapping could be different too\n• Lack of quantitative data means that it would be more difficult to make\ncomparisons between either different shops or different age groups\n• Narrow age range / culture of participants so lacking in generalisations.\nResearchers acknowledge this, but selection made deliberately to get\ninformation from those most likely to engage with gifting\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain one strength and one weakness.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate weakness in detail or one appropriate strength in detail.\nOR\n• one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could\ninclude both but just as an attempt.\n• Candidates will provide a limited explanation.\n© UCLES 2022 Page 12 of 24\n\n3(c) Level 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 13 of 24", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_31-p11.png", "../answer-assets/9990_w22_ms_31-p12.png", "../answer-assets/9990_w22_ms_31-p13.png" ] }, { "id": "9990-2022-on-31-q04", "question_id": "9990-2022-on-31-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about environmental 8\ninfluences on consumers (cognitive maps of retail locations, crowding\nin retail environments, shopper movement patterns).\nThe syllabus covers:\n• cognitive maps of retail locations (Mackay and Olshavsky, 1975)\n• crowding in retail environments (Machleit et al., 2000)\n• shopper movement patterns (Gil et al., 2009)\nCognitive maps of retail locations (Mackay and Olshavsky, 1975)\nA cognitive map (mental map) is a type of mental representation where an\nindividual codes, stores and recalls relative locations in order to way find. In\nrelation to a retail environment, this would involve the location of various\nshops as well as products within a specific shop (for example).\n78 opportunity selected supermarket shoppers from 8 supermarkets in\nIndiana, USA. Self-reports taken of preference for the supermarkets and the\nreasons for this choice (e.g. price, quality of products, etc.). Asked to draw a\nmap from their departure point to each of the 8 supermarkets. Then a\nquestionnaire was used to collect information such as length of time living in\nthe area, marital status, employment status, etc. Found the cognitive maps\n(rather than actual maps) correlated to the preferences for the\nsupermarkets.\nCrowding in retail environments (Machleit et al., 2000)\nStudy 1 – 722 marketing students and were asked to complete the\nquestionnaire after their next shopping trip. They had to name the store,\nshopping centre or mall that they had visited. Questions were asked about\npurchases, purpose of the trip and their perceptions about crowding,\nsatisfaction and the outcome of the shopping trip. They were also asked\nabout emotions, crowding tolerance questions and demographic questions.\nThey were finally asked to recall and rate a recent shopping trip.\nPerceived crowding was on an 8-point scale.\nSatisfaction on a 7-point scale.\nEmotion – Izard’s 10 emotion types were measured on a 1 to 5 scale.\nPrior expectations of crowding 7-point scale.\nFound the more crowded the shops the lower the positive experience of\nshopping / lower arousal (excitement).\nStudy 2 – Adult sample replicated study 1 and confirmed the results.\nStudy 3 – Lab study. 231 participants given information to read about a\nbookstore (either discount or upmarket). 4 55 second videos (with different\nlevels of crowding) and imagined themselves shopping for a book in the\nstore. Same questions given as study 1 and 2. Found decrease in shopping\nsatisfaction mediated by expectations of crowding and personal tolerance\nfor crowding. Both types of stores received lower satisfaction ratings as\ncrowding levels increased.\n© UCLES 2022 Page 14 of 24\n\n4(a) Shopper movement patterns (Gil et al., 2009)\n480 shoppers interviewed. Given demographic information to complete.\nGiven a coloured tag to be followed in the store via CCTV. Interviewed\nagain when they left the store. Asked questions about purpose of trip, use of\nshopping list, satisfaction with shopping, amount spent. They were able to\nmeasure the duration of the trip, average walking speed, duration of\ninteraction with products, % of store section visited more than once, which\nareas of the store visited and how far into the store they go.\nShopping behaviour affected by:\nLocation of products.\nSome areas more popular than other (e.g. baby products not popular).\nIdentified four patterns of movement – short trip, round trip, central trip and\nwave trip. Didn’t find any type of person engages in one pattern of\nmovement more than any other.\nAlso found five patterns – native, tourist, raider, explorer and specialist.\nMales are more likely to be a raider and females shopping alone are most\nfrequently an explorer.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 15 of 24\n\n4(b) Evaluate what psychologists have discovered about environmental 10\ninfluences on consumers (cognitive maps of retail locations, crowding\nin retail environments, shopper movement patterns), including a\ndiscussion of cultural bias.\nA range of issues could be used for evaluation here. These include:\n• Named issue – cultural bias. Mackay study took place in Indiana,\nUSA; Machleit study took place in USA and Gil study took place in UK.\nAll were taking place in Western society where people tend to shop in\nlarge supermarkets. Results may not be the same in other cultures due\nto different shopping patterns e.g. in many cultures shopping is done in\na market at a variety of stall, where experiences could be quite different\nor in a various small stores. They may not experience the same\nconditions so we cannot apply results from Western studies to other\ncultures. If no supermarkets encountered then results of Gil’s study can\nonly be applied cautiously to other societies. In addition, tolerance of\ncrowding, for example, may vary considerably from culture to culture\ndepending on rural or urban living.\n• Self-reports\n• Observational data\n• Generalisability\n• Ecological validity\n• Usefulness / practical applications\n• Ethics\n• Quantitative/Qualitative data\n• Validity\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 24", "source_pages": [ 14, 15, 16 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_31-p14.png", "../answer-assets/9990_w22_ms_31-p15.png", "../answer-assets/9990_w22_ms_31-p16.png" ] }, { "id": "9990-2022-on-32-q01", "question_id": "9990-2022-on-32-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘kleptomania’. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nKleptomania is a non-substance addictive disorder in which the person\nconcerned cannot resist the impulse to steal objects (1). The objects are not\nneeded for personal use and they are not stolen because of their monetary\nvalue (1). Kleptomaniacs may feel tension or anxiety before the act of\nstealing and pleasure/gratification after the theft (1).\nOther appropriate responses should also be credited\n\n1(b) Outline two of the components that Griffiths (2005) used to define 4\naddiction.\nFor each component:\nAward 1 marks for a basic answer with some understanding of the topic\narea e.g. naming the component.\nAward 2 marks for a detailed answer with clear understanding of the topic\narea.\n• Salience – the activity (e.g. gambling, pyromania) becomes the most\nimportant thing to the individual. They think about it all the time even\nwhen not engaged in it. This can be experienced as a ‘craving’\n• Mood modification – the activity has the subjective experience of\naltering the person’s mood. This could be a ‘buzz’ or a ‘high’, ‘euphoria’,\nor paradoxically it can be tranquilising with an ‘escape’ or ‘numbing’.\nThis can be for the same substance/activity\n• Tolerance – the process whereby increasing amounts of a particular\nactivity are required to achieve the effects from before e.g. a gambler\nincreasing their bet or spending longer periods of time in gambling\n• Withdrawal symptoms – The unpleasant feeling and/or physical\neffects occurring when the activity is reduced suddenly or stopped. This\ncan be seen as irritability or physical (e.g. insomnia, headaches)\n• Conflict – this can be between the addict and those around them\n(interpersonal conflict) or within the individual themselves (intrapsychic\nconflict). This can result in compromising relationships, work or social\nactivities. Intrapsychic conflict can be experienced by the individual as a\n‘loss of control’\n• Relapse – the tendency for repeatedly returning to the addictive\nbehaviour even after a long period of abstinence or control\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 6 of 28\n\n1(c) Explain one strength and one weakness of the definition of addiction 6\nproposed by Griffiths.\nLikely strengths include:\n• Comprehensive definition with objective criteria. This makes it pretty\nclear whether or not an individual is an addict as they have to exhibit all\n6 components. This can help with diagnosis\n• Individuals (and their families/colleagues) having knowledge of these\ncomponents can even self-diagnose putting them in a position to\nacknowledge their problem and seek help\n• Clear diagnosis using these 6 components can lead to appropriate\ntreatment or modification techniques and also ability to recognise when\nrelapse has occurred\n• By classifying all addictions in the same way, whether substance or\nnon-substance, the essential elements of what constitutes addiction can\nbe better researched\n• There is a growing body of research that points to the similarities\npresent in all addictions, whether pyromania, exercise, overeating,\ngambling, smoking or taking drugs. This model supports that\nLikely weaknesses include:\n• Possible lack of validity / individual differences. Someone engaging in a\npotentially addictive behaviour may not have experienced all of the\ncomponents (e.g. relapse, as they have not yet tried to reduce the\nbehaviour) but this would not necessarily mean they are not an addict\n• Components rely partly on the subjective experience of the individual\nwho may still not wish to recognise their addiction and so deny, for\nexample, that they need to do more and more to get their ‘fix’,\npotentially limiting treatment\n• It does not explain why someone becomes addicted and another\nperson does not. Why, for example, might one person play a slot\nmachine for 30 minutes one day (experiencing the ‘high’) and not do so\nagain for years, but another person with the same experience finds\nthemselves thinking about it all the time\n• Many would argue that to describe non-substance addiction in the same\nway as substance addiction is incorrect because there has to be a\nphysiological aspect to withdrawal and this does not occur without a\nsubstance\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain one strength and one weakness.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate weakness in detail or one appropriate strength in detail.\nOR\n• one weakness and one strength in less detail.\n© UCLES 2022 Page 7 of 28\n\n1(c) Level 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could\ninclude both but just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 8 of 28", "source_pages": [ 6, 7, 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_32-p06.png", "../answer-assets/9990_w22_ms_32-p07.png", "../answer-assets/9990_w22_ms_32-p08.png" ] }, { "id": "9990-2022-on-32-q02", "question_id": "9990-2022-on-32-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe treatments and management of schizophrenia and delusional 8\ndisorder (biochemical, ECT, token economy, CBT).\nTreatment and management of schizophrenia and delusional disorder,\nincluding the following:\n• biochemical (antipsychotics and atypical antipsychotics)\n• electro-convulsive therapy\n• token economy (Paul and Lentz, 1977)\n• cognitive-behavioural therapy (Sensky, 2000)\nBiochemical (antipsychotics and atypical antipsychotics)\nChlorpromazine and other antipsychotics block dopamine and serotonin\nreceptors in the (cortical and limbic regions) brain. Reduces agitation and\nhostility in the patient. After 2+ weeks reduces positive symptoms.\nElectro-convulsive therapy\nA general anaesthetic and a drug that relaxes muscles is given. Electrodes\nare placed on the scalp and a finely controlled electric current through those\nelectrodes for a very short time. This will cause a brief seizure in the brain.\nThe seizure is what treats the symptoms. Can be performed unilaterally or\nbilaterally. Often 12 weeks of treatment done 2x per week. One theory is\naffects post-synaptic responses to CNS transmitters. Often used effectively\nfor acute episodes of psychosis and for catatonic symptoms.\nToken economy (Paul and Lentz, 1977)\nAim was to investigate the effectiveness of operant conditioning by\nreinforcing appropriate behaviour with schizophrenic patient. Set up token\neconomy system in hospital ward. 84 patients given tokens as reward when\nbehaved appropriately. Could be exchanged for luxury items. Study lasted\naround 4.5 years. Independent measures design where half of patients\nreceived milieu therapy (therapeutic community), traditional hospital\ntreatment and token economy. Behaviour monitored through observations,\ninterviews and standardised questionnaires.\nResults – positive and negative symptoms were significantly reduced\n11% of patients needed drug treatment, compared to 100% of the control\ngroup. Being able to live independently – 97% token economy group, 71%\nmilieu therapy and 46% traditional hospital treatment group.\nConclusion – operant conditioning is an effective means of treating people\nwith chronic schizophrenia.\nCognitive-behavioural therapy (Sensky, 2000)\nTo compare cognitive behavioural therapy (CBT) with non-specific\nbefriending interventions for patients with schizophrenia.\nA randomised controlled design:\n• Patients were allocated to one of two groups: a cognitive behavioural\ntherapy group and a non-specific befriending control group\n• 90 patients. 57 from clinics in Newcastle, Cleveland and Durham and\n33 from London. They had diagnoses of schizophrenia that had not\nresponded to medication. Aged 16–60 years\n• Patients were allocated to one of two groups\n• Both interventions were delivered by two experienced nurses who\nreceived regular supervision\n© UCLES 2022 Page 9 of 28\n\n2(a) • Patients were assessed by blind raters at baseline after treatment\n(lasting up to 9 months) at a 9-month follow-up evaluation\n• Assessed on measures including the Comprehensive Psychiatric Rating\nScale, the Scale for Assessment of Negative Symptoms, plus a\ndepression rating scale\n• Patients continued to receive routine care throughout the study. The\npatients received a mean of 19 individual treatment sessions over 9\nmonths\nBoth interventions resulted in significant reductions in positive and negative\nsymptoms and depression. After treatment there was no significant\ndifference between the two groups. At the nine-month follow-up evaluation,\npatients who had received cognitive therapy showed greater improvements\non all measures. They had improved, while the befriending group had lost\nsome of the benefits.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 10 of 28\n\n2(b) Evaluate treatments and management of schizophrenia and delusional 10\ndisorder (biochemical, ECT, token economy, CBT), including a\ndiscussion of ethics.\nA range of issues could be used for evaluation here. These include:\n• Named issue – Ethics: Some treatments can be forced on a patient\nwith schizophrenia such as biochemical and ECT if they are committed\nto a hospital. You cannot force anyone to participate in cognitive and\nbehavioural treatments so they could be considered more ethical.\nDifficult to be sure that a psychotic individual has given fully informed\nconsent to any treatment. Potential risk of physical harm from treatment\nwith ECT and (to a lesser extent) drug therapies. However, ethical\nissues of consent and withdrawal could be balanced against benefit to\nthe individual in helping manage their symptoms.\n• Determinism\n• Nature versus nurture\n• Appropriateness\n• Usefulness/effectiveness\n• Reductionism\n• Cost\n• Psychological approaches\n• Evaluation of studies on effectiveness\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 11 of 28", "source_pages": [ 9, 10, 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_32-p09.png", "../answer-assets/9990_w22_ms_32-p10.png", "../answer-assets/9990_w22_ms_32-p11.png" ] }, { "id": "9990-2022-on-32-q03", "question_id": "9990-2022-on-32-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Explain what is meant by ‘satisficing’ in consumer decision-making. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for a detailed explanation of the term/concept.\nFor example:\nSatisficing is when the consumer chooses the first product encountered that\nmeets their basic requirements (1) and no further considerations are needed\n(1). For example, if a basic household item like a toaster needs to be\nreplaced, the consumer may simply buy the first one they see (1). Satisficing\nis a non-compensatory strategy (1).\nOther appropriate responses should also be credited.\n\n3(b) Describe ‘prospect theory’ in consumer decision-making. 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nProspect theory states that decision-making is based on weighing up costs\nand benefits and that value (or utility) is not a single entity. Costs and\nbenefits can be seen differently so if there are alternatives, the one\npresented in terms of benefits will be chosen over the one presented in\nterms of possible losses (loss aversion). In addition, people put more value\non things they own (endowment effect).\nThe theory involves 4 stages:\n1 Editing – using ‘rules of thumb’ / shortcuts such as availability heuristics\n2 Coding – setting a reference point for outcome to be measured\n\n3 Value – costs and benefits", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_32-p12.png" ] }, { "id": "9990-2022-on-32-q04", "question_id": "9990-2022-on-32-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4 Weighting and risk assessment e.g. ‘framing’ so 80% prefer this\ncompared to 20% do not\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 12 of 28\n\n9990/32 Cambridge International AS & A Level – Mark Scheme October/November\nPUBLISHED 2022\nQuestion Answer Marks\n3(c) Explain two weaknesses of prospect theory in consumer decision- 6\nmaking.\nPossible weaknesses:\n• It is very complex compared to other decision-making models and so\nquite difficult to apply practically. A person may employ some of the\naspects but not all, for example\n• It would only apply to certain purchases by some individuals and not to\nall consumer decision-making, so limiting its validity and usefulness. For\nexample, decision to purchase of a household item such as a kettle\nmay be due to prospect theory as the consumer needs to quickly\npurchase this item as they use it everyday. In addition, the product is\nnot expensive so if the consumer does make a poor decision, it does\nnot cost much to purchase a better product. There are individual\ndifferences in terms of what is considered expensive. However,\nconsumers may spend much longer researching and shopping for\nexpensive items such as cars, mobile phones, televisions. It is also not\nrelevant to products where there is not much difference between brands\n(e.g. milk)\n• It is a theory and has no specific research backup. Furthermore,\nresearch would be difficult to carry out as we can only know decision-\nmaking processes by self-report and individuals may not be aware of\nthe processes going on when they decide to make a purchase\n• It suggests that decision-making is cognitive and rational when it may\nrely on ‘gut-feeling’ and emotional reaction. What an individual may\nchoose today may not be the same item as tomorrow\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\ndiscuss two strengths in detail.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will discuss\none strength in detail or two in less detail.\n• Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt a discussion of strengths.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 13 of 28\n\n4(a) Describe what psychologists have discovered about selling the 8\nproduct (sales techniques, interpersonal influence techniques, ways to\nclose a sale).\nSelling the product:\n• Sales techniques: customer/competitor/product focused\n• Interpersonal influence techniques; disrupt-then-reframe (Kardes et al.,\n2007)\n• Ways to close a sale\nSales techniques – customer/competitor/product focused:\n• Customer-focused: sales technique is used when the seller looks\ncarefully at potential customers to identify what they want. The seller\nthen tailors their techniques to match these needs. The focus is on how\nthe product suits the customer. In order to buy, the customer will want\nas much information as possible about the product’s value in the long-\nterm and this then increases customer loyalty. A good example might\nbe a salesperson selling a customer a high-value product like a car\n• Competitor-focused: sales technique involves the seller focusing on\nhow they compare to their competitors. It assumes all customers are\nthe same. This is common in supermarkets in UK, for example (adverts\nregularly directly compare the price of the ‘weekly shopping basket’ in\ndifferent supermarkets). Competitor-focused sales techniques tend to\nbe used when products sold are relatively similar in price to\ncompetitors. The seller is likely to include the advantage of buying from\ntheir outlet e.g. after-sales service, cheaper/better warranty\n• Product-focused: sales technique is used when the needs of the\ncustomer are not considered, instead the emphasis is on\nproducing/selling a quality product. It is assumed that if you are\nproducing the best product on the market then customers will come with\nyou. The seller will be expected to have a great deal of expertise about\nthe specifications of their product and what it is capable of. Apple is a\ngood example of a company employing a product-focused sales\ntechnique\nInterpersonal influence techniques; disrupt-then-reframe (Kardes et\nal., 2007)\nInterpersonal influence techniques include disrupt-then-reframe (DTR). It\ninvolves deliberately confusing customers with a disruptive (confusing or\nambiguous) message and then re-wording (reframing) in a clearer way, so\nthe customer is clearer in their understanding. It uses the idea of the\nindividuals having a ‘need for cognitive closure’ (NFCC i.e. resolving the\nconfusion/ambiguity rather than being left unsure).\n© UCLES 2022 Page 14 of 28\n\n4(a) Kardes et al. carried out 3 experiments:\n1 A field experiment with 147 participants (43 m, 104 f, mean age 46)\napproached in a supermarket with candy. In the DTR condition, the\nseller said ‘The price is now 100 eurocents,’ then after a 2 s pause,\n‘that’s 1 euro. It’s a bargain!’. In the reframe only condition, the seller\nsaid ‘The price is now 1 euro. It’s a bargain!’. In total 54% of participants\nbought the box of candy, 65% from the DTR and 44% from the control\n(reframe only)\n2 A field experiment with 155 student participants (59% f, 41% m) from\nUniversity of Twente in the Netherlands were asked if they would give\n€3 to a student interest group in order to join the group. The DTR\ncondition was ‘You can now become a member for half a year for 300\neurocents,’ followed by a 2 s pause and ‘That’s 3 euros. That’s a really\nsmall investment!’ In the reframe only it was ‘You can now become a\nmember for half a year for 3 euros. That’s a really small investment!’.\nParticipants then completed a 20-item questionnaire assessing their\nNFCC. Scores on the NFCC questionnaire were assigned as high- or\nlow-NFCC. In total, 22% of participants paid the €3, 30% in the DTR\ngroup donated compared to 13% in the reframe only condition. Of those\nassessed as high-NFCC, 43% complied with the request in the DTR\ncondition. For low-NFCC participants, the effect to the DTR technique\nwas non-significant. This builds on the findings from experiment 1 in\nthat it shows a predicted interaction between DTR and NFCC\n3 A lab experiment with 137 undergraduate participants from Indiana\nUniversity (69 m, 68 f) divided in to 3 conditions: DTR, reframe only and\ndisrupt only. Participants watched a video clip, heard one of the three\nstatements regarding views on an increase in tuition fees of $75 to pay\nfor research to raise the profile of the university. They also completed a\n46-item questionnaire to assess NFCC. Results showed again that DTR\nwas effective because of the need for cognitive closure\nWays to close a sale\nMost techniques for closing a sale involve social psychological principles.\nCialdini (1984) suggests that there are 6 ways to get people to say ‘yes’:\n1 Reciprocity – If you give me the sale, I can give you something e.g. free\ntrial, reduced price\n2 Commitment and consistency – getting a micro-commitment\n(committing to something small) can lead to agreeing to larger (step-by-\nstep technique). This could be signing up to a free newsletter initially\n3 Liking – not just the product, but the seller, store, celebrity endorsement\netc. as demonstrated by similarity: people like people like themselves;\nhumour can also be effective\n\n4 Authority – Knowing the product, being an expect. Think about how\nmuch people are prepared to pay premium prices for beauty products\nendorsed by people in lab coats (scientists). It’s important to answer\nquestions posed and know about competitors\n© UCLES 2022 Page 15 of 28\n\n4(a) 5 Social proof – use of positive customer reviews (e.g. social media).\nMany retailers encourage buyers to leave positive reviews for their\nproducts\n6 Scarcity – If an item is in short supply then it is more likely to be bought\ne.g. ‘last few days’, ‘USA Black Friday’. The ‘best time to close’ strategy\nis an example of this by emphasising that now in the best time to buy\nOther techniques include:\n• Yes set close: get the customer to start saying ‘yes’ and they’ll keep\nsaying yes\n• Alternative/choice is when the customer is given a choice but each\nalternative confirms the sale e.g. ‘would you like us to deliver or take it\nwith you now?’\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 28\n\n4(b) Evaluate what psychologists have discovered about selling the 10\nproduct (sales techniques, interpersonal influence techniques, ways to\nclose a sale), including a discussion on usefulness.\nA range of issues could be used for evaluation here. These include:\n• Named issue – usefulness: The sales techniques with the different\nfocus (customer, product etc.) could usefully be applied depending on\nthe type of product being sold but in practice more than one of these\ncould be used depending on what is being sold and it may not\ngeneralise well. Kardes has some utility in showing a relationship\nbetween DTR as a sales technique and NFCC. However, this could be\nlimited as DTR has no significant effect on those who score low on\nNFCC and this would not be obvious from looking at a customer. The\nways to close a sale could be useful to sellers and salespeople\nparticularly as it is direct practical advice that helps to ensure that they\nsucceed in their selling but also that the customer’s needs are met.\n• Generalisations / Cultural bias\n• Methods (self-report/observations/experiments)\n• Quantitative/Qualitative data\n• Validity\n• Ethics\n• Reductionism/holism\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 17 of 28", "source_pages": [ 12, 13, 14, 15, 16, 17 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_32-p12.png", "../answer-assets/9990_w22_ms_32-p13.png", "../answer-assets/9990_w22_ms_32-p14.png", "../answer-assets/9990_w22_ms_32-p15.png", "../answer-assets/9990_w22_ms_32-p16.png", "../answer-assets/9990_w22_ms_32-p17.png" ] }, { "id": "9990-2022-on-33-q01", "question_id": "9990-2022-on-33-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline the cognitive explanation of depression (Beck, 1979). 2\nAward 1 mark for a basic outline of the term/concept.\nAward 2 marks for a detailed outline of the term/concept.\nExample 2-mark response:\nDepression is due to faulty information processing (1) in which the individual\nfeels responsible for even the most insignificant events (1). For example,\nsomeone with depression may blame themselves for choosing the ‘wrong’\nday for a family outing because it rains (1).\nOther appropriate responses should also be credited (e.g. other cognitive\nexplanations not in the syllabus).\n\n1(b) Describe the study by Oruc et al. (1997) about a biological explanation 4\nfor bipolar disorder.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\n• 42 participants (aged between 31 and 70; 25 f 17 m) with diagnosis of\nbipolar disorder from 2 psychiatric institutions in Croatia\n• Control group of 40 (no history of mental illness), matched for sex and\nage\n• Information collected from participants and their family members and\ndiagnosis confirmed through medical records\n• DNA testing for polymorphisms in serotonin receptor 2c (5-HTR2c) and\nthe serotonin transporter (5-HTT) gene\n• 16/42 (38%) of experimental group had first degree relative with major\naffective disorder\n• But no overall association found between genes and presence of\nbipolar disorder\n• But when participants analysed separately by gender (as serotonin as a\nneurotransmitter is understood to be sexually dimorphic), associations\nfound for both polymorphisms in female participants\n• Suggests polymorphisms in these genes could be responsible for\nincreased risk of bipolar disorder in females\n© UCLES 2022 Page 6 of 24\n\n1(c) Explain two strengths of the study by Oruc et al. 6\nLikely strengths include:\n• Valid – as control group of 40 is used for comparison\n• Reliable – Information about incidence of bipolar disorder in family\ncollected by more than one means, increasing both reliability and\nvalidity\n• Objective – DNA valid as objective data and all results quantitative\n• Comprehensive – two different gene polymorphisms examined rather\nthan just one to give larger view of role of serotonin mechanisms\n• Useful – If increased susceptibility in females then some intervention\ncould be employed early on to reduce risk of development (but not\nnecessary in males)\n• Ethical – confidentiality maintained and participants not put under any\nharm\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain two strengths.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate strength in detail.\nOR\n• two strengths in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of a strength. They could include 2 strengths but\njust as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 7 of 24", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_33-p06.png", "../answer-assets/9990_w22_ms_33-p07.png" ] }, { "id": "9990-2022-on-33-q02", "question_id": "9990-2022-on-33-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe characteristics of obsessive-compulsive and related 8\ndisorders (types, examples/case studies, measures).\nCharacteristics of obsessive-compulsive and related disorders, including the\nfollowing:\n• Types of and common obsessions, common compulsions, hoarding\ndisorder and body dysmorphic disorder\n• Examples and case studies (‘Charles’ by Rappaport, 1989)\n• Measures: Maudsley Obsessive-Compulsive Inventory (MOCI), Yale-\nBrown Obsessive-Compulsive Scale (Y-BOCS)\nTypes of and common obsessions, common compulsions, hoarding\ndisorder and body dysmorphic disorder could include:\nOCD can affect up to 5% of the population. An individual with OCD is likely\nto suffer with obsessions and compulsions (although they may not\nexperience both).\nObsessions are thoughts (cognitive) that are persistent, worrying, intrusive\nand disturbing. Common examples include:\n• fear of illness or infection\n• fear of accidentally injuring oneself or others\n• strong desire for order and symmetry\n• fear of deliberately harming oneself\n• imagining fire breaking out in any building they enter\n• worrying that a family member come to harm\nCompulsions are behaviours that are repetitive and give temporary relief to\nthe anxiety/obsessions. Engaging in these compulsions is a means of\nsupressing obsessions. Behaviours are excessive and are not a realistic\nway to relieve the source of anxiety.\nCommon examples include:\n• frequent and excessive handwashing\n• ordering objects in some way e.g. cans in a cupboard with labels\naligned or ornaments in precise positions\n• checking repeatedly e.g. checking front door is locked 20 times before\nleaving home\n• Ritualistically sequenced behaviour e.g. switching off lights and locking\ndoors in a precise sequence with any irregularity or breach of\nconcentration causing need for sequence to start again\n• Repetitive counting (can be up to a specific designated number) or\nrepeating word or phrase over and over again\n• Repetitive tapping\n© UCLES 2022 Page 8 of 24\n\n2(a) Hoarding disorder is characterised by difficulty in disposing of\npossessions. This can result in collecting so many items that their homes\nare unhygienic and unsafe. Hoarders may collect clothes, magazines,\nhousehold supplies, photographs and newspapers. Hoarders cannot part\nwith items without this leading to great distress and anxiety regardless of the\nutility or value of the items concerned. Hoarders may hoard because they\nthink someone will come to harm if something is thrown away or because\nthey fear that they will need an item in the future or because they believe\nitems have an emotional significance.\nBody dysmorphic disorder (BDD) is characterised by obsessive thoughts\nabout perceived flaws in physical appearance. These faults may be slight\nand not noticed by others and are often on the skin of the face. Anxiety\nabout these perceived flaws (obsessions) leads to compulsive repetitive\nbehaviours such as frequent mirror-checking or grooming (hair-washing,\nshaving, or constant comparisons with others) that may occupy several\nhours per day.\nExamples and case studies (‘Charles’ by Rappaport, 1989):\n• Charles washes excessively (compulsion)\n• Elaborate ritual that takes many hours\n• Obsession with germs\n• Drug trial with tricyclic antidepressants\nMeasures: Maudsley Obsessive-Compulsive Inventory (MOCI), Yale-\nBrown Obsessive-Compulsive Scale (Y-BOCS).\nMOCI is a psychometric test designed to assess OCD. It is a quick\nassessment tool for clinicians, rather than a formal diagnostic tool. MOCI is\na self-report questionnaire using a forced choice ‘yes’ or ‘no’ format. There\nare 30 items leading to a total score between 0 and 30. The 30 items are\ndivided into 4 sub-scales:\n• Checking (9 items) e.g. ‘I frequently have to check things (gas or water\ntaps, doors, etc.) several times’\n• Cleaning/washing (11 items), e.g. ‘I am not unduly concerned about\ngerms and diseases’\n• Slowness (7 items) e.g. ‘I do not take a long time to dress in the\nmorning’\n• Doubting (7 items) e.g. ‘Even when I do something very carefully, I\noften feel that it is not quite right’\nY-BOCS is used to measure the nature and severity of symptoms. It\ninvolves a semi-structured interview, taking about 30 minutes and involves a\nchecklist of different obsessions and compulsions, with a 10-item severity\nscale. Obsessive categories include religious, contamination and\naggressive. Compulsion categories include counting, hoarding and washing.\nIndividuals can rate the time they spend on obsessions, how hard they are\nto resist and how much distress they cause. Scores range from 0 (no\nsymptoms) to 40 (severe symptoms).\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 9 of 24\n\n2(b) Evaluate characteristics of obsessive-compulsive and related 10\ndisorders (types, examples/case studies, measures) including a\ndiscussion of qualitative and quantitative data.\nA range of issues could be used for evaluation here. These include:\n• Named issue – qualitative and quantitative data. The diagnosis of\nOCD and related disorders is likely to be collected qualitatively but use\nsome quantitative measures in diagnosis (a certain number of\nsymptoms present for a specific length of time), case study by\nRappaport gathers mostly qualitative data, MOCI and Y-BOCS both\ngather quantitative data with Y-BOCS having the option for qualitative\ndata too.\n– The strengths of quantitative data are the weaknesses of qualitative\ndata. Quantitative data can be easily used to analyse for\ncomparison e.g. use of Y-BOCs with Charles before and after\ntreatment\n– Weaknesses of quantitative data include the potential lack of\nvalidity e.g. in MOCI patient is unable to describe in own words or\npick an option other than yes or no (forced choice) so can limit\nvalidity\n– Qualitative data is often more comprehensive (allows individuals to\ndescribe their feelings about compulsions in detail in Y-BOCS)\nhowever it will not always be helpful to use as a comparison tool\n• Case studies\n• Psychometric tests / reliability and validity of measures\n• Practical applications\n• Psychometric tests\n• Cultural bias\n• Generalisability\n• Reductionism\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 10 of 24", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_33-p08.png", "../answer-assets/9990_w22_ms_33-p09.png", "../answer-assets/9990_w22_ms_33-p10.png" ] }, { "id": "9990-2022-on-33-q03", "question_id": "9990-2022-on-33-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Outline an associative learning explanation for consumers’ preference 2\nfor product colour (Grossman and Wisenblit, 1999).\nAward 1 mark for a basic outline of the term/concept.\nAward 2 marks for a detailed outline of the term/concept.\nWith classical conditioning, we form associations between favourable\nexperiences and a colour, leading to colour preferences, or we may learn to\nassociate certain colours with certain products and therefore against some\nother products (2). In addition, associations could have been formed early in\nhuman history when people first associated blue with night (passivity) and\nyellow with sunlight (arousal) (1). We tend to assume cool colours like green\nand blue are calming but warmer colours like red and orange are arousing\n(1).\nOther appropriate responses should also be credited.\n\n3(b) Outline two methods used to collect data in the study by Porublev et 4\nal. (2009) on gift-wrapping.\nFor each method:\nAward 1 mark for a basic answer with some understanding of the topic area.\nAward 2 marks for a detailed answer with clear understanding of the topic\narea.\nTwo from:\n• Observation (1) of a Christmas gift-wrapping stall (1) (to see different\nwrappings and how gifts are wrapped)\n• In depth interviews (1) with 20 participants from Victoria, Australia aged\n25–35 (to reflect on gift-wrapping) with questions regarding gift-\nwrapping preferences (1)\n• Six projective workshops where participants in pairs were asked to wrap\ntwo gifts, one for someone they are close to and the other for an\nacquaintance, and have a discussion about gift-wrapping while doing so\n(2) Researchers photographed the wrapped gifts (1)\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 11 of 24\n\n3(c) Explain one strength and one weakness of the study by Porublev et al. 6\nLikely strengths include:\n• Use of multiple ways of gathering data (observation, interview etc.)\nmeans findings are more comprehensive so increasing validity\n• Standardised procedures in interview and methods of gathering\nqualitative data increases reliability. Study could easily be carried out\nelsewhere for comparison\n• Qualitative data gathered leading to high validity as participants can\nexpress views in own words and observers can record detail (for\nexample photographs were taken of the wrapped gifts produced in the\nworkshops)\n• Although the study was carried out at Christmas time, the expectation of\nthe researchers was that the information gathered would apply to all\ntypes of gifts – birthdays, baby shower, Valentine’s etc., so widening the\ngeneralisability\n• Ethical study as participants were aware of taking part in the interview\nand workshop, giving informed consent and in the case of the\nobservation, participants could reasonably expect to be observed while\nshopping\nLikely weaknesses include:\n• The study centred around Christmas gifts, which may not have an\nequivalent in other cultures. In other religious festivals where gifts are\ngiven, they may be of a different type or not wrapped and expectations\nabout wrapping could be different too\n• Lack of quantitative data means that it would be more difficult to make\ncomparisons between either different shops or different age groups\n• Narrow age range / culture of participants so lacking in generalisations.\nResearchers acknowledge this, but selection made deliberately to get\ninformation from those most likely to engage with gifting\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the question and will\nexplain one strength and one weakness.\n• Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question and will explain\none appropriate weakness in detail or one appropriate strength in detail.\nOR\n• one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could\ninclude both but just as an attempt.\n• Candidates will provide a limited explanation.\n© UCLES 2022 Page 12 of 24\n\n3(c) Level 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 13 of 24", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_33-p11.png", "../answer-assets/9990_w22_ms_33-p12.png", "../answer-assets/9990_w22_ms_33-p13.png" ] }, { "id": "9990-2022-on-33-q04", "question_id": "9990-2022-on-33-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about environmental 8\ninfluences on consumers (cognitive maps of retail locations, crowding\nin retail environments, shopper movement patterns).\nThe syllabus covers:\n• cognitive maps of retail locations (Mackay and Olshavsky, 1975)\n• crowding in retail environments (Machleit et al., 2000)\n• shopper movement patterns (Gil et al., 2009)\nCognitive maps of retail locations (Mackay and Olshavsky, 1975)\nA cognitive map (mental map) is a type of mental representation where an\nindividual codes, stores and recalls relative locations in order to way find. In\nrelation to a retail environment, this would involve the location of various\nshops as well as products within a specific shop (for example).\n78 opportunity selected supermarket shoppers from 8 supermarkets in\nIndiana, USA. Self-reports taken of preference for the supermarkets and the\nreasons for this choice (e.g. price, quality of products, etc.). Asked to draw a\nmap from their departure point to each of the 8 supermarkets. Then a\nquestionnaire was used to collect information such as length of time living in\nthe area, marital status, employment status, etc. Found the cognitive maps\n(rather than actual maps) correlated to the preferences for the\nsupermarkets.\nCrowding in retail environments (Machleit et al., 2000)\nStudy 1 – 722 marketing students and were asked to complete the\nquestionnaire after their next shopping trip. They had to name the store,\nshopping centre or mall that they had visited. Questions were asked about\npurchases, purpose of the trip and their perceptions about crowding,\nsatisfaction and the outcome of the shopping trip. They were also asked\nabout emotions, crowding tolerance questions and demographic questions.\nThey were finally asked to recall and rate a recent shopping trip.\nPerceived crowding was on an 8-point scale.\nSatisfaction on a 7-point scale.\nEmotion – Izard’s 10 emotion types were measured on a 1 to 5 scale.\nPrior expectations of crowding 7-point scale.\nFound the more crowded the shops the lower the positive experience of\nshopping / lower arousal (excitement).\nStudy 2 – Adult sample replicated study 1 and confirmed the results.\nStudy 3 – Lab study. 231 participants given information to read about a\nbookstore (either discount or upmarket). 4 55 second videos (with different\nlevels of crowding) and imagined themselves shopping for a book in the\nstore. Same questions given as study 1 and 2. Found decrease in shopping\nsatisfaction mediated by expectations of crowding and personal tolerance\nfor crowding. Both types of stores received lower satisfaction ratings as\ncrowding levels increased.\n© UCLES 2022 Page 14 of 24\n\n4(a) Shopper movement patterns (Gil et al., 2009)\n480 shoppers interviewed. Given demographic information to complete.\nGiven a coloured tag to be followed in the store via CCTV. Interviewed\nagain when they left the store. Asked questions about purpose of trip, use of\nshopping list, satisfaction with shopping, amount spent. They were able to\nmeasure the duration of the trip, average walking speed, duration of\ninteraction with products, % of store section visited more than once, which\nareas of the store visited and how far into the store they go.\nShopping behaviour affected by:\nLocation of products.\nSome areas more popular than other (e.g. baby products not popular).\nIdentified four patterns of movement – short trip, round trip, central trip and\nwave trip. Didn’t find any type of person engages in one pattern of\nmovement more than any other.\nAlso found five patterns – native, tourist, raider, explorer and specialist.\nMales are more likely to be a raider and females shopping alone are most\nfrequently an explorer.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 15 of 24\n\n4(b) Evaluate what psychologists have discovered about environmental 10\ninfluences on consumers (cognitive maps of retail locations, crowding\nin retail environments, shopper movement patterns), including a\ndiscussion of cultural bias.\nA range of issues could be used for evaluation here. These include:\n• Named issue – cultural bias. Mackay study took place in Indiana,\nUSA; Machleit study took place in USA and Gil study took place in UK.\nAll were taking place in Western society where people tend to shop in\nlarge supermarkets. Results may not be the same in other cultures due\nto different shopping patterns e.g. in many cultures shopping is done in\na market at a variety of stall, where experiences could be quite different\nor in a various small stores. They may not experience the same\nconditions so we cannot apply results from Western studies to other\ncultures. If no supermarkets encountered then results of Gil’s study can\nonly be applied cautiously to other societies. In addition, tolerance of\ncrowding, for example, may vary considerably from culture to culture\ndepending on rural or urban living.\n• Self-reports\n• Observational data\n• Generalisability\n• Ecological validity\n• Usefulness / practical applications\n• Ethics\n• Quantitative/Qualitative data\n• Validity\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 24", "source_pages": [ 14, 15, 16 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_33-p14.png", "../answer-assets/9990_w22_ms_33-p15.png", "../answer-assets/9990_w22_ms_33-p16.png" ] }, { "id": "9990-2022-on-41-q01", "question_id": "9990-2022-on-41-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Richard has a fear of oranges and knows about the behavioural\nexplanation of phobias. Richard wants to be treated using systematic\ndesensitisation (Wolpe, 1958). However, his partner thinks that other\ntreatments may be better.\n\n1(a) Explain what is meant by a ‘behavioural explanation of phobias’. 2\nMost likely answer (other appropriate responses to be credited):\n• all behaviours are learned (and so are phobias)\n• behaviours are learned through association and so are phobias\n• example of little Albert (Watson, 1920) may be given\nMarks: 1 mark for basic answer; +1 mark for elaboration/example.\n\n1(b) Explain how systematic desensitisation would be used to treat 4\nRichard’s fear of oranges.\nMost likely answer (other appropriate responses to be credited):\nSystematic desensitisation (Wolpe (1958)\n\n1 learning of progressive muscle relaxation / deep breathing.", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_41-p08.png" ] }, { "id": "9990-2022-on-41-q02", "question_id": "9990-2022-on-41-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 creation of anxiety hierarchy (least fearful to most fearful).\nMarks: 1 mark for basic answer, 2–4 marks for increasing detail and quality\n(2 marks max if only one component, however detailed).\n1(c) Suggest two ways in which a phobia can be treated, other than 4\nsystematic desensitisation.\nMost likely answer (other appropriate responses to be credited):\nSyllabus includes:\n• cognitive-behavioural therapy (Ost and Westling, 1995) used applied\nrelaxation which involves tensing and relaxing muscles to relax\nmuscles, decrease blood pressure and counteract the effects of stress-\nrelated hormones (e.g. adrenaline and cortisol)\n• applied tension (Ost et al, 1989) for blood or needle phobia but also\nvasovagal syncope. Involves tensing muscles to increase blood\npressure. Note: cannot apply to any other phobia\nMarks: 1 mark for identifying alternative +1 mark for elaboration/example\n2.\nNote: no marks for SSRI, covert sensitisation, imaginal desensitisation,\nexposure therapy.\n© UCLES 2022 Page 8 of 24\n\n9990/41 Cambridge International AS & A Level – Mark Scheme October/November\nPUBLISHED 2022\nQuestion Answer Marks\n1(d) Discuss the strengths and weaknesses of using systematic 5\ndesensitisation to treat phobias. You should include a conclusion in\nyour answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• the technique can be generalised to many other phobias (and anxiety)\n• it is effective and has been used for over 60 years\n• progressive muscle relaxation can be used anywhere by the ‘patient’\n• it does not involve the use of any drug\nWeaknesses:\n• behavioural techniques take time and effort from the person (unlike\nswallowing a pill)\n• the techniques do not cure anything, merely make it easier to live with\n• behavioural techniques alone may be insufficient. Cognitive behaviour\ntherapy better\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument,\nand always requires conclusion. 1 mark for each strength/weakness\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2022 Page 9 of 24\n\n2 Newspaper Headline: Bugs Bunny goes to Disney!\nBraun-LaTour et al. (2004) investigated the retroactive effect that\nadvertising has on how consumers remember past experiences. In\nExperiment 1, students received course credits for participating. Data\nwas collected and coded and an inter-rater reliability correlation of 0.9\nwas found between the two independent judges (coders).\n\n2(a) Explain what is meant by the term ‘retroactive effect’ in this study. 2\nMost likely answer (other appropriate responses to be credited):\nRetroactive interference is where new information interferes with the old (or\nexisting) information in memory. Retroactive effect in this study is that new\ninformation (advertising) influences and changes the memory of an event\n(that people shook hands with Bugs Bunny at a Disney theme park).\nMarks: 1 mark for description of term description, +1 mark for relating to this\nstudy.\n\n2(b)(i) Give one example of the data that was collected in Experiment 1. 2\nQuotes from study:\nTwo independent judges coded respondents’ reactions to the ads and the\nrecall statements of their Disney experience.\nSpecifically, they\n• coded the number of words participants used in response to the ad\n• whether their reactions to the ad were personal or concentrated on\ncritiquing ad elements\n• and whether or not they noticed that Bugs Bunny did not belong in a\nDisney ad\nFor the memory measures, they\n• coded the number of words in the recall statement and\n• how many items that had appeared in the ad were mentioned as being\npart of the participants’ own memory\nMarks: 1 mark basic answer (e.g. ‘recall of statements’), 2 marks detailed\nanswer/elaboration or example.\nNote: credit ‘how many participants could remember’ (1 mark) ‘Bugs Bunny\nat Disneyland’ (+1 mark).\n\n2(b)(ii) Explain what is meant by an ‘inter-rater reliability correlation of 0.9’. 2\nAnswer can include a number of components:\nAwareness of what inter-rater reliability is; what reliability is; how this was\nachieved; what the 0.9 correlation means in relation to inter-rater reliability.\nMarks: 1 mark basic answer (what it is), 2 marks detailed answer/\nelaboration (0.9 is a ‘strong’ correlation).\n© UCLES 2022 Page 10 of 24\n\n2(c) Explain how this study relates to the debate about individual versus 4\nsituational explanations.\nMost likely answer (other appropriate responses to be credited):\n• Situational: the past experience of visiting Disneyland and whether they\nhad seen certain characters there, such as Bugs Bunny\n• Individual: the false memory (cognitive process) that was created in the\nmind of the participant\nMarks: 1 mark identifying +1 mark for explanation or example from study\n2.\n\n2(d) Discuss the strengths and weaknesses of giving course credits to 5\nstudents in studies of ‘false advertising’. You should include a\nconclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nStrengths:\n• students will do anything for course credits (or being paid)\n• having an incentive is more likely to lead to them staying for the whole\nstudy rather than withdrawing\n• participants know they are taking part in a study (so give consent but\nnot informed consent)\n• they are more likely to participate with enthusiasm and be attentive\nWeaknesses:\n• they know they are taking part in a study\n• they are less likely to withdraw, even though they may wish to\n• they are more likely to respond to try to please the experimenter\n• perhaps only participating for money not for ‘furthering of scientific\nknowledge’\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument,\nand always requires conclusion. 1 mark for each strength/weakness\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2022 Page 11 of 24", "source_pages": [ 8, 9, 10, 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_41-p08.png", "../answer-assets/9990_w22_ms_41-p09.png", "../answer-assets/9990_w22_ms_41-p10.png", "../answer-assets/9990_w22_ms_41-p11.png" ] }, { "id": "9990-2022-on-41-q05", "question_id": "9990-2022-on-41-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a longitudinal study using observation to investigate whether a 10\ntoken economy effectively manages schizophrenia.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method is\nobservation.\nSpecific features: Observations: type, setting, response categories,\nsampling frame, number of observers.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: token economy (Paul and Lentz, 1977).\nPsychological: token economy is the use of positive reinforcement\nwhereby tokens given for correct or appropriate behaviour can be\nexchanged for something desirable. Paul and Lentz (1977) used this to help\npeople with schizophrenia.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 16 of 24", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_41-p16.png" ] }, { "id": "9990-2022-on-41-q06", "question_id": "9990-2022-on-41-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Design an experiment to investigate gender differences in pre- 10\ncognitive decisions when buying a product.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method is\nexperiment.\nTypical features: Experiments: type, IV, DV, controls, experimental design.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: pre-cognitive decisions (Knutsson et al., 2007).\nPsychological: Knutsson et al. (2007) created a SHOP task (save holdings\nor purchase). Images of product shown for 4 seconds, then price for 4\nseconds, then choice 4 seconds and participant choose yes/no to buy. This\ndone in fMRI scanner to record ‘pre-cognitive’ decisions – brain knows\ndecision before person ‘thinks’ it.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 17 of 24", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_41-p17.png" ] }, { "id": "9990-2022-on-41-q09", "question_id": "9990-2022-on-41-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘In the future a genetic explanation of schizophrenia will be the only 12\nexplanation needed’.\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: genetic (Gottesman and Shields, 1972).\nMost likely (any other appropriate responses should be credited):\nOnly one needed:\n• Genetic explanations are reductionist and can therefore be studied\nmuch more precisely than say psychodynamic explanations\n• Genetic findings can be replicated and generalised to everyone if a\nspecific gene for phobias is identified\n• Genetic explanations provide an underlying cause for how it is possible\nfor phobias to arise at all (an ultimate i.e. evolutionary explanation)\nwhereas others can only provide an explanation of a specific phobia in\na specific individual\nNot only one needed:\n• Other explanations are also ‘scientific’; behavioural explanations are\nbased on observable behaviour\n• Just because an explanation is based on science it does not mean that\nit is correct. The psychodynamic explanation has no science, yet it may\nbe correct\n• Explanations should take a more holist view, rather than reducing the\nexplanation to one factor\n© UCLES 2022 Page 21 of 24", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_41-p21.png" ] }, { "id": "9990-2022-on-41-q10", "question_id": "9990-2022-on-41-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Children should never be used as participants in studies of 12\nadvertising’.\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: Issue: children in psychological research; brand recognition in\nchildren (Fischer et al., 1991); product placement in films (Auty and Lewis,\n2004).\nMost likely (any other appropriate responses should be credited):\nShould be used:\n• children are young and naïve and so are more likely to behave\nnaturally, even in laboratory experiments\n• children will not question what is happening\n• children are consumers so studies involving children are as appropriate\nas adults as participants\nShould never be used:\n• children may not understand complex instructions and if they do…\n• they may not be able to explain what they are thinking or how they feel\n• children may not exercise the right to withdraw; they may not\nunderstand a debriefing\n• children may be psychologically harmed by a study which may not be\nevident for many years\n© UCLES 2022 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_41-p22.png" ] }, { "id": "9990-2022-on-42-q01", "question_id": "9990-2022-on-42-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 The Blood Injection Phobia Inventory (BIPI) is a questionnaire with\nitems about phobic situations. The participants rate their cognitive,\nbehavioural and physiological responses to these phobic situations on\nfour-point scales. Fig. 1.1 shows one of these items.\nItem 5. When I hear a conversation about blood.\nfour-point scale\nType of Response\nresponse statement never sometimes almost always\nalways\nCognitive I think I’m\n0 1 2 3\ngoing to faint.\nBehavioural I escape from\nthe situation 0 1 2 3\nimmediately.\nPhysiological Response X 0 1 2 3\nFig 1.1\n\n1(a) Suggest one physiological response statement that could be used for 2\nResponse X in Fig. 1.1.\nMost likely answer (other appropriate responses to be credited):\nAnswers from the original are:\n(a) My heartbeat speeds up.\n(b) My palms or armpits sweat.\n(c) My muscles start to tense.\n(d) I feel that I am getting dizzy.\n(e) I breathe more quickly.\n(f) I feel a cold sweat all over my body.\n(g) I feel more blood pumping in my body.\n(h) I feel my face is hot.\n(i) I lose consciousness.\n(j) I get pale.\n(k) I faint.\n(l) I feel a lump in my throat\n(m) I feel stomach discomfort.\nNote: Any other appropriate physiological statement/question to receive\ncredit.\nMarks: 1 mark for appropriate physiological response; +1 mark for\n‘response statement’ i.e. worded as a statement. 0 marks for statement if\nphysiological response is incorrect.\n© UCLES 2022 Page 8 of 24\n\n1(b) Suggest two strengths of using a four-point scale to measure anxiety 4\nin people with blood injection phobia.\nMost likely answer (other appropriate responses to be credited):\n• a four point scale allows a wide range of responses e.g. from ‘never’ to\n‘always’ so allows individual differences in ratings of anxiety\n• a four point scale is ‘simple’ i.e. easy to choose from\n• a four point scale provides quantitative data that can be statistically\nanalysed*\n• the BIPI is a four point scale – it is a psychometric test (valid, reliable,\netc.)\n• a four point scale can be used over time to check improvement\n(1 mark) in a person trying to reduce anxiety of blood/injection phobia\n(+1 mark).\nMarks: 1 mark for correct answer (as above) +1 mark for related to study\n(examples as above) ×2\nNote: quantitative data is NOT objective. Credit quantitative (as above)* but\nnot ‘it is objective’\nNote: do not credit ‘general/overall less time consuming / easy/convenient’\n\n1(c)(i) Suggest one way in which anxiety in people with blood injection 2\nphobia could be measured, other than using a rating scale.\nMost likely answer (other appropriate responses to be credited):\n• Observation of the behaviour of the person with blood anxiety (1 mark)\nsuch what do they do when they see a pool of blood on the floor (+1\nmark).\n• Clinical interview with the person with blood anxiety, (1 mark) asking\nquestions about how they feel in certain situations such as ‘When I see\na pool of blood on the floor’ (+1 mark)\nMarks: 1 mark identification of ‘other way’ +1 mark for relating to blood\nanxiety.\nNote: answers involving inventories/questionnaires (with rating scales) = 0\n(BIPI is an Inventory)\nNote: credit answers using ‘rating scales’ on ‘machinery’ e.g. blood\npressure, etc\n\n1(c)(ii) Suggest one weakness with the measure you suggested in (c)(i). 2\nMost likely answer (other appropriate responses to be credited):\n• Observation: cognitive responses cannot be observed; some\nphysiological responses cannot be seen (1 mark) such as muscles\ntensing (1 mark)\n• Clinical interview: person may not tell the truth (1 mark) e.g. ‘I’m going\nto faint’ when they are not (1 mark)\nMarks: 1 mark for weakness +1 mark for relating to study.\nNote: if part (a) is incorrect then part (b) must also be incorrect.\n© UCLES 2022 Page 9 of 24\n\n1(d) Discuss the strengths and weaknesses of using quantitative data to 5\nassess blood injection phobia. You should include a conclusion in\nyour answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• responses from participants can be compared with responses from\nother participants on the same rating scale.\n• data can be compared with other studies done previously and in the\nfuture.\n• data can be analysed statistically\n• a number isn’t open to question by researchers and researcher bias\ndoesn’t apply.\nWeaknesses:\n• a reason or explanation cannot be provided by participants\n• participants can feel uninvolved if they are not asked for an explanation\n• reducing a phobia to numbers is not perhaps what a patient would\nexpect to happen.\nNote: do not credit demand characteristics – this is not a ‘study’ this is real\nlife (and people with a real phobia)\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument,\nand always requires conclusion. 1 mark for each strength/weakness\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2022 Page 10 of 24", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_42-p08.png", "../answer-assets/9990_w22_ms_42-p09.png", "../answer-assets/9990_w22_ms_42-p10.png" ] }, { "id": "9990-2022-on-42-q02", "question_id": "9990-2022-on-42-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Results of Experiment 1 by Woods et al. on the effect of background\nnoise on food perception are shown in Fig. 2.1:\n\n2(a) Identify the conditions (levels) of the independent variable from the 2\ndata in Fig. 2.1.\nMost likely answer (other appropriate responses to be credited):\n• The quiet condition (1 mark) and the loud condition (1 mark)\nNote: the study actually had three IVs, the third being ‘no sound’ which\nreceives credit if mentioned.\nMarks: 1 mark for each correctly identified condition.\n\n2(b) Outline two findings from the data in Fig. 2.1. 4\nMost likely answer (other appropriate responses to be credited):\n• Sweetness is rated as being significantly lower in the loud condition\n(1 mark) than the quiet condition (+1 mark) or Sweetness rating loud –3\nand quiet –0.2 (+1 mark)\n• Saltiness is rated as being significantly lower in the loud condition (1\nmark) than the quiet condition (+1 mark) or saltiness loud –1.8 quiet +1\n(credit approx. numbers)\n• Food liked more in the quiet condition (1 mark) than in the loud (+1\nmark) or quiet +0.8, loud –0.6 (+1 mark)\nNote: any appropriate findings to be credited.\nMarks: 1 mark statement of finding. 1 mark for comparison or supporting\ndata. ×2\n\n2(c)(i) Explain the experimental design that was used by Woods et al. in 2\nExperiment 1.\nMost likely answer (other appropriate responses to be credited):\nA repeated-measures design was used (1 mark) with Sound (Baseline,\nQuiet, Loud), as variables done by all participants (+1 mark).\nMarks: 1 mark identifying repeated measures, +1 mark for link to study.\n© UCLES 2022 Page 11 of 24\n\n2(c)(ii) Suggest one problem if an alternative experimental design had been 2\nused.\nMost likely answer (other appropriate responses to be credited):\nAnswer must be independent groups and so:\n• individual differences between participants might confound the result\n(1 mark) e.g. one participant may prefer saltiness another not (+1 mark)\n• both conditions are totally different so can’t compare (1 mark) loud with\nquiet. Individual preferences/effects (+1 mark)\n• accept ‘twice as many participants are needed’ (1 mark) because there\nare two IV conditions (+1 mark)\nMarks: 1 mark identifying problem, +1 mark for link to study.\n\n2(d) Discuss the strengths and weaknesses of using laboratory 5\nexperiments to investigate the effect of background noise on\nconsumer behaviour. You should include a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nStrengths:\n• a laboratory experiment has an IV, DV and controls;\n• laboratory experiments are reductionist so one variable can be isolated\nand studied.\n• participants know they are taking part in a study (so give consent but\nnot informed consent).\n• IV can be studied precisely using scientific equipment\n• extraneous situational variables can be controlled\nWeaknesses:\n• most consumer behaviour takes place in the real world and so studies\nshould be conducted in the real world (rather than in a laboratory).\n• It may be reductionist to isolate variables to study (i.e. the IV) when\nmany other variables that are controlled may contribute to consumer\nbehaviour as a whole.\n• participants may respond to demand characteristics.\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument,\nand always requires conclusion. 1 mark for each strength/weakness\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2022 Page 12 of 24", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_42-p11.png", "../answer-assets/9990_w22_ms_42-p12.png" ] }, { "id": "9990-2022-on-42-q05", "question_id": "9990-2022-on-42-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study to investigate the effectiveness of a biomedical 10\ntreatment (SSRIs) for obsessive-compulsive disorder (OCD).\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method is:\nany appropriate method.\nSpecific features:\n• Experiments: type, IV, DV, controls, experimental design.\n• Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n• Questionnaires/Interviews: type, setting, example questions. Scoring/\nrating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: biochemical (Grant et al., 2008)\nPsychological:\nThe biochemical treatment using nalmefene is believed by Grant et al.\n(2008) to help reduce the urge to gamble. To test its effectiveness,\nparticipants were assessed to ensure they were suitable to participate. They\nwere then randomly allocated to either a group receiving nalmefene or to a\ngroup receiving a placebo.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 17 of 24", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_42-p17.png" ] }, { "id": "9990-2022-on-42-q06", "question_id": "9990-2022-on-42-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) When looking at a drinks menu in a restaurant, some people would 10\nchoose the first item listed and some people would choose the last\nitem listed.\nDesign a study using a questionnaire to investigate whether drinks\nmenu item choice is influenced by primacy or recency.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method is:\nquestionnaire.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique &\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: primacy, recency and menu item position (Dayan and Bar-Hillel,\n2011)\nPsychological:\nPrimacy, recency and menu item position: trade publications on menu\ndesign suggest that ‘people tend to remember the top two items on a list\nand the bottom item’ and that ‘the most frequently selected items are those\nin the first and last position in the category list.’ (Primacy = first items, and\nrecency = last or most recent items). This ‘edge bias’ was studied by Dayan\nand Bar-Hillel (2011) who manipulated the position of different foods on a\nrestaurant menu.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 18 of 24", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_42-p18.png" ] }, { "id": "9990-2022-on-42-q09", "question_id": "9990-2022-on-42-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘The cognitive explanation of phobias is better than all other 12\nexplanations.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: definitions, types, examples and case studies of schizophrenia\nand psychotic disorders\nMost likely (any other appropriate responses should be credited):\nBetter:\n• cognitive explanations are reductionist and can therefore be studied\nmuch more precisely than e.g. psychodynamic explanations\n• ‘everyone thinks’ and so a cognitive explanation applies to everyone\n(e.g. people have negative thoughts which can be changed to positive\nthoughts)\n• cognitive explanations such as DiNardo’s explain why people behave in\ncertain ways, a strictly behavioural approach cannot.\n• cognitive explanations lead to cognitive therapies which have shown to\nbe successful over many years\nNot better\n• other explanations may be more ‘scientific’; cognitive explanations are\nbased on what cannot be observed.\n• cognitive explanations are reductionist and do not take into account\nother explanations which together may provide a more holistic\napproach.\n• cognitive explanations are ‘individual’ rather than ‘situational’\n© UCLES 2022 Page 21 of 24", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_42-p21.png" ] }, { "id": "9990-2022-on-42-q10", "question_id": "9990-2022-on-42-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Shopper movement patterns are of no use to understanding shopper 12\nbehaviour.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus:); shopper movement patterns (Gil et al., 2009)\nMost likely (any other appropriate responses should be credited):\nUseful:\n• the study by Gil et al. (2009) shows people are shopper types and are\npredictable, so store design could follow these patterns\n• studies such as that by Gil used tags in real supermarkets so findings\nare ecologically valid.\n• Studies of movement patterns suggest how items in a store should be\nplaced.\n• Studies of movement patterns shown how the store design such as\nlayout should be organised.\nNo use:\n• Shoppers may be one type on one occasion, a different type on another\n(depending on the reason for visiting a store).\n• Shoppers may behave differently in different types of store. The Gil et\nal. study was based on behaviour in a supermarket.\n• shoppers are influenced more by other variables, such as retail\natmospherics and store interior layout (Vrechopoulos, 2004)\n• people sometimes shop on impulse rather than in predictable ways\n• shopper behaviour may be different in countries other than the UK (Gil\net al. study)\n© UCLES 2022 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_42-p22.png" ] }, { "id": "9990-2022-on-43-q01", "question_id": "9990-2022-on-43-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Richard has a fear of oranges and knows about the behavioural\nexplanation of phobias. Richard wants to be treated using systematic\ndesensitisation (Wolpe, 1958). However, his partner thinks that other\ntreatments may be better.\n\n1(a) Explain what is meant by a ‘behavioural explanation of phobias’. 2\nMost likely answer (other appropriate responses to be credited):\n• all behaviours are learned (and so are phobias)\n• behaviours are learned through association and so are phobias\n• example of little Albert (Watson, 1920) may be given\nMarks: 1 mark for basic answer; +1 mark for elaboration/example.\n\n1(b) Explain how systematic desensitisation would be used to treat 4\nRichard’s fear of oranges.\nMost likely answer (other appropriate responses to be credited):\nSystematic desensitisation (Wolpe (1958)\n\n1 learning of progressive muscle relaxation / deep breathing.", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_43-p08.png" ] }, { "id": "9990-2022-on-43-q02", "question_id": "9990-2022-on-43-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 creation of anxiety hierarchy (least fearful to most fearful).\nMarks: 1 mark for basic answer, 2–4 marks for increasing detail and quality\n(2 marks max if only one component, however detailed).\n1(c) Suggest two ways in which a phobia can be treated, other than 4\nsystematic desensitisation.\nMost likely answer (other appropriate responses to be credited):\nSyllabus includes:\n• cognitive-behavioural therapy (Ost and Westling, 1995) used applied\nrelaxation which involves tensing and relaxing muscles to relax\nmuscles, decrease blood pressure and counteract the effects of stress-\nrelated hormones (e.g. adrenaline and cortisol)\n• applied tension (Ost et al, 1989) for blood or needle phobia but also\nvasovagal syncope. Involves tensing muscles to increase blood\npressure. Note: cannot apply to any other phobia\nMarks: 1 mark for identifying alternative +1 mark for elaboration/example\n2.\nNote: no marks for SSRI, covert sensitisation, imaginal desensitisation,\nexposure therapy.\n© UCLES 2022 Page 8 of 24\n\n9990/43 Cambridge International AS & A Level – Mark Scheme October/November\nPUBLISHED 2022\nQuestion Answer Marks\n1(d) Discuss the strengths and weaknesses of using systematic 5\ndesensitisation to treat phobias. You should include a conclusion in\nyour answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• the technique can be generalised to many other phobias (and anxiety)\n• it is effective and has been used for over 60 years\n• progressive muscle relaxation can be used anywhere by the ‘patient’\n• it does not involve the use of any drug\nWeaknesses:\n• behavioural techniques take time and effort from the person (unlike\nswallowing a pill)\n• the techniques do not cure anything, merely make it easier to live with\n• behavioural techniques alone may be insufficient. Cognitive behaviour\ntherapy better\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument,\nand always requires conclusion. 1 mark for each strength/weakness\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2022 Page 9 of 24\n\n2 Newspaper Headline: Bugs Bunny goes to Disney!\nBraun-LaTour et al. (2004) investigated the retroactive effect that\nadvertising has on how consumers remember past experiences. In\nExperiment 1, students received course credits for participating. Data\nwas collected and coded and an inter-rater reliability correlation of 0.9\nwas found between the two independent judges (coders).\n\n2(a) Explain what is meant by the term ‘retroactive effect’ in this study. 2\nMost likely answer (other appropriate responses to be credited):\nRetroactive interference is where new information interferes with the old (or\nexisting) information in memory. Retroactive effect in this study is that new\ninformation (advertising) influences and changes the memory of an event\n(that people shook hands with Bugs Bunny at a Disney theme park).\nMarks: 1 mark for description of term description, +1 mark for relating to this\nstudy.\n\n2(b)(i) Give one example of the data that was collected in Experiment 1. 2\nQuotes from study:\nTwo independent judges coded respondents’ reactions to the ads and the\nrecall statements of their Disney experience.\nSpecifically, they\n• coded the number of words participants used in response to the ad\n• whether their reactions to the ad were personal or concentrated on\ncritiquing ad elements\n• and whether or not they noticed that Bugs Bunny did not belong in a\nDisney ad\nFor the memory measures, they\n• coded the number of words in the recall statement and\n• how many items that had appeared in the ad were mentioned as being\npart of the participants’ own memory\nMarks: 1 mark basic answer (e.g. ‘recall of statements’), 2 marks detailed\nanswer/elaboration or example.\nNote: credit ‘how many participants could remember’ (1 mark) ‘Bugs Bunny\nat Disneyland’ (+1 mark).\n\n2(b)(ii) Explain what is meant by an ‘inter-rater reliability correlation of 0.9’. 2\nAnswer can include a number of components:\nAwareness of what inter-rater reliability is; what reliability is; how this was\nachieved; what the 0.9 correlation means in relation to inter-rater reliability.\nMarks: 1 mark basic answer (what it is), 2 marks detailed answer/\nelaboration (0.9 is a ‘strong’ correlation).\n© UCLES 2022 Page 10 of 24\n\n2(c) Explain how this study relates to the debate about individual versus 4\nsituational explanations.\nMost likely answer (other appropriate responses to be credited):\n• Situational: the past experience of visiting Disneyland and whether they\nhad seen certain characters there, such as Bugs Bunny\n• Individual: the false memory (cognitive process) that was created in the\nmind of the participant\nMarks: 1 mark identifying +1 mark for explanation or example from study\n2.\n\n2(d) Discuss the strengths and weaknesses of giving course credits to 5\nstudents in studies of ‘false advertising’. You should include a\nconclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as\neye movement patterns):\nStrengths:\n• students will do anything for course credits (or being paid)\n• having an incentive is more likely to lead to them staying for the whole\nstudy rather than withdrawing\n• participants know they are taking part in a study (so give consent but\nnot informed consent)\n• they are more likely to participate with enthusiasm and be attentive\nWeaknesses:\n• they know they are taking part in a study\n• they are less likely to withdraw, even though they may wish to\n• they are more likely to respond to try to please the experimenter\n• perhaps only participating for money not for ‘furthering of scientific\nknowledge’\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached\nby reasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument,\nand always requires conclusion. 1 mark for each strength/weakness\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2022 Page 11 of 24", "source_pages": [ 8, 9, 10, 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_43-p08.png", "../answer-assets/9990_w22_ms_43-p09.png", "../answer-assets/9990_w22_ms_43-p10.png", "../answer-assets/9990_w22_ms_43-p11.png" ] }, { "id": "9990-2022-on-43-q05", "question_id": "9990-2022-on-43-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a longitudinal study using observation to investigate whether a 10\ntoken economy effectively manages schizophrenia.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method is\nobservation.\nSpecific features: Observations: type, setting, response categories,\nsampling frame, number of observers.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: token economy (Paul and Lentz, 1977).\nPsychological: token economy is the use of positive reinforcement\nwhereby tokens given for correct or appropriate behaviour can be\nexchanged for something desirable. Paul and Lentz (1977) used this to help\npeople with schizophrenia.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 16 of 24", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_43-p16.png" ] }, { "id": "9990-2022-on-43-q06", "question_id": "9990-2022-on-43-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Design an experiment to investigate gender differences in pre- 10\ncognitive decisions when buying a product.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of\ndesign features appropriate to the named method. The named method is\nexperiment.\nTypical features: Experiments: type, IV, DV, controls, experimental design.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max 5\nmarks.\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: pre-cognitive decisions (Knutsson et al., 2007).\nPsychological: Knutsson et al. (2007) created a SHOP task (save holdings\nor purchase). Images of product shown for 4 seconds, then price for 4\nseconds, then choice 4 seconds and participant choose yes/no to buy. This\ndone in fMRI scanner to record ‘pre-cognitive’ decisions – brain knows\ndecision before person ‘thinks’ it.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2022 Page 17 of 24", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_43-p17.png" ] }, { "id": "9990-2022-on-43-q09", "question_id": "9990-2022-on-43-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘In the future a genetic explanation of schizophrenia will be the only 12\nexplanation needed’.\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: genetic (Gottesman and Shields, 1972).\nMost likely (any other appropriate responses should be credited):\nOnly one needed:\n• Genetic explanations are reductionist and can therefore be studied\nmuch more precisely than say psychodynamic explanations\n• Genetic findings can be replicated and generalised to everyone if a\nspecific gene for phobias is identified\n• Genetic explanations provide an underlying cause for how it is possible\nfor phobias to arise at all (an ultimate i.e. evolutionary explanation)\nwhereas others can only provide an explanation of a specific phobia in\na specific individual\nNot only one needed:\n• Other explanations are also ‘scientific’; behavioural explanations are\nbased on observable behaviour\n• Just because an explanation is based on science it does not mean that\nit is correct. The psychodynamic explanation has no science, yet it may\nbe correct\n• Explanations should take a more holist view, rather than reducing the\nexplanation to one factor\n© UCLES 2022 Page 21 of 24", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_43-p21.png" ] }, { "id": "9990-2022-on-43-q10", "question_id": "9990-2022-on-43-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Children should never be used as participants in studies of 12\nadvertising’.\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: Issue: children in psychological research; brand recognition in\nchildren (Fischer et al., 1991); product placement in films (Auty and Lewis,\n2004).\nMost likely (any other appropriate responses should be credited):\nShould be used:\n• children are young and naïve and so are more likely to behave\nnaturally, even in laboratory experiments\n• children will not question what is happening\n• children are consumers so studies involving children are as appropriate\nas adults as participants\nShould never be used:\n• children may not understand complex instructions and if they do…\n• they may not be able to explain what they are thinking or how they feel\n• children may not exercise the right to withdraw; they may not\nunderstand a debriefing\n• children may be psychologically harmed by a study which may not be\nevident for many years\n© UCLES 2022 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_43-p22.png" ] }, { "id": "9990-2023-mj-31-q01", "question_id": "9990-2023-mj-31-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘pyromania’. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for an explanation of the term/concept.\nThis is an obsessive desire to set fire to things. (1) The person has\ndeliberately and intentionally set fire to something at least twice. (1) The\nperson feels anxiety / heightened arousal prior to setting the fire and once\nthey have done it the arousal reduces. (1) They are also fascinated with fires.\n(1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the study by Glover (2011) that used covert sensitisation as a 4\ntreatment for kleptomania.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example\nA case study was carried out by Glover (2011) on a 56 year old woman with\nkleptomania. (1) After interviewing the patient it was decided to use the\nimagery of nausea and vomiting paired with the act of stealing. (1) She was\ngiven 4 therapy sessions (1) and muscle relaxation was used in the first 2\nsessions to enhance visualisation. (1) The patient learned to associate the\nunpleasant sensation of vomiting with the undesirable stealing behaviour. (1)\nShe was seen at a 19 month follow up and her kleptomania had greatly\nreduced. (1)\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 6 of 23\n\n1(c) Explain one strength and one weakness of the study by Glover. 6\nLikely strengths include –\n In depth as a case study done over a number of weeks (with a follow up\nat 19 months). Qualitative data collected\n Shows the effectiveness of covert sensitisation.\n Has a long term benefit due to 19 month follow-up.\n Good ecological validity as the patient was able to practice the imagery\noutside of the sessions and when she felt tempted to steal.\nLikely weaknesses include –\n Poor generalisability as one patient with kleptomania so may not apply to\nmen, people in other age groups (she was 56) or people with other types\nof impulse control disorders (e.g. gambling)\n Social desirability bias – the patient may have told Glover that she felt\nbetter and wasn’t stealing as much in order to please him.\n No quantitative data collected so comparisons cannot be made.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\nCandidates will show a clear understanding of the question and will explain\none strength and one weakness.\nCandidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\nCandidates will show an understanding of the question and will explain one\nappropriate weakness in detail or one appropriate strength in detail.\nOR one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\nCandidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could include\nboth but just as an attempt.\nCandidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited\n© UCLES 2023 Page 7 of 23", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_31-p06.png", "../answer-assets/9990_s23_ms_31-p07.png" ] }, { "id": "9990-2023-mj-31-q02", "question_id": "9990-2023-mj-31-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe explanations of depression. 8\nExplanations of depression, including the following:\n biological: genetic and neurochemical (Oruc et al., 1997)\n cognitive (Beck, 1979)\n learned helplessness / attributional style (Seligman, 1988)\nGenetic and neurochemical (Oruc et al., 1997)\nDepression has a genetic basis. Oruc et al. found the participants in their\nstudy with bipolar disorder – sixteen of the participants had at least one first\ndegree relative who had a major affective disorder. In addition,\npolymorphisms in the genes of the participants could be responsible for the\nincreased risk of developing bipolar disorder (just with the females in the\nsample).\nAlso credit neurochemical explanation (low levels of serotonin).\nCognitive (Beck, 1979)\nDepression due to faulty processing of information. Created the cognitive triad\n(negative views about the world, negative views about oneself and negative\nviews about the future) which all influence each other and can lead the\ndepressed individual to spiral into lowering moods.\nLearned helplessness / attributional style (Seligman, 1988)\nCredit this as an application to depression. Attributional Style Questionnaire\ngiven to 39 unipolar depressed patients at the beginning and end of cognitive\ntherapy and also after a one year follow-up. Also gave this to 12 bipolar\npatients during a depressed episode. Found a pessimistic explanatory style\nfor bad events correlated with severity of depression. As therapy progressed\ndepression reduced as the explanatory style became less pessimistic. This\ncontinued to remain improved at the one-year follow-up.\nLearned helplessness is where the depressed person has learned they are\nhelpless in the unpleasant situation they are currently living in and they no\nlonger try to make their life/mood better.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 8 of 23\n\n2(b) Evaluate explanations of depression, including a discussion about 10\nreductionism versus holism.\nA range of issues could be used for evaluation here. These include:\n Named issue – Reductionism versus holism – the\ngenetic/neurochemical explanation is more reductionist as it suggests\ndepression has a genetic/biochemical cause and does not explain any\nother causes. Not everyone who has a first degree relative with\ndepression will develop it and therefore other explanations could also\nexplain the development of depression. The cognitive explanation is more\nholistic as it considers complex thought processes involved in the\ndevelopment of depression, however it could be considered to be\nsomewhat reductionist as it ignores learning depression and/or genetic\nfactors. Learned helplessness is also more holistic than\ngenetic/neurochemical explanations as it looks at the more complex\nprocess of learning depression from life experiences. However, it could\nalso be considered to be environmentally reductionist as it does not\nconsider genetic/neurochemical causes.\n Nature versus nurture debate with reference to the various explanations.\n Comparisons of different explanations\n Application of psychology to everyday life (with reference to explanations)\n Deterministic nature of the explanations\n Evidence to support the explanations (and an evaluation of this evidence)\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 9 of 23", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_31-p08.png", "../answer-assets/9990_s23_ms_31-p09.png" ] }, { "id": "9990-2023-mj-31-q03", "question_id": "9990-2023-mj-31-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Identify two shopper movement patterns from the study by Gil et al. 2\n(2009).\nAward 1 mark for each shopper movement pattern identified.\nFor example:\n5 spatial behaviour patterns were also identified: the specialist, native,\ntourist, explorer, and raider.\nFour patterns of movement were identified: short trip, 'round trip', 'central\ntrip', and the 'wave trip'.\nOther appropriate responses should also be credited.\n\n3(b) Dayan and Bar-Hillel (2011) conducted a laboratory study and a field 4\nstudy on primacy, recency and menu item position.\nOutline any two results from these studies by Dayan and Bar-Hillel.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nStudy 1 –\nParticipants more likely to select menu items at the extremes of the menu\n(1). This is the beginning and end of the menu rather than the middle. (1)\nThis was found even for unpopular items. (1)\nThe advantage of being placed at the beginning or end of the menu was\n56%. (2)\nUnpopular items had an advantage of being selected of 54%. (2)\nStudy 2 –\nThere was a larger gain when an item moved from the exact middle to the\nextreme end (55%), than when it moved from the near-middle to the near-\nend (51%; not significant). (2 − % results not needed for full marks for this\nresult.\nThere was an advantage of being in the top half of the category (59%) (2)\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 10 of 23\n\n3(c) Discuss the validity of these studies by Dayan and Bar-Hillel. 6\nPoints could include (can refer to either of the two studies)\n Ecological validity − study 1 was a laboratory experiment so poor\necological validity but study 2 was done in the natural environment so\ngood ecological validity.\n Population validity − Good sample size (240 and customers at Tel Aviv\ncafé – good range of people) but study 1 just students and study 2 from\none café in one city in Israel.\n Validity of data collection – although participants knew they were in a\nstudy in study 1 it is unlikely they were aware of the aim of the study so\nlower social desirability / demand characteristics. They would have\nknown the study was about menu choice but unlikely to figure out it was\nabout menu position. Study 2 was in the natural environment so the\nparticipants did not know they were in a study – good validity\n Quantitative data was collected − no reasons given for menu choice −\nlowers validity.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\nCandidates will show a clear understanding of the question and will\nexplain at least two points regarding validity.\nCandidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\nCandidates will show an understanding of the question and will explain one\npoint about validity in detail or two or more in less detail.\nCandidates will provide a good explanation.\nLevel 1 (1–2 marks)\nCandidates will show a basic understanding of the question and will attempt\nan explanation.\nCandidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 11 of 23", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_31-p10.png", "../answer-assets/9990_s23_ms_31-p11.png" ] }, { "id": "9990-2023-mj-31-q04", "question_id": "9990-2023-mj-31-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about retail/leisure 8\nenvironment design (retail store architecture, leisure environments,\nstore interior layout).\nRetail/leisure environmental design, including the following:\n retail store architecture (Turley and Milliman, 2000)\n leisure environments (Finlay et al., 2006)\n store interior layout (Vrechopoulos, 2004)\nTurley and Milliman\nReviewed 60 studies about atmospheric effects on buyer/shopper behaviour\n– found it is possible to create atmospheres which influence consumer\nspending. Variables included – human, point of purchase and decoration,\nexternal variables, internal variables and layout and design variables. Credit\nexamples of each of these or descriptions that may not include the exact\nwording from the study.\nFinlay et al.\nTwo casino designs were investigated: the Krane's playground model and\nthe Friedman model. Measures of emotional reactions to the casinos were\ncollected from 22 participants who had gambled in all six casinos. The\nKranes-type casinos had significantly higher ratings that the Friedman-type\ncasinos on pleasure and restoration.\nVrechopoulos\nAim was to investigate different layouts in virtual reality stores to investigate\nwhich virtual layouts would have the most positive effects on consumers.\nThe paper reports on an experimental investigation into the use of three\ndifferent layouts in online grocery retailing: freeform, grid, and racetrack. 120\nparticipants in Greece and the UK participated in a laboratory experiment:\nthey were given a planned shopping task with money to spend, and\nperformed their shopping through a virtual store with layout as the\nmanipulated variable. The results show that layout significantly affects\nonline consumer behaviour:\n Free-form was easiest to find items from list and most entertaining to\nuse\n Grid was the easiest to use\n Racetrack and freeform engaged the consumer for the longest\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 12 of 23\n\n4(b) Evaluate what psychologists have discovered about retail/leisure 10\nenvironment design (retail store architecture, leisure environments,\nstore interior layout), including a discussion about generalisability.\nA range of issues could be used for evaluation here. These include:\n Named issue – Generalisability – Excellent in Turley and Milliman as\n60 studies, Finlay et al. had a very large sample size, Vrechopoulos\nused participants in both UK and Greece – good that it is two cultures\nbut not generalisable beyond this.\n Good generalisability to everyday life in Turley and Milliman and Finlay\n(both used real casinos). Vrechopoulos used a virtual reality store –\nsome generalisability to everyday life due to online shopping but not the\nsame as a real store.\n Demand characteristics\n Strengths and weaknesses of self-reports.\n Usefulness / practical applications\n Situational/individual explanations\n Ethics\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 13 of 23", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_31-p12.png", "../answer-assets/9990_s23_ms_31-p13.png" ] }, { "id": "9990-2023-mj-32-q01", "question_id": "9990-2023-mj-32-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) For one specific phobia: 2\nIdentify two characteristics of this phobia.\nAward 1 mark for each characteristic/symptom\nFor example\nBlood – Hemophobia or haemophobia is extreme and irrational fear of blood\n(1) and can extend to needles. (1) Leads to increase in heart rate and drop in\nblood pressure can lead to fainting. (1)\nButtons – It is an irrational and persistent fear of buttons (stand alone ones or\nthose on clothing). (1) People suffering from koumpounophobia tend to avoid\nclothes with buttons. (1)\nAgoraphobia – excessive fear of open spaces. (1) Person will avoid leaving\ntheir home. (1)\nZoophobia – extreme fear of animals / specific type of animal. (1) Avoid any\nactivity where they might be exposed to the animal(s) such as going to the\nzoo. (1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the psychoanalytic explanation of phobias (Freud, 1909). 4\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example\nA fear is repressed into the unconscious to protect the ego. (1) This is as a\nresult of unresolved conflict between the id and the superego. (1) OR could be\ndue to the repressed urges of the id that are being denied. (1) Ego uses\ndefence mechanism to repress the conflict such as displacement. (1) The\nphobia can be a displaced/redirected fear during an intensely frightening\nexperience (e.g. a physical attack) onto an object.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 6 of 26\n\n1(c) Explain one strength and one weakness of the psychoanalytic 6\nexplanation of phobias.\nLikely strengths include –\n Backed up by evidence to support the theory of phobias from case\nstudies (e.g. Little Hans) Allow strength of case studies (e.g. in depth) if\nlinked to how this improves the validity / explanatory power of this\nexplanation of phobias.\n Psychodynamic treatment from this approach to help reduce phobia. Can\nresolve the conflict and the phobia will reduce / go away.\n Somewhat holistic nature of the explanation – considers the underlying\ncause of the phobia.\nLikely weaknesses include –\n There are problems with the evidence upon which the explanation of\nphobias is based (e.g. poor generalisability of case studies, lack of\nvalidity of the evidence due to it being collected by a family member in the\ncase of Little Hans.)\n Deterministic nature of the explanation – the ego defence mechanism will\njust occur and the person does not have free will to stop it. Therefore no\nfree will over the development of a phobia.\n Somewhat reductionist as it does not consider, for example biomedical or\ncognitive causes.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will\nexplain one strength and one weakness.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will explain\none appropriate weakness in detail or one appropriate strength in detail.\nOR one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could\ninclude both but just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 7 of 26", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_32-p06.png", "../answer-assets/9990_s23_ms_32-p07.png" ] }, { "id": "9990-2023-mj-32-q02", "question_id": "9990-2023-mj-32-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the treatment and management of obsessive-compulsive and 8\nrelated disorders.\nTreatment and management of obsessive-compulsive and related disorders,\nincluding the following:\n Biomedical (SSRIs)\n Psychological: cognitive (Lovell et al., 2006), and exposure response\nprevention (Lehmkuhl et al., 2008)\nBiomedical (SSRIs)\nThe main medications prescribed are selective serotonin reuptake inhibitors\n(SSRIs). These can help improve OCD symptoms by increasing the levels of\na chemical called serotonin in the brain. This occurs because SSRIs block the\nre-uptake of serotonin into the pre-synaptic neuron giving the serotonin\nneurotransmitters a greater chance of being absorbed into the post synaptic\nneuron. Can also increase the number of serotonin receptors which also\nincreases levels of serotonin.\nThis seems to then cause a lessening of anxiety experienced by the patient\nand therefore they do not need to engage in the OCD behaviours in order to\nrelieve their anxiety (such as hand washing). Serotonin can increase the\nfeelings of calm and regulate mood of the patient. This means the patient may\nfeel less anxiety around their obsessive thoughts and therefore there is less\nneed to engage in compulsions to reduce anxiety.\nCognitive (Lovell et al., 2006)\nStudy – Comparing telephone versus face to face treatment of CBT for OCD.\n72 out-patients from two psychology treatment units in Manchester, UK took\npart. Age 16–65. 10 weekly sessions of exposure and response prevention\ntherapy were given. 3 depression inventories given during therapy (Yale-\nBrown, Beck and client satisfaction).\nTherapy –\nExplained exposure and response prevention where patient created hierarchy\nof fears.\nPatient set weekly targets to exposure to items on hierarchy (starting from\nlowest) to practice 1 hour per day – monitored progress on homework sheet.\nThe therapist reviewed homework, helped devise weekly targets, encouraged\nthe use of a co-therapist (relative or friend), pre-empted difficulties, and\nhelped solve problems.\nTelephone therapy – one face to face session with therapist covered same\nmaterial as first session of face to face, followed by eight weekly telephone\ncalls of up to 30 minutes. Treatment was same as in the face to face and\ntelephone, but it was delivered in shorter period of time and the therapist sent\nhomework sheets to the patient. The final session was a one hour face to face\ntreatment session.\nEvaluated at 1, 3 and 6 months.\nNo significant differences found at six months. Concluded both face to face\nand telephone treatment are equally as effective in treating OCD.\nCredit can also be given for describing CBT therapy as it might be used to\nreduce OCD symptoms e.g. challenging the faulty thinking that hands need to\nbe washed excessively in order to remove dirt and germs and keep the\nperson safe from harm.\n© UCLES 2023 Page 8 of 26\n\n2(a) Exposure response prevention (Lehmkuhl et al., 2008)\nCase study of Jason , a 12 year old boy had both autism and OCD.\nHad ten 50 minute sessions of CBT over 16 weeks. Used exposure response\nprevention.\nJason could not identify specific obsessions and therefore not possible typical\nERP. For Jason, cognitive component of treatment focused on identifying\nfeelings of distress and learning coping statements to reduce anxiety, e.g. ‘I\nknow that nothing bad will happen’ and ‘Doing the exposures will help me get\nbetter’.\nBetween sessions Jason monitored thoughts using thought record to\nencourage identification of anxious thoughts. Jason learned to distinguish\nbetween normal worries and obsessive thoughts.\n2nd session – Start with lowest level of hierarchy and move up. Jason was\nrequired to touch several common items in hospital such as elevator buttons,\ndoor handles) and exposures were repeated until Jason habituated to the\nanxiety.\nSessions 3–8 – Gradually increased exposure to situations on hierarchy that\nJason had obsessional thoughts about.\nExposure – getting Jason to touch objects he has difficulties with such as\nelevator buttons, door handles, etc.\nResponse prevention – reducing the anxious response to the objects by using\ncoping statements. Jason does have high anxiety responses but he learns as\ntherapy progresses that these reduce quickly within a few minutes.\nAfter therapy score on Y-BOCS dropped from 18 to 3.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 9 of 26\n\n2(b) Evaluate treatment and management of obsessive-compulsive and 10\nrelated disorders, including a discussion about reductionism versus\nholism.\nA range of issues could be used for evaluation here. These include:\n Named issue – Reductionism versus holism – e.g. biomedical is more\nreductionist as they focus on the biomedical cause of OCD which they\nthen aim to treat through medication such as SSRIs which cause\nserotonin levels to increase in the patient. This approach to treatment\nignores the cognitive causes of OCD and related disorders and might\ntherefore be less effective. However, the psychological therapies such as\nexposure and response prevention are more holistic as they focus on\nboth cognitive and biological changes in the body (that cause the anxiety\nresponse). As the patient is exposed to the stimuli / intrusive thoughts\nthat causes the anxiety they experience a heightened fear response but\nas time passes this fear response will lessen. This highlights that this\ntherapy does acknowledge both cognitive (thoughts about the stimuli) and\nbiochemical (fight or flight response that will eventually lesson as the\nstimuli isn’t dangerous). Candidates may also argue that this approach\nfocuses more on cognitive/behavioural than it does on biochemical and\nthese type of responses are also creditworthy.\n determinism versus free-will\n validity\n application of psychology to everyday life (with reference to treatments)\n nature versus nurture debate with reference to the various treatments (via\nthe approaches upon which they are based)\n comparisons of different treatments\n usefulness (effectiveness) of different treatments\n reductionist nature of the treatments\n appropriateness of treatments\n cost of treatments\n ethics of psychological treatments\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 10 of 26", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_32-p08.png", "../answer-assets/9990_s23_ms_32-p09.png", "../answer-assets/9990_s23_ms_32-p10.png" ] }, { "id": "9990-2023-mj-32-q03", "question_id": "9990-2023-mj-32-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Vrechopoulos (2004) investigated virtual interior layouts of grocery 2\nstores.\nOutline the ‘grid’ store layout. You may include a diagram in your\nanswer.\nAward 1 mark for a basic outline of the term/concept.\nAward 2 marks for a detailed outline of the term/concept.\nFor example:\nRectangular arrangement of displays (1). Long aisles that run parallel to one\nanother. (1) Distinct traffic aisles. (1)\nFull credit allowed for diagram with some labelling, e.g. Aisle 1, Aisle 2.\nOther appropriate responses should also be credited.\n\n3(b) Describe the study by Guéguen et al. (2007) on music in open air 4\nmarkets.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\n154 men / 86 women were selected when visiting a market stall. (1)\nParticipants were randomly assigned to either the music or no music\ncondition. (1) Time spent at the stall, number of customers who purchased at\nleast one item and amount spent were recorded. (1) When music was being\nplayed customers stayed longer at the stalls, were more likely to purchase at\nleast one item and some higher spend was reported. (1)\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 11 of 26\n\n3(c) Explain two strengths of the study by Guéguen et al. 6\nLikely strengths include –\n Wide range of participants used (240) with a good mix of males and\nfemale customers (154/86)\n Good ecological validity as natural environment (market stall) and music\nis normal occurrence while shopping at an outdoor market.\n Customers not aware they are in a study so no demand characteristics /\nsocial desirability\n Quantitative data collected so comparisons can be made.\n Customers were randomly assigned to conditions which helps to prevent\nresearcher bias.\n Useful findings of how music can be used to encourage increased time\ncustomers spend in a retail environment and the amount spent.\n Good ethics – just exposing some participants to music and then\nmeasuring time of visit and purchasing behaviour (if they bought\nsomething and if so, amount spent). Not harmful, confidentiality\nmaintained, public place – consent not required as just briefly observing\neach participant in a way they would expect to be observed an open air\nmarket.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n Candidates will show a clear understanding of the question and will\nexplain two strengths.\n Candidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\n Candidates will show an understanding of the question and will explain\none appropriate strength in detail.\nOR two strengths in less detail.\nLevel 1 (1–2 marks)\n Candidates will show a basic understanding of the question and will\nattempt an explanation of a strength. They could include two strengths\nbut just as an attempt.\n Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 12 of 26", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_32-p11.png", "../answer-assets/9990_s23_ms_32-p12.png" ] }, { "id": "9990-2023-mj-32-q04", "question_id": "9990-2023-mj-32-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about ‘buying the 8\nproduct’ (theory of planned behaviour, black box model, consumer\ndecision model).\nBuying the product, including the following:\n Purchase decisions: theory of planned behaviour (Ajzen, 1991)\n Black box (stimulus-response) model\n Consumer decision model.\nTheory of planned behaviour – the consumer’s behaviour is a function of\nintention to perform the behaviour in question – this could be intention to\npurchase a product.\nThe stronger the intention the more likely the behaviour will occur e.g. strong\ndesire to buy new mobile phone as current phone is broken.\nthe intention is based on:\n attitude (e.g. towards the product – may have a positive attitude towards\na certain brand)\n subjective norm (customer’s view about what others think e.g. a\ncustomer thinks it is important that a product has good reviews)\n perceived behavioural control (e.g. having access to the money to\nmake the purchase) with respect to the behaviour.\nThese factors are determined, respectively, by behavioural, normative, and\ncontrol beliefs. For example, our attitude about our perceived behavioural\ncontrol. The customer may be able to get a loan for buying the new phone but\ntheir attitude is that they don’t like going into debt so even though the loan is\nwithin their control, they still choose not to purchase the phone.\nThe theory allows us to predict intentions and behaviour with respect to the\npurchase or use of a single brand or product as well as in relation to choice\namong different brands or products.\nBlack-box model – Behaviourist theory that assumes consumers respond to\nthe stimuli in the retail environment (for example). Stimuli could include\nmarketing, price, the store environment. The black box is how the consumer\nthinks about/is effected by this stimuli depending on the personal\ncharacteristics of the consumer. The retailer can try to design a pleasant\nenvironment to encourage the consumer to respond positively and purchase\nthe product (response).\nConsumer decision model – The model is structured around a 5 point\ndecision process:\n1 Need/problem recognition (has a need for the product)\n2 Search of information both internally and externally (internal – attitude\nabout the product/brand/price and external – search for product/reviews),\n3 Evaluation of alternatives (comparing products to each other),\n\n4 Purchase (buying the product),", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_32-p13.png" ] }, { "id": "9990-2023-mj-33-q01", "question_id": "9990-2023-mj-33-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘pyromania’. 2\nAward 1 mark for a basic explanation of the term/concept.\nAward 2 marks for an explanation of the term/concept.\nThis is an obsessive desire to set fire to things. (1) The person has\ndeliberately and intentionally set fire to something at least twice. (1) The\nperson feels anxiety / heightened arousal prior to setting the fire and once\nthey have done it the arousal reduces. (1) They are also fascinated with fires.\n(1)\nOther appropriate responses should also be credited.\n\n1(b) Describe the study by Glover (2011) that used covert sensitisation as a 4\ntreatment for kleptomania.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example\nA case study was carried out by Glover (2011) on a 56 year old woman with\nkleptomania. (1) After interviewing the patient it was decided to use the\nimagery of nausea and vomiting paired with the act of stealing. (1) She was\ngiven 4 therapy sessions (1) and muscle relaxation was used in the first 2\nsessions to enhance visualisation. (1) The patient learned to associate the\nunpleasant sensation of vomiting with the undesirable stealing behaviour. (1)\nShe was seen at a 19 month follow up and her kleptomania had greatly\nreduced. (1)\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 6 of 23\n\n1(c) Explain one strength and one weakness of the study by Glover. 6\nLikely strengths include –\n In depth as a case study done over a number of weeks (with a follow up\nat 19 months). Qualitative data collected\n Shows the effectiveness of covert sensitisation.\n Has a long term benefit due to 19 month follow-up.\n Good ecological validity as the patient was able to practice the imagery\noutside of the sessions and when she felt tempted to steal.\nLikely weaknesses include –\n Poor generalisability as one patient with kleptomania so may not apply to\nmen, people in other age groups (she was 56) or people with other types\nof impulse control disorders (e.g. gambling)\n Social desirability bias – the patient may have told Glover that she felt\nbetter and wasn’t stealing as much in order to please him.\n No quantitative data collected so comparisons cannot be made.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\nCandidates will show a clear understanding of the question and will explain\none strength and one weakness.\nCandidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\nCandidates will show an understanding of the question and will explain one\nappropriate weakness in detail or one appropriate strength in detail.\nOR one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\nCandidates will show a basic understanding of the question and will\nattempt an explanation of either a strength or a weakness. They could include\nboth but just as an attempt.\nCandidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited\n© UCLES 2023 Page 7 of 23", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_33-p06.png", "../answer-assets/9990_s23_ms_33-p07.png" ] }, { "id": "9990-2023-mj-33-q02", "question_id": "9990-2023-mj-33-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe explanations of depression. 8\nExplanations of depression, including the following:\n biological: genetic and neurochemical (Oruc et al., 1997)\n cognitive (Beck, 1979)\n learned helplessness / attributional style (Seligman, 1988)\nGenetic and neurochemical (Oruc et al., 1997)\nDepression has a genetic basis. Oruc et al. found the participants in their\nstudy with bipolar disorder – sixteen of the participants had at least one first\ndegree relative who had a major affective disorder. In addition,\npolymorphisms in the genes of the participants could be responsible for the\nincreased risk of developing bipolar disorder (just with the females in the\nsample).\nAlso credit neurochemical explanation (low levels of serotonin).\nCognitive (Beck, 1979)\nDepression due to faulty processing of information. Created the cognitive triad\n(negative views about the world, negative views about oneself and negative\nviews about the future) which all influence each other and can lead the\ndepressed individual to spiral into lowering moods.\nLearned helplessness / attributional style (Seligman, 1988)\nCredit this as an application to depression. Attributional Style Questionnaire\ngiven to 39 unipolar depressed patients at the beginning and end of cognitive\ntherapy and also after a one year follow-up. Also gave this to 12 bipolar\npatients during a depressed episode. Found a pessimistic explanatory style\nfor bad events correlated with severity of depression. As therapy progressed\ndepression reduced as the explanatory style became less pessimistic. This\ncontinued to remain improved at the one-year follow-up.\nLearned helplessness is where the depressed person has learned they are\nhelpless in the unpleasant situation they are currently living in and they no\nlonger try to make their life/mood better.\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 8 of 23\n\n2(b) Evaluate explanations of depression, including a discussion about 10\nreductionism versus holism.\nA range of issues could be used for evaluation here. These include:\n Named issue – Reductionism versus holism – the\ngenetic/neurochemical explanation is more reductionist as it suggests\ndepression has a genetic/biochemical cause and does not explain any\nother causes. Not everyone who has a first degree relative with\ndepression will develop it and therefore other explanations could also\nexplain the development of depression. The cognitive explanation is more\nholistic as it considers complex thought processes involved in the\ndevelopment of depression, however it could be considered to be\nsomewhat reductionist as it ignores learning depression and/or genetic\nfactors. Learned helplessness is also more holistic than\ngenetic/neurochemical explanations as it looks at the more complex\nprocess of learning depression from life experiences. However, it could\nalso be considered to be environmentally reductionist as it does not\nconsider genetic/neurochemical causes.\n Nature versus nurture debate with reference to the various explanations.\n Comparisons of different explanations\n Application of psychology to everyday life (with reference to explanations)\n Deterministic nature of the explanations\n Evidence to support the explanations (and an evaluation of this evidence)\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 9 of 23", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_33-p08.png", "../answer-assets/9990_s23_ms_33-p09.png" ] }, { "id": "9990-2023-mj-33-q03", "question_id": "9990-2023-mj-33-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Identify two shopper movement patterns from the study by Gil et al. 2\n(2009).\nAward 1 mark for each shopper movement pattern identified.\nFor example:\n5 spatial behaviour patterns were also identified: the specialist, native,\ntourist, explorer, and raider.\nFour patterns of movement were identified: short trip, 'round trip', 'central\ntrip', and the 'wave trip'.\nOther appropriate responses should also be credited.\n\n3(b) Dayan and Bar-Hillel (2011) conducted a laboratory study and a field 4\nstudy on primacy, recency and menu item position.\nOutline any two results from these studies by Dayan and Bar-Hillel.\nAward 1–2 marks for a basic answer with some understanding of the topic\narea.\nAward 3–4 marks for a detailed answer with clear understanding of the topic\narea.\nFor example:\nStudy 1 –\nParticipants more likely to select menu items at the extremes of the menu\n(1). This is the beginning and end of the menu rather than the middle. (1)\nThis was found even for unpopular items. (1)\nThe advantage of being placed at the beginning or end of the menu was\n56%. (2)\nUnpopular items had an advantage of being selected of 54%. (2)\nStudy 2 –\nThere was a larger gain when an item moved from the exact middle to the\nextreme end (55%), than when it moved from the near-middle to the near-\nend (51%; not significant). (2 − % results not needed for full marks for this\nresult.\nThere was an advantage of being in the top half of the category (59%) (2)\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 10 of 23\n\n3(c) Discuss the validity of these studies by Dayan and Bar-Hillel. 6\nPoints could include (can refer to either of the two studies)\n Ecological validity − study 1 was a laboratory experiment so poor\necological validity but study 2 was done in the natural environment so\ngood ecological validity.\n Population validity − Good sample size (240 and customers at Tel Aviv\ncafé – good range of people) but study 1 just students and study 2 from\none café in one city in Israel.\n Validity of data collection – although participants knew they were in a\nstudy in study 1 it is unlikely they were aware of the aim of the study so\nlower social desirability / demand characteristics. They would have\nknown the study was about menu choice but unlikely to figure out it was\nabout menu position. Study 2 was in the natural environment so the\nparticipants did not know they were in a study – good validity\n Quantitative data was collected − no reasons given for menu choice −\nlowers validity.\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\nCandidates will show a clear understanding of the question and will\nexplain at least two points regarding validity.\nCandidates will provide a good explanation with clear detail.\nLevel 2 (3–4 marks)\nCandidates will show an understanding of the question and will explain one\npoint about validity in detail or two or more in less detail.\nCandidates will provide a good explanation.\nLevel 1 (1–2 marks)\nCandidates will show a basic understanding of the question and will attempt\nan explanation.\nCandidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 11 of 23", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_33-p10.png", "../answer-assets/9990_s23_ms_33-p11.png" ] }, { "id": "9990-2023-mj-33-q04", "question_id": "9990-2023-mj-33-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe what psychologists have discovered about retail/leisure 8\nenvironment design (retail store architecture, leisure environments,\nstore interior layout).\nRetail/leisure environmental design, including the following:\n retail store architecture (Turley and Milliman, 2000)\n leisure environments (Finlay et al., 2006)\n store interior layout (Vrechopoulos, 2004)\nTurley and Milliman\nReviewed 60 studies about atmospheric effects on buyer/shopper behaviour\n– found it is possible to create atmospheres which influence consumer\nspending. Variables included – human, point of purchase and decoration,\nexternal variables, internal variables and layout and design variables. Credit\nexamples of each of these or descriptions that may not include the exact\nwording from the study.\nFinlay et al.\nTwo casino designs were investigated: the Krane's playground model and\nthe Friedman model. Measures of emotional reactions to the casinos were\ncollected from 22 participants who had gambled in all six casinos. The\nKranes-type casinos had significantly higher ratings that the Friedman-type\ncasinos on pleasure and restoration.\nVrechopoulos\nAim was to investigate different layouts in virtual reality stores to investigate\nwhich virtual layouts would have the most positive effects on consumers.\nThe paper reports on an experimental investigation into the use of three\ndifferent layouts in online grocery retailing: freeform, grid, and racetrack. 120\nparticipants in Greece and the UK participated in a laboratory experiment:\nthey were given a planned shopping task with money to spend, and\nperformed their shopping through a virtual store with layout as the\nmanipulated variable. The results show that layout significantly affects\nonline consumer behaviour:\n Free-form was easiest to find items from list and most entertaining to\nuse\n Grid was the easiest to use\n Racetrack and freeform engaged the consumer for the longest\nMark according to the levels of response descriptors in Table A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 12 of 23\n\n4(b) Evaluate what psychologists have discovered about retail/leisure 10\nenvironment design (retail store architecture, leisure environments,\nstore interior layout), including a discussion about generalisability.\nA range of issues could be used for evaluation here. These include:\n Named issue – Generalisability – Excellent in Turley and Milliman as\n60 studies, Finlay et al. had a very large sample size, Vrechopoulos\nused participants in both UK and Greece – good that it is two cultures\nbut not generalisable beyond this.\n Good generalisability to everyday life in Turley and Milliman and Finlay\n(both used real casinos). Vrechopoulos used a virtual reality store –\nsome generalisability to everyday life due to online shopping but not the\nsame as a real store.\n Demand characteristics\n Strengths and weaknesses of self-reports.\n Usefulness / practical applications\n Situational/individual explanations\n Ethics\nMark according to the levels of response descriptors in Table B.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 13 of 23", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_33-p12.png", "../answer-assets/9990_s23_ms_33-p13.png" ] }, { "id": "9990-2023-mj-41-q01", "question_id": "9990-2023-mj-41-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1(a) Obsessive-compulsive disorder (OCD) can be treated with biomedical 2\ntreatments and it can be managed with psychological treatments.\nBiomedical treatments include the use of drugs such as SSRIs. OCD can\nbe managed psychologically using exposure and response prevention.\nExplain how SSRIs work when treating OCD.\nMost likely answer (other appropriate responses to be credited):\nIt is assumed that OCD is caused by low levels of serotonin.\n it is thought that SSRIs work by increasing serotonin levels in the brain.\n serotonin is a neurotransmitter (a messenger chemical that carries\nsignals between nerve cells in the brain). It's thought to have a good\ninfluence on mood, emotion and sleep.\n after carrying a message, serotonin is usually reabsorbed by the nerve\ncells (known as ‘reuptake’). SSRIs work by blocking (‘inhibiting’) reuptake,\nmeaning more serotonin is available to pass further messages between\nnearby nerve cells.\nMarks: 1 mark basic answer; 2 marks elaboration/example.\n\n1(b)(i) Explain what is meant by an obsession, using an example. 2\nMost likely answer (other appropriate responses to be credited):\nExplanation: An obsession is a recurring and persistent thought that\ninterferes with normal behaviour. (1 mark)\nNB: 0 marks for ‘thoughts’ or ‘obsessive thoughts’; 1 mark for\nrepetitive/recurring thoughts\nExample:\n fearing contamination from anything that is unclean\n fear of losing control\n fear of losing or not having things you might need.\n order and symmetry: the idea that everything must line up “just right”.\nMarks: 1 mark for explanation; 1 mark for example.\n© UCLES 2023 Page 8 of 26\n\n1(b)(ii) Explain what is meant by a compulsion, using an example. 2\nMost likely answer (other appropriate responses to be credited):\nExplanation: Compulsions or compulsive acts are repetitious, purposeful\nphysical or mental actions that the individual feels compelled to engage in\naccording to their own strict rules or in a stereotyped manner (1 mark)\nNB: 0 marks for ‘behaviours’ or ‘compulsive behaviours’ or ‘obsessive\nbehaviours’; 1 mark for repetitive/excessive behaviours; 1 mark for ‘when\nobsessions are acted upon’.\nExample:\n excessive double checking of things such as doors, locks\n repeating counting, checking words\n excessive washing or cleaning\n accumulating things ‘junk’ (hoarding)\nMarks: 1 mark for explanation; 1 mark for example.\nNB: 0 marks for examples of impulse control disorders such as pyromania,\nkleptomania and gambling.\n\n1(c) Outline one case study where exposure and response prevention was 4\nused to treat OCD.\nMost likely answer (other appropriate responses to be credited):\n exposure and response prevention (ERP) exposure means facing or\nconfronting the feared stimuli and/or situations repeatedly until the fear\nassociated with them subsides, and response prevention means not\ncarrying out the compulsive, avoidant, or escape behaviour. ERP targets\nthe behavioural component of CBT.\n Lehmkuhl et al. (2008), ERP was used to treat a 12-year-old boy. Jason\nexperienced contamination fears, avoiding ‘contaminated’ items (e.g.\ndoor knobs, library books, etc.) He would not sit on chairs, turn pages\nwith his hands, or touch papers that other children had touched. Jason\nattended ten 50-minute sessions over 16 weeks. Jason was exposed to\nitems he avoided and over the sessions his anxiety dropped. After three\nmonths his Y-BOCS score remained low.\nMarks: 1 mark basic answer (must include ERP and case study of OCD); 2–4\nmarks description of ERP with increasing detail and quality.\nNB: 0 marks for ‘Charles’, (OCD but no ERP) or the boy with button phobia\n(Saavedra and Silverman, ERP but not OCD)\n© UCLES 2023 Page 9 of 26\n\n1(d) Discuss the strengths and weaknesses of using drugs to treat OCD. You 5\nshould include a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths\n drugs easy to take; swallowing a pill\n drugs mean the patient is passive in their treatment (and advantage for\nmany people)\n drugs have been shown to be effective in many studies\nWeaknesses\n drugs are addictive so should be short-term use only\n drugs are effective for associated problems such as anxiety\n drugs ignore the role of alternative explanations of OCD (treat symptom,\nnot cause)\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 10 of 26", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_41-p08.png", "../answer-assets/9990_s23_ms_41-p09.png", "../answer-assets/9990_s23_ms_41-p10.png" ] }, { "id": "9990-2023-mj-41-q02", "question_id": "9990-2023-mj-41-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2(a) Hall et al. (2010) conducted a field experiment using an opportunity 2\nsample at a supermarket to investigate choice blindness. Participants\ntasted jam or smelled tea. They were deceived in a number of ways\nduring the study.\nExplain what is meant by the term 'choice blindness'.\nMost likely answer (other appropriate responses to be credited): (from the\nstudy)\n choice blindness is the failure to recall a choice (1 mark) immediately\nafter we have made that choice (2 marks)\nMarks: 1 mark for basic answer; 2 marks for elaboration/explanation.\n\n2(b) Suggest two strengths of conducting field experiments, using examples 4\nfrom this study.\nMost likely answer (other appropriate responses to be credited):\n the setting is natural / high ecological validity (1 mark) e.g. the study is\nconducted at a stall in a supermarket (2 marks)\n the participant behaves naturally because they do not know they are\nparticipating in a study (1 mark) e.g. the researchers explain they are\ntesting the quality of food (2 marks)\n the task/request is congruous with the setting (1 mark) testing food (jam\nand tea) in a supermarket is a logical thing to do (2 marks)\nMarks: 1 mark for strength, 2 marks for relating to this study 2.\n\n2(c) Explain two ways in which the participants were deceived by the 4\nexperimenters in this study.\nMost likely answer (quotes from study)\n They recruited the participants by asking them whether they were willing\nto take part in a ‘quality control’ test of the jam and tea assortment at the\nstore.\n They presented themselves as being independent consultants contracted\nto survey the quality of the jam and tea assortment in the shop.\n Unknown to the participants, on certain trials, they used a card magic\ntrick to covertly exchange one face for the other.\n They created two sets of ‘magical’ jars, lidded at both ends, and with a\ndivider inside. These jars thus looked like normal containers, but were\ndesigned to hold one variety of jam or tea at each end, and could easily\nbe flipped over to execute a switch.\nMarks: 1 mark outline, 2 marks detailed answer/elaboration or use of\nexample 2.\n© UCLES 2023 Page 11 of 26\n\n2(d) Discuss strengths and weaknesses of using an opportunity sample in 5\nthis study. You should include a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nStrengths\n people who are ‘readily available’ can be chosen to participate\n people can be chosen who do not know they are in a study\n people can participate without informed consent\n a relatively large sample can be obtained easily IF reason given\n It is relatively quick and easy to do IF compared to other sampling\ntechniques / reason why given\nWeaknesses\n participants may chosen by researchers because of the way they look –\nexperimenter bias\n participants may not be representative of the wider population\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 12 of 26", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_41-p11.png", "../answer-assets/9990_s23_ms_41-p12.png" ] }, { "id": "9990-2023-mj-41-q05", "question_id": "9990-2023-mj-41-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Patients with obsessive-compulsive disorder (OCD) can receive 10\ntreatment with a therapist face-to-face or by telephone.\nDesign a study using a telephone interview to investigate whether face-\nto-face therapy is more effective for women with OCD than for men with\nOCD.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: telephone\ninterview.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n© UCLES 2023 Page 18 of 26\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNB If only methodological or psychological explanation is provided max\n\n5 marks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: treatment and management of O-C and related disorders:\npsychological: cognitive (Lovell et al., 2006)\nPsychological: (study abstract)\nObjectives To compare the effectiveness of cognitive behaviour therapy\ndelivered by telephone with the same therapy given face to face in the\ntreatment of obsessive compulsive disorder.\nDesign Randomised controlled non-inferiority trial.\nSetting Two psychology outpatient departments in the United Kingdom.\nParticipants 72 patients with obsessive compulsive disorder.\nIntervention 10 weekly sessions of exposure therapy and response\nprevention delivered by telephone or face to face.\nMain outcome measures Yale Brown obsessive compulsive disorder scale,\nBeck depression inventory, and client satisfaction questionnaire.\nResults Difference in the Yale Brown obsessive compulsive disorder checklist\nscore between the two treatments at six months was – 0.55 (95% confidence\ninterval – 4.26 to 3.15). Patient satisfaction was high for both forms of\ntreatment.\nConclusion The clinical outcome of cognitive\nbehaviour therapy delivered by telephone was equivalent to treatment\ndelivered face to face and similar levels of satisfaction were reported.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 19 of 26", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_41-p18.png", "../answer-assets/9990_s23_ms_41-p19.png" ] }, { "id": "9990-2023-mj-41-q06", "question_id": "9990-2023-mj-41-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Colour can be associated with specific products, but colour can also be 10\nused where products are displayed in places such as supermarkets.\nDesign a study using an interview to investigate which colour is best for\nthe display area for fruit and vegetables.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: interview.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNB If only methodological or psychological explanation is provided max\n5 marks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: product colour and associative learning (Grossman and Wisenblit,\n1999)\nPsychological: Colours are associated with many things. Washing machines\nand kitchen goods are white, associated with cleanliness. Colours such as red\nare associated with danger and green with safety. Worldwide brands are\nassociated with specific colours such as cans of Coca-Cola being red. Green\nis often an indicator of freshness – many vegetables are green (but some are\norange, yellow and other colours).\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 20 of 26", "source_pages": [ 20 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_41-p20.png" ] }, { "id": "9990-2023-mj-41-q09", "question_id": "9990-2023-mj-41-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Biochemical techniques, such as the use of drugs, can treat all patients 12\nwith schizophrenia effectively.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: biochemical (antipsychotics and atypical antipsychotics) and also\nelectro-convulsive therapy, token economy (Paul and Lentz, 1977) and\ncognitive-behavioural therapy (Sensky et al., 2000)\nMost likely (any other appropriate responses should be credited):\nAgree\n drugs easy to take; swallowing a pill; drugs such as anti-psychotics and\natypical anti-psychotics\n drugs mean the patient is passive in their treatment (and advantage for\nmany people)\n drugs have been shown to be effective in many studies and the ‘third\ngeneration drugs’ such as aripiprazole have fewer side effects\nDisagree\n drugs are addictive so should be short-term use only\n drugs may not be taken as prescribed (non-adherence) because of the\nside effects such as tardive dyskinesia\n drugs ignore the role of alternative explanations of schizophrenia (treat\nsymptom, not cause) alternatives such as the cognitive approach (e.g.\nFrith)\n© UCLES 2023 Page 23 of 26", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_41-p23.png" ] }, { "id": "9990-2023-mj-41-q10", "question_id": "9990-2023-mj-41-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Choice heuristics, such as availability and representativeness, are 12\nirrelevant in consumer decision-making when consumers make\ndecisions about purchasing goods.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: choice heuristics: availability, representativeness\nMost likely (any other appropriate responses should be credited):\nAre not irrelevant\n heuristics are mental short cuts (rules of thumb) that commonly used in\neveryday life.\n studying heuristics (and also thinking fast and slow) can help understand\nwhy some people make quick decisions and then later change their\nminds.\n there are many heuristics (23 different have been listed) showing their\nimportance about how decisions are made – and not just in relation to\nconsumer behaviour.\nAre irrelevant\n just because choice heuristics exist it doesn’t mean they always apply to\nevery decision each individual consumer makes.\n heuristics such as availability and representativeness are just two and so\nfocus on these is reductionist. There are many more factors heuristics\ninvolved when making a decision such as anchoring\n the brain has already made a decision about a purchase even before a\nperson can think fast. Pre-cognitive decisions (Knutson et al. (2007) are\nperhaps what should be studied.\n© UCLES 2023 Page 24 of 26", "source_pages": [ 24 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_41-p24.png" ] }, { "id": "9990-2023-mj-42-q01", "question_id": "9990-2023-mj-42-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Paul and Lentz (1977) conducted a study with 84 schizophrenic patients\nallocating each to one of three types of treatment, including token\neconomy. After more than 4 years the effectiveness of each treatment\nwas compared. Alternatively, schizophrenia can be treated using\nbiochemical techniques.\n\n1(a) Outline how operant conditioning explains token economy. 2\nMost likely answer (other appropriate responses to be credited):\n giving a token is positive reinforcement (1 mark) and so desirable patient\nbehaviour is likely to be repeated (2 marks)\n Behavioural approach and behaviourists believe that all behaviour is\nlearned (1 mark). This means that appropriate behaviour for patients is\nlearned through token economy (2 marks)\nNote: Any relevant comment about operant conditioning (1 mark) relevant to\ntoken economy and schizophrenia / Paul and Lentz (+1 mark)\nNote: answers outlining classical conditioning receive no marks.\nMarks: 1 mark for identification; 2 marks for elaboration/example\n\n1(b) Outline the findings about the effectiveness of token economy from this 4\nstudy.\nMost likely answer (other appropriate responses to be credited):\n effective: a reduction in positive symptoms\n effective: reduction in negative symptoms\n effective: reduction in catatonic behaviour\n effective: 97% were able to live independently for 1.5–5 years (compared\nto milieu or hospital therapy)\n effective in withdrawal / social behaviour\n effective in interacting with others\n less effective: in reducing hallucinations and delusional thinking\nNote: Question states ‘findings’ (plural) so two (or more) findings are required.\nMarks: 1 mark basic answer +1 (or +2) marks for elaboration or example OR\n\n1 mark for each different (specific) finding (4 max) OR can be 3 marks +\n\n1 mark\nNote: 0 marks for general ‘was highly effective’ (OWTTE)\nNote: two ‘general findings’ = 1 mark e.g. ‘displaying normal behaviour’ and\n‘highly effective’.\n© UCLES 2023 Page 8 of 24\n\n1(c) Suggest two reasons why an independent measures design was a better 4\nchoice for this study than any other experimental design.\nMost likely answer:\n if patients used a different design, i.e. repeated measures (participants do\nall treatments) the study would not be valid as it would not be known\nwhich technique was the most effective.\n if two designs were used there could be cross-over effects where one\ntreatment might interfere with the other.\nMarks: 1 mark basic reason plus 1 mark for elaboration/example 2\n\n1(d) Discuss the strengths and weaknesses of using biochemical techniques 5\nto treat schizophrenia. You should include a conclusion in your answer.\nStrengths\n drugs (such as anti-psychotics and atypical anti-psychotics) are easy to\ntake; swallowing a pill\n drugs mean the patient is passive in their treatment (an advantage for\nmany people)\n drugs have been shown to be effective in many studies\nWeaknesses\n drugs are addictive so should be short-term use only\n drugs may not be taken as prescribed (non-adherence)\n drugs ignore the role of alternative explanations of schizophrenia (treat\nsymptom, not cause)\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion. 1 mark for each advantage/disadvantage\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 9 of 24", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_42-p08.png", "../answer-assets/9990_s23_ms_42-p09.png" ] }, { "id": "9990-2023-mj-42-q02", "question_id": "9990-2023-mj-42-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Gil et al. (2009) used closed-circuit television (CCTV) to record shopper\nmovement patterns in a supermarket. Fig. 2.1 shows the movement\npattern for a ‘short trip’ shopper. Shoppers were interviewed twice, with\nthe second being an extensive interview when the shoppers left the\nsupermarket.\n\n2(a) Suggest how one ethical guideline could have been followed in this 2\nstudy.\nMost likely answer (other appropriate responses to be credited): (from the\nstudy)\n informed consent (1 mark): the shoppers were interviewed on entering\nthe supermarket and gave their consent to be tracked (2 marks)\n right to withdraw (1 mark) the shoppers were interviewed when leaving\nthe supermarket and so could have opted out of their data being used.\n deception (1 mark) there was no deception because shoppers knew\nexactly what was happening in the study (2 marks).\n other guidelines can be used if they are justified.\nMarks: 1 mark for identification; 2 marks for elaboration/explanation.\n\n2(b) Explain two types of movement pattern identified by the CCTV 4\nrecordings, other than ‘short trip’.\nDefinitive answer:\n Round trip (1 mark) shoppers moving up and along the top corridor and\naisles, visiting the vegetable, fruit and bread at the start; returning along\nthe main corridor with various types of incursions into aisles; generally\nexit near fruit and vegetables (2 marks)\n Central trip (1 mark) shoppers progressing in and out of the store using\nthe main corridor with various types of incursions into the aisles, mainly\nvisiting the top aisles first and the bottom ones when returning (2 marks)\n Wave trip (1 mark) shoppers in linear progression through the store\nalong the main corridor, zigzagging through the aisles; most exiting near\nthe far end of the store (2 marks)\nMarks: 1 mark for identification, 2 marks elaboration 2.\nNote: 0 marks for short trip (question states ‘other than short trip’)\nNote: 0 marks for ‘shopper behaviour patterns’ ie specialist, native, tourist,\nexplorer and raider.\n© UCLES 2023 Page 10 of 24\n\n2(c)(i) Explain one feature of the interviews conducted with shoppers in this 2\nstudy.\nMost likely answer:\n Face-to-face (1 mark) because the main interviews were conducted\nwhen the shoppers were leaving the store (not telephone or online) (2\nmarks)\n Structured/semi-structured (1 mark) the participants were asked about\n‘aspects of the specific trip, e.g. aim of trip, use of shopping list,\nsatisfaction, money spent, as well as more general shopping habits, e.g.\nfrequency of visits’ (2 marks).\nMarks: 1 mark identification of feature, 2 marks detailed answer/elaboration\nor use of example\n\n2(c)(ii) Give one strength of using the feature you explained in (c)(i) in this 2\nstudy.\nMost likely answer:\n Face-to-face is more personal than telephone, (1 mark) non-verbal\naspects of conversation can be noted (1 mark). Interview likely to last\nlonger than telephone (telephone max 20 mins) (1 mark)\nRelated to study (+1 mark) e.g. participants can confirm what trip they\nmade, such as a round trip.\n Structured all participants are asked the same questions and so\ncomparisons are possible (1 mark) All participants are asked questions in\nthe same order preventing participants from questions in the wrong order\n(1 mark)\nRelated to study (+1 mark) e.g. the number of wave trip shoppers (etc.) can\nbe found.\nMarks: 1 mark identification of strength, 2 marks related to study 2\n© UCLES 2023 Page 11 of 24\n\n2(d) Discuss the strengths and weaknesses of using CCTV to investigate 5\nshopper behaviour. You should include a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nStrengths\n a CCTV observation means the person may be unaware they are being\nobserved and so behaves naturally\n CCTV recordings of behaviour are objective\n CCTV observations can have more than one observer so reliability of\nobservations can be checked\nWeaknesses\n a CCTV observation where cameras are fixed may mean that an\nobserver misses a behaviour (person being observed moves out of view)\n a CCTV camera has a limited panorama\n a CCTV camera may not be of good quality not 1080p\n If observing behaviour by CCTV only, what is said may not be recorded\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion. 1 mark for each advantage/disadvantage\n(however detailed) and related to the question up to 4 max. 2 marks max for\ntwo strengths/weaknesses unrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 12 of 24", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_42-p10.png", "../answer-assets/9990_s23_ms_42-p11.png", "../answer-assets/9990_s23_ms_42-p12.png" ] }, { "id": "9990-2023-mj-42-q05", "question_id": "9990-2023-mj-42-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study using observation to investigate the frequency of the 10\ncharacteristics of schizophrenia spectrum and psychotic disorders.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is:\nobservation.\nSpecific features: Observations: type, setting, response categories,\nsampling, number of observers.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis.\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max\n\n5 marks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: Characteristics of schizophrenia spectrum and psychotic disorders\nPsychological:\nMost likely: hallucinations, disorganised thoughts, (observation of associated\nbehaviours) catatonic behaviour, negative symptoms (loss of normal\nfunctioning such as loss of speech, lack of typical facial expressions. Crucial\nis duration and severity of these symptoms\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 18 of 24", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_42-p18.png" ] }, { "id": "9990-2023-mj-42-q06", "question_id": "9990-2023-mj-42-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Advertising can be made more effective using a slogan. Two kinds of 10\nslogans are 'jingle slogans' (slogans with music) and 'non-jingle\nslogans’ (slogans without music).\nDesign a study to investigate whether jingle slogans are recalled\nsignificantly more than non-jingle slogans.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: any\nappropriate method\nSpecific features:\n Experiments: type, IV, DV, controls, experimental design.\n Observations: type, setting, response categories, sampling frame,\nnumber of observers.\n Questionnaires/Interviews: type, setting, example questions.\nScoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and\nsample, type of data, ethics, reliability, validity, data analysis\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote: If only methodological or psychological explanation is provided max\n5 marks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: advertising applications: effective slogans (Kohli et al., 2007)\nPsychological:\nKohli et al (2007) suggest that good slogans:\n should be ‘positioned’ clearly\n linked to the brand: the slogan should be linked with everything to do with\nthe product, not just the packaging.\n Please repeat that: the slogan should be consistent across all advertising.\n Jingle, jangle: jingles can be easy to remember initially, so they should be\nused.\n Use at the outset: slogans are fundamental\n It’s okay to be creative: don’t keep it simple, be creative; make sure the\naudience ‘gets it’\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 19 of 24", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_42-p19.png" ] }, { "id": "9990-2023-mj-42-q09", "question_id": "9990-2023-mj-42-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘All impulse control disorders are caused by high levels of dopamine.’ 12\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: causes of impulse control disorders and non-substance addictive\ndisorder: biochemical: dopamine\nMost likely (any other appropriate responses should be credited):\nAgree\n evidence has shown the relationship between high levels of dopamine\nand addictive behaviours.\n dopamine can be measured physiologically and the presence of high\nlevels is an objective measurement.\n dopamine is perhaps the underlying cause of all ICDs and addictions.\nDisagree\n correlation of dopamine with ICDs is not causal\n dopamine does not explain why there are different ICDs such as\nkleptomania and pyromania\n alternative explanations are equally valid: the behavioural: positive\nreinforcement explanation and feeling-state theory (Miller, 2010)\nQuestion Answer Marks", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_42-p22.png" ] }, { "id": "9990-2023-mj-42-q10", "question_id": "9990-2023-mj-42-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘It is essential to collect both qualitative and quantitative data when 12\nconducting studies about the effect of brand recognition in children.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: advertising applications: brand recognition in children (Fischer\net al., 1991)\nMost likely (any other appropriate responses should be credited):\nQualitative or Quantitative or both\n quantitative data allows analysis and numbers to be compared\n quantitative data is all that is needed to draw statistical conclusions about\nbrand preferences\n quantitative data does not provide an explanation for numbers; qualitative\ndata does.\n qualitative data gives an explanation for behaviour\n qualitative data might support numbers\n qualitative data could be a problem because children might not be able to\nexplain their thoughts or behaviour\n it could be debated that quantitative and qualitative data might be needed\nfrom children but not from adults or vice versa.\n© UCLES 2023 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_42-p22.png" ] }, { "id": "9990-2023-mj-43-q01", "question_id": "9990-2023-mj-43-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1(a) Obsessive-compulsive disorder (OCD) can be treated with biomedical 2\ntreatments and it can be managed with psychological treatments.\nBiomedical treatments include the use of drugs such as SSRIs. OCD can\nbe managed psychologically using exposure and response prevention.\nExplain how SSRIs work when treating OCD.\nMost likely answer (other appropriate responses to be credited):\nIt is assumed that OCD is caused by low levels of serotonin.\n it is thought that SSRIs work by increasing serotonin levels in the brain.\n serotonin is a neurotransmitter (a messenger chemical that carries\nsignals between nerve cells in the brain). It's thought to have a good\ninfluence on mood, emotion and sleep.\n after carrying a message, serotonin is usually reabsorbed by the nerve\ncells (known as ‘reuptake’). SSRIs work by blocking (‘inhibiting’) reuptake,\nmeaning more serotonin is available to pass further messages between\nnearby nerve cells.\nMarks: 1 mark basic answer; 2 marks elaboration/example.\n\n1(b)(i) Explain what is meant by an obsession, using an example. 2\nMost likely answer (other appropriate responses to be credited):\nExplanation: An obsession is a recurring and persistent thought that\ninterferes with normal behaviour. (1 mark)\nNB: 0 marks for ‘thoughts’ or ‘obsessive thoughts’; 1 mark for\nrepetitive/recurring thoughts\nExample:\n fearing contamination from anything that is unclean\n fear of losing control\n fear of losing or not having things you might need.\n order and symmetry: the idea that everything must line up “just right”.\nMarks: 1 mark for explanation; 1 mark for example.\n© UCLES 2023 Page 8 of 26\n\n1(b)(ii) Explain what is meant by a compulsion, using an example. 2\nMost likely answer (other appropriate responses to be credited):\nExplanation: Compulsions or compulsive acts are repetitious, purposeful\nphysical or mental actions that the individual feels compelled to engage in\naccording to their own strict rules or in a stereotyped manner (1 mark)\nNB: 0 marks for ‘behaviours’ or ‘compulsive behaviours’ or ‘obsessive\nbehaviours’; 1 mark for repetitive/excessive behaviours; 1 mark for ‘when\nobsessions are acted upon’.\nExample:\n excessive double checking of things such as doors, locks\n repeating counting, checking words\n excessive washing or cleaning\n accumulating things ‘junk’ (hoarding)\nMarks: 1 mark for explanation; 1 mark for example.\nNB: 0 marks for examples of impulse control disorders such as pyromania,\nkleptomania and gambling.\n\n1(c) Outline one case study where exposure and response prevention was 4\nused to treat OCD.\nMost likely answer (other appropriate responses to be credited):\n exposure and response prevention (ERP) exposure means facing or\nconfronting the feared stimuli and/or situations repeatedly until the fear\nassociated with them subsides, and response prevention means not\ncarrying out the compulsive, avoidant, or escape behaviour. ERP targets\nthe behavioural component of CBT.\n Lehmkuhl et al. (2008), ERP was used to treat a 12-year-old boy. Jason\nexperienced contamination fears, avoiding ‘contaminated’ items (e.g.\ndoor knobs, library books, etc.) He would not sit on chairs, turn pages\nwith his hands, or touch papers that other children had touched. Jason\nattended ten 50-minute sessions over 16 weeks. Jason was exposed to\nitems he avoided and over the sessions his anxiety dropped. After three\nmonths his Y-BOCS score remained low.\nMarks: 1 mark basic answer (must include ERP and case study of OCD); 2–4\nmarks description of ERP with increasing detail and quality.\nNB: 0 marks for ‘Charles’, (OCD but no ERP) or the boy with button phobia\n(Saavedra and Silverman, ERP but not OCD)\n© UCLES 2023 Page 9 of 26\n\n1(d) Discuss the strengths and weaknesses of using drugs to treat OCD. You 5\nshould include a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths\n drugs easy to take; swallowing a pill\n drugs mean the patient is passive in their treatment (and advantage for\nmany people)\n drugs have been shown to be effective in many studies\nWeaknesses\n drugs are addictive so should be short-term use only\n drugs are effective for associated problems such as anxiety\n drugs ignore the role of alternative explanations of OCD (treat symptom,\nnot cause)\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 10 of 26", "source_pages": [ 8, 9, 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_43-p08.png", "../answer-assets/9990_s23_ms_43-p09.png", "../answer-assets/9990_s23_ms_43-p10.png" ] }, { "id": "9990-2023-mj-43-q02", "question_id": "9990-2023-mj-43-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2(a) Hall et al. (2010) conducted a field experiment using an opportunity 2\nsample at a supermarket to investigate choice blindness. Participants\ntasted jam or smelled tea. They were deceived in a number of ways\nduring the study.\nExplain what is meant by the term 'choice blindness'.\nMost likely answer (other appropriate responses to be credited): (from the\nstudy)\n choice blindness is the failure to recall a choice (1 mark) immediately\nafter we have made that choice (2 marks)\nMarks: 1 mark for basic answer; 2 marks for elaboration/explanation.\n\n2(b) Suggest two strengths of conducting field experiments, using examples 4\nfrom this study.\nMost likely answer (other appropriate responses to be credited):\n the setting is natural / high ecological validity (1 mark) e.g. the study is\nconducted at a stall in a supermarket (2 marks)\n the participant behaves naturally because they do not know they are\nparticipating in a study (1 mark) e.g. the researchers explain they are\ntesting the quality of food (2 marks)\n the task/request is congruous with the setting (1 mark) testing food (jam\nand tea) in a supermarket is a logical thing to do (2 marks)\nMarks: 1 mark for strength, 2 marks for relating to this study 2.\n\n2(c) Explain two ways in which the participants were deceived by the 4\nexperimenters in this study.\nMost likely answer (quotes from study)\n They recruited the participants by asking them whether they were willing\nto take part in a ‘quality control’ test of the jam and tea assortment at the\nstore.\n They presented themselves as being independent consultants contracted\nto survey the quality of the jam and tea assortment in the shop.\n Unknown to the participants, on certain trials, they used a card magic\ntrick to covertly exchange one face for the other.\n They created two sets of ‘magical’ jars, lidded at both ends, and with a\ndivider inside. These jars thus looked like normal containers, but were\ndesigned to hold one variety of jam or tea at each end, and could easily\nbe flipped over to execute a switch.\nMarks: 1 mark outline, 2 marks detailed answer/elaboration or use of\nexample 2.\n© UCLES 2023 Page 11 of 26\n\n2(d) Discuss strengths and weaknesses of using an opportunity sample in 5\nthis study. You should include a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nStrengths\n people who are ‘readily available’ can be chosen to participate\n people can be chosen who do not know they are in a study\n people can participate without informed consent\n a relatively large sample can be obtained easily IF reason given\n It is relatively quick and easy to do IF compared to other sampling\ntechniques / reason why given\nWeaknesses\n participants may chosen by researchers because of the way they look –\nexperimenter bias\n participants may not be representative of the wider population\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 12 of 26", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_43-p11.png", "../answer-assets/9990_s23_ms_43-p12.png" ] }, { "id": "9990-2023-mj-43-q05", "question_id": "9990-2023-mj-43-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Patients with obsessive-compulsive disorder (OCD) can receive 10\ntreatment with a therapist face-to-face or by telephone.\nDesign a study using a telephone interview to investigate whether face-\nto-face therapy is more effective for women with OCD than for men with\nOCD.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: telephone\ninterview.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n© UCLES 2023 Page 18 of 26\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNB If only methodological or psychological explanation is provided max\n\n5 marks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: treatment and management of O-C and related disorders:\npsychological: cognitive (Lovell et al., 2006)\nPsychological: (study abstract)\nObjectives To compare the effectiveness of cognitive behaviour therapy\ndelivered by telephone with the same therapy given face to face in the\ntreatment of obsessive compulsive disorder.\nDesign Randomised controlled non-inferiority trial.\nSetting Two psychology outpatient departments in the United Kingdom.\nParticipants 72 patients with obsessive compulsive disorder.\nIntervention 10 weekly sessions of exposure therapy and response\nprevention delivered by telephone or face to face.\nMain outcome measures Yale Brown obsessive compulsive disorder scale,\nBeck depression inventory, and client satisfaction questionnaire.\nResults Difference in the Yale Brown obsessive compulsive disorder checklist\nscore between the two treatments at six months was – 0.55 (95% confidence\ninterval – 4.26 to 3.15). Patient satisfaction was high for both forms of\ntreatment.\nConclusion The clinical outcome of cognitive\nbehaviour therapy delivered by telephone was equivalent to treatment\ndelivered face to face and similar levels of satisfaction were reported.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 19 of 26", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_43-p18.png", "../answer-assets/9990_s23_ms_43-p19.png" ] }, { "id": "9990-2023-mj-43-q06", "question_id": "9990-2023-mj-43-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Colour can be associated with specific products, but colour can also be 10\nused where products are displayed in places such as supermarkets.\nDesign a study using an interview to investigate which colour is best for\nthe display area for fruit and vegetables.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is: interview.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNB If only methodological or psychological explanation is provided max\n5 marks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: product colour and associative learning (Grossman and Wisenblit,\n1999)\nPsychological: Colours are associated with many things. Washing machines\nand kitchen goods are white, associated with cleanliness. Colours such as red\nare associated with danger and green with safety. Worldwide brands are\nassociated with specific colours such as cans of Coca-Cola being red. Green\nis often an indicator of freshness – many vegetables are green (but some are\norange, yellow and other colours).\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 20 of 26", "source_pages": [ 20 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_43-p20.png" ] }, { "id": "9990-2023-mj-43-q09", "question_id": "9990-2023-mj-43-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Biochemical techniques, such as the use of drugs, can treat all patients 12\nwith schizophrenia effectively.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: biochemical (antipsychotics and atypical antipsychotics) and also\nelectro-convulsive therapy, token economy (Paul and Lentz, 1977) and\ncognitive-behavioural therapy (Sensky et al., 2000)\nMost likely (any other appropriate responses should be credited):\nAgree\n drugs easy to take; swallowing a pill; drugs such as anti-psychotics and\natypical anti-psychotics\n drugs mean the patient is passive in their treatment (and advantage for\nmany people)\n drugs have been shown to be effective in many studies and the ‘third\ngeneration drugs’ such as aripiprazole have fewer side effects\nDisagree\n drugs are addictive so should be short-term use only\n drugs may not be taken as prescribed (non-adherence) because of the\nside effects such as tardive dyskinesia\n drugs ignore the role of alternative explanations of schizophrenia (treat\nsymptom, not cause) alternatives such as the cognitive approach (e.g.\nFrith)\n© UCLES 2023 Page 23 of 26", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_43-p23.png" ] }, { "id": "9990-2023-mj-43-q10", "question_id": "9990-2023-mj-43-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘Choice heuristics, such as availability and representativeness, are 12\nirrelevant in consumer decision-making when consumers make\ndecisions about purchasing goods.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: choice heuristics: availability, representativeness\nMost likely (any other appropriate responses should be credited):\nAre not irrelevant\n heuristics are mental short cuts (rules of thumb) that commonly used in\neveryday life.\n studying heuristics (and also thinking fast and slow) can help understand\nwhy some people make quick decisions and then later change their\nminds.\n there are many heuristics (23 different have been listed) showing their\nimportance about how decisions are made – and not just in relation to\nconsumer behaviour.\nAre irrelevant\n just because choice heuristics exist it doesn’t mean they always apply to\nevery decision each individual consumer makes.\n heuristics such as availability and representativeness are just two and so\nfocus on these is reductionist. There are many more factors heuristics\ninvolved when making a decision such as anchoring\n the brain has already made a decision about a purchase even before a\nperson can think fast. Pre-cognitive decisions (Knutson et al. (2007) are\nperhaps what should be studied.\n© UCLES 2023 Page 24 of 26", "source_pages": [ 24 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_43-p24.png" ] }, { "id": "9990-2023-on-31-q01", "question_id": "9990-2023-on-31-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline two common compulsions of body dysmorphic 2 Credit 2 types of camouflaging or grooming behaviour\ndisorder (BDD). Skin picking,\nAward 1 mark for a basic outline of the term/concept – No credit to focus on body weight/weight loss, checking\none compulsion body smell and applying deodorant, constant face washing.\nAward 2 marks for a detailed outline of the term/concept –\ntwo compulsions\nFor example,\n• Camouflaging (with clothing, make-up, posture)\n• Mirror checking\n• Excessive grooming (shaving, tooth-brushing, hair-\nwashing)\n• Comparing appearance to other people’s\n• Seeking cosmetic surgery\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 9 of 41\n\n1(b) Describe the psychodynamic explanation for obsessive- 4 Adler’s explanation for OCD is also creditworthy – due to\ncompulsive disorder (OCD). feelings of inferiority that drives individuals to achieve\npersonal goals.\nAward 1–2 marks for a basic answer with some Must refer to anal phase (or outline it) and that the person\nunderstanding of the topic area. becomes stuck in this phase.\nAward 3–4 marks for a detailed answer with clear\nunderstanding of the topic area.\nOCD arises from the anal stage of psychosexual\ndevelopment. (1) There may have been difficulties between\nthe child and parent at this stage when the child defecated\nor urinated (1). Children may become either anally expulsive\nor anally retentive and the individual may become fixated at\nthis stage (1). Compulsive cleaning or other rituals may help\nto soothe the early childhood trauma (1). Could also be the\nid and the superego in conflict with each other.(1) The\nobsessive cleaning could act as an ego defence mechanism\nto deal with this conflict (1).\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 10 of 41\n\n1(c) Explain one similarity and one difference between the 6 If more than one similarity/difference given, credit the best\npsychodynamic explanation for OCD and genetic similarity/difference.\nexplanations for OCD.\nLikely similarities include:\n• Deterministic – In neither case does the individual have\nany control of their OCD. Genes not under personal\ncontrol and neither are psychosexual stages. Both\nhighly deterministic (hard determinism)\n• Influence of parents – Heritability of genes in genetic\nexplanations and psychosexual stages influenced by\nupbringing, particularly in fixation due to punishment or\nshame.\n• Treatments/therapies – Psychoanalytic therapy\n(psychoanalysis) could be used from the\npsychodynamic explanation. Gene therapy is a potential\ntreatment from genetic explanations.\n• Reductionist – explanation is at basic level (although\nless so for psychodynamic). Fails to take into account\nother factors influencing.\nLikely differences include:\n• Treatments – gene therapy not possible at this time but\npsychoanalysis is used for OCD and has some success\n• Types of determinism – biological (for genetic) and\npsychic (for psychodynamic)\n• Objective versus subjective – Gathering of evidence for\ngenetic will be objective but for psychodynamic will be\nsubjective and depend on interpretation\n• Nature vs nurture – genetic explanation purely nature\nbut psychodynamic more nurture (though has elements\nof nature in the id).\n© UCLES 2023 Page 11 of 41\n\n1(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the\nquestion and will explain one similarity and one\ndifference\n• Candidates will provide a good explanation with clear\ndetail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question\nand will explain one appropriate similarity (or difference)\nin detail\nOR one similarity and one difference in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the\nquestion and will attempt an explanation of a similarity\n(or difference). They could include both a similarity and\na difference but just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 12 of 41", "source_pages": [ 9, 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_31-p09.png", "../answer-assets/9990_w23_ms_31-p10.png", "../answer-assets/9990_w23_ms_31-p11.png", "../answer-assets/9990_w23_ms_31-p12.png" ] }, { "id": "9990-2023-on-31-q02", "question_id": "9990-2023-on-31-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the treatment and management of impulse 8 No credit to ECT. Also allow antidepressants (e.g. SSRIs)\ncontrol disorders and non-substance addictive disorder. and anticonvulsants (e.g. toporimate) as a treatment.\nTreatment and management of impulse control disorders Grant, 2008 or Grant, 2005 can be credited.\nand non-substance addictive disorder, including the\nfollowing:\n• biochemical (Grant et al., 2008)\n• cognitive-behavioural: covert sensitisation\n(Glover, 2011),\nimaginal desensitisation\n(Blaszczynski and Nower, 2002),\nimpulse control therapy (Miller, 2010)\nBiochemical (Grant et al., 2008)\n284 participants with gambling disorder treated in double-\nblind placebo-controlled trails. Either treated for 16 weeks\nwith opiate antagonist nalmefene, 18 weeks with\nplacebo/naltrexone or placebo/control. Gambling assessed\nusing the Y-BOCs. Found the opiate group showed a\ngreater reduction in symptoms than the placebo group on\ntheir Y-BOCs scores. Those with a family history of\nalcoholism showed the strongest response to the opiate\nantagonist. Higher doses of the opiate nalmefene was\nassociated with a greater reduction in symptoms. Younger\nparticipants were more likely to respond to the placebo.\nConcluded that opiates can be an effective treatment\nespecially for those who may have a genetic predisposition\nto respond positively to opiates.\nCovert sensitisation (Glover, 2011)\nCovert sensitisation is a form of behaviour therapy in which\nan undesirable behaviour is paired with an unpleasant\nimage in order to eliminate that behaviour. Therefore, the\nimpulsive behaviour could be paired with an unpleasant\nimage or experience. For example, if the person was\naddicted to gambling they could think about their gambling\n© UCLES 2023 Page 13 of 41\n\n2(a) and then look at images of people who have gone bankrupt.\nThey could eventually learn to do this while gambling or\nbring these images with them and look at them when they\nimagine gambling.\nStudy involves a case study of a 56 year old woman seeking\nhelp with shoplifting. After the therapy her stealing behaviour\nhad greatly reduced.\nImaginal desensitisation (Blaszczynski and Nower,\n2003)\nTaught progressive muscle relaxation, visualise situation\nwhere they feel the desire to carry out impulsive behaviour,\nthey imagine carrying out the desire and then imagine\nleaving the situation. This works to reduce arousal and\nanxiety around the compulsive behaviour and can help to\nreduce the desires if practiced outside of the therapy\nsessions.\nA pathological gambler, Mary, age 52 is described in the\nstudy. She is taught the technique and this is used in the\nstudy to illustrate the therapy. Mary was taught to use\nimagery to identify typical gambling behaviours which helped\nto decrease the urge to gamble.\nSteps\n1 Identify typical behavioural sequences when the client\nbecomes aware of the urge to gamble.\n\n2 Break up the sequence into 4–6 ‘scenes’ that usually\nlead to gambling.", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_31-p13.png", "../answer-assets/9990_w23_ms_31-p14.png" ] }, { "id": "9990-2023-on-31-q03", "question_id": "9990-2023-on-31-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3 The client is taught progressive muscle relaxation and\nthis relaxation is done at the start of sessions.", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_31-p14.png" ] }, { "id": "9990-2023-on-31-q04", "question_id": "9990-2023-on-31-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4 The client imagines each of the 4–6 ‘scenes’ and at the\nend of each scene they practice progressive muscle\nrelaxation.", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_31-p14.png" ] }, { "id": "9990-2023-on-32-q01", "question_id": "9990-2023-on-32-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘mania’. 2 Euphoria, extreme high, over-confidence in one’s own\nability, anger = 1 mark\nAward 1 mark for a basic explanation of the term/concept –\none symptom. No credit for happiness, mood is lifted or improved,\nAward 2 marks for a detailed explanation of the term/ excitement, bad sleeping habits (as mania is just not\nconcept – two symptoms. needing to sleep)\nFor example: Max 1 if candidate states or implies that mania is bi-polar\nA condition suffered by those with bipolar disorder, which is disorder but does give symptom(s) of mania in their\nthe opposite ‘pole’ to depression (1) It is characterised by response.\nany of the following – 1 mark per symptom\n• Long periods of euphoria (or ‘high’)\n• Rage/irritability\n• ‘spur of the moment’ decision-making\n• Racing thoughts\n• Suddenly starting new projects/hobbies\n• Extreme confidence\n• Having lots of new ideas / heightened creativity\n• Speaking quickly\n• Not needing to sleep / sleeping much less\n• Engaging in risky behaviour (gambling, sexual\npromiscuity)\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 9 of 39\n\n1(b) Describe the study on depression and attributional style 4 No credit for just explaining how attributional style and\nby Seligman et al. (1988). depression are linked with no mention of the study.\nAward 1–2 marks for a basic answer with some No credit for linking learned helpless with depression.\nunderstanding of the topic area. e.g. stating that depression has a pessimistic attribution\nAward 3–4 marks for a detailed answer with clear style is not a result. However, stating that the more severe\nunderstanding of the topic area. the depression the more pessimistic the attributional style is\n= 1 result\n39 patients with unipolar depression and 12 patients with\nbipolar disorder (mean age 36 from the same outpatients’ Full marks needs some detail of the sample (e.g. unipolar/\nclinic), (together with 10 non-clinical adults acting as a bi-polar), data collection and one result.\ncontrol group), were assessed. (1) All completed a short\nform of the BDI and the Attributional Style Questionnaire\n(ASQ) before their cognitive therapy, after their cognitive\ntherapy and a year after therapy finished. (1) The ASQ asks\npatients to make causal attributions for 12 hypothetical\nevents (both good and bad). They then rate each cause on\na 7-point scale for internality, stability and globality. (2) The\nresults were that a pessimistic explanatory style (scoring\nhighly for internal, stable and global) for negative (bad)\nevents correlated significantly with severity of depression at\nall three time points,(1) Explanatory style improved by the\nend of the therapy, as did depressive symptoms for the\nunipolar group. (2) The pattern was also seen in bipolar\ndepressives but the significant results were not as strong.\n(1) This suggests that the way we make attributions is an\nimportant mechanism underlying the experience of\ndepression.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 10 of 39\n\n1(c) Explain the effectiveness of the controls used in the 6 Annotate with levels\nstudy by Seligman et al.\nCredit can be given to demand characteristics with reference\nPoints could include to BDI/ASQ\n• Make the study more reliable. The same procedure/\ntreatment was done for all participants in the study. This\nmeant all experienced exactly the same thing during the\nstudy.\n• Reduces individual differences acts as a control as the\nstudy includes both unipolar and bi-polar patients.\n• The control group is not a very effective control in the\nstudy as they were just used as a baseline comparison\nfor BDI and ASQ as the control group did not\nexperience any therapy (as they had no psychiatric\ndisorder).\n• Increases validity and reliability as scores of depression\nand attributional style were administered before and\nafter treatment so that changes in these could be clearly\nmeasured.\n• Enables more objective data rather than reliance on\nsubjective interpretations (use of same procedure/tests\nbefore and after treatment)\n• Relationships are not cause and effect but only\ncorrelational as participants cannot be randomly\nassigned to groups (quasi experiment).\n• Validity of the DNA collected using automated\nequipment in a lab-removes researcher bias.\n© UCLES 2023 Page 11 of 39\n\n1(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the\nquestion and will explain at least two points regarding\ncontrols.\n• Candidates will provide a good explanation with clear\ndetail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question\nand will explain one point about control in detail or two\n(or more) in less detail.\n• Candidates will provide a good explanation.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the\nquestion and will attempt an explanation about controls.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 12 of 39", "source_pages": [ 9, 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_32-p09.png", "../answer-assets/9990_w23_ms_32-p10.png", "../answer-assets/9990_w23_ms_32-p11.png", "../answer-assets/9990_w23_ms_32-p12.png" ] }, { "id": "9990-2023-on-32-q02", "question_id": "9990-2023-on-32-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe explanations of schizophrenia and delusional 8\ndisorder.\nExplanations of schizophrenia and delusional disorder,\nincluding the following:\n• genetic (Gottesman and Shields, 1972)\n• biochemical (dopamine hypothesis)\n• cognitive (Frith, 1992)\nGenetic (Gottesman and Shields, 1972) Schizophrenia\nappears to have a genetic cause as shown by Gottesman\nand Shields in their review article of studies of adoption,\nsiblings and twins with schizophrenia. All adoption studies\nfound an increased incidence of schizophrenia in adopted\nchildren with a schizophrenic biological parent. Biological\nsiblings of children with schizophrenia showed a much\nhigher percentage of schizophrenia. All twin studies found a\nhigher concordance rate for schizophrenia in monozygotic\n(MZ) than dizygotic (DZ) twins. In Gottesman and Shield’s\nown study the rate was 58% for identical twins, and 12% for\nnon-identical twins. Conclusion – There is obviously a heavy\ngenetic input into the onset of schizophrenia.\nBiochemical (dopamine hypothesis) The dopamine\nhypothesis of schizophrenia states that symptoms may be\ncaused by an excess of dopamine in the mid-brain and a\nreduction in dopamine in the prefrontal cortex.\nThe dopamine hypothesis of schizophrenia suggests that a\nhigh level of activity of dopamine D2 receptor\nneurotransmission in subcortical and limbic brain regions\ncontributes to positive symptoms of schizophrenia, whereas\nnegative and cognitive symptoms of the disorder can be\nattributed to heightened activity of dopamine D1 receptor\nneurotransmission in the prefrontal cortex.\n© UCLES 2023 Page 13 of 39\n\n2(a) Cognitive (Frith, 1992) The symptoms of schizophrenia are\ndue to faulty thinking processes. The patient fails to\nrecognise through a central monitoring system that they\nthoughts they are having are self-created (such as our inner\nvoice) and instead believe these are cause by external\nfactors. The delusions may be a way of explaining the\nhallucinations. There may be a cognitive impairment of\npatients with schizophrenia which could explain some of the\nsymptoms such as speech poverty and disorganised\nthoughts. The patients may also have a less developed\ntheory of mind and find it difficult to understand the actions\nof others and so may develop delusions as a way of\nunderstanding other people’s behaviours.\nMark according to the levels of response descriptors in\nTable A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 14 of 39\n\n2(b) Evaluate explanations of schizophrenia and delusional 10\ndisorder, including a discussion of nature versus\nnurture.\nA range of issues could be used for evaluation here. These\ninclude:\n• Named issue – nature versus nurture – The biological\nexplanation (and the Gottesman and Shields study)\nsupport the nature side of the debate as schizophrenia\nis inherited. The biochemical explanation is also\nsupporting nature as the excess of dopamine could be\ncaused by genetic factors. It could, however, also be\nsaid to support nurture as it may be the overload of\nexperiences that the schizophrenic person is having that\nlead to the excess of dopamine. The cognitive\nexplanation can be seen to supports the nurture side of\nthe debate as the cognitions the person is experiencing\nare due to experiences. However, Frith/cognitive does\nnot deny the importance of dopamine and the role of\nbiochemical processes in the cognitive experiences of\nthe schizophrenic patient.\n• Individual versus situational\n• Reductionism\n• Application of psychology to everyday life (with\nreference to explanations\n• Deterministic nature of the explanations\n• Evidence to support the explanations\nMark according to the levels of response descriptors in\nTable B.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 15 of 39", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_32-p13.png", "../answer-assets/9990_w23_ms_32-p14.png", "../answer-assets/9990_w23_ms_32-p15.png" ] }, { "id": "9990-2023-on-32-q03", "question_id": "9990-2023-on-32-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3(a) Outline ‘involvement’ as a marketing theory (Richarme, 2\n2005).\nAward 1 mark for a basic outline of the term/concept.\nAward 2 marks for a detailed outline of the term/concept.\nFor example:\nThe amount of cognitive effort applied to the decision-\nmaking process (1) is directly related to the level of\nimportance the consumer places on acquiring the product\n(1). For example, low involvement in purchasing a pack of\nchewing gum but high involvement in the purchase of a cell\nphone (1). It is not necessarily to do with price but more to\ndo with impact on the quality of life of the consumer (1).\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 16 of 39\n\n3(b) Outline two of the findings from the study by Hall et al. 4\n(2010) on choice blindness.\nFor each finding:\nAward 1 marks for a basic answer with some understanding\nof the topic area.\nAward 2 marks for a detailed answer with clear\nunderstanding of the topic area.\nFor example:\nIn the manipulated trials –\nCounting across all pairings\n• concurrent detection was approx. 14% for both jam and\ntea\n• retrospective detection was 6–7% for both jam and tea\n• sensory change was approx. 12% for both jam and tea\n• Different detection types had ratings that were\nconsistent across jam and tea\nIn total\n• 32–33% total detection rate for both jam and tea\n• No difference in ease of distinguishing between the two\nsamples in either the non-manipulated trials or the non-\ndetected manipulated trials\n• No difference in rated confidence of participant’s ability\nto distinguish between the two samples in either the\nnon-manipulated trials or the non-detected manipulated\ntrials\n• No order defects on any of the measures uses as a\nresult of the participants choosing the first or second\nsample when evaluation the products.\n© UCLES 2023 Page 17 of 39\n\n3(b) Differences\n• Significant differences in detection rate between the\nmost and least similar jam and tea pairs but no\ndifferences between other pairs\n• Rated discrepancy of preference within a pair was\nhigher for detected (as opposed to undetected) jam\ntrials but not the case for detected tea trials\n• Lower detection rate (20%) in those with gift incentive\ncompared to those without (46%) in tea condition but\nnot in jam condition\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 18 of 39\n\n3(c) Explain one strength and one weakness of the study by 6 If more than two strengths given, credit the best two.\nHall et al.\nLikely strengths could be:\n• Highly controlled procedures – same ratings asked for,\nsame jam and tea flavours, manipulation done in the\nsame way\n• Reasonably large sample size (180 customers)\n• High in mundane realism as ‘tasting’ is something\ncustomers in a supermarket are often asked to do and\ncover story (quality control) is realistic\n• Ethics – debriefing and written consent given at the end.\nRegional Swedish Ethics Board approved the study.\n• Many IVs (jam, tea, flavour combinations, manipulated\nor not) so that results can be seen to be down to\nmanipulation, increasing validity\n• A lot of measures for DV – rating of taste/smell for each\n(10-point scale), indication of preference (quantitative\ndata), why preference (qualitative data), difficulty of\ndiscrimination, confidence and asked if anything was\nodd or unusual (to see if manipulation detected)\n• Quantitative and qualitative data collected so lots to\nanalyse and some detail as to why results given.\nLikely weakness could be:\n• Biased sample (118 f to 62 m) although this is probably\nrepresentative of supermarket customers\n• With the many IVs, not many participants in each\ncondition making valid conclusions harder to draw\n• Problems with self-reporting particularly in terms of\nsocial desirability (wanting to please experimenters)\n© UCLES 2023 Page 19 of 39\n\n3(c) • Ethics – deception and informed consent not obtained in\nadvance (although not possible if study were to be\nsuccessful; and written consent was given after the\nexperiment)\n• Only took place in one supermarket in Sweden so\nresults may not be generalisable outside of this\nsetting/culture\nMark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the\nquestion and will explain one strength and one\nweakness.\n• Candidates will provide a good explanation with clear\ndetail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question\nand will explain one appropriate weakness in detail or\none appropriate strength in detail.\nOR one weakness and one strength in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the\nquestion and will attempt an explanation of either a\nstrength or a weakness. They could include both but\njust as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 20 of 39", "source_pages": [ 16, 17, 18, 19, 20 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_32-p16.png", "../answer-assets/9990_w23_ms_32-p17.png", "../answer-assets/9990_w23_ms_32-p18.png", "../answer-assets/9990_w23_ms_32-p19.png", "../answer-assets/9990_w23_ms_32-p20.png" ] }, { "id": "9990-2023-on-32-q04", "question_id": "9990-2023-on-32-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4(a) Describe communication and advertising models 8\n(changing attitudes and models of communication,\nAIDA model, hierarchy of effects model).\n• Changing attitudes and models of communication\n(source, message, etc.)\n• AIDA model (and updates of it)\n• Hierarchy of effects model\nChanging attitudes and models of communication\n(source, message, etc.)\nThis model explains how advertisements attempt to change\nand influence consumers so they purchase their product.\n• Source – where the message is coming from and how\ntrustworthy and credible this source is to the consumer.\n− It could be presented by an expert or by a celebrity.\nIf celebrity is used too many times they may lose\ntheir trustworthiness.\n− If advertising something that could make a person\nmore attractive then the attractiveness of the ‘source’\nshould be high.\n− Someone similar to the target customers is more\npersuasive.\n− Men more credible than women.\n© UCLES 2023 Page 21 of 39\n\n4(a) • Message – how the information in the advertisement is\npresented to the consumer\n− Two-sided argument is better when the product is\nfamiliar e.g. comparison made to competition. One-\nsided argument when product unfamiliar. Customers\ncan view one-sided argument as more truthful.\n− Have to be careful with level of persuasiveness in\nadvert and can lower sales if the advert seems to be\ntrying too hard.\n− Repetition is good and helps aid recall\n• Audience/receiver – what type of consumers may\npurchase the product. The advertisement needs to be\ntailored to them.\n− If it is young or old consumers.\n− does the customers all have a similar set of attitudes\n(difficult if customers all have different sets of\nattitudes)\n− women easier to persuade than men.\n− Difficult to change someone with very high / very low\nself-esteem and easier for moderate self-esteem.\nCredit can also be given to the Yale Model of\nCommunication so long as it is linked to advertising.\n(attention, comprehension and acceptance)\nAIDA model (and updates of it)\nBehavioural model of advertising. Four stages including\n• Attention (or awareness) – must attract the attention of\nthe consumer.\n• Interest – to make the advertisement get the viewers to\nwant to know more about the product.\n• Desire – to maintain or increase a feeling of need for the\nproduct.\n• Action – for the consumer to go out and purchase the\nproduct.\n© UCLES 2023 Page 22 of 39\n\n4(a) Updates – CAB model (Cognition, Affect and Behaviour);\nTIREA scale (Thought, Interest, Risk, Engagement and\nAction); REAN model (Reach, Engage, Activate and\nNurture); NAITDASE (Need, Attention and Interest, Trust,\nDesire and Action of purchase); DAGMAR (Defining\nAdvertising Goals for Measured Advertising Results)\nHierarchy of effects model\nSix stages –\n• Awareness – becomes aware of the product through\nadvertising.\n• Knowledge – Information about the product that the\nconsumer needs to become aware of (simple for some\nproducts such as food and more complex for other\nproducts such as a car)\n• Liking – Makes sure the consumer likes the product and\nalso more than similar products.\n• Preference – similar to liking. Likes the product more\nthan the competitions.\n• Conviction – Strengthens desire to purchase (e.g.\nthrough a discount or free offer)\n• Purchase – Go and buy the product.\nMark according to the levels of response descriptors in\nTable A.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 23 of 39\n\n4(b) Evaluate what psychologists have discovered about 10\ncommunication and advertising models (changing\nattitudes and models of communication, AIDA model,\nhierarchy of effects model), including a discussion of\nreductionism versus holism.\nA range of issues could be used for evaluation here.\nThese include:\n• Named issue – Reductionism versus holism – These\nmodels do offer some complex explanations of the\neffects of advertising on consumer decision to purchase\na product. For example, the models of communication\ndo recognise that the company has to consider many\naspects of the advertising medium and message (not\njust the content of the advertisement). This could\ninclude things such as the medium to consider where is\nbest to advertise to potential and existing consumers.\nThe hierarchy of affects model and the AIDA model are\nalso fairly complex as they do suggest there are a\nnumber of different stages that consumers pass through\nwhen seeing an advertisement and then eventually\ngoing and buying the product. Do also credit any\nargument that the models are more simplistic so long as\nit is well argued by the candidate with some examples\nof what might be missing from the model (e.g. how\nmuch disposable income the consumer might have to\ngo and purchase the product)\n© UCLES 2023 Page 24 of 39\n\n4(b) • Applications to everyday life\n• Cultural bias\n• Reductionism\n• Theoretical/lack of research support\n• Determinism\n• Individual differences\nMark according to the levels of response descriptors in\nTable B.\nOther appropriate responses should also be credited.\nPsychology and health\nQuestion Answer Marks Guidance", "source_pages": [ 21, 22, 23, 24, 25 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_32-p21.png", "../answer-assets/9990_w23_ms_32-p22.png", "../answer-assets/9990_w23_ms_32-p23.png", "../answer-assets/9990_w23_ms_32-p24.png", "../answer-assets/9990_w23_ms_32-p25.png" ] }, { "id": "9990-2023-on-33-q01", "question_id": "9990-2023-on-33-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "1(a) Outline two common compulsions of body dysmorphic 2 Credit 2 types of camouflaging or grooming behaviour\ndisorder (BDD). Skin picking,\nAward 1 mark for a basic outline of the term/concept – No credit to focus on body weight/weight loss, checking\none compulsion body smell and applying deodorant, constant face washing.\nAward 2 marks for a detailed outline of the term/concept –\ntwo compulsions\nFor example,\n• Camouflaging (with clothing, make-up, posture)\n• Mirror checking\n• Excessive grooming (shaving, tooth-brushing, hair-\nwashing)\n• Comparing appearance to other people’s\n• Seeking cosmetic surgery\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 9 of 41\n\n1(b) Describe the psychodynamic explanation for obsessive- 4 Adler’s explanation for OCD is also creditworthy – due to\ncompulsive disorder (OCD). feelings of inferiority that drives individuals to achieve\npersonal goals.\nAward 1–2 marks for a basic answer with some Must refer to anal phase (or outline it) and that the person\nunderstanding of the topic area. becomes stuck in this phase.\nAward 3–4 marks for a detailed answer with clear\nunderstanding of the topic area.\nOCD arises from the anal stage of psychosexual\ndevelopment. (1) There may have been difficulties between\nthe child and parent at this stage when the child defecated\nor urinated (1). Children may become either anally expulsive\nor anally retentive and the individual may become fixated at\nthis stage (1). Compulsive cleaning or other rituals may help\nto soothe the early childhood trauma (1). Could also be the\nid and the superego in conflict with each other.(1) The\nobsessive cleaning could act as an ego defence mechanism\nto deal with this conflict (1).\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 10 of 41\n\n1(c) Explain one similarity and one difference between the 6 If more than one similarity/difference given, credit the best\npsychodynamic explanation for OCD and genetic similarity/difference.\nexplanations for OCD.\nLikely similarities include:\n• Deterministic – In neither case does the individual have\nany control of their OCD. Genes not under personal\ncontrol and neither are psychosexual stages. Both\nhighly deterministic (hard determinism)\n• Influence of parents – Heritability of genes in genetic\nexplanations and psychosexual stages influenced by\nupbringing, particularly in fixation due to punishment or\nshame.\n• Treatments/therapies – Psychoanalytic therapy\n(psychoanalysis) could be used from the\npsychodynamic explanation. Gene therapy is a potential\ntreatment from genetic explanations.\n• Reductionist – explanation is at basic level (although\nless so for psychodynamic). Fails to take into account\nother factors influencing.\nLikely differences include:\n• Treatments – gene therapy not possible at this time but\npsychoanalysis is used for OCD and has some success\n• Types of determinism – biological (for genetic) and\npsychic (for psychodynamic)\n• Objective versus subjective – Gathering of evidence for\ngenetic will be objective but for psychodynamic will be\nsubjective and depend on interpretation\n• Nature vs nurture – genetic explanation purely nature\nbut psychodynamic more nurture (though has elements\nof nature in the id).\n© UCLES 2023 Page 11 of 41\n\n1(c) Mark according to the levels of response criteria below:\nLevel 3 (5–6 marks)\n• Candidates will show a clear understanding of the\nquestion and will explain one similarity and one\ndifference\n• Candidates will provide a good explanation with clear\ndetail.\nLevel 2 (3–4 marks)\n• Candidates will show an understanding of the question\nand will explain one appropriate similarity (or difference)\nin detail\nOR one similarity and one difference in less detail.\nLevel 1 (1–2 marks)\n• Candidates will show a basic understanding of the\nquestion and will attempt an explanation of a similarity\n(or difference). They could include both a similarity and\na difference but just as an attempt.\n• Candidates will provide a limited explanation.\nLevel 0 (0 marks)\nNo response worthy of credit.\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 12 of 41", "source_pages": [ 9, 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_33-p09.png", "../answer-assets/9990_w23_ms_33-p10.png", "../answer-assets/9990_w23_ms_33-p11.png", "../answer-assets/9990_w23_ms_33-p12.png" ] }, { "id": "9990-2023-on-33-q02", "question_id": "9990-2023-on-33-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "2(a) Describe the treatment and management of impulse 8 No credit to ECT. Also allow antidepressants (e.g. SSRIs)\ncontrol disorders and non-substance addictive disorder. and anticonvulsants (e.g. toporimate) as a treatment.\nTreatment and management of impulse control disorders Grant, 2008 or Grant, 2005 can be credited.\nand non-substance addictive disorder, including the\nfollowing:\n• biochemical (Grant et al., 2008)\n• cognitive-behavioural: covert sensitisation\n(Glover, 2011),\nimaginal desensitisation\n(Blaszczynski and Nower, 2002),\nimpulse control therapy (Miller, 2010)\nBiochemical (Grant et al., 2008)\n284 participants with gambling disorder treated in double-\nblind placebo-controlled trails. Either treated for 16 weeks\nwith opiate antagonist nalmefene, 18 weeks with\nplacebo/naltrexone or placebo/control. Gambling assessed\nusing the Y-BOCs. Found the opiate group showed a\ngreater reduction in symptoms than the placebo group on\ntheir Y-BOCs scores. Those with a family history of\nalcoholism showed the strongest response to the opiate\nantagonist. Higher doses of the opiate nalmefene was\nassociated with a greater reduction in symptoms. Younger\nparticipants were more likely to respond to the placebo.\nConcluded that opiates can be an effective treatment\nespecially for those who may have a genetic predisposition\nto respond positively to opiates.\nCovert sensitisation (Glover, 2011)\nCovert sensitisation is a form of behaviour therapy in which\nan undesirable behaviour is paired with an unpleasant\nimage in order to eliminate that behaviour. Therefore, the\nimpulsive behaviour could be paired with an unpleasant\nimage or experience. For example, if the person was\naddicted to gambling they could think about their gambling\n© UCLES 2023 Page 13 of 41\n\n2(a) and then look at images of people who have gone bankrupt.\nThey could eventually learn to do this while gambling or\nbring these images with them and look at them when they\nimagine gambling.\nStudy involves a case study of a 56 year old woman seeking\nhelp with shoplifting. After the therapy her stealing behaviour\nhad greatly reduced.\nImaginal desensitisation (Blaszczynski and Nower,\n2003)\nTaught progressive muscle relaxation, visualise situation\nwhere they feel the desire to carry out impulsive behaviour,\nthey imagine carrying out the desire and then imagine\nleaving the situation. This works to reduce arousal and\nanxiety around the compulsive behaviour and can help to\nreduce the desires if practiced outside of the therapy\nsessions.\nA pathological gambler, Mary, age 52 is described in the\nstudy. She is taught the technique and this is used in the\nstudy to illustrate the therapy. Mary was taught to use\nimagery to identify typical gambling behaviours which helped\nto decrease the urge to gamble.\nSteps\n1 Identify typical behavioural sequences when the client\nbecomes aware of the urge to gamble.\n\n2 Break up the sequence into 4–6 ‘scenes’ that usually\nlead to gambling.", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_33-p13.png", "../answer-assets/9990_w23_ms_33-p14.png" ] }, { "id": "9990-2023-on-33-q03", "question_id": "9990-2023-on-33-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 3, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "3 The client is taught progressive muscle relaxation and\nthis relaxation is done at the start of sessions.", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_33-p14.png" ] }, { "id": "9990-2023-on-33-q04", "question_id": "9990-2023-on-33-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 4, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "4 The client imagines each of the 4–6 ‘scenes’ and at the\nend of each scene they practice progressive muscle\nrelaxation.", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_33-p14.png" ] }, { "id": "9990-2023-on-41-q01", "question_id": "9990-2023-on-41-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 One explanation of bipolar disorder is that it is genetic. The study by\nOruc et al. (1997) selected 42 patients with bipolar disorder. Sixteen of\nthese patients had a first-degree relative with a history of bipolar\ndisorder. All patients had a clinical interview and their DNA was\nanalysed.\n\n1(a) Explain what is meant by the term 'bipolar disorder'. 2\nMost likely answer (other appropriate responses to be credited):\n• also known as manic depression (1 mark) characterised by extreme\nmood swings from one pole to the other (hence bipolar) (2 marks)\n• bipolar disorder (BP) is characterised by episodes of elevated mood\nalternating with periods of depression (Oruc et al.) (2 marks)\nMarks: 1 mark for basic explanation, 2 marks for elaboration/detail.\n\n1(b) Outline two findings from the study by Oruc et al. 4\nMost likely answer (other appropriate responses to be credited):\n• no significant associations were found (1 mark) in the total patient sample\n(2 marks) OR between bipolar patients and control group (2 marks)\n• polymorphisms in female patients were observed (1 mark) OR these\nresults suggest an increase in susceptibility for bipolar disorder in women\n(1 mark) i.e. serotonin receptor 5-HTR2c and serotonin transporter 5-HTT\ngenes (2 marks)\nMarks: 1 mark basic, 2 marks for detail  2.\n\n1(c) Outline one explanation for depression, other than a biological 4\nexplanation.\nMost likely answer:\n• Cognitive (Beck, 1979) proposes that people react differently to aversive\nstimuli because of negative automatic thoughts (NATs). Depression\nresults from the negative cognitive triad, comprising unrealistically\nnegative views about the self, the world and the future.\n• Learned helplessness/attributional style (Seligman, 1988) If a person\nmakes an internal attribution (they are the cause), and if they believe that\nthis is stable and global (the cause is consistent and this applies\neverywhere), then they may feel helpless and may experience\ndepression. However, if they make other attributions (e.g. that the cause\nis external or situational; or unstable and specific), then helplessness and\ndepression are unlikely.\nMarks: 1 mark basic answer, 2–4 marks outline of increasing detail and\nquality.\n© UCLES 2023 Page 8 of 24\n\n1(d) Discuss the strengths and weaknesses of using clinical interviews to 5\ngather data about the genetic explanation of depression. You should\ninclude a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• the participant knows their family relationships and health and illness\nhistory, the practitioner does not\n• the participant can explain and answer any question that may be asked\n• the practitioner can use verbal and non-verbal skills or other tests\n• Weaknesses:\n• the participant may not tell the truth, exaggerate or underemphasise\ndetails\n• a clinical interview is subjective and no objective information is available\n• a participant may not know sufficient terminology to answer what is being\nasked\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max. for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 9 of 24", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_41-p08.png", "../answer-assets/9990_w23_ms_41-p09.png" ] }, { "id": "9990-2023-on-41-q02", "question_id": "9990-2023-on-41-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 To investigate the topic of retail store architecture, Turley and Milliman\n(2000) reviewed sixty studies of atmospheric effects on shoppers. They\nreferred to five ‘atmospheric variables’, including layout and design\nvariables, and point-of-purchase and decoration variables.\n\n2(a) Explain what is meant by a 'review of studies' as conducted by Turley 2\nand Milliman.\nMost likely answer (other appropriate responses to be credited)\n(from the study):\nNOTE: A systematic review attempts to gather all available empirical research\nby using clearly defined, systematic methods to obtain answers to a specific\nquestion. A meta-analysis is the statistical process of analyzing and\ncombining results from several similar studies.\n• a review collects and analyses multiple research studies or papers (1\nmark) related to atmospheric effects on shopping behaviour (2 marks)\n• Turley and Milliman (2000): We review the pertinent literature by\nconstructing a comprehensive table of the empirical studies in this area\nthat focuses on the various findings associated with these investigations\n(2 marks)\nMarks: 1 mark for partial explanation; 2 marks for elaboration/explanation\nNOTE: including 60 studies and 5 categories receives no credit as it is\nrepeating the stem.\nNOTE: explaining a meta-analysis can be awarded 1 mark max.\n\n2(b)(i) Suggest one ‘point-of-purchase’ variable. 2\nMost likely answers (Turley and Milliman):\na Point-of-purchase displays\nb Signs and cards (1 mark) signs combined with sale price information\ndisplayed at the point of purchase are effective (2 marks)\nc Wall decorations\nd Degrees and certificates (1 mark) shows the quality of the\nestablishment/service and so give people/shoppers confidence (2 marks)\ne Pictures\nf Artwork\ng Product displays\nh Usage instructions\ni Price displays\nj Teletext\nMarks: 1 mark identification of any one of the above, 2 marks for explanation\nof the identified variable.\nNOTE: question does not state ‘Turley and Milliman’ so any appropriate\nvariable receives credit.\n© UCLES 2023 Page 10 of 24\n\n2(b)(ii) Explain how the variable you suggested in (b)(i) relates to one model of 2\nthe effects of ambience.\nThe two main models are as follows:\n• The Mehrabian and Russell (1974) pleasure/arousal/dominance\n(PAD) model: pleasure (the degree to which a person felt happy or\nsatisfied in a place), arousal (the degree of stimulation caused by an\natmosphere), and dominance (the degree to which a person feels in\ncontrol in a situation) (1 mark for brief explanation) how the variable in (i)\nrelates to this (2 marks)\n• The cognition-emotion model Lazarus (1991). Our appraisal of a\nsituation (any aspect of the display) causes an emotional response. A\nstimulus in the environment/situation can be consciously or unconsciously\nprocessed and this leads us to be aroused and experience emotion\n(which both happen at the same time). (1 mark for brief explanation) how\nthe variable in (i) relates to this (2 marks)\nMarks: 1 mark brief explanation of model, 2 marks for explanation of how\nmodel and point-of-purchase variable relate.\n\n2(c) Suggest two ways in which the effect of atmospheric variables on 4\nshoppers could be measured.\nMost likely answer:\n• Observation e.g. covert (1 mark) of the increase or decrease in number of\nshoppers entering the store or remaining in the store (2 marks)\n• Field experiment conducted in a store (1 mark) with IV of variable v\ncontrol of no variable, DV of time in store, number of purchases, etc. (2\nmarks)\n• Questionnaire e.g. with closed questions (1 mark) asking about variables\nand how they affect responses such as pleasure, arousal, dominance\n(PAD) (2 marks)\n• Interview e.g. semi-structured (1 mark) asking about variables and how\nthey affect responses such as pleasure, arousal, dominance (PAD) (2\nmarks)\n• Also credit ‘sales/purchase behaviour’ (1 mark) in 25/28 studies\natmospheric variables affected consumer sales (2 marks)\nMarks: 1 mark outline of method, 2 marks detailed answer/elaboration/use of\nexample  2.\nNOTE: variable does not need to be identified, emphasis is ‘way’/method.\nNOTE: identification of method is insufficient for 1 mark (needs to be\ntechnique or format)\n© UCLES 2023 Page 11 of 24\n\n2(d) Discuss the strengths and weaknesses of using field experiments to 5\ninvestigate the effect of atmospheric variables on shoppers. You should\ninclude a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• a field experiment has an IV, DV and controls = cause and effect\n• often participants do not know they are taking part in a study and so\nbehave more naturally\n• most consumer behaviour (e.g. shopping) takes place in the real world\nand so studies should be conducted in the real world (rather than in a\nlaboratory)\nWeaknesses:\n• a field experiment may have variables that are more difficult to control\nthan a laboratory experiment\n• field experiments may gather quantitative data but other methods used in\nconjunction may give reason for decision to purchase or not\n• It may be reductionist to isolate variables to study (i.e. the IV) when many\nother variables that are controlled may contribute to consumer behaviour\nas a whole\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max. for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 12 of 24", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_41-p10.png", "../answer-assets/9990_w23_ms_41-p11.png", "../answer-assets/9990_w23_ms_41-p12.png" ] }, { "id": "9990-2023-on-41-q05", "question_id": "9990-2023-on-41-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5 Pressure (to conform) pressure placed on dissenters", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_41-p15.png" ] }, { "id": "9990-2023-on-41-q06", "question_id": "9990-2023-on-41-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6 Self-censorship: less likely to listen to our doubt if all others are in\nagreement", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_41-p15.png" ] }, { "id": "9990-2023-on-41-q09", "question_id": "9990-2023-on-41-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Psychometric measures used to assess anxiety disorders, such as the 12\nGeneralised Anxiety Disorder assessment (GAD-7), provide therapists\nwith no useful information.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: characteristics of anxiety disorders: measures: the blood injection\nphobia inventory (BIPI); Generalised Anxiety Disorder assessment (GAD-7)\nMost likely (any other appropriate responses should be credited):\nUseful:\n• measures such as BIPI and GAD-7 indicate the severity of a disorder.\n• these measures can highlight specific features of the disorder.\n• these measures can be used as comparisons with others with the same\ndisorder.\n• these measures provide quantitative data.\nNot useful:\n• talking to a therapist in a clinical interview can reveal perhaps more than\nany test.\n• the measure can use scales (5 or 7 point) which may not represent what\nthe person thinks: they could take a neutral option.\n• people answering the questionnaires may not be honest about\neverything.\n• measures assume people have similarities; they are less individualistic.\n© UCLES 2023 Page 21 of 24", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_41-p21.png" ] }, { "id": "9990-2023-on-41-q10", "question_id": "9990-2023-on-41-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘If playing one type of music at one open air market stall increases the 12\namount of money spent, this finding can be generalised to all open air\nmarket stalls.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: sound and consumer behaviour: music in open air markets\n(Guéguen et al., 2007)\nMost likely (any other appropriate responses should be credited):\nCan generalise:\n• large numbers of people shop at a large number of open-air markets\nwhere music is played.\n• playing music is a common way to relax people, to entertain them and to\nadvertise – all over the world.\n• the findings of field experiments, being experiments have manipulated\nand controlled variables; such studies can be replicated anywhere.\n• other evidence shows playing music increases sales: North et al. found\nthat classical music increased spending.\nCannot generalise:\n• the location of the study (e.g. a town in France) might not generalise to all\nother locations.\n• the type of music (joyful, samba) played might also be specific to that\nlocation and not liked in other places/countries.\n• the type of music was ‘used for its appropriateness for sale of toys and\ntrinkets’ and so would not generalise to sales of other items.\n© UCLES 2023 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_41-p22.png" ] }, { "id": "9990-2023-on-42-q01", "question_id": "9990-2023-on-42-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 Generalised anxiety is a disorder that can be caused by a wide range of\nsituations or events, rather than one specific event. Whereas for\nphobias, it is possible to have a specific phobia, such as an animal\nphobia. Generalised anxiety can be measured using the GAD-7.\n\n1(a) Outline two characteristics of generalised anxiety, other than it being 2\ncaused by a wide range of situations or events, rather than one specific\nevent.\nMost likely answer (other appropriate responses to be credited):\n• excessive, uncontrollable and often irrational worry, which\n• interferes with daily functioning\n• it is a long-term condition\n• feeling anxious most days and struggling to remember the last time they\nfelt relaxed; as soon as one anxious thought is resolved, another may\nappear about a different issue\n• physical symptoms of headaches, nausea, numbness in hands and\nfeet, muscle tension, difficulty swallowing and/or breathing, trembling,\ntwitching and sweating, increased heart rate (any two features needed for\n\n1 mark)\n• panic attacks\nMarks: 1 mark for each correct characteristic (i.e. 1 mark for each correct\nbullet-point)\n\n1(b) Explain how the GAD-7 measures generalised anxiety disorder. 4\nMost likely answer (other appropriate responses to be credited):\n• selecting from a 0–3 scale (none to nearly every day).\n• 7 problems/situations\n• example: worrying too much about different things (0, 1, 2, 3)\n• Max score 21.\n• 4 point scale (0–3)\n• Total score 0–5 mild anxiety, 6–10 moderate anxiety, 11–15 moderately\nsevere anxiety and 15–21 severe anxiety.\n• Max score 21\nMarks: 1 mark for each correct point.\nNote: the other measure in this syllabus section is the BIPI for assessing the\nspecific blood/injury phobia. Descriptions of BIPI score 0 marks.\n© UCLES 2023 Page 8 of 25\n\n1(c) Outline two case studies that investigated a child with an animal phobia. 4\nMost likely answers:\n• Little Albert (Watson, 1920) Albert was classically conditioned to be afraid\nof a white rat (and similar things). This was achieved using the ‘classical\nconditioning formula’.\n• Little Hans (Freud, 1909) who has a fear of horses (displacement from his\nfather because Hans was in Oedipus complex).\nMarks: 1 mark basic answer, 2 marks for elaboration and detail 2\nMarks: 0 marks for ‘Kimya’ who was 39 years old\n\n1(d) Discuss the strengths and weaknesses of using psychometric tests, 5\nsuch as the GAD-7, to measure generalised anxiety. You should include\na conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• quantitative data produced by a psychometric test allows comparison\nbetween one person and another\n• subjectivity of a clinical interview is removed\n• person can complete the questionnaire/scale in their own time\nWeaknesses:\n• psychometric tests are subjective and a person may not answer truthfully\nin relation to their anxiety\n• there may be ‘social desirability’\n• person may not understand terminology used on a test\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two strengths/weaknesses unrelated to\nthe question. 1 mark for conclusion.\n© UCLES 2023 Page 9 of 25", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_42-p08.png", "../answer-assets/9990_w23_ms_42-p09.png" ] }, { "id": "9990-2023-on-42-q02", "question_id": "9990-2023-on-42-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 Eye-tracking is the technique of using scientific equipment to measure\neye movements. Atalay et al. (2012) investigated the central gaze\ncascade effect using both laboratory and ‘offline’/real life contexts. They\nused eye tracking to study whether the shelf position of an item affected\nwhether it was chosen by participants.\n\n2(a) Explain what is meant by the term 'central gaze cascade effect' in this 2\nstudy.\nMost likely answer (other appropriate responses to be credited): (from the\nstudy)\ngifts can be presented two ways;\n• progressively increasing attention focused on the central option (1 mark)\nfrom the 33 matrix of vitamins or cereal bars looking at the central item\n(2 marks) or looking at the middle item of the three energy drinks (2\nmarks)\n• central fixation bias is a tendency to look first at the central option / more\nlikely to choose products in the centre (1 mark) example from study such\nas use of planogram (2 marks)\nMarks: 1 mark for explanation; +1 mark for ‘in this study’.\n\n2(b) Suggest two strengths of using eye tracking to gather data in this study. 4\nMost likely answer (other appropriate responses to be credited):\n• the data recorded are objective: where the person looks is clear and\nunambiguous (1 mark) the product a person looks at, such as one of the\nenergy drinks, is fact (2 marks)\n• scientific equipment (eye-tracking) is reliable (1 mark) any example from\nthe study (2 marks)\n• scientific equipment (eye-tracking) is valid (1 mark) any example from the\nstudy (2 marks)\nMarks: 1 mark for reason, +1 mark for related to this study 2.\n© UCLES 2023 Page 10 of 25\n\n2(c)(i) Explain how Study 2 was conducted in an ‘offline’/real-life context. 2\nMost likely answer\n• tangible products were used and positioned as they might in a retail\ncontext (1 mark) filler products from other categories were included on the\nsame shelf (2 marks) OR identifying the three brands of drink (2 marks).\n• items were presented in a horizontal shelf layout in an array of three\nalternatives (1 mark) The three brands of energy drinks (Cebion, Niran,\nand Viba) were fictitious (2 marks)\n• participants were positioned in the middle of the display then to the left\nand right (1 mark) They were asked to carefully review and choose one of\nthe three energy drinks (2 marks)\n• participants look at items on a shelf (1 mark) rather than items in a visual\ndisplay (2 marks)\nMarks: 1 mark partial answer, 2 marks detailed answer/elaboration or use of\nexample 2.\nMarks: 0 marks for ‘conducted in a supermarket’; it was not.\n\n2(c)(ii) Explain one finding from study 2. 2\nMost likely answer\n• the centrally located item within a product category is chosen more often\n(1 mark) irrespective of what energy drink it is (2 marks) OR\neven when it is not placed in the centre of the shelf or the visual field (2\nmarks)\n• replicating the findings with tangible products using a different product\ncategory in an offline experiment speaks to the robustness of the\nhorizontal centrality effect and suggests that the preference for the\ncentrally located option in an array is not an artifact of screen-based\npresentation.\nMarks: 1 mark partial answer, 2 marks detailed answer/elaboration.\n© UCLES 2023 Page 11 of 25\n\n2(d) Discuss the strengths and weaknesses of using laboratory experiments 5\nto gather data on consumer product choice. You should include a\nconclusion in your answer.\nMost likely answer (other appropriate responses to be credited, such as eye\nmovement patterns):\nStrengths:\n• a laboratory experiment has an IV, DV and controls; cause and effect\n• IV can be studied precisely using scientific equipment so accurate\ninformation is gathered\n• the DV can be operationalised to give precise data\n• extraneous situational variables can be controlled\nWeaknesses:\n• participants may respond to demand characteristics\n• a participant might feel uncomfortable with the equipment\n• most consumer behaviour takes place in the real world and so studies\nshould be conducted in the real world (rather than in a laboratory)\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however detailed) and related to the\nquestion up to 4 max. 2 marks max for two strengths/weaknesses unrelated to\nthe question. 1 mark for conclusion.\n© UCLES 2023 Page 12 of 25", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_42-p10.png", "../answer-assets/9990_w23_ms_42-p11.png", "../answer-assets/9990_w23_ms_42-p12.png" ] }, { "id": "9990-2023-on-42-q05", "question_id": "9990-2023-on-42-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5(a) Design a study using a questionnaire to investigate the frequency of 10\ncharacteristics of addiction in a group of individuals diagnosed with a\ngambling disorder.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is:\nquestionnaire.\nSpecific features: Questionnaires/Interviews: type, setting, example\nquestions. Scoring/rating scale, analysis of responses.\nGeneral features of research methodology: sampling technique and sample,\ntype of data, ethics, reliability, validity, data analysis.\n© UCLES 2023 Page 17 of 25\n\n5(b) Explain the psychological and methodological evidence on which your 8\nstudy is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: characteristics of ICDs and non-substance addictive disorder:\ndefinitions (Griffiths, 2005)\nPsychological:\nGriffiths outlines six characteristics of addiction.\n• salience when the particular activity becomes the most important activity\nin the person’s life and dominates their thinking (preoccupations and\ncognitive distortions), feelings (cravings) and behaviour (deterioration of\nsocialised behaviour)\n• mood modification/euphoria the subjective experience that people report\nas a consequence of engaging in the particular activity (i.e. an arousing\n‘buzz’ or a ‘high’)\n• tolerance the process whereby increasing amounts of the particular\nactivity are required to achieve the former effects\n• withdrawal symptoms the unpleasant feeling states and/or physical\neffects which occur when the particular activity is discontinued or\nsuddenly reduced\n• conflict conflicts between the addict and those around them (interpersonal\nconflict) or from within the individual themselves (intrapsychic conflict)\n• relapse the tendency for repeated reversions to earlier patterns of the\nparticular activity to recur\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 18 of 25", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_42-p17.png", "../answer-assets/9990_w23_ms_42-p18.png" ] }, { "id": "9990-2023-on-42-q06", "question_id": "9990-2023-on-42-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6(a) Menu ‘eye magnets’ include the font size and font colour of the menu 10\nitems.\nDesign an experiment to investigate which eye magnet leads to the most\nincreased orders.\nMarks: use generic levels of response Design a study question part (a).\nAdditional: Candidates should design the study showing evidence of design\nfeatures appropriate to the named method. The named method is:\nexperiment.\nSpecific features: Experiments: type, IV, DV, controls, experimental design.\nGeneral features of research methodology: sampling technique & sample,\ntype of data, ethics, reliability, validity, data analysis.\n\n6(b) Explain the psychological and methodological evidence on which your 8\nexperiment is based.\nMarks: use generic levels of response ‘Design a study’ question part (b).\nNote If only methodological or psychological explanation is provided max 5\nmarks\nCandidates are expected to explain the reasons for the suggested design in\npart (a). Explanation should be both psychological and methodological.\nPsychological to include appropriate theory or research.\nAdditional: candidates are expected to justify their decisions or evidence\npresented regarding the design made in answer to question part (a).\nSyllabus: eye movement patterns, framing and common menu mistakes\n(Pavesic, 2005)\nPsychological:\nPavesic (2005) outlines a number of common menu mistakes which make a\nmenu hard to read such as poor font size, paper colour and font style;\ncrowded pages with too many items; printing on dark paper with dark ink.\nHowever, these factors can also be turned around and used as ‘eye magnets’\nto attract attention. Which magnets (such as colour and size of font) are best?\nAny other magnet is also creditworthy. A magnet is anything on a menu that\nattracts attention.\nMethodological: explanation of method using general and specific features\nas above.\n© UCLES 2023 Page 19 of 25", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_42-p19.png" ] }, { "id": "9990-2023-on-42-q09", "question_id": "9990-2023-on-42-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘A case study of a person with an impulse control disorder, such as 12\nkleptomania, will reveal more about the characteristics of the disorder\nthan any other method.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C\nSyllabus: characteristics of ICDs and non-substance addictive disorder\nMost likely (any other appropriate responses should be credited):\nAgree (support):\n• a case study gives in-depth detail showing the specifics of the ICDs\nallowing more about the disorder to be learned\n• there is no reason why the details of one person should not apply to\nothers\n• the general principles of any ICD therapy can be applied to other people\nDisagree:\n• the K-SAS is a psychometric measure so the extent of kleptomania can\nbe compared in different people. Can be other points about K-SAS\n• there are always individual differences and what may be true for one\nperson may not be true for another\n• a nomothetic approach is more useful than an idiographic; every person is\na unique individual.\n• treatments cannot be tailored to each individual. The use of drugs as a\ntreatment is applied to everyone.\n• a case study may not generalise to other people with gambling problems\nor other types of impulse-control problems\n© UCLES 2023 Page 22 of 25", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_42-p22.png" ] }, { "id": "9990-2023-on-42-q10", "question_id": "9990-2023-on-42-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘If space between restaurant tables is too small it will always cause 12\noverload, arousal and behaviour constraint in customers.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: space at restaurant tables (Robson et al., 2011); theories of\npersonal space: overload, arousal and behaviour constraint\nMost likely (any other appropriate responses should be credited):\nAgree\n• being too close can invade intimate personal space boundaries (Edward\nHall)\n• being too close could cause stimulus overload which could lead to\nescape behaviour such as leaving the restaurant or just feeling\nuncomfortable\n• being too close can cause behaviour constraint – changing behaviour to\nadapt – such as not staying to have a coffee after a meal.\nDisagree\n• some people prefer close tables to make the setting more intimate\n• some people are in close relationships and prefer closeness; some sit\nnext to each other to increase intimacy.\n• whilst close table space may cause overload and arousal, it can be\ntolerated; other factors (delicious food) outweigh potential discomfort\n© UCLES 2023 Page 23 of 25", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_42-p23.png" ] }, { "id": "9990-2023-on-43-q01", "question_id": "9990-2023-on-43-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 15, "status": "available", "reason": null, "text": "1 One explanation of bipolar disorder is that it is genetic. The study by\nOruc et al. (1997) selected 42 patients with bipolar disorder. Sixteen of\nthese patients had a first-degree relative with a history of bipolar\ndisorder. All patients had a clinical interview and their DNA was\nanalysed.\n\n1(a) Explain what is meant by the term 'bipolar disorder'. 2\nMost likely answer (other appropriate responses to be credited):\n• also known as manic depression (1 mark) characterised by extreme\nmood swings from one pole to the other (hence bipolar) (2 marks)\n• bipolar disorder (BP) is characterised by episodes of elevated mood\nalternating with periods of depression (Oruc et al.) (2 marks)\nMarks: 1 mark for basic explanation, 2 marks for elaboration/detail.\n\n1(b) Outline two findings from the study by Oruc et al. 4\nMost likely answer (other appropriate responses to be credited):\n• no significant associations were found (1 mark) in the total patient sample\n(2 marks) OR between bipolar patients and control group (2 marks)\n• polymorphisms in female patients were observed (1 mark) OR these\nresults suggest an increase in susceptibility for bipolar disorder in women\n(1 mark) i.e. serotonin receptor 5-HTR2c and serotonin transporter 5-HTT\ngenes (2 marks)\nMarks: 1 mark basic, 2 marks for detail  2.\n\n1(c) Outline one explanation for depression, other than a biological 4\nexplanation.\nMost likely answer:\n• Cognitive (Beck, 1979) proposes that people react differently to aversive\nstimuli because of negative automatic thoughts (NATs). Depression\nresults from the negative cognitive triad, comprising unrealistically\nnegative views about the self, the world and the future.\n• Learned helplessness/attributional style (Seligman, 1988) If a person\nmakes an internal attribution (they are the cause), and if they believe that\nthis is stable and global (the cause is consistent and this applies\neverywhere), then they may feel helpless and may experience\ndepression. However, if they make other attributions (e.g. that the cause\nis external or situational; or unstable and specific), then helplessness and\ndepression are unlikely.\nMarks: 1 mark basic answer, 2–4 marks outline of increasing detail and\nquality.\n© UCLES 2023 Page 8 of 24\n\n1(d) Discuss the strengths and weaknesses of using clinical interviews to 5\ngather data about the genetic explanation of depression. You should\ninclude a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• the participant knows their family relationships and health and illness\nhistory, the practitioner does not\n• the participant can explain and answer any question that may be asked\n• the practitioner can use verbal and non-verbal skills or other tests\n• Weaknesses:\n• the participant may not tell the truth, exaggerate or underemphasise\ndetails\n• a clinical interview is subjective and no objective information is available\n• a participant may not know sufficient terminology to answer what is being\nasked\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max. for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 9 of 24", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_43-p08.png", "../answer-assets/9990_w23_ms_43-p09.png" ] }, { "id": "9990-2023-on-43-q02", "question_id": "9990-2023-on-43-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 15, "status": "available", "reason": null, "text": "2 To investigate the topic of retail store architecture, Turley and Milliman\n(2000) reviewed sixty studies of atmospheric effects on shoppers. They\nreferred to five ‘atmospheric variables’, including layout and design\nvariables, and point-of-purchase and decoration variables.\n\n2(a) Explain what is meant by a 'review of studies' as conducted by Turley 2\nand Milliman.\nMost likely answer (other appropriate responses to be credited)\n(from the study):\nNOTE: A systematic review attempts to gather all available empirical research\nby using clearly defined, systematic methods to obtain answers to a specific\nquestion. A meta-analysis is the statistical process of analyzing and\ncombining results from several similar studies.\n• a review collects and analyses multiple research studies or papers (1\nmark) related to atmospheric effects on shopping behaviour (2 marks)\n• Turley and Milliman (2000): We review the pertinent literature by\nconstructing a comprehensive table of the empirical studies in this area\nthat focuses on the various findings associated with these investigations\n(2 marks)\nMarks: 1 mark for partial explanation; 2 marks for elaboration/explanation\nNOTE: including 60 studies and 5 categories receives no credit as it is\nrepeating the stem.\nNOTE: explaining a meta-analysis can be awarded 1 mark max.\n\n2(b)(i) Suggest one ‘point-of-purchase’ variable. 2\nMost likely answers (Turley and Milliman):\na Point-of-purchase displays\nb Signs and cards (1 mark) signs combined with sale price information\ndisplayed at the point of purchase are effective (2 marks)\nc Wall decorations\nd Degrees and certificates (1 mark) shows the quality of the\nestablishment/service and so give people/shoppers confidence (2 marks)\ne Pictures\nf Artwork\ng Product displays\nh Usage instructions\ni Price displays\nj Teletext\nMarks: 1 mark identification of any one of the above, 2 marks for explanation\nof the identified variable.\nNOTE: question does not state ‘Turley and Milliman’ so any appropriate\nvariable receives credit.\n© UCLES 2023 Page 10 of 24\n\n2(b)(ii) Explain how the variable you suggested in (b)(i) relates to one model of 2\nthe effects of ambience.\nThe two main models are as follows:\n• The Mehrabian and Russell (1974) pleasure/arousal/dominance\n(PAD) model: pleasure (the degree to which a person felt happy or\nsatisfied in a place), arousal (the degree of stimulation caused by an\natmosphere), and dominance (the degree to which a person feels in\ncontrol in a situation) (1 mark for brief explanation) how the variable in (i)\nrelates to this (2 marks)\n• The cognition-emotion model Lazarus (1991). Our appraisal of a\nsituation (any aspect of the display) causes an emotional response. A\nstimulus in the environment/situation can be consciously or unconsciously\nprocessed and this leads us to be aroused and experience emotion\n(which both happen at the same time). (1 mark for brief explanation) how\nthe variable in (i) relates to this (2 marks)\nMarks: 1 mark brief explanation of model, 2 marks for explanation of how\nmodel and point-of-purchase variable relate.\n\n2(c) Suggest two ways in which the effect of atmospheric variables on 4\nshoppers could be measured.\nMost likely answer:\n• Observation e.g. covert (1 mark) of the increase or decrease in number of\nshoppers entering the store or remaining in the store (2 marks)\n• Field experiment conducted in a store (1 mark) with IV of variable v\ncontrol of no variable, DV of time in store, number of purchases, etc. (2\nmarks)\n• Questionnaire e.g. with closed questions (1 mark) asking about variables\nand how they affect responses such as pleasure, arousal, dominance\n(PAD) (2 marks)\n• Interview e.g. semi-structured (1 mark) asking about variables and how\nthey affect responses such as pleasure, arousal, dominance (PAD) (2\nmarks)\n• Also credit ‘sales/purchase behaviour’ (1 mark) in 25/28 studies\natmospheric variables affected consumer sales (2 marks)\nMarks: 1 mark outline of method, 2 marks detailed answer/elaboration/use of\nexample  2.\nNOTE: variable does not need to be identified, emphasis is ‘way’/method.\nNOTE: identification of method is insufficient for 1 mark (needs to be\ntechnique or format)\n© UCLES 2023 Page 11 of 24\n\n2(d) Discuss the strengths and weaknesses of using field experiments to 5\ninvestigate the effect of atmospheric variables on shoppers. You should\ninclude a conclusion in your answer.\nMost likely answer (other appropriate responses to be credited):\nStrengths:\n• a field experiment has an IV, DV and controls = cause and effect\n• often participants do not know they are taking part in a study and so\nbehave more naturally\n• most consumer behaviour (e.g. shopping) takes place in the real world\nand so studies should be conducted in the real world (rather than in a\nlaboratory)\nWeaknesses:\n• a field experiment may have variables that are more difficult to control\nthan a laboratory experiment\n• field experiments may gather quantitative data but other methods used in\nconjunction may give reason for decision to purchase or not\n• It may be reductionist to isolate variables to study (i.e. the IV) when many\nother variables that are controlled may contribute to consumer behaviour\nas a whole\nConclusion: any appropriate conclusion drawn from the discussion that has\nbeen presented. 1 mark if appropriate. A conclusion is a ‘decision reached by\nreasoning’ and so a summary of points already made scores 0 marks.\nMarks: Question requires discussion; always plural of each argument, and\nalways requires conclusion.\n1 mark for each advantage/disadvantage (however detailed) and related to\nthe question up to 4 max. 2 marks max. for two strengths/weaknesses\nunrelated to the question. 1 mark for conclusion.\n© UCLES 2023 Page 12 of 24", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_43-p10.png", "../answer-assets/9990_w23_ms_43-p11.png", "../answer-assets/9990_w23_ms_43-p12.png" ] }, { "id": "9990-2023-on-43-q05", "question_id": "9990-2023-on-43-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 18, "status": "available", "reason": null, "text": "5 Pressure (to conform) pressure placed on dissenters", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_43-p15.png" ] }, { "id": "9990-2023-on-43-q06", "question_id": "9990-2023-on-43-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 18, "status": "available", "reason": null, "text": "6 Self-censorship: less likely to listen to our doubt if all others are in\nagreement", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_43-p15.png" ] }, { "id": "9990-2023-on-43-q09", "question_id": "9990-2023-on-43-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 12, "status": "available", "reason": null, "text": "9 ‘Psychometric measures used to assess anxiety disorders, such as the 12\nGeneralised Anxiety Disorder assessment (GAD-7), provide therapists\nwith no useful information.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: characteristics of anxiety disorders: measures: the blood injection\nphobia inventory (BIPI); Generalised Anxiety Disorder assessment (GAD-7)\nMost likely (any other appropriate responses should be credited):\nUseful:\n• measures such as BIPI and GAD-7 indicate the severity of a disorder.\n• these measures can highlight specific features of the disorder.\n• these measures can be used as comparisons with others with the same\ndisorder.\n• these measures provide quantitative data.\nNot useful:\n• talking to a therapist in a clinical interview can reveal perhaps more than\nany test.\n• the measure can use scales (5 or 7 point) which may not represent what\nthe person thinks: they could take a neutral option.\n• people answering the questionnaires may not be honest about\neverything.\n• measures assume people have similarities; they are less individualistic.\n© UCLES 2023 Page 21 of 24", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_43-p21.png" ] }, { "id": "9990-2023-on-43-q10", "question_id": "9990-2023-on-43-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 12, "status": "available", "reason": null, "text": "10 ‘If playing one type of music at one open air market stall increases the 12\namount of money spent, this finding can be generalised to all open air\nmarket stalls.’\nTo what extent do you agree with this statement? Use examples of\nresearch you have studied to support your answer.\nMarks: use generic levels of response in table C.\nSyllabus: sound and consumer behaviour: music in open air markets\n(Guéguen et al., 2007)\nMost likely (any other appropriate responses should be credited):\nCan generalise:\n• large numbers of people shop at a large number of open-air markets\nwhere music is played.\n• playing music is a common way to relax people, to entertain them and to\nadvertise – all over the world.\n• the findings of field experiments, being experiments have manipulated\nand controlled variables; such studies can be replicated anywhere.\n• other evidence shows playing music increases sales: North et al. found\nthat classical music increased spending.\nCannot generalise:\n• the location of the study (e.g. a town in France) might not generalise to all\nother locations.\n• the type of music (joyful, samba) played might also be specific to that\nlocation and not liked in other places/countries.\n• the type of music was ‘used for its appropriateness for sale of toys and\ntrinkets’ and so would not generalise to sales of other items.\n© UCLES 2023 Page 22 of 24", "source_pages": [ 22 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_43-p22.png" ] }, { "id": "9990-2024-m-32-q01", "question_id": "9990-2024-m-32-q01", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Prisha is hearing voices that seem real to her but no one else in her 4 % not required for full marks.\nfamily can hear them.\nIf no % then need to mention that\nShe tells her doctor about the voices and that her identical twin sister concordance is higher between identical\nwas diagnosed with schizophrenia three years ago. Prisha’s doctor compared to non-identical.\ndiagnoses her with schizophrenia.\nCan allow biochemical linked to hearing\nOutline two explanations for Prisha’s diagnosis, based on what she told voices.\nher doctor.\nFor each characteristic:\nAward 2 marks for a detailed explanation of schizophrenia linked to Prisha.\nAward 1 mark for a basic explanation of schizophrenia linked to Prisha.\nLikely explanations\nGenetic (Gottesman and Shields)\nCognitive (Firth)\nExample:\nPrisha may have been diagnosed with schizophrenia because it is genetic and\nPrisha’s twin sister was diagnosed three years ago. (1) Gottesman and Shields\nfound that there was a concordance rate of approximately 50% between\nidentical twins. (1) OR Research has found there was a higher concordance\nrate for identical twins compared to non-identical twins. (1)\nPrisha may have schizophrenia due to an inability to recognise her own internal\nvoice and instead interprets this as an external voice. (1) Frith describes this as\nan inability to self-monitor internal thoughts. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 7 of 44", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p07.png" ] }, { "id": "9990-2024-m-32-q02", "question_id": "9990-2024-m-32-q02", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline what is meant by a situational explanation of obsessive- 2 Context = explanation of obsessive-\ncompulsive disorder (OCD), including an example from the behavioural compulsive disorder\nexplanation of OCD.\nAllow 1 mark for behavioural explanation of\nAward 1 mark for an outline of the term/concept. OCD if doesn’t mention environment.\nAward 1 mark for an example.\nExample:\nSituational explanation is the view that behaviour is caused by the environment\nthe person is in.(1)\nAND\nFor example, the person with OCD learns that by washing their hands this\nprovides temporary relief (negative reinforcement) from anxiety and so repeats\nthis behaviour. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 8 of 44\n\n2(b) Explain one weakness of the situational explanation of OCD, including an 2 Context = behavioural explanation of\nexample from the behavioural explanation of OCD. obsessive-compulsive disorder\nAward 2 marks for a detailed explanation of the weakness in context. Award 1\nmark for a basic outline/identification of weakness.\nProblems might include:\n• Deterministic explanation – suggests that there is no free-will in the\ndevelopment of the obsessive-compulsive disorder as it has developed\nfrom situational factors outside of the control of the individual.\n• Reductionist explanation – suggests obsessive-compulsive disorder is\ncaused by psychological factors (e.g. negative reinforcement) and ignores\nother possible causes such as biochemical, genetic or individual causes.\n• Difficult to determine if it is the situational factor that is the only cause of\nobsessive-compulsive disorder.\n• Poor practical applications – as the explanation is based on situational\nfactors and it is not possible for the patient with obsessive-compulsive\ndisorder or a therapist to prevent the situational factor from occurring.\n• Individual differences – not everyone who has a negative thought/anxiety\nabout their environment (e.g. dirty surfaces) and then engages in cleaning\nwill develop OCD even though they have experienced negative\nreinforcement.\nExample:\nOne weakness of the situational explanation is that it is difficult to determine if\nthe situational factor is the only cause of OCD.(1) For example, some people\ndevelop OCD due to genetic and/or biochemical causes rather than just the\nexperience of doing the compulsion (interacting with their environment/\nsituation) and then experiencing negative reinforcement.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 9 of 44", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p08.png", "../answer-assets/9990_m24_ms_32-p09.png" ] }, { "id": "9990-2024-m-32-q03", "question_id": "9990-2024-m-32-q03", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Mary has obsessive-compulsive disorder (OCD). She worries that 4 Can do more on obsession or compulsion\nsomething bad will happen if she does not check her front door is locked e.g. 3 + 1 or 2 + 2\n20 times every night. Mary needs help with her symptoms.\nFor information – not creditworthy on it’s\nSuggest how exposure and response prevention (ERP) can reduce: own.\n• Mary’s obsession\n• Mary’s compulsion. Exposure and response prevention involves\n–\nAward 3–4 marks for a detailed answer with clear understanding of ERP linked Introductory session(s) where\nto helping Mary with both her obsession and her compulsion. obsessions/compulsions are identified.\nAward 1–2 marks for a basic answer with some understanding of ERP with an Treatment sessions where clients are given\nattempt to link to helping Mary with her obsession/compulsion. task(s) to do each week where they\ngradually stop doing their compulsion so\nExample: that they will learn that the outcome that\nMary would begin ERP by explaining her obsession with something bad they fear will not happen. Overtime the\nhappening and her compulsion that she needs to lock her front door 20 times. exposure will be increased until eventually\n(1) During therapy, Mary would gradually lock her door fewer times each the client experiences little to no obsessions\nevening until eventually she would leave her door unlocked. (1) Mary would and anxiety over not completing their\nexperience anxiety and an increase in her obsession that something bad would compulsion.\nhappen. (1) But this would reduce as nothing bad would happen to her and\neventually Mary should no longer need to lock her front door 20 times and her Can allow reference to CBT as used in\nobsession would reduce as the thing she feared did not happen. (1) Lehmkuhl et al.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 10 of 44\n\n3(b) Explain one weakness of using ERP to help Mary. 2\nAward 2 marks for a detailed explanation of a weakness of ERP for Mary.\nAward 1 mark for a basic explanation of a weakness of ERP for Mary.\nOne weakness from:\n• The treatment will be very stressful for Mary.\n• The underlying cause of her OCD is not being treated.\n• Time (6–12 sessions)/cost\nExample:\nThe treatment will be very stressful for Mary. (1) It may be difficult for her to do\nthe therapy as her anxiety about something bad happen if she doesn’t lock her\nfront door 20 times will worsen to begin with. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 44", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p10.png", "../answer-assets/9990_m24_ms_32-p11.png" ] }, { "id": "9990-2024-m-32-q04", "question_id": "9990-2024-m-32-q04", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the study by Oruč et al. (1997) on association analysis of the 6 For full marks\ngenetics of depressive disorder.\nIndication of sample (number of\nUse Table A: AO1 Knowledge and understanding to mark candidate responses participants, different groups)\nto this question. Results\nNo significant association OR a specific\nThe response must describe the key study. result.\nDetails may include:\nAim – To research the theory that serotonin genes are linked to bipolar\ndisorder.\nSample – 42 patients with bipolar (type 1) from in and out patients of a clinic in\nCroatia (25 f and 17 m aged 31–70), 40 healthy controls (age and sex\nmatched).\nProcedure – Genetic analysis of DNA polymorphisms in the serotonin receptor\n2c (5-HTR2c) and serotonin transporter (5-HTT) genes.\nResults – No significant associations in polymorphism in the receptor gene (5-\nHTR2c) were found in the total patient sample. 16 BPI patients had a positive\nfamily history as defined by at least one first-degree relative suffering from\nmajor affective disorders. When the individuals were divided according to\ngender, trends for association with both polymorphisms in female patients were\nobserved. These results suggest that variations in these genes may be\nresponsible for a minor increase in susceptibility for bipolar disorder in women.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 44\n\n4(b) Evaluate the study by Oruč et al., including a discussion about reliability. 10\nEvaluation in your answer can include strengths, weaknesses and a\ndiscussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion. A range of issues could be used for evaluation here.\nThese include:\n• Named issue – Reliability – The study is very reliable as a standardised\nprocedure was followed with objective tests that can be repeated to check\nfor reliability. A matched pairs design can be used in the same way on a\nfuture sample. DNA testing is objective and reliable. Family members'\nmental health status were checked using similar methods (asking the\npatient and checking medical records). However, it is possible the\nreliability of the family members diagnosis could be questioned as the\ndiagnostic criteria applied to each family member could be different, done\nat different times using different guidelines and possibly interpreted\ndifferently by the practitioner.\n• Nature versus nurture – Somewhat on nature side of debate as found a\ngenetic association for 16 of the participants as well as the female\nparticipants. Suggests nurture could be involved as a strong genetic link\nwas not found for all participants.\n• Reductionism versus holism – Reductionist as the focus is just on the\nDNA analysis and family background of each participant.\n• Determinism versus free will – For those participants with a genetic\nassociation this suggests the bipolar disorder has been caused by\ngenetics which is outside of the control of the patient. However, many of\nthe participants did not show a genetic association which suggests that\nthere could be other determining factors such as environment. Free will\ncan be involved as the patient may choose to engage with both the manic\nand the depressive episodes (both thoughts and behaviours)\n© Cambridge University Press & Assessment 2024 Page 13 of 44\n\n4(b) • Experiments – Highly controlled laboratory experiment with objective\ntesting.\nOther issues could include:\n• Generalisability of findings\n• quantitative data\n• objective data\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 44", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p12.png", "../answer-assets/9990_m24_ms_32-p13.png", "../answer-assets/9990_m24_ms_32-p14.png" ] }, { "id": "9990-2024-m-32-q05", "question_id": "9990-2024-m-32-q05", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 Kabir is setting up a store selling clothing in a shopping mall. He wants 4 Any demographic acceptable. Both\nto encourage people to enter his store and purchase clothing. suggestions can refer to one demographic\n(e.g. both suggestions to attract men to the\nSuggest two ways that Kabir can encourage people to enter his store, store).\nusing your knowledge of store choice, including demographics (e.g. age\nand gender). Do not credit features of the store that\nwould appeal to any age group or gender.\nFor each way:\nAward 2 marks for a detailed outline of the application linked to the context. Example reference for age and gender\nAward 1 mark for a basic outline of the application. Sinha et al. (2002)\nLikely suggestions Reference for social class –\nAge: Albert Loudon and David Della\n30–40 and 41–50 – convenience important (near mall entrance) Britta, Consumer Behavior : Concepts and\n25–40 – merchandising important (good variety, price and quality; high levels Applications\nof stock)\n25–40 – appealing (good lighting, attractive displays, comfortable)\n30–40 – good service (short queues, gives credit, home delivery, good\nmanners)\nMiddle age (not younger or 50+) preference for patronised stores (loyalty\nprogramme, mailing list to keep in contact with regular customers to send\nspecial offers, events, etc.)\nGender – Men prefer\nConvenience (close to entrance of shopping mall)\nLayout of store – Have similar items grouped together so that it easy for a male\ncustomer to quickly find the item they wish to purchase.\nPut popular items at front of store so that men can quickly find the item of\nclothing, pay and leave\nHave the area to pay clearly signposted.\n© Cambridge University Press & Assessment 2024 Page 15 of 44\n\n5 Women prefer\nMerchandise (good variety, price and quality; high levels of stock) – variety of\nproducts as women like to compare brands\nPatronised stores/stores they regularly shop in (loyalty programme, mailing list\nto keep in contact with regular customers to send special offers, events, etc.)\nCredit given to any demographic – Alternatives could include social class\nCustomers prefer to shop at stores that ‘fit’ their social class. Store should\nadvertise to indicate their social-class status of the store. A greater percentage\nof lower-class women favoured discount stores than did women in the middle\nor upper classes. The attraction to high-fashion stores was directly related to\nsocial class. Broad-appeal stores were more attractive to the middle class\nAge examples –\n30–40 year olds are attracted to stores that they patronise frequently. (1) Kabir\ncould have a loyalty programme that offers discounts to repeat customers or\nhave a mailing list where events such as a fashion show could be held at the\nstore to attract customers to return. (1)\nHaving a member of staff at the entrance to the store to greet customers and\nkeeping queues for changing rooms and payment short (1) will also help to\nattract 30–40 year olds who rate level of customer service highly when\nchoosing a store. (1)\nExamples for gender:\nTo attract men to the store, Kabir could design the layout of his store so that\nsimilar items are grouped together. (1) This will make it easier for men to\nquickly find what they are looking for as men want to ‘grab and go’ when\nshopping. (1)\n© Cambridge University Press & Assessment 2024 Page 16 of 44\n\n5 To attract women to the store, Kabir needs to offer a wide range of women’s\nclothing with a lot of stock of various sizes and styles. (1) This is because\nwomen will be attracted to a clothing store with a good selection of\nmerchandise. (1)\nExample for social class –\nIf Kabir wishes to attract working class women he should hire staff from the\nlocal area and train them to be friendly with the customers. (1) This is because\nworking class women value personal relationships and shop along known,\nfriendship lines. (1)\nOther appropriate responses should also be credited.", "source_pages": [ 15, 16, 17 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p15.png", "../answer-assets/9990_m24_ms_32-p16.png", "../answer-assets/9990_m24_ms_32-p17.png" ] }, { "id": "9990-2024-m-32-q06", "question_id": "9990-2024-m-32-q06", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline ‘convenience’ from Lauterborn’s 4 Cs marketing mix model. 2\nAward 2 marks for an outline of the term/concept\nAward 1 mark for a basic outline/identification of the term/concept.\nContent:\nConvenience (to buy) – ease of location of product, how easy it is to find\ninformation/buy and have product delivered.\nExample:\nExample on it’s own (e.g. the customer lives close to the shop, or is a frequent\nvisitor so store is familiar) (1)\nConvenience is how easy it is to purchase a product. (2)\nIt is how easy it is to find information about a product, purchase it and have it\ndelivered. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 17 of 44\n\n6(b) Lauterborn’s model can be applied to everyday life, such as for 2 Context = advertising product on the\nadvertising products. internet.\nExplain one strength of using ‘convenience’ for advertising a product on Focus on convenience and internet.\nthe internet.\nAward 2 marks for a detailed explanation of the strength in context. Award 1\nmark for a basic explanation of the strength.\nLikely strengths –\nCan advertise to a large audience anywhere in the world.\nCan target ads to demographic of customers/purchasing and/or browsing\nhistory of customer\nCan include link to online store within advertisement which is very easy and\nquick for customers to access online store.\nCan be inexpensive on some websites whereas traditional advertising on\ntelevision, billboards, etc. is expensive.\nAdvert can be displayed all day\nExample:\nOne strength is that customers will be able to instantly access the store’s\nwebsite as the advertisement can provide a web link. (1) Convenience of the\nproduct will be highlighted immediately to potential customers as they can\ninteract with internet advertising and access product information/make a\npurchase with a few clicks of a button. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 18 of 44", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p17.png", "../answer-assets/9990_m24_ms_32-p18.png" ] }, { "id": "9990-2024-m-32-q07", "question_id": "9990-2024-m-32-q07", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "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\nphone so are planning to change their slogan. Their current slogan is ‘B\nis brilliant’.\nExplain two reasons why ‘B is brilliant’ is not an effective slogan.\nFor each reason:\nAward 2 marks for a detailed reason why not an effective slogan.\nAward 1 mark for a basic outline why not an effective slogan.\nLikely reasons –\n• Not a jingle/catchy phrase.\n• Not memorable.\n• Does not highlight the award/what makes Company B unique – doesn’t\nlink ‘brilliant’ to either the award or the mobile phone.\n• Not creative\n• It can’t stand alone – doesn’t indicate Company B sells mobile phones\nFor example\nOne reason ‘B is brilliant’ is not an effective slogan is because it is not a jingle.\n(1) Catchy slogans/jingles help customers to remember the slogan (and\ntherefore the brand/product) which this slogan doesn’t do. (1)\nA second reason is that it doesn’t highlight what makes Company B unique,\nwhich is that their mobile phone is the easiest to use. (1) ‘B is brilliant’ could\nrefer to any product, not just mobile phones. It also doesn’t indicate anything\nabout the award which if it did, would attract customers to buy the phone. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 19 of 44\n\n7(b) Explain one problem psychologists have when they investigate slogans. 2 Context = investigating slogans\nAward 2 marks for a detailed explanation of the problem in context\nAward 1 mark for a basic explanation of the problem in context OR a detailed\nexplanation of the problem not in context.\nLikely problems –\n• Difficult to test long term effectiveness of slogans\n• Difficult to establish cause and effect – is it the slogan that increased/\ndecreased sales or something else? Was it the slogan that increased/\ndecreased brand awareness.\n• Hard to determine if participants in a study or customers like a slogan. Can\nget socially desirable responses in a study or how would a company know\nif the customer likes the slogan. If they interview their customers, they may\nnot get an honest answer, or the customer may not know.\n• Some of the evidence is anecdotal (not scientific research) – companies\nmay boast in their end of year report that it was the slogan they created\nthat led to expanding market/increase sales.\n• If the psychologist investigates slogans as a laboratory experiment (in\norder to establish cause and effect) the study will lack ecological validity as\nwe are exposed to slogans in our everyday life through advertising.\nExample:\nOne problem when psychologists investigate slogans is that it is difficult to\nestablish cause and effect between the slogan and sales. (1) Lots of factors\naffect sales such as the quality of the product, effective advertising, placement\nof the product in a store, etc. so the psychologist cannot isolate the slogan to\nmeasure its effectiveness. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 44", "source_pages": [ 19, 20 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p19.png", "../answer-assets/9990_m24_ms_32-p20.png" ] }, { "id": "9990-2024-m-32-q08", "question_id": "9990-2024-m-32-q08", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response\n• choice blindness, and has described only part of the question even\n• consumer memory for advertising including how retroactive and if the response otherwise meets the criteria\nproactive interference affect memory. for level 3.\nUse Table A: AO1 Knowledge and understanding to mark candidate responses Proactive – can’t recall the new, but can\nto this question. recall the old\nRetroactive – can’t recall the old, but can\nCandidates must discuss both choice blindness and consumer memory for recall the new\nadvertising including retroactive/proactive interference, but they do not need to\nuse the Burke and Srull example from the syllabus.\nAnswers may include:\nSyllabus content\n• choice blindness, preferences and defending a choice.\nKey study for choice blindness when tasting food items: Hall et al. (2010).\n• consumer memory for advertising including how retroactive and proactive\ninterference affect memory, including a study, e.g. Burke and Skrull (1988)\nChoice blindness\nUnconscious processes can influence consumer behaviour. Consumer\ndecisions are made based on situational influences as well as past memories.\nConsumers can experience choice blindness where the customer is unaware\nof their preferences and choices. When asked, the customer will be able to\ngive reasons for their choice.\nHall et al., 2010\nTook place in a supermarket in Sweden with 180 customers. Participants were\nasked to taste jam and tea to decide which they preferred out of a pair. Given\njam/tea to taste (jam) or smell (tea) and rated how much they liked it on a 1–10\nscale. Given second taste/smell and the jam/tea has been switched to a\ndifferent flavour/scent while the participant is distracted by one of the\nexperimenters. They then tasted/smelled the item and rated on 10 point scale.\nThen asked which alternative they preferred and asked to sample a second\ntime.\n© Cambridge University Press & Assessment 2024 Page 21 of 44\n\n8(a) Half of participants told they would receive tea/jam chosen as thank you gift.\nResults – 33% of manipulated jam trials were detected (32% of tea) Detected\nmore frequently in the least similar pairs for jam eg Cinnamon Apple vs\nGrapefruit- but not tea compared with the most similar pairs. Those offered jam\nas free gift less likely to detect manipulation. Those offered tea as free gift or\nnot – no difference in detection. Concluded there was considerable choice\nblindness.\nConsumer memory for advertising\nConsumers are presented with a huge volume of adverts, many of which are\nsimilar to each other leading to retroactive (new memories influence old) and\nproactive (old memories influence new) interference. Retroactive interference,\nfor example, where a consumer sees a new advertisement may change the\nmemory of an older one. They could remember the brand name for the old\nadvert incorrectly as the brand name of the newer one.\nBurke and Srull, 1988\nExperiment 1 – Participants exposed to 12 magazine adverts and asked how\nlikely it is that they would purchase the particular brand of product. The results\nof Experiment 1 demonstrate that brand information learned in the past tends\nto get forgotten or confused under newly learned facts. Consequently, the\nparticipants had difficulty remembering the original material.\nExperiment 2 – Similar to procedure to experiment 1 but investigated proactive\ninterference with adverts for similar products. The results of Experiment 2\ndemonstrate that advertising for competitive brands can have a detrimental\neffect, not just on consumer memory for a brand's past advertising, but also on\nthe consumer's ability to learn and remember distinctive brand information\npresented in future advertising. However, the results of this study did not show\nsuch an interaction, possibly because of the short time interval between ad\nexposure and testing.\n© Cambridge University Press & Assessment 2024 Page 22 of 44\n\n8(a) Experiment 3 – Participants exposed to 22 full-colour magazine adverts (rather\nthan just text) and asked to rate the inherent value of the adverts. Results\nshowed competitive advertising had a significant inhibitory effect on cued recall\nof brand information.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 23 of 44\n\n8(b) Evaluate what psychologists have discovered about: 10\n• choice blindness, and\n• consumer memory for advertising including how retroactive and\nproactive interference affect memory, including a discussion about\nexperiments.\nEvaluation in your answer can include strengths, weaknesses and a\ndiscussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\nA range of issues could be used for evaluation. These include:\nNamed issue – experiments\nHall et al. did a field experiment and Burke and Srull did lab experiments.\nStrengths of field experiments:\n• Good control of variables\n• Good ecological validity\n• Lack of demand characteristics\nWeaknesses of field experiments:\n• Lack of control over extraneous variables\n• Less reliable.\nStrengths of lab experiments:\n• Good control of variables\n• Control over extraneous variables\n• Reliable\n• More ethical as participants aware they are in a study\nWeaknesses of lab experiments:\n• Lack of ecological validity\n• Demand characteristics\n© Cambridge University Press & Assessment 2024 Page 24 of 44\n\n8(b) • individual versus situational – Both are situational as the choice blindness\nis due to the previous choice made by the participant and a lack of\nawareness of the change made in the situation. For interference, the\nvariables affecting the participant is the order the adverts are presented\nand the content of the adverts. Burke and Skrull did have an individual\nexplanation as motivation of the participant/customer at time of exposure\nto the advert affected memory. Motivation is individual to each customer\n(e.g. how much interest the customer has in the advert/product).\n• Determinism versus free-will – Choice blindness is deterministic as the\nblindness is out of the control of the participant/customer. Interference is\nsomewhat deterministic as the type and order of adverts can determine\nmemory but also personal choices/free-will can also determine memory\nwhich is due to the free-will of the participant/customer.\n• Interviews – Hall et al. conducted interviews which allows for participants\nto ask for further clarification and also the experimenter can ask follow up\nquestions.\n• Reliability – Both studies had a standardised procedure. Burke and Skrull\nis more reliable as these are laboratory studies.\nOther issues could include:\n• Generalisations from findings\n• validity (including ecological validity)\n• ethics\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 25 of 44", "source_pages": [ 21, 22, 23, 24, 25 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_32-p21.png", "../answer-assets/9990_m24_ms_32-p22.png", "../answer-assets/9990_m24_ms_32-p23.png", "../answer-assets/9990_m24_ms_32-p24.png", "../answer-assets/9990_m24_ms_32-p25.png" ] }, { "id": "9990-2024-m-42-q01", "question_id": "9990-2024-m-42-q01", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 From the key study by Grant et al. (2008) on treating gambling disorder\nwith drugs and placebo:\n\n1(a) Explain what is meant by a double-blind, placebo-controlled trial as 4\nused in this study.\nSyllabus: 1.3.3 Key study on treating gambling disorder with drugs and\nplacebo: Grant et al. (2008).\nMarks: Double-blind: Award 2 marks for a detailed explanation. Award 1 mark\nfor a partial explanation (definition).\nPlacebo controlled: Award 2 marks for a detailed explanation. Award 1 mark\nfor a partial explanation (definition).\nAnswers may include (other appropriate responses to be credited):\n• double-blind: an experimental procedure where neither the participant\nnor the researcher is aware of which condition the participant is in (1\nmark) so a participant could be in the nalmefene (or naltrexone) group or\nthe control (placebo) group and not know which group they are in (2\nmarks)\n• placebo-controlled: a control group where no test medication is received\nbut where the medication given has no actual effect, but the participant\nmay think they are receiving the test medication (1 mark) so a participant\ncould be in the nalmefene (or naltrexone) group or the control (placebo)\ngroup and not know which group they are in (2 marks).\n\n1(b) Suggest one effect if a double-blind trial had not been used in this 2\nstudy.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\nNote: ‘effect’ could be on anything, not just validity.\nNote: only one of the two possibilities below is required for 2 marks.\n• participant bias: if a participant knows which group they are in, nalmefene\n(or naltrexone) group or the control (placebo) group, they might change\ntheir behaviour to support the aims of the study (or go against it) (2\nmarks).\n• experimenter bias: if an experimenter knows which group a participant is\nin nalmefene (or naltrexone) group or the control (placebo) group, they\nmay bias their behaviour toward the participant to support the aims of the\nstudy (2 marks).\n© Cambridge University Press & Assessment 2024 Page 6 of 36\n\n1(c) Explain two strengths of conducting placebo-controlled trials in studies 4\nof gambling disorder.\nMarks: up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• it is a control with a control group so there is a baseline to which the\nresults of the experimental group can be compared (1 mark) and the\neffectiveness of the nalmefene (or naltrexone) on gambling disorder can\nbe revealed (2 marks).\n• it is a placebo and so the participant will behave as if they are in the\nexperimental group (1 mark) because they do not know whether they are\nin the nalmefene (or naltrexone) group or the control (placebo) group (2\nmarks)\n© Cambridge University Press & Assessment 2024 Page 7 of 36", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_42-p06.png", "../answer-assets/9990_m24_ms_42-p07.png" ] }, { "id": "9990-2024-m-42-q02", "question_id": "9990-2024-m-42-q02", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 Generalised anxiety disorder can be assessed using the GAD-7.\n\n2(a) Outline how answers are scored on the GAD-7 scale. 2\nSyllabus 1.4.1 Generalised Anxiety Disorder assessment (GAD-7).\nAward 2 marks for a detailed outline. Award 1 mark for a partial outline.\nDefinitive answer:\n• the ‘GAD score’ is calculated by assigning scores of 0 (not at all), 1\n(several days), 2 (more than half the days), and 3 nearly every day, to all\n7 questions (hence GAD-7).\n• a GAD-7 total score for the seven items ranges from 0 to 21. Scores\nrepresent: 0–5 mild anxiety, 6–10 moderate anxiety, 11–15 moderately\nsevere anxiety and 15–21 severe anxiety.\nExample: the GAD-7 has a four-point scale (1 mark) ranging from 0 not at all\nto 3 nearly every day (2 marks).\n\n2(b) Suggest how the validity of the GAD-7 could be tested. 2\nMarks: Award 2 marks for an appropriate suggestion and applied to study\nwith detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\nNote: the study itself states ‘it has good criterion, construct, factorial and\nprocedural validity’ and there are detailed paragraphs on each of these. This\ndetail is NOT expected in the answer; this is a ‘suggest’ question and the\nGAD-7 doesn’t have a study to be included.\nNote: does not need to use the terms criterion validity or construct validity.\n• criterion validity by comparing the GAD-7 to other measures of\ngeneralised anxiety (1 mark) and if the two scores have a strong\ncorrelation the GAD-7 could be said to be valid (2 marks)\n• construct validity by seeing if seeing if the GAD-7 matches up with\ntheoretical ideas about what it is supposed to be measuring (1 mark) and\nif it does the GAD-7 could be said to be valid (2 marks).\n• ecological validity: does the scale apply to real life (1 mark) do the\nquestions (on paper) reflect real life experiences of people (2 marks)\n• temporal validity: test the GAD-7 over time (1 mark) to see if the person\nshows any improvement (2 marks)\n© Cambridge University Press & Assessment 2024 Page 8 of 36\n\n2(c) Explain one strength and one weakness of the GAD-7 scale. 4\nMarks: Up to 2 marks for each strength and up to 2 marks for each\nweakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• the scale is easy to use / is not complex (1 mark) as there are only 7\nquestions and the same scoring is used for each item (2 marks)\n• the scale can apply to any form of disorder involving anxiety or anyone\nwith feelings of anxiety (1 mark) because of the nature of the questions\nsuch as ‘trouble relaxing’ are deliberately general (2 marks)\nWeaknesses:\n• the time frame is ambiguous (1 mark) the scale only applies to the last\ntwo weeks, when there might have been an improvement from previously\n(2 marks)\n• the wording of the scale is ambiguous (1 mark) use of the term ‘several\ndays’ for example (2 marks)\n© Cambridge University Press & Assessment 2024 Page 9 of 36", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_42-p08.png", "../answer-assets/9990_m24_ms_42-p09.png" ] }, { "id": "9990-2024-m-42-q05", "question_id": "9990-2024-m-42-q05", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study by Yokley and Glenwick (1984) on improving\nmedical adherence using community interventions:\n\n5(a)(i) Describe one cause of confounding identified by Yokley and Glenwick. 2\nSyllabus: 3.2.3: Key study on improving medical adherence using community\ninterventions: Yokley and Glenwick (1984).\nMarks: Award 2 marks for a detailed description. Award 1 mark for a partial\ndescription.\nDefinitive answer:\n• confounding may have resulted if individual children were targeted and\nchildren in the same family received different mail prompts emphasising\ndifferent things.\n\n5(a)(ii) Explain what was done in the study by Yokley and Glenwick to prevent 2\nconfounding.\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation.\nDefinitive answer:\n• rather than individual children, individual families were targeted (1 mark)\nwhich meant that only one prompt was sent to each family (2 marks)\n• randomly assigned to one of six conditions.\n\n5(b) Suggest one strategy for promoting health that could be used to 2\nimprove medical adherence, other than the strategy used by Yokley and\nGlenwick.\nMarks: Award 2 marks for an appropriate suggestion and applied to study\nwith detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• providing information on the benefits of medical adherence (1 mark) such\nas that used by Lewin (heart health manual) to tell people why they need\nto adhere (2 marks)\n• using fear arousal on the problems associated with medical non-\nadherence (1 mark) such as the strategy used by Janis and Feshback to\nscare people into adhering (2 marks)\n© Cambridge University Press & Assessment 2024 Page 14 of 36\n\n5(c) Explain two strengths of conducting field experiments to study 4\nparticipation in immunisation interventions in communities.\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• the setting is natural/high ecological validity (1 mark) the participants\nreceive the mailing about participation in immunisation in their own home\n– just like any other mail (2 marks)\n• the participant behaves naturally because they do not know they are\nparticipating in a study (1 mark) the participants decide what to do about\nimmunisation reflecting their beliefs about immunisation (2 marks)\n© Cambridge University Press & Assessment 2024 Page 15 of 36", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_42-p14.png", "../answer-assets/9990_m24_ms_42-p15.png" ] }, { "id": "9990-2024-m-42-q06", "question_id": "9990-2024-m-42-q06", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Explain what is meant by 'mirror treatment' for phantom limb pain. 2\nSyllabus: 3.3.1 functions of pain; types of pain: acute and chronic pain. Focus\non phantom limb pain and mirror treatment to include a case study, e.g.\nMacLachlan et al. (2004).\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation.\nAnswers may include (other appropriate responses to be credited):\nNote: answers may be general, or they may involve a description of the case\nof Alan (MacLachlan et al.)\n• it involves the use of a mirror (mirror box). The patient moves the good\nlimb and observes the reflection. As the patient sees the good hand/leg\nmoving it appears as if the phantom limb is also moving. If there is no\npain in the good limb, there is no pain in the phantom limb.\n• Alan sits in front of a mirror and performs various exercises, such as\nbending his legs. The exercises are repeated. Over time the process is\nrepeated without a mirror.\n\n6(b) Suggest one biological/biochemical way in which phantom limb pain 2\ncan be treated.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• biochemical: the use of biochemical treatments (drugs) to relieve pain (1\nmark). Neurontin is a medication used where there is nerve damage (can\nhelp manage certain epileptic seizures and relieve pain for some\nconditions) (2 marks).\n• alternative: TENS (transcutaneous electrical nerve stimulation) (1 mark).\nTENS therapy involves the use of low-voltage electric currents to the skin\nwhich release endorphins (‘biological’) which help to manage pain (2\nmarks).\nNote: 0 marks psychological: attention diversion, non-pain imagery or\ncognitive redefinition.\n© Cambridge University Press & Assessment 2024 Page 16 of 36\n\n6(c) Explain two strengths of mirror treatment for phantom limb pain. 4\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• the treatment does not have side effects / addiction (1 mark) as might\noccur with biochemical treatments (2 mark)\n• the treatment does not involve creating pain (1 mark) as might occur with\nstimulation therapies such as TENS (2 marks)\n• mirror treatment has been shown to be effective (1 mark) e.g. in the study\nby MacLachlan et al (2004) on Alan; also in the study by Ramachandran\n(1998) (2 marks)\n• the treatment can be applied by the person with phantom limb pain at\nhome (1 mark) and so can be applied actively by the person whenever\nthey with relief from their phantom limb pain (2 marks).\n© Cambridge University Press & Assessment 2024 Page 17 of 36", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_42-p16.png", "../answer-assets/9990_m24_ms_42-p17.png" ] }, { "id": "9990-2024-m-42-q09", "question_id": "9990-2024-m-42-q09", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a covert observation to investigate the effectiveness of covert 10\nsensitisation for treating kleptomania.\nYour plan must include details about:\n• structured or unstructured observation\n• steps for making the study reliable.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• structured or unstructured • sample and sampling technique\n• covert or overt • ethical guidelines\n• controlled or naturalistic • a procedure\n• participant or non-participant • type of data, analysis of data*,\n• number of observers (inter-rater use of descriptive statistics\nreliability) • an aim or hypothesis\n• behavioural categories (directional or non-\n• could include: event or time directional)/null hypothesis\nsampling • steps for making the study\nvalid and reliable\n© Cambridge University Press & Assessment 2024 Page 22 of 36\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.3.3 Treatment and management of impulse control disorders.\ncovert sensitisation, including a study, e.g. Glover (1985)\nAnswers are likely to include (other appropriate responses to be credited):\n(1) covert sensitisation is a form of behaviour therapy in which an undesirable\nbehaviour is paired with an unpleasant image in order to eliminate that\nbehaviour.\n(2) details from the Glover study can be used, or any other appropriate study.\n(3) kleptomania: this is the repetitive, uncontrollable stealing of items not\nneeded for personal use. diagnostic criteria could also be included.\nNote: credit ‘muscle relaxation’ for covert sensitisation because it was used by\nGlover.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the\nplan.\n1 Basic answer that identifies a feature\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 23 of 36\n\n9(c)(i) Explain one reason for your choice of a structured or unstructured 2\nobservation.\nCandidates must use the choice of structured or unstructured observation\nstated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample: a structured observation uses behaviour checklists so it might be\nmore reliable than unstructured observation (1 mark) related to plan (2\nmarks).\n\n9(c)(ii) Explain one strength of using covert observation in your study. 2\nCandidates must use the choice of covert observation stated in (a).\nMarks Description\n2 Strength is given and applied to the plan\n1 Strength is given without being applied to the plan\n0 No creditable response\nExample • the role of observer would not be apparent / would be\nhidden/disguised from the participant (1 mark) related to\nplan (2 marks)\n• participants won’t change behaviour / respond to demand\ncharacteristics / show social desirability (1 mark) related to\nplan (2 marks)\n\n9(c)(iii) Explain one reason for your choice of steps for making the study 2\nreliable.\nCandidates must use the steps for making the study reliable stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• use of behavioural categories and two observers (1 mark) related to plan\n(2 marks)\n• use of two observers so inter-rater agreement can be assessed (1 mark)\nrelated to plan (2 marks)\n© Cambridge University Press & Assessment 2024 Page 24 of 36", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_42-p22.png", "../answer-assets/9990_m24_ms_42-p23.png", "../answer-assets/9990_m24_ms_42-p24.png" ] }, { "id": "9990-2024-m-42-q10", "question_id": "9990-2024-m-42-q10", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10 Wayfinding is affected by factors such as signs and ‘you are here’ maps.\n\n10(a) Plan a study using a questionnaire to investigate whether the use signs 10\nis more effective than 'you are here' maps when wayfinding in a\nshopping mall.\nYour plan must include details about:\n• sampling technique\n• question format.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, online, • sample and sampling\npostal) technique\n• format (open and/or closed) • ethical guidelines\n• examples of questions • a procedure\n• question scoring/interpretation • type of data, analysis of data,\n• number of questions use of descriptive statistics\n• an aim or hypothesis\n(directional or non-\ndirectional)/null hypothesis\n• steps for making the study valid\nand reliable\n© Cambridge University Press & Assessment 2024 Page 25 of 36\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.2.1 wayfinding in shopping malls; factors affecting wayfinding such\nas signs and you are here maps, including a study, e.g. Dogu and Erkip\n(2000).\nAnswers are likely to include (other appropriate responses to be credited):\nNote: The study by Dogu and Erkip (2000) was a case study conducted in\nTurkey.\nThis article examines the factors that affect wayfinding behaviour of\nindividuals in a shopping mall and explains how their behaviours are\ninfluenced by factors such as building configuration, visual accessibility,\ncirculation systems, and signage. ‘You are here’ maps are said to affect\nwayfinding. Participants in the mall completed questionnaires with closed\nquestions such as ‘Every time I turn a corner, I know which direction I am\nfacing. Answer choices included: always/sometimes/never. The results show\nthat people did not find the signage system sufficient. Although they found the\nmall an easy setting from a wayfinding point of view, they still required better\nsolutions to find specific destinations such as telephone booths, restrooms, or\nstores located in parts of the building that were not visually accessible.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the\nplan.\n1 Basic answer that identifies a feature\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 26 of 36\n\n10(c)(i) Explain one reason for your choice of sampling technique. 2\nCandidates must use the sampling technique stated in (a)\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• a random sample was chosen so everyone in the target population has\nan equal chance of participating (1 mark) related to plan (2 marks)\n• an opportunity sample was chosen because large numbers can be\nobtained relatively more easily than other methods (1 mark) related to\nplan (2 marks)\n• a volunteer sample was chosen because people are willing and more\nlikely to participate; (1 mark) related to plan (2 marks).\n\n10(c)(ii) Explain one weakness of your choice of sampling technique. 2\nCandidates must use the sampling technique stated in (c)(i).\nMarks Description\n2 Weakness is given and applied to the plan\n1 Weakness is given without being applied to the plan\n0 No creditable response\nExample • a random sample means that people have to be known to\n‘choose them from a hat’ and then they may not agree to\nparticipate (1 mark) related to plan (2 marks)\n• an opportunity sample might result in researcher bias,\nwhere participants who ‘look appropriate’ are selected (1\nmark) related to plan (2 marks)\n• a volunteer sample might be biased because they\nvolunteered; perhaps more likely to respond to demand\ncharacteristics (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2024 Page 27 of 36\n\n10(c)(iii) Explain one reason for your choice of question format. 2\nCandidates must use the choice of question format stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\nopen questions:\n• the data gathered may be ‘rich’ and detailed (1 mark) related to plan (2\nmarks)\n• it allows participants the opportunity to express a range of feelings and\nexplain their behaviour (1 mark) related to plan (2 marks)\n• closed questions:\n• answers are in the same format for all participants (1 mark) related to\nplan (2 marks)\n• answers may be easy to score/analyse (1 mark) related to plan (2 marks)\n• relatively large numbers of participants can be questioned relatively\nquickly (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2024 Page 28 of 36", "source_pages": [ 25, 26, 27, 28 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_42-p25.png", "../answer-assets/9990_m24_ms_42-p26.png", "../answer-assets/9990_m24_ms_42-p27.png", "../answer-assets/9990_m24_ms_42-p28.png" ] }, { "id": "9990-2024-mj-31-q01", "question_id": "9990-2024-mj-31-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Sarah is always thinking about germs. At work she eats 4 1 max for reference to Sarah’s obsession/belief =\nlunch alone as she believes this will protect her colleagues. germs, protect colleagues, colleague gets ill.\nShe always washes her hands for 15 minutes in very hot\nwater. She feels better after this, but after 45 minutes she 1 max for reference to Sarah compulsion – washing\nwants to wash again. When Sarah gets home, she washes hands for 15 mins/very hot water, washing clothing,\nher clothing, shoes and coat. One day, when Sarah had sat shoes, coat.\nnext to a colleague, she could not sleep that night as she\nwas convinced that he would get ill. 1 max for reference to persistence/time-consuming =\nalways thinking about, takes up to at least an hour a day\nExplain how Sarah meets the diagnostic criteria for (15 min every 45).\nobsessive-compulsive disorder (OCD).\n\n1 max for explain why obsession is irrational.\nAward 3–4 marks for a detailed answer with clear understanding\nof how Sarah fits the diagnostic criteria for OCD. 1 mark for explain that the compulsion acts to reduce\nAward 1–2 marks for a basic answer with some understanding of the anxiety created by the obsession.\nhow Sarah fits the diagnostic criteria for OCD.", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p08.png" ] }, { "id": "9990-2024-mj-31-q02", "question_id": "9990-2024-mj-31-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2 max for reference to impairment in life (couldn’t sleep,\nDiagnostic criteria ICD-11 sitting alone at lunch).\n Presence of persistent obsessions/compulsions\n Obsessions are repetitive and persistent that are Allow reference to both ICD and DSM guides.\nintrusive/unwanted\n Compulsions are repetitive behaviour or rituals Do not credit ‘obsessions and compulsions’ on its own\n Obsessions and compulsions are time-consuming or result in as in the question.\nsignificant distress/impairment in personal, family, social,\neducational, occupational, or other important areas of The response must identify both obsessions and\nfunctioning.\ncompulsions from the stem to be awarded full marks.\n© Cambridge University Press & Assessment 2024 Page 8 of 63\n\n9990/31 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n1 Example: DSM-5 is creditworthy\nSarah fits the diagnostic criteria for OCD as she is experiencing Presence of obsessions and/or compulsions.\nobsessions and compulsions. One of her obsessions is thinking Obsessions are recurrent/persistent thoughts that are\nabout germs. (1) This is something Sarah thinks about intrusive/unwanted – thoughts are neutralised with some\nfrequently, so it is persistent. (1) In addition, Sarah engages in other thought/action.\ncompulsions which include washing her hands for 15 minutes in Compulsions are repetitive behaviours/mental acts that\nvery hot water. (1) Sarah’s behaviour is repetitive and/or the individual feels driven to perform in response to an\nritualistic (e.g. 15 minutes of hand washing and/or washing her obsession or according to rules that must be applied\nclothing, shoes and coat). rigidly. The compulsion is aimed at preventing/reducing\nWhen she washes her hands, she does feel better, however her anxiety; however, these behaviours are excessive.\nanxiety returns, and she has to wash her hands again which is Obsessions and/or compulsions are time-consuming or\ntime-consuming and excessive. (1) Her obsessions and cause significant distress or impairment in social,\ncompulsions are having a negative effect on her job as she is occupational, or other important areas of functioning.\nspending time washing her hands as well as feeling distressed\nwith her thoughts about germs. (1) She is also missing out on\nsocialising with her colleagues at lunchtime as she has to sit\nalone. (1) The other negative effect she is experiencing is not\nbeing able to sleep at night if she accidentally touches someone.\n(1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 9 of 63\n\n2(a) Outline what is meant by the determinism versus free-will 2 No credit for using just the terminology from the Q.\ndebate.\nAward 2 marks for an outline of the term/concept.\nAward 1 mark for a basic outline of the term/concept.\nExample:\nThe extent to which human behaviour is caused by\ninternal/external factors beyond our control or due to individual\nchoice (behaviour is self-determining). (2)\nOR\nDeterminism is where behaviour is caused by internal/external\nfactors beyond our control. (1)\nFree-will is where behaviour is due to individual choice\n(behaviour is self-determining). (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 10 of 63\n\n2(b) Explain one strength of applying the determinism side of 2 Context = biological explanation of depressive disorder\nthe determinism versus free-will debate to the biochemical (unipolar)\nexplanation for depressive disorder (unipolar).\nNo credit for explanation of why biochemical explanation\nAward 2 marks for a detailed explanation of strength in context. is deterministic.\nAward 1 mark for a basic outline of strength.\nNo credit for just identifying the strength.\nStrengths might include:\n Explanatory power– deterministic explanations align with\nviewing psychology as a science which explains the causes\nof behaviour.\n Increases the status of psychology – deterministic\nexplanations establish psychology as a science that offers\nunbiased and objective explanations for behaviour.\n Application to everyday life – if the cause of behaviour (e.g.\nlow levels of serotonin in the case of depression) then a\nsolution can be found (e.g. SSRIs).\n Establishes cause and effect relationships.\n Enables causes to be tested in a laboratory experiment with\ngood control.\n Takes the blame for behaviour away from the person. The\npatient with depressive disorder will not feel blamed for their\ndepression as the cause of it is due to internal biochemical\nfactors.\nExample:\nOne strength is application to everyday life, as a deterministic\nexplanation identifies the cause of behaviour (e.g. low levels of\nserotonin for depressive disorder) which can then be treated. (1)\nFor example, depressive disorder can be treated using SSRIs\nwhich increase serotonin levels through blocking re-uptake of\nserotonin into neurons. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 63", "source_pages": [ 8, 9, 10, 11 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p08.png", "../answer-assets/9990_s24_ms_31-p09.png", "../answer-assets/9990_s24_ms_31-p10.png", "../answer-assets/9990_s24_ms_31-p11.png" ] }, { "id": "9990-2024-mj-31-q03", "question_id": "9990-2024-mj-31-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 Olivia has a bipolar disorder and is receiving cognitive restructuring as therapy. In her first session she said:\n‘My life used to be 100% perfect! I had an amazing job and friends. I stayed up one night to research an expensive holiday.\nRecently everything has changed. I am not working and have no energy. No one likes me, not even my family, as I am not\nfun to be with. I have cancelled the holiday. Why does this keep happening to me? I feel amazing for a while and then it all\nchanges and I am depressed again.’\n\n3(a) Suggest how cognitive restructuring can help Olivia with 4 Can credit reference to type I or II bipolar.\nboth her depressive and manic episodes.\nIf candidate discusses either depression or manic and\nAward 3–4 marks for a detailed suggestion with clear not both can get 3 out of 4 marks.\nunderstanding of cognitive restructuring linked to helping Olivia\nwith both her depression and manic episodes. No direct link to Olivia’s specific symptoms 2 marks.\nMaximum 3 marks for detailed suggestion with clear\nunderstanding of cognitive restructuring linked to helping Olivia\nwith either her depression or her manic episodes.\nAward 1–2 marks for a basic suggestion with some\nunderstanding of cognitive restructuring linked to helping Olivia\nwith both her depression and manic episodes.\n© Cambridge University Press & Assessment 2024 Page 12 of 63\n\n3(a) Cognitive restructuring involves –\nTalking therapy where the therapist asks questions and\nidentifies the patient’s irrational/illogical thinking patterns. Initially\nthe therapist explains how the cognitive triad (self, others and\nfuture) works and the effect this has on behaviour and mood.\nThe patient is set homework to identify their mood, thoughts and\nbehaviour and this is discussed in subsequent sessions with the\ntherapist. The therapist will discuss with the patient more\nrational and logical thoughts and help the patient to recognise\nthe irrational thinking outside of the therapy sessions (‘reality\ntesting’). At the end of therapy, the patient will have the ability to\nchallenge their irrational thoughts, engage in positive behaviour\nand increase mood. The manic episodes for someone with\nbipolar disorder are characterised by an overly positive view of\nself, world and future.\nExample:\nOlivia’s therapist can use Olivia’s description of her life to\nexplain the cognitive triad is made up of thoughts about yourself,\nthe world/others and the future. (1) The therapist can challenge\nboth the manic and the depression illogical thinking and help\nOlivia to replace these thoughts with more rational statements\nabout herself, the world and her future. (1) For example, no\none’s life is 100% perfect – a more rational view is that life can\nbe good but doesn’t need to be perfect – this will help Olivia to\nsee herself in a more logical way and help her mania reduce. (1)\nFor the depression, the therapist could challenge that it is\nunlikely that no one likes her and that she is never any fun to be\naround with a more realistic view that Olivia is liked by people in\nher life which will increase her mood. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 13 of 63\n\n3(b) Explain one strength of using cognitive restructuring 2 No credit to ‘will improve her mania and depression’ on\ntherapy with Olivia. its own.\nAward 2 marks for an explanation of a strength of cognitive 0 marks to long term benefits/improvements on its own.\nrestructure for Olivia. No credit to just identifying a strength.\nAward 1 mark for a basic explanation of a strength of cognitive\nrestructure for Olivia. Allow full credit for reference to research that shows\neffectiveness for bi-polar or depression.\nOne strength from:\n There are no side effects, unlike medication (e.g. Lithium –\nmood stabiliser – feeling tired, weight gain, dry mouth,\nexcessive thirst, etc.)\n Effective therapy – e.g. Dobson found those who had\ncognitive restructuring as opposed to drug therapy did\nsignificantly better (90% versus 70% improvement in\ndepression symptoms).\n Long term effectiveness – teaches the patient how to\nrecognise automatic overly positive or overly negative\nthinking and how to challenge these thoughts. The patients\ncan do this on their own when therapy is over.\n Cognitive therapy is shorter term and therefore cost\neffective (6–12 sessions) compared to other types of\ntherapy (e.g. psychotherapy).\nExample:\nOne strength of cognitive restructuring for Olivia is that it has\nlong-term effectiveness as Olivia will learn how to recognise her\nautomatic overly positive and negative thoughts. (1) Once\ntherapy has finished if Olivia goes back into a manic episode,\nshe can replace the overly positive thoughts (e.g. ‘my life is\nperfect’) with more rational thinking (e.g. 'my life is really good,\nnot perfect. No one’s life is perfect’). (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 63", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p12.png", "../answer-assets/9990_s24_ms_31-p13.png", "../answer-assets/9990_s24_ms_31-p14.png" ] }, { "id": "9990-2024-mj-31-q04", "question_id": "9990-2024-mj-31-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the behavioural explanation and the 6 Award up to 4 marks where the response has described\npsychodynamic explanation of fear-related disorders. only part of the question even if the response otherwise\nmeets the criteria for level 3.\nUse Table A: AO1 Knowledge and understanding to mark\ncandidate responses to this question.\nCandidates must discuss both behavioural and psychodynamic\nexplanations of fear-related disorders, but they do not need to\nuse Watson’s Little Albert and/or Freud’s Little Hans examples\nfrom the syllabus.\nBehavioural (classical conditioning)\nA phobia develops as the neutral stimulus is paired with\nsomething the person is afraid of (the unconditioned stimulus).\nIf enough pairings occur or the initial UCS is very frightening the\nperson will end up with a fear of the NS. The NS then becomes\nthe CS.\ne.g. Watson and Raynor (1920) Little Albert who was\nconditioned to be afraid of a rat (NS) by Watson banging an iron\nbar (UCS) behind the baby which made him cry (UCR).\nEventually just the sight of the rat (CS) was enough to cause the\ncrying (CR).\nPsychodynamic\nA fear is repressed into the unconscious to protect the ego. The\nphobia can be a redirected fear during an intensely frightening\nexperience (e.g. a physical attack) onto an object.\nDenied/repressed impulses of the id which happen during\nchildhood – often during psychosexual stage of development –\nwhen there is conflict between the desires of the id and the\ndesires of the ego. Conflict is repressed into the unconscious\nand the phobic object/situation symbolises this conflict.\n© Cambridge University Press & Assessment 2024 Page 15 of 63\n\n4(a) e.g. Freud, 1909 may also summarise the case of Little Hans\nwith a focus on phobia (horse or bath). For example, Hans\ndeveloped a fear of white horses as this was a redirected fear of\nhis father. Hans was in the phallic stage of psychosexual\ndevelopment and was experiencing the Oedipus complex. He\nhad sexual desires for his mother and feared his father would\ncastrate him. Hans displaced these strong feelings of fear/hatred\ntowards his father onto horses which reminded him of his father\nwith long mane/black noseband (similar to his father’s facial hair)\nand blinkers (similar to father’s glasses).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 16 of 63\n\n4(b) Evaluate the behavioural explanation and the 10\npsychodynamic explanation of fear-related disorders,\nincluding a discussion about longitudinal studies.\nEvaluation in your answer can include strengths,\nweaknesses and a discussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate\nresponses to this question.\nA range of issues could be used for evaluation here.\nThese include:\nNamed issue – Longitudinal studies\nStrengths\n Shows change in behaviour over time\n Watson’s study lasted a few months (8 months 26 days until\n12 months 21 days – 4 months) and conditioned Little Albert\nto become afraid of rats, white fluffy objects, etc. over the\ncourse of the study. Freud’s study lasted from age 3-5\nyears and investigated the development and resolution of\nthe Oedipus complex during the study.\n Often in-depth as time to collect a lot of data e.g. Freud\ncollected in-depth data from letters from Little Hans’ father\ndescribing events and conversations he had with Hans\n Holistic – develop a thorough understanding of the\nparticipant(s) in the study\n© Cambridge University Press & Assessment 2024 Page 17 of 63\n\n4(b)  Freud had a holistic view of the causes of Hans’ behaviour.\nFor example, he was sent letters with conversations\nbetween Hans and his father describing little Hans’\nthoughts/fantasies. Freud was able to report on how the\nfantasies changed during and after the phallic stage to\nexplain how someone transitions from one psychosexual\nstage to the next. Watson was somewhat holistic – tested\nLittle Albert on a number of different objects to explain the\ndevelopment of the phobia of rats and also how phobias can\ngeneralise to other objects similar to the phobic object.\n No recall bias as the participant doesn’t have to remember\npast events.\n Both Watson and Freud (through the father) were recording\nevents, behaviours, etc. as they occurred during the study.\nFor example, little Hans’ father did not have to recall events\nfrom Hans’ childhood but could record them in his letters as\nthey happened. Makes the data more valid.\nWeaknesses\n Time-consuming/attrition.\n In some longitudinal research participants drop out of the\nstudy due to loss of contact, unwillingness to continue, etc.\nThis did not happen during Watson or Freud’s studies, but\nthe Freud study was very time consuming. A researcher\ncan invest a lot of time in the study and as longitudinal\nstudies often have one or few participants if someone\nleaves the study this could mean the research cannot\nprogress.\n Researcher can develop a close bond with the participant\nand can be less objective in interpretation of data –\nparticularly if qualitative data\n Freud’s research has been accused of being biased as the\ndata was collected by the father who had a close\nrelationship with his son (as well as Freud).\n© Cambridge University Press & Assessment 2024 Page 18 of 63\n\n4(b)  Nature versus nurture – Behavioural is nurture as phobias\nare learned through association between a neutral stimulus\nand an unconditioned stimulus. In contrast, psychodynamic\nis both nature and nurture- we all go through the\npsychosexual stages but whether we pass through them\nsuccessfully is due to life experiences/nurture.\n Determinism versus free will – The explanations of\nphobias are deterministic. The behavioural explanation\nsuggests phobias are learned. This is deterministic\nbecause the person who develops the phobia has no choice\nbut to develop it due to their learning experience. For\nexample, Little Albert learned to be afraid of the white rat\nbecause of the noise he associated with the rat not because\nhe chose to be afraid. However, some element of free-will\nas a phobic patient can unlearn their phobia (e.g. through\nsystematic desensitisation). Psychodynamic is also\ndeterministic. Freud theorised that a phobia is caused by\nthe expression of anxiety in the unconscious over which we\nhave no control. In addition, the repression of anxiety\noccurs due to early childhood experiences over which there\nis little to no control. However, a phobic patient does have\nfree will to go to psychoanalysis and allow the\npsychotherapist to help them bring the fear into the\nconscious mind so that it can be resolved.\n© Cambridge University Press & Assessment 2024 Page 19 of 63\n\n4(b)  Case studies - Strengths – in depth research (Watson and\nFreud) and good ecological validity (e.g. Freud).\nWeaknesses – lacks generalisability as just one young boy\n(e.g. Watson and Freud) and researcher can become overly\ninvolved leading to bias data (e.g. Freud).\n Validity – Freud’s study is open to bias as data was\ncollected by the father of Little Hans and reported via letters\nto Freud. All data was qualitative and open to interpretation.\nLittle Hans had a frightening experience with a horse which\ncould explain his phobia and yet this was dismissed by\nFreud. Watson’s data was collected via observation –\nnoting down the behaviour of little Albert (e.g. was he calm,\nfussing, crying). As Albert was a 9-month-old baby there are\nno demand characteristics or social desirability which\nincreases validity. It is unlikely that Watson misinterpreted\nthe behaviour of Albert as the difference between a baby\nbeing calm and crying are clear. Also increasing validity.\nHowever, poor ecological validity as no one is purposefully\nconditioned to develop a phobia. Many phobias develop\nwith just one bad experience with the phobic object.\nRepeated and systematic exposure to the banging of the\niron bar is very unrealistic.\nAdditional issues candidates may include:\n generalisations from findings (if not evaluated within case\nstudies)\n qualitative data\n subjective data\n ethics\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 63", "source_pages": [ 15, 16, 17, 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p15.png", "../answer-assets/9990_s24_ms_31-p16.png", "../answer-assets/9990_s24_ms_31-p17.png", "../answer-assets/9990_s24_ms_31-p18.png", "../answer-assets/9990_s24_ms_31-p19.png", "../answer-assets/9990_s24_ms_31-p20.png" ] }, { "id": "9990-2024-mj-31-q05", "question_id": "9990-2024-mj-31-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 Snyder and DeBono (1985) found that high self-monitors and low self-monitors have different preferences for advertising\nstrategies. This finding could be used for advertising winter coats.\n\n5(a) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks.\nwould appeal to high self-monitors. Identify high self-monitors prefer image with a brief outline of\nthe advertising strategy for the winter coats linked to the\nFor the suggestion: strategy.\nAward 2 marks for an outline of the application linked to the OR\ncontext. A more detailed outline of the specifics of the advertisement\nAward 1 mark for a basic outline of the application. with a clear link to image.\nTwo examples in mark scheme.\nLikely content:\nHigh self-monitors prefer advertisements that appeal to\nimage/soft sell.\nAdvertisement for coats -\nImage – emphasis on how fashionable the coat is;\naspirational setting e.g. going into a high-quality restaurant;\nworn by a celebrity or influencer that customers aspire to be\nlike; emphasis on how the winter coat will make the\ncustomer feel good about themselves.\n© Cambridge University Press & Assessment 2024 Page 21 of 63\n\n5(a) Examples:\nThe advertising strategy needs to appeal to high self-\nmonitors by focusing on an appeal to the coat’s image. (1)\nFor example, the advertisement could show a group of\npeople wearing winter coats walking to an aspirational event\nsuch the opening of an art gallery. (1)\nTo appeal to image the advertisement could show a group of\npeople walking in the snow at night with the streetlights\ncausing the snow to shimmer (high visual appeal). (1) At the\nend of the advertisement the group of people will walk into\nan art gallery which is a place that potential customers may\naspire to attend so the advert will appeal to them. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 22 of 63\n\n5(b) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks.\nwould appeal to low self-monitors. Identify low self-monitors prefer quality with a brief outline of\nthe advertising strategy for the winter coats linked to the\nFor the suggestion: strategy.\nAward 2 marks for an outline of the application linked to the OR\ncontext. A more detailed outline of the specifics of the advertisement\nAward 1 mark for a basic outline of the application. with a clear link to quality.\nLikely content: Two examples in mark scheme.\nLow self-monitors prefer advertisements that appeal to\nquality/hard sell.\nQuality – emphasis on very high standard of material the\ncoat is made from; hard-wearing and long lasting; versatile\nto be used in many different settings (e.g. going out for\ndinner, taking a long walk in the countryside); worth\ninvestigating in a high-quality coat that will last for many\nyears.\nExample:\nThe advertising strategy needs to appeal to low self-\nmonitors by focusing on the quality of the coat. (1) The\nadvertisement could show someone purchasing a winter\ncoat and have a sequence of short clips that show the\nperson wearing the coat over several years which would\nhighlight how hard-wearing and good quality the coat is. (1)\n© Cambridge University Press & Assessment 2024 Page 23 of 63\n\n5(b) To appeal to quality the advertisement could show a woman\npurchasing the winter coat and then show her putting the\ncoat away at the end of the winter. It would then show the\nwoman getting this coat out of storage at the start of every\nwinter for a few years. The advertisement could make it\nclear that years have passed by showing the woman looking\nolder. This highlights that the coat is hard-wearing and is\nworth the money. (2)\nOther appropriate responses should also be credited.\nQuestion Answer Marks Guidance", "source_pages": [ 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p21.png", "../answer-assets/9990_s24_ms_31-p22.png", "../answer-assets/9990_s24_ms_31-p23.png", "../answer-assets/9990_s24_ms_31-p24.png" ] }, { "id": "9990-2024-mj-31-q06", "question_id": "9990-2024-mj-31-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline ‘satisficing’ as a model of consumer decision- 2 Max 1 mark if no link made to consumer decision-making.\nmaking.\nAward 2 marks for an outline of the term/concept in context.\nAward 1 mark for a basic outline of the term/concept.\nExample:\nThis is where the consumer satisfies their needs and\nsearches amongst available products until they find an\nacceptable product. (1) This product is then purchased. (1)\nThey get approximately where they want to go and then stop\nand decide to purchase the product. (1) If you were\nshopping for a new dress you would try on a few and then\nbuy the one that seems ‘good enough’. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 24 of 63\n\n6(b) Explain how satisficing as a model of consumer 2\ndecision-making is reductionist.\nAward 2 marks for a detailed explanation.\nAward 1 mark for a basic explanation.\nLikely answers:\n Just considers the cognitive level of explanation – the\nconsumer decides what is ‘good enough’ based on their\nattitude about the product and the comparison to a few\nother similar alternatives.\n Does not take into account other levels such as\nenvironmental (store environment).\n The cognitive level of explanation of being ‘good\nenough’ does not explain why customers will spend\nextensive amount of time researching alternative\nproducts, read reviews, etc. especially when it is a high\nvalue item that the customer might have for a long time\ne.g. car.\n Does not consider environmental explanation/influences\n– a good marketing campaign will increase sales of the\nproducts.\n Does not explain why consumers purchase products\nthat are luxury, high end, branded products that are\nexpensive and are more than ‘good enough’.\n Does not consider societal and cultural explanations –\nproducts that are endorsed by ‘influencers’ who are\nconvincing the customers that they want a product as\nthe influencer is ‘selling’ a lifestyle’ rather than fulfilling a\nneed in the consumer. Consumers want these products\nas they are marketed as being more than good enough.\n© Cambridge University Press & Assessment 2024 Page 25 of 63\n\n6(b) For example,\nThis model is reductionist as it does not consider other\nlevels of explanation such as environmental factors. (1)\nSome consumers may decide to purchase a product due to\nthe layout and atmosphere of the store. (1)\nThe model does not explain impulse purchases where the\nconsumer doesn’t consider any alternatives so there is no\nopportunity for them to believe that the product they are\nabout to purchase is good enough as there is no product to\ncompare it to. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 26 of 63", "source_pages": [ 24, 25, 26 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p24.png", "../answer-assets/9990_s24_ms_31-p25.png", "../answer-assets/9990_s24_ms_31-p26.png" ] }, { "id": "9990-2024-mj-31-q07", "question_id": "9990-2024-mj-31-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "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\nlooking at the computers, comparing prices and asking questions. She also notices that when customers select grocery\nitems they only briefly look at what they put into their shopping trolley.\n\n7(a)(i) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus\ncomputers are using system 2 for decision-making. shopping for groceries.\nAward 2 marks for an explanation with relation to the context. What is system 2 thinking = 1 mark\nAward 1 mark for a basic explanation with relation to the Link to why use system 2 for computers decision = 1 mark\ncontext.\nExample:\nDefinition system 2 (can be contextualised definition or not):\nThe customers shopping for computers are using system 2\nthinking as it involves effort and is thoughtful. (1)\nWhy using system 2 for decision-making for computer:\nComputers are an expensive purchase so the customer will\nwant to spend time thinking about their purchase and\ncomparing prices. (1) There are a lot of different types of\ncomputers and the customer will want to put in effort to\nmake sure the computer they purchase meets their needs\n(e.g. has sufficient storage, software the customer needs).\n(1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 27 of 63\n\n7(a)(ii) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus\ngroceries are using system 1 for decision-making. shopping for groceries.\nAward 2 marks for an explanation with relation to the context. What is system 1 thinking = 1 mark\nAward 1 mark for a basic explanation with relation to the Link to why use system 1 for groceries decision = 1 mark\ncontext.\nExample:\nDefinition system 1 (can be contextualised definition or not):\nThe customers selecting their groceries are using thinking\nfast/system 1 as it is automatic and unconscious. (1)\nWhy using system 1 for decision-making for groceries:\nThe customer doesn’t need to put effort into choosing\ngroceries as these are items they frequently purchase so\nthey know which groceries they want. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 28 of 63\n\n7(b) Explain one problem with identifying whether a 2\ncustomer is using system 1 or system 2 for decision-\nmaking.\nAward 2 marks for an explanation of one problem with\nidentifying system 1/system 2 used by a customer.\nAward 1 mark for a basic explanation of one problem with\nidentifying system 1/system 2 used by a customer.\nLikely problems:\n Intuitive thinking/system 1 and 2 are cognitive\nprocesses so cannot be seen and have to be inferred.\n If the customer is observed to determine intuitive\nthinking, the behaviour of the customer may not match\ntheir type of thinking (e.g. they may be spending a long\ntime looking at a product, but they are distracted and\nare thinking about something other than whether to buy\nthe product).\n Customers can be asked in either an interview or\nquestionnaire about their thinking about a product prior\nto purchase but this is subjective data and open to\nsocial desirability (might not want to admit system 1\nthinking for an expensive product).\n If the responses are qualitative, it is open to\nbias/misunderstanding/difficulties with explaining\nthoughts.\n All lower the validity of identifying the correct type.\n© Cambridge University Press & Assessment 2024 Page 29 of 63\n\n7(b) Example:\nOne problem with identifying whether the customer is using\nsystem 1 or 2 is that these thoughts are private and to access\nthem inferences must be made from what the customer says\nand/or does. (1) Responses from customers as well as their\nbehaviour can be misinterpreted, and the incorrect thinking\nstyle applied. (1) For example, a customer is seen to spend a\nlong time looking at similar products before purchasing one\nbut in fact they were distracted while browsing and just\nselected the first product that looked good to them. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 30 of 63", "source_pages": [ 27, 28, 29, 30 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p27.png", "../answer-assets/9990_s24_ms_31-p28.png", "../answer-assets/9990_s24_ms_31-p29.png", "../answer-assets/9990_s24_ms_31-p30.png" ] }, { "id": "9990-2024-mj-31-q08", "question_id": "9990-2024-mj-31-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described\n the features of menu design which have positive and only part of the question even if the response otherwise\nnegative impacts, and meets the criteria for Level 3.\n the effect of food name on menu item choice.\nUse Table A: AO1 Knowledge and understanding to mark\ncandidate responses to this question.\nCandidates must discuss both features of menu design\nwhich have positive and negative impacts, including the use\nof eye tracking and the effect of food name on menu item\nchoice films, but they do not need to use the Pavesic or\nLockyer example from the syllabus.\nAnswers may include:\nSyllabus content\n Menu design focusing on the features of menu design\nwhich have positive and negative impacts and ways to\nstudy this, including the use of eye-tracking, e.g.\nPavesic (2005).\n The effect of food name on menu item choice, including\na study, e.g. Lockyer (2006).\n© Cambridge University Press & Assessment 2024 Page 31 of 63\n\n8(a) Menu design focusing on the features of menu design\nwhich have positive and negative impacts and ways to\nstudy this, including the use of eye-tracking, e.g.\nPavesic (2005).\nMenus help the customer decide what to order but they are\nalso very important for the branding and image of the\nrestaurant. They can direct customers to order food that the\nrestaurant prepares the best/has the best profit margin.\nThey communicate the overall dining experience. The menu\nshould complement the décor and style of the restaurant.\nMenus can use highlighting to direct the attention of the\ndiners. Common negative features of menus include being\nhard to read, overemphasising pricing, poor use of space,\nmonotonous design and too big. Eye-tracking - customers\ndon’t read a menu from start to finish but instead scan the\nmean. Attention can be drawn using boxes, images and\ndifferent fonts. Other parts of the menu can be de-\nemphasized by using smaller fonts, no highlighting, etc.\nPavesic is a review article that outlines how customers use\nmenus and how restaurants can design better menus (use\nof ‘eye magnets’) such as a box around the appetiser or\ndifferent coloured font to a menu description. Attention\nshould be paid to style, colour, artwork and illustrations. Put\nthe entrees first in your menu as most of your diners will\norder this whereas appetisers/desserts are ordered by a\nsmaller number of customers. Average time spent looking\nat a menu 109 seconds.\n© Cambridge University Press & Assessment 2024 Page 32 of 63\n\n8(a) Effect of food name on menu item choice, including a\nstudy, e.g. Lockyer (2006)\nResearch has shown that foods with descriptive and\nevocative names had more positive comments (such as\n‘‘Succulent Italian Seafood Fillet’’) and rated as more\nappealing, tasty and caloric than those with more regular\nnames. (e.g. ‘Seafood Fillet’).\nLockyer (2006) study investigated the impact of menu item\nnames on selection of menu items.\nFour focus groups (48 participants, self-selected from\nHamilton, New Zealand) examined the responses to five\nmenus, each with the same menu items but using different\nwording. In addition, a survey was randomly distributed in\nthe local area to which 200 people responded. Open and\nclosed questions were used. Rated how appealing each\nmenu item was and were then asked why they had given\nthis rating. Used content analysis to analyse the qualitative\ndata.\nResults did show large individual differences with different\nparticipants showing a preference for different menus.\n© Cambridge University Press & Assessment 2024 Page 33 of 63\n\n8(a) The participants showed a preference for items they would\nnot normally eat at home. The highest appeal was for the\nseasonal menu and the lowest the French style menu.\nStrongest preference was shown to the elaborate style\nmenu for the participants that were surveyed which used\nwords such as delicious, flavourful and perfection.\nParticipants were also given four dining experiences\n(romantic, business, mother-in-law and family reunion).\nFrom focus group discussion clear differences in what menu\nitems would be selected based on the occasion of the dining\nexperience. When describing the most popular menu the\nparticipants used words such as ‘fresh’, ‘clear explanation’\nand ‘tasty’.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 34 of 63\n\n8(b) Evaluate what psychologists have discovered about: 10\n the features of menu design which have positive and\nnegative impacts, and\n the effect of food name on menu item choice,\nincluding a discussion about generalisations from\nfindings.\nEvaluation in your answer can include strengths,\nweaknesses and a discussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate\nresponses to this question. Depending on the examples\nstudied by candidates their answers may vary.\nA range of issues could be used for evaluation. These\ninclude:\n Named issue – generalisations from findings\nPavesic reviewed a large variety of menu designs so his\nsuggestions are generalisable. Lockyer had five menu\ndesigns in his study which makes it less generalisable than\nPavesic. However, Lockyer does consider five different\ntypes, so it is not without any generalisability. Pavesic’s had\na large sample (48 in focus groups and 200 randomly\nsampled for the self-report) but all from one city in New\nZealand. More females than males in the study. It could be\nthat sample of men used in the study could not be\ngeneralisable to the target population given the small\nnumbers. Wide range of ages, fairly good range of\nethnicities and socioeconomic groups were included.\n© Cambridge University Press & Assessment 2024 Page 35 of 63\n\n8(b) Lockyer’s study has some issues with ecological validity\n(generalisations from the findings to everyday life) as the\nstudy used focus groups answering questions and\ndiscussing menus which isn’t something that happens in\neveryday life. However, the menus were realistic and based\non menus that Lockyer had researcher. On the other hand,\nthe participants were imagining different dining scenarios\nrather than experiencing these scenarios in everyday life.\nFor example, the participants may have felt differently if they\nwere in a restaurant at a business meeting.\n Applications to everyday life – Both studies and topic\nareas have good application to everyday life. Pavesic\ngives clear and detailed recommendations for both good\nmenu design and mistakes to avoid. There is a lot of\nfocus in the review article on increasing sales, which\nfurther improves the application of the research. The\nLockyer study did find one of the menus was the most\npopular, but this was different for the focus group as\nopposed to the group of participants surveyed. There\nwere also individual differences which suggests there is\nquite a bit of variety in terms of the wording preferences\nfor menu items.\n© Cambridge University Press & Assessment 2024 Page 36 of 63\n\n8(b)  Validity – Lockyer has good validity as he did the survey\nafter the focus group to measure the validity of the results\nfrom the focus group. However, self-reports were used\nwhich means the data could be open to socially desirable\nresponses, demand characteristics, etc. In addition, the\nqualitative data had to be interpreted but this was done\nthrough content analysis.\n Objective versus subjective – The data collected from\nthe rating scales is somewhat more objective as the\nresearchers can’t misinterpret the ratings given to the\nmenus by the participants. However, participants could\nhave interpreted the rating scale differently. However,\nthe data from the focus groups and the response to the\nopen questions is subjective. But Lockyer used a\ncomputer programme to analyse the focus group\ndiscussion. A computer is objective and not open to any\nbias.\nAdditional issues candidates may include:\n Reliability\n Ethics\n Quantitative and qualitative data\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 37 of 63", "source_pages": [ 31, 32, 33, 34, 35, 36, 37 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_31-p31.png", "../answer-assets/9990_s24_ms_31-p32.png", "../answer-assets/9990_s24_ms_31-p33.png", "../answer-assets/9990_s24_ms_31-p34.png", "../answer-assets/9990_s24_ms_31-p35.png", "../answer-assets/9990_s24_ms_31-p36.png", "../answer-assets/9990_s24_ms_31-p37.png" ] }, { "id": "9990-2024-mj-32-q01", "question_id": "9990-2024-mj-32-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Craig has a phobia of blood and injections. He watches someone having an 4 For full marks\ninjection on television, feels faint and now he is too frightened to turn on his Must reference Craig needs to do the\ntelevision. AT/tensing muscles while he is\nwatching TV.\nSuggest how applied tension could treat Craig’s phobia so that he can watch\ntelevision. Must be in context to achieve 3-4\nmarks (e.g. referencing watching tv,\nAward 3–4 marks for a detailed answer with clear understanding of applied tension blood/injections).\nlinked to treating Craig’s phobias so he can watch television.\nAward 1–2 marks for a basic answer with some understanding of applied tension Can achieve 1 mark for tensing\nlinked to treating Craig’s phobia. muscles and a 2nd mark for\napproximate timings of tensing/relax\nExample: e.g. He should tense his muscles (1)\nCraig should go to therapy to learn applied tension as he is likely to feel faint or for about 10 to 15 seconds and then\nactually faint when he tries to watch television. (1) During the therapy Craig can relax for about 20 to 30 seconds. (1)\nlearn to tense his muscles (1) when he sees a television or tries to switch the\ntelevision on. (1) Craig should practice this several times a day and he will find that Relaxation on its own = 0 marks.\nhe can watch television without fainting. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 7 of 47", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p07.png" ] }, { "id": "9990-2024-mj-32-q02", "question_id": "9990-2024-mj-32-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline what is meant by ‘nurture’, including an example from the 2 Context – behavioural explanation of\nbehavioural explanation of fear-related disorders. fear-related disorders.\nAward 1 mark for outline of nurture. Social learning theory is\nAward 1 mark for example from behavioural explanation of fear-related disorders. creditworthy as an example e.g.\nlearning a phobia due to copying the\nExample: phobia of a parent, vicarious\nNurture is where behaviour is caused by the environment / is learned. (1) The reinforcement, role model,\nbehaviourist explanation of phobias suggests that a phobia is learned through observational learning.\nassociation of the neutral stimulus with the unconditioned stimulus until it produces\na conditioned response of fear. (1) Trauma on its own is not creditworthy.\nNeeds to outline that trauma is then\nOther appropriate responses should also be credited. associated with the object, situation,\netc. that the person becomes phobic\nto.\nBehavioural – phobias can be learned\n= 0 marks.\nJust identifying a study e.g. Little\nAlbert or button phobia or identifying\n‘classical conditioning’ on its own = 0\nmarks.\n© Cambridge University Press & Assessment 2024 Page 8 of 47\n\n2(b) Explain one weakness of the behavioural explanation of fear-related 2 Context = behavioural explanation of\ndisorders from the nurture side of the nature versus nurture debate. fear-related disorders.\nAward 2 marks for an explanation of the weakness in context. The weakness must be a weakness of\nAward 1 mark for a basic outline of weakness. behavioural explanation being due to\nnurture and not a generic weakness\nWeaknesses might include: of behavioural (e.g. the Little Albert\n Ignores biological/psychodynamic explanations of fear-related disorders. study is unethical).\n Impossible to determine if fear-related disorders are due to nurture or nature\n(or the extent to which the disorder is due to nurture or nature). No credit to just identifying a\n Reductionist explanation suggests the factor causing the fear-related disorder weakness on its own. (e.g. it is\nis the environment (pairing of NS and UCS) when some have a fear-related reductionist).\ndisorder without this experience.\n Suggests that anyone exposed to a negative stimulus will develop a phobia\n(deterministic) when this is not the case.\nExample:\nOne weakness of the behavioural explanation of phobias from the nurture side of\nthe debate is that it is difficult to determine if the phobia is due to nurture or nature.\n(1) There is evidence that phobias may develop due to genetics and evidence from\nthe study on Little Albert that phobias can be learned. (1) It is impossible to know\nwhether a phobia someone has is due to their genetics/environment or a mixture\nof the two. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 9 of 47", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p08.png", "../answer-assets/9990_s24_ms_32-p09.png" ] }, { "id": "9990-2024-mj-32-q03", "question_id": "9990-2024-mj-32-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 Dr Begum is a clinician who sees a patient, Joan. Joan describes how she spends her day feeling miserable and not\nknowing what to do with her time. She thinks it is her own fault because she cannot decide if she wants to go out, so she\nstays in. Joan wants to sleep but this is also difficult.\n\n3(a) Suggest how Dr Begum could use the Beck depression inventory (BDI) with 4 Cap at 2 marks outlining the features\nJoan. of the BDI with no link to Joan or how\nit can be used with her.\nAward 3–4 marks for a detailed answer with clear understanding of using BDI with\nJoan. Cap at 3 marks if no reference is\nAward 1–2 marks for a basic answer with some understanding of using BDI with made to Joan specifically (e.g. one\nJoan. of her symptoms) but the response\nrefers to how Dr Begum can use the\nBeck Depression Inventory BDI with Joan (e.g. diagnosis).\n21-item multiple choice questionnaire. It is a psychometric self report that Used to diagnose Joan with\nmeasures the severity of depression. The patient reads various statements and depression = 1 mark\nanswers with how much the statement applies to them on a 0-3 / 4 point scale over\nthe past two weeks. The statements cover issues such as self-dislike, tiredness,\netc. The higher the score, the more depressed the person is deemed to be.\ne.g.\n (0) I do not feel sad.\n (1) I feel sad.\n (2) I am sad all the time and I can't snap out of it.\n (3) I am so sad or unhappy that I can't stand it.\n1–10 : These ups and downs are considered normal\n11–16: Mild mood disturbance\n17–20: Borderline clinical depression\n21–30: Moderate depression\n31–40: Severe depression\nover–40: Extreme depression\n© Cambridge University Press & Assessment 2024 Page 10 of 47\n\n3(a) Version 2– got rid of the statements that had the same scoring.\nVersion 3 – changed questions on body image, hypochondria and difficulty\nworking and added in questions on sleep loss and appetite.\nFor example:\nDr Begum could use the Beck Depression Inventory with Joan where she would\nread 21 statements (1) and answers on a 0-3 scale over the past week. (1) Joan\nwill likely give high scores to the statements about sadness, sleep, losing interest\nin other people (1). She might also score highly on feeling she is worse than other\npeople and feeling like a failure as she thinks it is her fault. (1) A score over 21\nwould indicate a diagnosis of depression as this is moderate depression. (1) OR a\nscore over 17 might be considered for a diagnosis of depression as this is\nborderline clinical depression. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 47\n\n3(b) Explain one reason why the Beck depression inventory (BDI) is valid. 2 Allow reference to either ICD-11 or\nDSM V.\nAward 2 marks for an explanation of why BDI is valid.\nAward 1 mark for a basic explanation of why BDI is valid. Objective data can be credited\nwhere the response explains that the\nLikely answers from: clinician isn’t interpreting the\n There are 21 items, so the measure is valid as measuring a wide variety of response of the patient.\nsymptoms of mood (affective) disorder. Includes both cognitive and physical\nsymptoms (e.g. sadness, sleep). No credit to identifying that the data\n There is a choice of 4 items per statement rather than yes/no responses. is objective or quantitative on its\nGives respondent opportunity to express how they feel in more depth. own.\n Good validity as covers the symptoms for depression that are in the ICD-11\nsuch as depressed mood and loss of interest in activities. No credit to reliability.\n Good concurrent validity with Hamilton Psychiatric Scale (another measure of\ndepression). The BDI has a positive correlation with the HAMD.\nExample:\nThe Beck Depression Inventory is a valid way to measure depression as it\nincludes 21 items so measures a wide variety of symptoms. (1) These symptoms\ninclude both cognitive and physical symptoms so patients with different types of\nsymptoms (e.g. mainly cognitive) could receive a diagnosis of depression. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 47", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p10.png", "../answer-assets/9990_s24_ms_32-p11.png", "../answer-assets/9990_s24_ms_32-p12.png" ] }, { "id": "9990-2024-mj-32-q04", "question_id": "9990-2024-mj-32-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe electro-convulsive therapy (ECT) and cognitive-behavioural 6 Award up to 4 marks where the\ntherapy (CBT) for the treatment and management of schizophrenia. response has described only part of\nthe question even if the response\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to otherwise meets the criteria for Level\nthis question. 3.\nCandidates must discuss both electro-convulsive and cognitive behavioural For full marks for ECT need to refer to\ntherapy for schizophrenia, but they do not need to use the Sensky example in the seizure.\nsyllabus.\nFor full marks for CBT needs to refer\nElectro-convulsive therapy (ECT) to how it will reduce symptom of SZ.\nA general anaesthetic and a drug that relaxes muscles is given. Electrodes are\nplaces on the scalp and a finely controlled electric current through those ECT No credit for side effects\nelectrodes for a very short time. This will cause a brief seizure in the brain. Can be\nperformed unilaterally or bilaterally. Targets positive symptoms/for severe cases of CBT – Does not treat causes of SZ or\nSZ. past trauma.\nEffects of ECT (if covered in response) Sensky – need a brief outline of CBT\nEffects post synaptic response to central nervous system transmitters. treatment for full credit.\nUsed during acute episodes of psychosis =\nECT may/does increase the release of neurotransmitters such as serotonin,\ndopamine, and norepinephrine.\nECT activates the dopamine system at various levels, including hormone release,\nneurotransmission, and receptor binding.\nCognitive-behavioural therapy\nTalking therapy that involves cognitive restructuring. Therapist and patient discuss\nthe goals of the therapy which are problem-focused (often 5–20 weeks). For\nschizophrenia this could involve reducing delusions, ignoring hallucinations and/or\ncoping strategies. Will discuss issues (e.g. delusional thoughts) with therapist and\nset homework to challenge thoughts during the week. For example, if the patient\nhas a delusion that they are being followed by spies the therapist could\nacknowledge that is possible but question why spies would be interested in the\npatient and suggest who else it might be (e.g. friends out for a walk). As therapy\n© Cambridge University Press & Assessment 2024 Page 13 of 47\n\n4(a) progresses the patient learns how to challenge their thoughts and becomes aware\nof improvements in symptoms.\ne.g. Sensky, 2000\nTo compare cognitive behavioural therapy (CBT) with non-specific befriending\ninterventions for patients with schizophrenia. A randomized controlled design.\nPatients were allocated to one of two groups: a cognitive behavioural therapy\ngroup and a non-specific befriending control group.\nCBT is talk therapy. The therapist and patient work to replace negative thoughts\nand behaviours with more accurate and functional ones. This could involve the\ntherapist challenging the patient’s delusions and suggesting alternative\nexplanations for their experience.\nDuring CBT the patient learns to:\n Check the credibility of thoughts and perceptions.\n Ignore or tolerate unreal voices they may hear.\n Manage their response to other symptoms related to schizophrenia.\n90 patients. 57 from clinics in Newcastle, Cleveland and Durham and 33 from\nLondon. They had diagnoses of schizophrenia that had not responded to\nmedication. Aged 16–60 years.\n Both interventions were delivered by two experienced nurses who received\nregular supervision.\n Patients were assessed by blind raters\n– at baseline.\n– after treatment (lasting up to 9 months).\n– at a 9-month follow-up evaluation.\n Assessed on measures including the Comprehensive Psychiatric Rating\nScale, the Scale for Assessment of Negative Symptoms, plus a depression\nrating scale.\n© Cambridge University Press & Assessment 2024 Page 14 of 47\n\n4(a) Patients continued to receive routine care throughout the study. The patients\nreceived a mean of 19 individual treatment sessions over 9 months.\nResults – both groups showed reduction in symptoms immediately following\ntreatment. 9 month follow up CBT group were still showing reduction in\npositive/negative symptoms whereas befriending group had levelled off.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 15 of 47\n\n4(b) Evaluate ECT and CBT for the treatment and management of schizophrenia, 10\nincluding a discussion about the idiographic versus nomothetic approach.\nEvaluation in your answer can include strengths, weaknesses and a\ndiscussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\nA range of issues could be used for evaluation here.\nThese include:\n Named issue – idiographic versus nomothetic approach\nECT follows a nomothetic approach as the general law is that all patients will\nexperience a seizure and this will lead to an improvement in symptoms. However,\nit does have an idiographic element to it as it is recognised that it may not work for\nall patients, time between treatments varies, side effects vary, etc. Cognitive-\nbehavioural therapy is somewhat nomothetic as it has a general law that the\ntherapy is beneficial due to a therapeutic relationship developing between patient\nand therapist and the therapist helps the patient restructure their cognitions with a\nfocus on goals and problem-solving. However, it is also idiographic as the\ngoals/problems/cognitions will be unique for every patient.\n Experiments\nFor example, Sensky’s study was an experimental design with lots of controls (e.g.\nlength of treatment, blind raters, etc.). Good ecological validity. Random allocation\nto conditions.\n Longitudinal studies\nStrengths:\n Shows change in behaviour over time – Sensky investigated change in\nsymptoms over a 9-month period.\n Often in-depth as time to collect a lot of data.\n Holistic – develop a thorough understanding of the participant(s) in the study.\n No recall bias as the participant doesn’t have to remember past events.\n© Cambridge University Press & Assessment 2024 Page 16 of 47\n\n4(b) Weaknesses:\n Time-consuming/attrition.\n In some longitudinal research participants drop out of the study due to loss of\ncontact, unwillingness to continue, etc.\n Researcher can develop a close bond with the participant and can be less\nobjective in interpretation of data.\n Generalisations from findings\nSensky’s study was done on 90 patients. 57 from clinics in Newcastle, Cleveland\nand Durham and 33 from London. They had diagnoses of schizophrenia that had\nnot responded to medication. Aged 16–60 years. Good generalisability of findings.\nCan discuss issues with not generalisable to patients who have responded well to\nmedication but might still benefit from CBT.\n Ethics\nwith SZ some treatments can be forced on a patient such as ECT if they are\ncommitted to a hospital. You cannot force anyone to participate in cognitive\ntreatments so they could be considered more ethical. Difficult to be sure that a\npsychotic individual has given fully informed consent to any treatment. Potential\nrisk of physical harm from treatment with ECT. However, ethical issues of consent\nand withdrawal could be balanced against benefit to the individual in helping\nmanage their symptoms.\nAdditional issues/debates candidates may include:\n Determinism versus free-will\n Quantitative data\n Subjective data\n Cost and time\n Appropriateness\n Effectiveness\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 17 of 47", "source_pages": [ 13, 14, 15, 16, 17 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p13.png", "../answer-assets/9990_s24_ms_32-p14.png", "../answer-assets/9990_s24_ms_32-p15.png", "../answer-assets/9990_s24_ms_32-p16.png", "../answer-assets/9990_s24_ms_32-p17.png" ] }, { "id": "9990-2024-mj-32-q05", "question_id": "9990-2024-mj-32-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 A pizza restaurant is redesigning its menu to encourage more purchases of 4 Do not credit general changes to the\nmushroom pizza. menu such as making it smaller,\nchanging font, not making the price\nSuggest two menu design features that could help to sell more mushroom too obvious unless the response\npizzas. explains why this would lead to an\nincrease in sales of the mushroom\nFor each suggestion: pizza (rather than a general increase\nAward 2 marks for an outline of the application linked to the context of selling more in sales of all pizzas).\nmushroom pizzas.\nAward 1 mark for a basic outline of the application. Idea = 1 mark\nWhy increase sale/interest or memory\nLikely content: of mushroom pizza = 1 mark\n Eye magnets – box around the mushroom pizza or different coloured font to\nthe other menu items to attract the customers attention. 1 mark max to eye magnet,\n Put the mushroom pizza at the top/bottom of the menu as research has shown top/bottom and change of name if not\nthat items at the beginning or end of their category options were up to twice as linked to mushroom pizza.\nlikely to be chosen.\n Change the name of the pizza on the menu from ‘Mushroom pizza’ to Anecdotal – no credit\nsomething more descriptive that gives a sensory label (or\ngeographic/nostalgia). For example, ‘Moorish Munchy Mushroom Moment\nPizza’.\nExample:\nThe restaurant should create an ‘eye magnet’ on their menu featuring the\nmushroom pizza. (1) They should put a picture of the mushroom pizza in a box as\nthis will attract the customers attention to it and make them more likely to order it.\n(1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 18 of 47", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p18.png" ] }, { "id": "9990-2024-mj-32-q06", "question_id": "9990-2024-mj-32-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline what is meant by ‘individual and situational explanations’. 2 Situational means behaviour due to\nthe situation = 0 marks.\nAward 1 mark for each outline of the terms/concepts.\nIndividual – behaviour due to specific\nExample: features/personal choices of the\nAn individual explanation is the view that behaviour is caused by an innate trait / person.\ndue to personality. (1)\nSituational explanation is the view that behaviour is caused by the environment the\nperson is in. (1)\nOther appropriate responses should also be credited.\n\n6(b) Explain one reason why ‘overload’ in relation to personal space supports the 2 What is overload = 1 mark\nsituational side of the debate about individual and situational explanations. Why it is situational = 1 mark\nAward 2 marks for an explanation of why overload supports situational side. Overload is where personal space is\nAward 1 mark for a basic explanation of why overload supports situational side. invaded due to too much information\ncoming in/leads to\nExample: stress/anxiety/desire to leave.\nOverload occurs when personal space is invaded, and it causes stress. (1) The No credit for PS is invaded on its own.\nbehaviour (stress) is caused by factors in the environment/situation such as the\nsmell, touch and body heat of other people who invade our personal space. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 19 of 47", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p19.png" ] }, { "id": "9990-2024-mj-32-q07", "question_id": "9990-2024-mj-32-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Customers at a supermarket frequently purchase one tin of tomatoes at a time. The manager of the supermarket wants to\nencourage customers to buy multiple tins of tomatoes.\n\n7(a) Suggest one way the manager could use her understanding of ‘point of 2 Context = encouraging purchase of\npurchase decisions’ to encourage customers to purchase multiple tins of multiple tins of tomatoes.\ntomatoes.\nPoint of purchase promotion – ‘Buy 5\nAward 2 marks for an outline of the suggestion with relation to the context. and save £1’\nAward 1 mark for a basic outline of the suggestion. Just state offering discount = 0 marks\nLikely suggestions: 1 mark identifying way e.g. purchase\n Point of purchase promotion/multiple-unit promotion – e.g. ‘Tomatoes on sale quantity limit or outlining it.\n– buy 5 cans for £2.00 1 mark link to tomatoes as an\n Purchase quantity limit - ‘Tomatoes - limit 5 per customer’ example.\n Explicit product quantity anchor in advertising ‘Tins of tomatoes – buy 5 for\nyour cupboard’ Do not credit explaining why this will\nlead to purchasing multiple tins –\n Suggestive selling – customer has something suggested to them to encourage\nanswers b(i).\nsales e.g. suggest a meal for dinner tonight that requires multiple tins of\ntomatoes.\nExample:\nThe manager could encourage their customers to buy multiple tins of tomatoes by\nputting signs up near the tins of tomatoes advertising multiple-unit promotion. (1)\nThe signs would say ‘Tomatoes on sale – buy 5 cans for £2.00’\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 47\n\n7(b)(i) For the suggestion you gave in part (a): 2 Credit responses that outline the\nresults of Wansink’s study as\nExplain how this could change the customers’ thinking so that they evidence to show that the suggestion\npurchase multiple tins of tomatoes. will work.\nAward 2 marks for an explanation of why this suggestion would change customers’ Needs to be linked to suggestion from\nthinking so they purchase multiple tins/cans of tomatoes. part (a) for 2 marks.\nAward 1 mark for a basic explanation of why this suggestion would change\ncustomers’ thinking so they purchase multiple tins/cans of tomatoes. Need to include what customer is\nthinking and\nLikely explanations: why would this lead to purchase of\n Multiple-unit promotion – customers believe that the only way to get the multiple tins for 2 marks.\ndiscount is by purchasing multiple units or the promotion makes the customers\nsee a larger than normal purchase as attractive.\n Purchase quantity limit – This gives the impression that the tins of tomatoes\nare scarce and that is why the store has set a limit. The customer may believe\nthat it could be difficult to purchase tomatoes in the future so purchases more\ntins than they need.\n Product quantity anchor – This is suggestive selling and suggests to the\ncustomer that they should consider purchasing more for their cupboard in\norder to stock up. It is giving the customer a specific number of tins to\npurchase which will anchor this cognition in the mind of the customer and\nencourage some to purchase this number of tins.\nExample\nMultiple-unit promotion would encourage customers to purchase more tins of\ntomatoes as it is suggesting to the customer that a larger than normal purchase is\nattractive. (1) The customer believes they are getting a discount by purchasing 5\ntins rather than 1 so many of the customers will want this discount and purchase\nmore tins. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 21 of 47\n\n7(b)(ii) For the suggestion you gave in part (a): 2 Individual differences/may not work for\neveryone is creditworthy.\nExplain one problem with this suggestion.\nAward 2 marks for an explanation of the problem with suggestion from 7(a).\nAward 1 mark for a basic explanation of the problem with suggestion from 7(a).\nLikely problems:\n Customers may feel manipulated/tricked by the supermarket and shop\nelsewhere.\n In order to afford the multiple tins, the customer may not purchase other items\nso the overall sales at the supermarket will not increase.\n Customers can use self-generated (internal) anchors such as having a fixed\nbudget/shopping list for the shopping and no promotion/suggestive selling will\nconvince the customer to purchase more tins of tomatoes.\n The customer will look at the individual price of a tins of tomatoes and realise\nthey are not saving any money so they do not purchase multiple tins.\nExample:\nOne problem with multiple unit promotions is it is not possible to know if the\ncustomer was confused by the promotion and thought they had to purchase 5 tins\nin order to get the discount. (1) If this isn’t true and the discount is available when\npurchasing 1 tin, the customer may realise this when they are next shopping. They\nmay feel manipulated by the supermarket and start shopping elsewhere. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 22 of 47", "source_pages": [ 20, 21, 22 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p20.png", "../answer-assets/9990_s24_ms_32-p21.png", "../answer-assets/9990_s24_ms_32-p22.png" ] }, { "id": "9990-2024-mj-32-q08", "question_id": "9990-2024-mj-32-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe the study by North et al. (2003) on musical style and restaurant 6 For full marks has to include:\ncustomers’ spending.  Sample or detail of the restaurant\n 3 Conditions\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to  Result about customer spending\nthis question. with reference to type of music.\nThe response must describe the key study.\nDetails may include:\nAim: To investigate the effect different types of music might have on restaurant\ncustomer spending.\nSample: Opportunity sampling – 393 people, approximately equal numbers of\nmale and female. 142 were exposed to the pop music condition, 120 to the\nclassical and 131 to no music.\nMethod – Field experiment in upmarket/expensive British restaurant with\nindependent measures design.\nProcedure – Classical, pop and no music were played over 3 weeks/18 evenings\n(closed on Sundays). Each conditioned counter-balanced by the day of the week.\nEach type of music played on six different days over the 3 weeks. Mean spend per\ntable was calculated and compared as well as the total time spent in the\nrestaurant. Time spent in restaurant was taken into account/controlled for when\ncalculating the results for the three conditions as the longer the customer is in the\nrestaurant, it is likely their spend will increase.\n© Cambridge University Press & Assessment 2024 Page 23 of 47\n\n8(a) Results: total spend: classical music £32.51; pop music £29.46; no music £29.73.\nTherefore, playing background classical music leads to increased spending on\nfood and drink.\nAdditionally: (i) There was very little difference in the amount spent on main course\nor dessert. (ii) The no music condition resulted in greatest spending on wine alone\n(not what was expected) but if ‘bar’ (all drinks) and ‘wine’ are put together, then\nspending is the greatest for classical music. (iii) The greatest difference was\nspending on coffee: classical £1.06, pop £0.80 and no music £0.53. (iv) Also,\nsignificant difference in spending on starters: classical £4.92, pop £4.04 and no\nmusic £3.93.\nConclusion: the playing of background music influences customer spending in a\nrestaurant with classical music resulting in the greatest amount spent per person.\nExample:\n Opportunity sample (393)\n 3 conditions (pop, classical, no music)\n 3 weeks at upmarket British restaurant\n Measured amount spent and time in restaurant\n Classical music had higher spend than pop music/no music\n Greatest spend in classical for all drinks\n Greatest spend in classical for coffee\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 24 of 47\n\n8(b) Evaluate this study by North et al., including a discussion about ecological 10\nvalidity.\nEvaluation in your answer can include strengths, weaknesses and a\ndiscussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\nA range of issues could be used for evaluation.\nThese include:\n Named issue – ecological validity\nThe North et al. study has good ecological validity as it is conducted in the natural\nenvironment as a field experiment in a restaurant so the purchasing behaviour by\nthe customers would be natural and it is typical to have music being played when\nyou are eating dinner. In addition, classical/pop music/no music are played in\nrestaurants, so this is an everyday life experience. However, this does mean it has\nless control of extraneous variables (e.g. whether the restaurant is busy on one\nday and relatively quiet on another). If the restaurant is very busy, service may be\nslower and therefore diners might not order dessert. Also they did not appear to\nget consent or debrief the participants. However, this is not a harmful study as the\nparticipants are just being monitored on how much they have spent, and\nconfidentiality is maintained.\n Individual and situational explanations\nThe findings would suggest the specific situation the person is in (classical music\nresulting in more spending than pop music or no music) rather than something that\nis ‘individual’. However, each individual diner will choose the food based on their\npreferences, budget for the meal, whether it is a special occasion, etc. Therefore,\nthe study does show the situational factor (music) that is influencing the\nparticipant, but it is not suggesting that individual factors are irrelevant.\n© Cambridge University Press & Assessment 2024 Page 25 of 47\n\n8(b)  Reductionism versus holism\nThe study/conclusions reached can be considered to be holistic as North et al.\noutlines three explanations for the behaviour of the diners (synergy, classical\nmusic preferred, classical music promoting upmarket atmosphere – this third\nconclusion is considered to be the most likely based on previous research). It\ncould also be considered somewhat reductionist as very little qualitative data\nwhich could have shed some light on the conclusions reached by North et al. (e.g.\nif classical music was preferred).\n Determinism versus free-will\nThe findings of the study suggest that increased spending behaviour determined\nby the music playing in the background in the environment (environmental\ndeterminism). The findings of this study suggest that it is. However, clearly the\ndiners have free-will as they choose their food based on preferences, budget, etc.\nIt is likely that music influenced consumer spending but was not at the exclusion of\nfree-will (i.e. soft, not hard determinism).\n Generalisations from findings\nA large number of participants with a mix of genders means the results can be\ngeneralised. However, as it was an expensive restaurant it is likely the diners have\na high disposable income. It was one restaurant in one city in the UK which limits\ngeneralisability of the findings.\n Validity\nGood validity as the participants were unaware they were in a study, so their\nspending was natural. The data collected was mainly quantitative (amount spent)\nwhich is objective and improves validity. However, very little qualitative data was\ncollected which lowers validity due to the lack of depth in the results to find out\nother reasons for the participants spending.\n© Cambridge University Press & Assessment 2024 Page 26 of 47\n\n8(b) Additional issues candidates may include:\n Reliability\n Ethics\n Quantitative and qualitative data\n Controls\n Objective data\nNote – only credit these evaluation points if not discussed elsewhere in the\nresponse.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 27 of 47", "source_pages": [ 23, 24, 25, 26, 27 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_32-p23.png", "../answer-assets/9990_s24_ms_32-p24.png", "../answer-assets/9990_s24_ms_32-p25.png", "../answer-assets/9990_s24_ms_32-p26.png", "../answer-assets/9990_s24_ms_32-p27.png" ] }, { "id": "9990-2024-mj-33-q01", "question_id": "9990-2024-mj-33-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Sarah is always thinking about germs. At work she eats 4 1 max for reference to Sarah’s obsession/belief =\nlunch alone as she believes this will protect her colleagues. germs, protect colleagues, colleague gets ill.\nShe always washes her hands for 15 minutes in very hot\nwater. She feels better after this, but after 45 minutes she 1 max for reference to Sarah compulsion – washing\nwants to wash again. When Sarah gets home, she washes hands for 15 mins/very hot water, washing clothing,\nher clothing, shoes and coat. One day, when Sarah had sat shoes, coat.\nnext to a colleague, she could not sleep that night as she\nwas convinced that he would get ill. 1 max for reference to persistence/time-consuming =\nalways thinking about, takes up to at least an hour a day\nExplain how Sarah meets the diagnostic criteria for (15 min every 45).\nobsessive-compulsive disorder (OCD).\n\n1 max for explain why obsession is irrational.\nAward 3–4 marks for a detailed answer with clear understanding\nof how Sarah fits the diagnostic criteria for OCD. 1 mark for explain that the compulsion acts to reduce\nAward 1–2 marks for a basic answer with some understanding of the anxiety created by the obsession.\nhow Sarah fits the diagnostic criteria for OCD.", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p08.png" ] }, { "id": "9990-2024-mj-33-q02", "question_id": "9990-2024-mj-33-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2 max for reference to impairment in life (couldn’t sleep,\nDiagnostic criteria ICD-11 sitting alone at lunch).\n Presence of persistent obsessions/compulsions\n Obsessions are repetitive and persistent that are Allow reference to both ICD and DSM guides.\nintrusive/unwanted\n Compulsions are repetitive behaviour or rituals Do not credit ‘obsessions and compulsions’ on its own\n Obsessions and compulsions are time-consuming or result in as in the question.\nsignificant distress/impairment in personal, family, social,\neducational, occupational, or other important areas of The response must identify both obsessions and\nfunctioning.\ncompulsions from the stem to be awarded full marks.\n© Cambridge University Press & Assessment 2024 Page 8 of 63\n\n9990/33 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n1 Example: DSM-5 is creditworthy\nSarah fits the diagnostic criteria for OCD as she is experiencing Presence of obsessions and/or compulsions.\nobsessions and compulsions. One of her obsessions is thinking Obsessions are recurrent/persistent thoughts that are\nabout germs. (1) This is something Sarah thinks about intrusive/unwanted – thoughts are neutralised with some\nfrequently, so it is persistent. (1) In addition, Sarah engages in other thought/action.\ncompulsions which include washing her hands for 15 minutes in Compulsions are repetitive behaviours/mental acts that\nvery hot water. (1) Sarah’s behaviour is repetitive and/or the individual feels driven to perform in response to an\nritualistic (e.g. 15 minutes of hand washing and/or washing her obsession or according to rules that must be applied\nclothing, shoes and coat). rigidly. The compulsion is aimed at preventing/reducing\nWhen she washes her hands, she does feel better, however her anxiety; however, these behaviours are excessive.\nanxiety returns, and she has to wash her hands again which is Obsessions and/or compulsions are time-consuming or\ntime-consuming and excessive. (1) Her obsessions and cause significant distress or impairment in social,\ncompulsions are having a negative effect on her job as she is occupational, or other important areas of functioning.\nspending time washing her hands as well as feeling distressed\nwith her thoughts about germs. (1) She is also missing out on\nsocialising with her colleagues at lunchtime as she has to sit\nalone. (1) The other negative effect she is experiencing is not\nbeing able to sleep at night if she accidentally touches someone.\n(1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 9 of 63\n\n2(a) Outline what is meant by the determinism versus free-will 2 No credit for using just the terminology from the Q.\ndebate.\nAward 2 marks for an outline of the term/concept.\nAward 1 mark for a basic outline of the term/concept.\nExample:\nThe extent to which human behaviour is caused by\ninternal/external factors beyond our control or due to individual\nchoice (behaviour is self-determining). (2)\nOR\nDeterminism is where behaviour is caused by internal/external\nfactors beyond our control. (1)\nFree-will is where behaviour is due to individual choice\n(behaviour is self-determining). (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 10 of 63\n\n2(b) Explain one strength of applying the determinism side of 2 Context = biological explanation of depressive disorder\nthe determinism versus free-will debate to the biochemical (unipolar)\nexplanation for depressive disorder (unipolar).\nNo credit for explanation of why biochemical explanation\nAward 2 marks for a detailed explanation of strength in context. is deterministic.\nAward 1 mark for a basic outline of strength.\nNo credit for just identifying the strength.\nStrengths might include:\n Explanatory power– deterministic explanations align with\nviewing psychology as a science which explains the causes\nof behaviour.\n Increases the status of psychology – deterministic\nexplanations establish psychology as a science that offers\nunbiased and objective explanations for behaviour.\n Application to everyday life – if the cause of behaviour (e.g.\nlow levels of serotonin in the case of depression) then a\nsolution can be found (e.g. SSRIs).\n Establishes cause and effect relationships.\n Enables causes to be tested in a laboratory experiment with\ngood control.\n Takes the blame for behaviour away from the person. The\npatient with depressive disorder will not feel blamed for their\ndepression as the cause of it is due to internal biochemical\nfactors.\nExample:\nOne strength is application to everyday life, as a deterministic\nexplanation identifies the cause of behaviour (e.g. low levels of\nserotonin for depressive disorder) which can then be treated. (1)\nFor example, depressive disorder can be treated using SSRIs\nwhich increase serotonin levels through blocking re-uptake of\nserotonin into neurons. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 63", "source_pages": [ 8, 9, 10, 11 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p08.png", "../answer-assets/9990_s24_ms_33-p09.png", "../answer-assets/9990_s24_ms_33-p10.png", "../answer-assets/9990_s24_ms_33-p11.png" ] }, { "id": "9990-2024-mj-33-q03", "question_id": "9990-2024-mj-33-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 Olivia has a bipolar disorder and is receiving cognitive restructuring as therapy. In her first session she said:\n‘My life used to be 100% perfect! I had an amazing job and friends. I stayed up one night to research an expensive holiday.\nRecently everything has changed. I am not working and have no energy. No one likes me, not even my family, as I am not\nfun to be with. I have cancelled the holiday. Why does this keep happening to me? I feel amazing for a while and then it all\nchanges and I am depressed again.’\n\n3(a) Suggest how cognitive restructuring can help Olivia with 4 Can credit reference to type I or II bipolar.\nboth her depressive and manic episodes.\nIf candidate discusses either depression or manic and\nAward 3–4 marks for a detailed suggestion with clear not both can get 3 out of 4 marks.\nunderstanding of cognitive restructuring linked to helping Olivia\nwith both her depression and manic episodes. No direct link to Olivia’s specific symptoms 2 marks.\nMaximum 3 marks for detailed suggestion with clear\nunderstanding of cognitive restructuring linked to helping Olivia\nwith either her depression or her manic episodes.\nAward 1–2 marks for a basic suggestion with some\nunderstanding of cognitive restructuring linked to helping Olivia\nwith both her depression and manic episodes.\n© Cambridge University Press & Assessment 2024 Page 12 of 63\n\n3(a) Cognitive restructuring involves –\nTalking therapy where the therapist asks questions and\nidentifies the patient’s irrational/illogical thinking patterns. Initially\nthe therapist explains how the cognitive triad (self, others and\nfuture) works and the effect this has on behaviour and mood.\nThe patient is set homework to identify their mood, thoughts and\nbehaviour and this is discussed in subsequent sessions with the\ntherapist. The therapist will discuss with the patient more\nrational and logical thoughts and help the patient to recognise\nthe irrational thinking outside of the therapy sessions (‘reality\ntesting’). At the end of therapy, the patient will have the ability to\nchallenge their irrational thoughts, engage in positive behaviour\nand increase mood. The manic episodes for someone with\nbipolar disorder are characterised by an overly positive view of\nself, world and future.\nExample:\nOlivia’s therapist can use Olivia’s description of her life to\nexplain the cognitive triad is made up of thoughts about yourself,\nthe world/others and the future. (1) The therapist can challenge\nboth the manic and the depression illogical thinking and help\nOlivia to replace these thoughts with more rational statements\nabout herself, the world and her future. (1) For example, no\none’s life is 100% perfect – a more rational view is that life can\nbe good but doesn’t need to be perfect – this will help Olivia to\nsee herself in a more logical way and help her mania reduce. (1)\nFor the depression, the therapist could challenge that it is\nunlikely that no one likes her and that she is never any fun to be\naround with a more realistic view that Olivia is liked by people in\nher life which will increase her mood. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 13 of 63\n\n3(b) Explain one strength of using cognitive restructuring 2 No credit to ‘will improve her mania and depression’ on\ntherapy with Olivia. its own.\nAward 2 marks for an explanation of a strength of cognitive 0 marks to long term benefits/improvements on its own.\nrestructure for Olivia. No credit to just identifying a strength.\nAward 1 mark for a basic explanation of a strength of cognitive\nrestructure for Olivia. Allow full credit for reference to research that shows\neffectiveness for bi-polar or depression.\nOne strength from:\n There are no side effects, unlike medication (e.g. Lithium –\nmood stabiliser – feeling tired, weight gain, dry mouth,\nexcessive thirst, etc.)\n Effective therapy – e.g. Dobson found those who had\ncognitive restructuring as opposed to drug therapy did\nsignificantly better (90% versus 70% improvement in\ndepression symptoms).\n Long term effectiveness – teaches the patient how to\nrecognise automatic overly positive or overly negative\nthinking and how to challenge these thoughts. The patients\ncan do this on their own when therapy is over.\n Cognitive therapy is shorter term and therefore cost\neffective (6–12 sessions) compared to other types of\ntherapy (e.g. psychotherapy).\nExample:\nOne strength of cognitive restructuring for Olivia is that it has\nlong-term effectiveness as Olivia will learn how to recognise her\nautomatic overly positive and negative thoughts. (1) Once\ntherapy has finished if Olivia goes back into a manic episode,\nshe can replace the overly positive thoughts (e.g. ‘my life is\nperfect’) with more rational thinking (e.g. 'my life is really good,\nnot perfect. No one’s life is perfect’). (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 63", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p12.png", "../answer-assets/9990_s24_ms_33-p13.png", "../answer-assets/9990_s24_ms_33-p14.png" ] }, { "id": "9990-2024-mj-33-q04", "question_id": "9990-2024-mj-33-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the behavioural explanation and the 6 Award up to 4 marks where the response has described\npsychodynamic explanation of fear-related disorders. only part of the question even if the response otherwise\nmeets the criteria for level 3.\nUse Table A: AO1 Knowledge and understanding to mark\ncandidate responses to this question.\nCandidates must discuss both behavioural and psychodynamic\nexplanations of fear-related disorders, but they do not need to\nuse Watson’s Little Albert and/or Freud’s Little Hans examples\nfrom the syllabus.\nBehavioural (classical conditioning)\nA phobia develops as the neutral stimulus is paired with\nsomething the person is afraid of (the unconditioned stimulus).\nIf enough pairings occur or the initial UCS is very frightening the\nperson will end up with a fear of the NS. The NS then becomes\nthe CS.\ne.g. Watson and Raynor (1920) Little Albert who was\nconditioned to be afraid of a rat (NS) by Watson banging an iron\nbar (UCS) behind the baby which made him cry (UCR).\nEventually just the sight of the rat (CS) was enough to cause the\ncrying (CR).\nPsychodynamic\nA fear is repressed into the unconscious to protect the ego. The\nphobia can be a redirected fear during an intensely frightening\nexperience (e.g. a physical attack) onto an object.\nDenied/repressed impulses of the id which happen during\nchildhood – often during psychosexual stage of development –\nwhen there is conflict between the desires of the id and the\ndesires of the ego. Conflict is repressed into the unconscious\nand the phobic object/situation symbolises this conflict.\n© Cambridge University Press & Assessment 2024 Page 15 of 63\n\n4(a) e.g. Freud, 1909 may also summarise the case of Little Hans\nwith a focus on phobia (horse or bath). For example, Hans\ndeveloped a fear of white horses as this was a redirected fear of\nhis father. Hans was in the phallic stage of psychosexual\ndevelopment and was experiencing the Oedipus complex. He\nhad sexual desires for his mother and feared his father would\ncastrate him. Hans displaced these strong feelings of fear/hatred\ntowards his father onto horses which reminded him of his father\nwith long mane/black noseband (similar to his father’s facial hair)\nand blinkers (similar to father’s glasses).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 16 of 63\n\n4(b) Evaluate the behavioural explanation and the 10\npsychodynamic explanation of fear-related disorders,\nincluding a discussion about longitudinal studies.\nEvaluation in your answer can include strengths,\nweaknesses and a discussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate\nresponses to this question.\nA range of issues could be used for evaluation here.\nThese include:\nNamed issue – Longitudinal studies\nStrengths\n Shows change in behaviour over time\n Watson’s study lasted a few months (8 months 26 days until\n12 months 21 days – 4 months) and conditioned Little Albert\nto become afraid of rats, white fluffy objects, etc. over the\ncourse of the study. Freud’s study lasted from age 3-5\nyears and investigated the development and resolution of\nthe Oedipus complex during the study.\n Often in-depth as time to collect a lot of data e.g. Freud\ncollected in-depth data from letters from Little Hans’ father\ndescribing events and conversations he had with Hans\n Holistic – develop a thorough understanding of the\nparticipant(s) in the study\n© Cambridge University Press & Assessment 2024 Page 17 of 63\n\n4(b)  Freud had a holistic view of the causes of Hans’ behaviour.\nFor example, he was sent letters with conversations\nbetween Hans and his father describing little Hans’\nthoughts/fantasies. Freud was able to report on how the\nfantasies changed during and after the phallic stage to\nexplain how someone transitions from one psychosexual\nstage to the next. Watson was somewhat holistic – tested\nLittle Albert on a number of different objects to explain the\ndevelopment of the phobia of rats and also how phobias can\ngeneralise to other objects similar to the phobic object.\n No recall bias as the participant doesn’t have to remember\npast events.\n Both Watson and Freud (through the father) were recording\nevents, behaviours, etc. as they occurred during the study.\nFor example, little Hans’ father did not have to recall events\nfrom Hans’ childhood but could record them in his letters as\nthey happened. Makes the data more valid.\nWeaknesses\n Time-consuming/attrition.\n In some longitudinal research participants drop out of the\nstudy due to loss of contact, unwillingness to continue, etc.\nThis did not happen during Watson or Freud’s studies, but\nthe Freud study was very time consuming. A researcher\ncan invest a lot of time in the study and as longitudinal\nstudies often have one or few participants if someone\nleaves the study this could mean the research cannot\nprogress.\n Researcher can develop a close bond with the participant\nand can be less objective in interpretation of data –\nparticularly if qualitative data\n Freud’s research has been accused of being biased as the\ndata was collected by the father who had a close\nrelationship with his son (as well as Freud).\n© Cambridge University Press & Assessment 2024 Page 18 of 63\n\n4(b)  Nature versus nurture – Behavioural is nurture as phobias\nare learned through association between a neutral stimulus\nand an unconditioned stimulus. In contrast, psychodynamic\nis both nature and nurture- we all go through the\npsychosexual stages but whether we pass through them\nsuccessfully is due to life experiences/nurture.\n Determinism versus free will – The explanations of\nphobias are deterministic. The behavioural explanation\nsuggests phobias are learned. This is deterministic\nbecause the person who develops the phobia has no choice\nbut to develop it due to their learning experience. For\nexample, Little Albert learned to be afraid of the white rat\nbecause of the noise he associated with the rat not because\nhe chose to be afraid. However, some element of free-will\nas a phobic patient can unlearn their phobia (e.g. through\nsystematic desensitisation). Psychodynamic is also\ndeterministic. Freud theorised that a phobia is caused by\nthe expression of anxiety in the unconscious over which we\nhave no control. In addition, the repression of anxiety\noccurs due to early childhood experiences over which there\nis little to no control. However, a phobic patient does have\nfree will to go to psychoanalysis and allow the\npsychotherapist to help them bring the fear into the\nconscious mind so that it can be resolved.\n© Cambridge University Press & Assessment 2024 Page 19 of 63\n\n4(b)  Case studies - Strengths – in depth research (Watson and\nFreud) and good ecological validity (e.g. Freud).\nWeaknesses – lacks generalisability as just one young boy\n(e.g. Watson and Freud) and researcher can become overly\ninvolved leading to bias data (e.g. Freud).\n Validity – Freud’s study is open to bias as data was\ncollected by the father of Little Hans and reported via letters\nto Freud. All data was qualitative and open to interpretation.\nLittle Hans had a frightening experience with a horse which\ncould explain his phobia and yet this was dismissed by\nFreud. Watson’s data was collected via observation –\nnoting down the behaviour of little Albert (e.g. was he calm,\nfussing, crying). As Albert was a 9-month-old baby there are\nno demand characteristics or social desirability which\nincreases validity. It is unlikely that Watson misinterpreted\nthe behaviour of Albert as the difference between a baby\nbeing calm and crying are clear. Also increasing validity.\nHowever, poor ecological validity as no one is purposefully\nconditioned to develop a phobia. Many phobias develop\nwith just one bad experience with the phobic object.\nRepeated and systematic exposure to the banging of the\niron bar is very unrealistic.\nAdditional issues candidates may include:\n generalisations from findings (if not evaluated within case\nstudies)\n qualitative data\n subjective data\n ethics\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 63", "source_pages": [ 15, 16, 17, 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p15.png", "../answer-assets/9990_s24_ms_33-p16.png", "../answer-assets/9990_s24_ms_33-p17.png", "../answer-assets/9990_s24_ms_33-p18.png", "../answer-assets/9990_s24_ms_33-p19.png", "../answer-assets/9990_s24_ms_33-p20.png" ] }, { "id": "9990-2024-mj-33-q05", "question_id": "9990-2024-mj-33-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 Snyder and DeBono (1985) found that high self-monitors and low self-monitors have different preferences for advertising\nstrategies. This finding could be used for advertising winter coats.\n\n5(a) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks.\nwould appeal to high self-monitors. Identify high self-monitors prefer image with a brief outline of\nthe advertising strategy for the winter coats linked to the\nFor the suggestion: strategy.\nAward 2 marks for an outline of the application linked to the OR\ncontext. A more detailed outline of the specifics of the advertisement\nAward 1 mark for a basic outline of the application. with a clear link to image.\nTwo examples in mark scheme.\nLikely content:\nHigh self-monitors prefer advertisements that appeal to\nimage/soft sell.\nAdvertisement for coats -\nImage – emphasis on how fashionable the coat is;\naspirational setting e.g. going into a high-quality restaurant;\nworn by a celebrity or influencer that customers aspire to be\nlike; emphasis on how the winter coat will make the\ncustomer feel good about themselves.\n© Cambridge University Press & Assessment 2024 Page 21 of 63\n\n5(a) Examples:\nThe advertising strategy needs to appeal to high self-\nmonitors by focusing on an appeal to the coat’s image. (1)\nFor example, the advertisement could show a group of\npeople wearing winter coats walking to an aspirational event\nsuch the opening of an art gallery. (1)\nTo appeal to image the advertisement could show a group of\npeople walking in the snow at night with the streetlights\ncausing the snow to shimmer (high visual appeal). (1) At the\nend of the advertisement the group of people will walk into\nan art gallery which is a place that potential customers may\naspire to attend so the advert will appeal to them. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 22 of 63\n\n5(b) Suggest one advertising strategy for winter coats that 2 Two ways to achieve full marks.\nwould appeal to low self-monitors. Identify low self-monitors prefer quality with a brief outline of\nthe advertising strategy for the winter coats linked to the\nFor the suggestion: strategy.\nAward 2 marks for an outline of the application linked to the OR\ncontext. A more detailed outline of the specifics of the advertisement\nAward 1 mark for a basic outline of the application. with a clear link to quality.\nLikely content: Two examples in mark scheme.\nLow self-monitors prefer advertisements that appeal to\nquality/hard sell.\nQuality – emphasis on very high standard of material the\ncoat is made from; hard-wearing and long lasting; versatile\nto be used in many different settings (e.g. going out for\ndinner, taking a long walk in the countryside); worth\ninvestigating in a high-quality coat that will last for many\nyears.\nExample:\nThe advertising strategy needs to appeal to low self-\nmonitors by focusing on the quality of the coat. (1) The\nadvertisement could show someone purchasing a winter\ncoat and have a sequence of short clips that show the\nperson wearing the coat over several years which would\nhighlight how hard-wearing and good quality the coat is. (1)\n© Cambridge University Press & Assessment 2024 Page 23 of 63\n\n5(b) To appeal to quality the advertisement could show a woman\npurchasing the winter coat and then show her putting the\ncoat away at the end of the winter. It would then show the\nwoman getting this coat out of storage at the start of every\nwinter for a few years. The advertisement could make it\nclear that years have passed by showing the woman looking\nolder. This highlights that the coat is hard-wearing and is\nworth the money. (2)\nOther appropriate responses should also be credited.\nQuestion Answer Marks Guidance", "source_pages": [ 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p21.png", "../answer-assets/9990_s24_ms_33-p22.png", "../answer-assets/9990_s24_ms_33-p23.png", "../answer-assets/9990_s24_ms_33-p24.png" ] }, { "id": "9990-2024-mj-33-q06", "question_id": "9990-2024-mj-33-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline ‘satisficing’ as a model of consumer decision- 2 Max 1 mark if no link made to consumer decision-making.\nmaking.\nAward 2 marks for an outline of the term/concept in context.\nAward 1 mark for a basic outline of the term/concept.\nExample:\nThis is where the consumer satisfies their needs and\nsearches amongst available products until they find an\nacceptable product. (1) This product is then purchased. (1)\nThey get approximately where they want to go and then stop\nand decide to purchase the product. (1) If you were\nshopping for a new dress you would try on a few and then\nbuy the one that seems ‘good enough’. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 24 of 63\n\n6(b) Explain how satisficing as a model of consumer 2\ndecision-making is reductionist.\nAward 2 marks for a detailed explanation.\nAward 1 mark for a basic explanation.\nLikely answers:\n Just considers the cognitive level of explanation – the\nconsumer decides what is ‘good enough’ based on their\nattitude about the product and the comparison to a few\nother similar alternatives.\n Does not take into account other levels such as\nenvironmental (store environment).\n The cognitive level of explanation of being ‘good\nenough’ does not explain why customers will spend\nextensive amount of time researching alternative\nproducts, read reviews, etc. especially when it is a high\nvalue item that the customer might have for a long time\ne.g. car.\n Does not consider environmental explanation/influences\n– a good marketing campaign will increase sales of the\nproducts.\n Does not explain why consumers purchase products\nthat are luxury, high end, branded products that are\nexpensive and are more than ‘good enough’.\n Does not consider societal and cultural explanations –\nproducts that are endorsed by ‘influencers’ who are\nconvincing the customers that they want a product as\nthe influencer is ‘selling’ a lifestyle’ rather than fulfilling a\nneed in the consumer. Consumers want these products\nas they are marketed as being more than good enough.\n© Cambridge University Press & Assessment 2024 Page 25 of 63\n\n6(b) For example,\nThis model is reductionist as it does not consider other\nlevels of explanation such as environmental factors. (1)\nSome consumers may decide to purchase a product due to\nthe layout and atmosphere of the store. (1)\nThe model does not explain impulse purchases where the\nconsumer doesn’t consider any alternatives so there is no\nopportunity for them to believe that the product they are\nabout to purchase is good enough as there is no product to\ncompare it to. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 26 of 63", "source_pages": [ 24, 25, 26 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p24.png", "../answer-assets/9990_s24_ms_33-p25.png", "../answer-assets/9990_s24_ms_33-p26.png" ] }, { "id": "9990-2024-mj-33-q07", "question_id": "9990-2024-mj-33-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "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\nlooking at the computers, comparing prices and asking questions. She also notices that when customers select grocery\nitems they only briefly look at what they put into their shopping trolley.\n\n7(a)(i) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus\ncomputers are using system 2 for decision-making. shopping for groceries.\nAward 2 marks for an explanation with relation to the context. What is system 2 thinking = 1 mark\nAward 1 mark for a basic explanation with relation to the Link to why use system 2 for computers decision = 1 mark\ncontext.\nExample:\nDefinition system 2 (can be contextualised definition or not):\nThe customers shopping for computers are using system 2\nthinking as it involves effort and is thoughtful. (1)\nWhy using system 2 for decision-making for computer:\nComputers are an expensive purchase so the customer will\nwant to spend time thinking about their purchase and\ncomparing prices. (1) There are a lot of different types of\ncomputers and the customer will want to put in effort to\nmake sure the computer they purchase meets their needs\n(e.g. has sufficient storage, software the customer needs).\n(1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 27 of 63\n\n7(a)(ii) Explain one reason why the customers shopping for 2 Context = large store, shopping for computer versus\ngroceries are using system 1 for decision-making. shopping for groceries.\nAward 2 marks for an explanation with relation to the context. What is system 1 thinking = 1 mark\nAward 1 mark for a basic explanation with relation to the Link to why use system 1 for groceries decision = 1 mark\ncontext.\nExample:\nDefinition system 1 (can be contextualised definition or not):\nThe customers selecting their groceries are using thinking\nfast/system 1 as it is automatic and unconscious. (1)\nWhy using system 1 for decision-making for groceries:\nThe customer doesn’t need to put effort into choosing\ngroceries as these are items they frequently purchase so\nthey know which groceries they want. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 28 of 63\n\n7(b) Explain one problem with identifying whether a 2\ncustomer is using system 1 or system 2 for decision-\nmaking.\nAward 2 marks for an explanation of one problem with\nidentifying system 1/system 2 used by a customer.\nAward 1 mark for a basic explanation of one problem with\nidentifying system 1/system 2 used by a customer.\nLikely problems:\n Intuitive thinking/system 1 and 2 are cognitive\nprocesses so cannot be seen and have to be inferred.\n If the customer is observed to determine intuitive\nthinking, the behaviour of the customer may not match\ntheir type of thinking (e.g. they may be spending a long\ntime looking at a product, but they are distracted and\nare thinking about something other than whether to buy\nthe product).\n Customers can be asked in either an interview or\nquestionnaire about their thinking about a product prior\nto purchase but this is subjective data and open to\nsocial desirability (might not want to admit system 1\nthinking for an expensive product).\n If the responses are qualitative, it is open to\nbias/misunderstanding/difficulties with explaining\nthoughts.\n All lower the validity of identifying the correct type.\n© Cambridge University Press & Assessment 2024 Page 29 of 63\n\n7(b) Example:\nOne problem with identifying whether the customer is using\nsystem 1 or 2 is that these thoughts are private and to access\nthem inferences must be made from what the customer says\nand/or does. (1) Responses from customers as well as their\nbehaviour can be misinterpreted, and the incorrect thinking\nstyle applied. (1) For example, a customer is seen to spend a\nlong time looking at similar products before purchasing one\nbut in fact they were distracted while browsing and just\nselected the first product that looked good to them. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 30 of 63", "source_pages": [ 27, 28, 29, 30 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p27.png", "../answer-assets/9990_s24_ms_33-p28.png", "../answer-assets/9990_s24_ms_33-p29.png", "../answer-assets/9990_s24_ms_33-p30.png" ] }, { "id": "9990-2024-mj-33-q08", "question_id": "9990-2024-mj-33-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described\n the features of menu design which have positive and only part of the question even if the response otherwise\nnegative impacts, and meets the criteria for Level 3.\n the effect of food name on menu item choice.\nUse Table A: AO1 Knowledge and understanding to mark\ncandidate responses to this question.\nCandidates must discuss both features of menu design\nwhich have positive and negative impacts, including the use\nof eye tracking and the effect of food name on menu item\nchoice films, but they do not need to use the Pavesic or\nLockyer example from the syllabus.\nAnswers may include:\nSyllabus content\n Menu design focusing on the features of menu design\nwhich have positive and negative impacts and ways to\nstudy this, including the use of eye-tracking, e.g.\nPavesic (2005).\n The effect of food name on menu item choice, including\na study, e.g. Lockyer (2006).\n© Cambridge University Press & Assessment 2024 Page 31 of 63\n\n8(a) Menu design focusing on the features of menu design\nwhich have positive and negative impacts and ways to\nstudy this, including the use of eye-tracking, e.g.\nPavesic (2005).\nMenus help the customer decide what to order but they are\nalso very important for the branding and image of the\nrestaurant. They can direct customers to order food that the\nrestaurant prepares the best/has the best profit margin.\nThey communicate the overall dining experience. The menu\nshould complement the décor and style of the restaurant.\nMenus can use highlighting to direct the attention of the\ndiners. Common negative features of menus include being\nhard to read, overemphasising pricing, poor use of space,\nmonotonous design and too big. Eye-tracking - customers\ndon’t read a menu from start to finish but instead scan the\nmean. Attention can be drawn using boxes, images and\ndifferent fonts. Other parts of the menu can be de-\nemphasized by using smaller fonts, no highlighting, etc.\nPavesic is a review article that outlines how customers use\nmenus and how restaurants can design better menus (use\nof ‘eye magnets’) such as a box around the appetiser or\ndifferent coloured font to a menu description. Attention\nshould be paid to style, colour, artwork and illustrations. Put\nthe entrees first in your menu as most of your diners will\norder this whereas appetisers/desserts are ordered by a\nsmaller number of customers. Average time spent looking\nat a menu 109 seconds.\n© Cambridge University Press & Assessment 2024 Page 32 of 63\n\n8(a) Effect of food name on menu item choice, including a\nstudy, e.g. Lockyer (2006)\nResearch has shown that foods with descriptive and\nevocative names had more positive comments (such as\n‘‘Succulent Italian Seafood Fillet’’) and rated as more\nappealing, tasty and caloric than those with more regular\nnames. (e.g. ‘Seafood Fillet’).\nLockyer (2006) study investigated the impact of menu item\nnames on selection of menu items.\nFour focus groups (48 participants, self-selected from\nHamilton, New Zealand) examined the responses to five\nmenus, each with the same menu items but using different\nwording. In addition, a survey was randomly distributed in\nthe local area to which 200 people responded. Open and\nclosed questions were used. Rated how appealing each\nmenu item was and were then asked why they had given\nthis rating. Used content analysis to analyse the qualitative\ndata.\nResults did show large individual differences with different\nparticipants showing a preference for different menus.\n© Cambridge University Press & Assessment 2024 Page 33 of 63\n\n8(a) The participants showed a preference for items they would\nnot normally eat at home. The highest appeal was for the\nseasonal menu and the lowest the French style menu.\nStrongest preference was shown to the elaborate style\nmenu for the participants that were surveyed which used\nwords such as delicious, flavourful and perfection.\nParticipants were also given four dining experiences\n(romantic, business, mother-in-law and family reunion).\nFrom focus group discussion clear differences in what menu\nitems would be selected based on the occasion of the dining\nexperience. When describing the most popular menu the\nparticipants used words such as ‘fresh’, ‘clear explanation’\nand ‘tasty’.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 34 of 63\n\n8(b) Evaluate what psychologists have discovered about: 10\n the features of menu design which have positive and\nnegative impacts, and\n the effect of food name on menu item choice,\nincluding a discussion about generalisations from\nfindings.\nEvaluation in your answer can include strengths,\nweaknesses and a discussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate\nresponses to this question. Depending on the examples\nstudied by candidates their answers may vary.\nA range of issues could be used for evaluation. These\ninclude:\n Named issue – generalisations from findings\nPavesic reviewed a large variety of menu designs so his\nsuggestions are generalisable. Lockyer had five menu\ndesigns in his study which makes it less generalisable than\nPavesic. However, Lockyer does consider five different\ntypes, so it is not without any generalisability. Pavesic’s had\na large sample (48 in focus groups and 200 randomly\nsampled for the self-report) but all from one city in New\nZealand. More females than males in the study. It could be\nthat sample of men used in the study could not be\ngeneralisable to the target population given the small\nnumbers. Wide range of ages, fairly good range of\nethnicities and socioeconomic groups were included.\n© Cambridge University Press & Assessment 2024 Page 35 of 63\n\n8(b) Lockyer’s study has some issues with ecological validity\n(generalisations from the findings to everyday life) as the\nstudy used focus groups answering questions and\ndiscussing menus which isn’t something that happens in\neveryday life. However, the menus were realistic and based\non menus that Lockyer had researcher. On the other hand,\nthe participants were imagining different dining scenarios\nrather than experiencing these scenarios in everyday life.\nFor example, the participants may have felt differently if they\nwere in a restaurant at a business meeting.\n Applications to everyday life – Both studies and topic\nareas have good application to everyday life. Pavesic\ngives clear and detailed recommendations for both good\nmenu design and mistakes to avoid. There is a lot of\nfocus in the review article on increasing sales, which\nfurther improves the application of the research. The\nLockyer study did find one of the menus was the most\npopular, but this was different for the focus group as\nopposed to the group of participants surveyed. There\nwere also individual differences which suggests there is\nquite a bit of variety in terms of the wording preferences\nfor menu items.\n© Cambridge University Press & Assessment 2024 Page 36 of 63\n\n8(b)  Validity – Lockyer has good validity as he did the survey\nafter the focus group to measure the validity of the results\nfrom the focus group. However, self-reports were used\nwhich means the data could be open to socially desirable\nresponses, demand characteristics, etc. In addition, the\nqualitative data had to be interpreted but this was done\nthrough content analysis.\n Objective versus subjective – The data collected from\nthe rating scales is somewhat more objective as the\nresearchers can’t misinterpret the ratings given to the\nmenus by the participants. However, participants could\nhave interpreted the rating scale differently. However,\nthe data from the focus groups and the response to the\nopen questions is subjective. But Lockyer used a\ncomputer programme to analyse the focus group\ndiscussion. A computer is objective and not open to any\nbias.\nAdditional issues candidates may include:\n Reliability\n Ethics\n Quantitative and qualitative data\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 37 of 63", "source_pages": [ 31, 32, 33, 34, 35, 36, 37 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_33-p31.png", "../answer-assets/9990_s24_ms_33-p32.png", "../answer-assets/9990_s24_ms_33-p33.png", "../answer-assets/9990_s24_ms_33-p34.png", "../answer-assets/9990_s24_ms_33-p35.png", "../answer-assets/9990_s24_ms_33-p36.png", "../answer-assets/9990_s24_ms_33-p37.png" ] }, { "id": "9990-2024-mj-41-q01", "question_id": "9990-2024-mj-41-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Freeman et al. (2003), using virtual reality to investigate\npersecutory ideation, included a number of self-reports such as the VR-Paranoia\nquestionnaire.\n\n1(a)(i) Give two examples of items (questions) included 2\nin the VR-Paranoia questionnaire.\nSyllabus 1.1.1 Key study using virtual reality to investigate persecutory\nideation: Freeman et al. (2003).\n\n1 mark for each correct answer\nNOTE: Any item from the items listed in the study list, e.g. ‘they were hostile\ntowards me’, ‘they were watching me’ (does not need to be word for word for\ncredit).\n\n1(a)(ii) State two features of the scale used by participants to answer the VR- 2\nParanoia questions.", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_41-p06.png" ] }, { "id": "9990-2024-mj-41-q02", "question_id": "9990-2024-mj-41-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 marks for two of the listed features.\n1 mark for one feature.\nDefinitive answer:\n (Ratings on a) 4-point scale\n Likert scale (opposite meanings)\n 0–3 do not agree / agree a little / agree moderately / totally agree\n 15 questionnaire items\n1(b) Suggest one weakness of the type of data gathered by the VR-Paranoia 2\nquestionnaire.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n The quantitative data does not help to understand the reasons why a\nparticipant gives a particular answer (1) such as ‘why they were laughing\nat me’ (2).\n The experience of the participant is reduced to a single number (1) and\nso does not help to understand the reasons why a participant gives a\nparticular answer such as ‘why they were laughing at me’ (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 6 of 30\n\n2 Covert sensitisation is a treatment for impulse control disorders.\n\n2(a) Outline how one study used covert sensitisation to treat a participant 2\n(e.g. Glover, 1985).\nAward 2 marks for a detailed outline.\nAward 1 mark for a partial outline.\nAnswers may include:\nFrom the study by Glover:\nIt was decided to use imagery of nausea and vomiting paired with the act of\nstealing. Episodes of imagery were used involving increasing nausea as she\napproached an article in a supermarket which she intended to steal, leading to\nvomiting as she lifted the article, with other shoppers’ attention being attracted\nto her. The vomiting and other unpleasant sensations ceased as soon as she\nreplaced the article, turned away and left the shop.\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 7 of 30\n\n2(b) Suggest how the effectiveness of covert sensitisation could be 2\nmeasured using an online questionnaire.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail/elaboration/example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n questionnaire could be created which could include a range of closed and\nopen questions format (1)\n aimed at people who have received covert sensitisation (+1)\n ask ‘Can you now resist the temptation to steal items?’ (or equivalent)\n(+1)\n ask ‘Describe how you feel when you are now in a situation where you\nwould previously have ‘given way to temptation’? (or equivalent) (+1)\n K-SAS could be used before, during and after (+1).\nOther appropriate responses to be credited.\n\n2(c) Explain two strengths of psychological treatments, such as covert 4\nsensitisation, for kleptomania.\nSyllabus 1.3.3 Psychological (cognitive-behavioural) therapies including:\n– covert sensitisation, including a study, e.g. Glover (1985)\n– imaginal desensitisation, including a study, e.g. Blaszczynski and Nower\n(2003).\nUp to 2 marks for each strength  2.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include:\n Technique can be applied by anyone, in any place at any time (1) so the\n‘patient’ can apply the technique themselves when they are exposed to a\nsituation where they might be tempted to steal an item (2).\n As no medication is taken, the patient cannot become addicted to\nmedication (1) unlike other biochemical treatments (2).\n Behavioural techniques are more likely to be generalised because all\npeople can learn and ‘unlearn’ following the same principles (1) meaning\nthat the principles of covert sensitisation can be generalised to not only\npeople with kleptomania but other impulse control disorders (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 8 of 30", "source_pages": [ 6, 7, 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_41-p06.png", "../answer-assets/9990_s24_ms_41-p07.png", "../answer-assets/9990_s24_ms_41-p08.png" ] }, { "id": "9990-2024-mj-41-q05", "question_id": "9990-2024-mj-41-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 In the key study by Bridge et al. (1988), the ‘profile of mood states’ questionnaire\nwas used to assess the effectiveness of their relaxation and imagery treatment\nprogramme on stress.\n\n5(a)(i) Explain why the study by Bridge et al. is longitudinal. 2\nSyllabus: 3.4.3 Key study on relaxation and imagery in reducing stress during\nmedical treatment: Bridge et al. (1988).\nAward 2 marks for a detailed explanation.\nAward 1 mark for a partial explanation.\nAnswers may include:\n the study lasted for six weeks (1)\n patients saw two researchers once a week for six weeks (+1)\n scores were taken by Leeds General Scale and profile of mood states at\ninitial assessment and again after six weeks (2 marks).\n\n5(a)(ii) Compare the results for total mood disturbance for any two groups. 2\nAward 2 marks for an appropriate statement plus numbers.\nAward 1 mark for an appropriate statement.\nAnswers may include:\n At six weeks total mood disturbance score was significantly less in the\nintervention groups than the control group (1) intervention e.g. 53.9\ncompared to 61.4 (+1).\n Women in the combined intervention group being more relaxed than\nthose receiving relaxation training only (1) e.g. 53.9 compared to 61.9\n(+1).\nNOTE: numbers do not have to be exact. Groups include control group.\nNOTE: ‘initial’ versus ‘six weeks’ are not groups.\n\n5(b) Suggest how the results of total mood disturbance could be presented 2\nin a graph.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n bar chart (1) with bars for initial/six-week tests and for each of the three\ngroups (2).\nNOTE: credit up to 2 marks for full explanation without naming graph.\nNOTE: drawings are not required for full marks, although a drawing is\ncreditworthy.\nNOTE: 0 marks for histogram (data not continuous scale).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 30\n\n5(c) Explain two strengths of using a longitudinal study to assess the 4\neffectiveness of relaxation and imagery on stress.\nUp to 2 marks for each strength x 2.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include:\n It determines change or effectiveness in same person over time (1) the\nparticipants who were assessed on the Leeds scale and profile of mood\nwere assessed at the beginning of the study and again at the end (2).\n It tracks the development of the same individual, so many participant\nvariables remain constant (1) the Leeds scale and profile of mood were\nused both at the beginning of the study and again at the end on the same\nparticipant (2).\n The consistency of the measures can be tested i.e. reliability (1) the\nLeeds scale and profile of mood were used both at the beginning of the\nstudy and again at the end on the same participant (2).\nOther appropriate responses to be credited.\nQuestion Answer Marks", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_41-p12.png", "../answer-assets/9990_s24_ms_41-p13.png" ] }, { "id": "9990-2024-mj-41-q06", "question_id": "9990-2024-mj-41-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Explain what is meant by an ‘objective measure of adherence’, in 2\nrelation to medical advice. Include a biological measure as an example.\nSyllabus 3.2.2\n objective measures focusing on pill counting and medication dispensers,\nincluding a study, e.g. Chung and Naya (2000).\n biological measures including blood and urine samples.\nAward 1 mark explanation.\nAward 1 mark for example.\nAnswers may include:\n objective is fact, a measure that cannot be disputed (1)\n for example, if a drug is detected in blood or urine then it is an objective\nfact (+1)\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 13 of 30\n\n6(b) Suggest how adherence can be measured objectively, other than using 2\na biological measure.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n pill counting (Chung and Naya, 2000) (1) (e.g. Chung and Naya, 2000)\nused trackcap to record the number of pills (assumed to have been taken)\n(2)\n repeat prescriptions (1) (e.g. Sherman et al., 2000) obtaining repeat\nprescriptions and analysing without patients’ knowledge. Assumption is\nthat if prescription repeated the original must have been used (2).\nOther appropriate responses to be credited.\n\n6(c) Explain two weaknesses of using biological measures of adherence to 4\nmedical advice.\nUp to 2 marks for each weakness  2.\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include:\n Data needs to be collected and this may be invasive for the participant (1)\nsuch as collecting blood (2).\n Data collection may be embarrassing for the participant (1) such as giving\na urine sample or spitting into a salivette (2).\n A participant may not give informed consent to the data collection method\n(1) so biological data is not collected about adherence (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 30", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_41-p13.png", "../answer-assets/9990_s24_ms_41-p14.png" ] }, { "id": "9990-2024-mj-41-q09", "question_id": "9990-2024-mj-41-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9 There can be problems with using electro-convulsive therapy (ECT) as a\ntreatment for schizophrenia, for example side effects.\n\n9(a) Plan an experiment with a longitudinal design to investigate whether 10\nthere are problems with ECT as a treatment for schizophrenia.\nYour plan must include details about:\n• controls\n• a directional or non-directional hypothesis.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n type of experiment  sample and sampling technique\nindependent variable  ethical guidelines\ndependent variable  a procedure\n controls  type of data, analysis of data,\nchoice of experimental design. use of descriptive statistics\n If appropriate:  an aim or hypothesis\n counterbalancing, random (directional or non-\nallocation (RCT) directional)/null hypothesis\n single blind/double blind  steps for making the study valid\n other appropriate features and reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 19 of 30\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.1.3 Treatment and management of schizophrenia – electro-\nconvulsive therapy.\nDescription:\n1. Muscle relaxant given; electricity applied bilaterally or unilaterally; patient\nconvulses (twitches because of muscle relaxant); patient is unconscious, then\nwakes and recovers.\n2. Possible side effects: 20% to 50% of the people who respond well to a\ncourse of ECT relapse within 6 months; Short-term memory loss is often\nreported. Many patients perceive the treatment as terrifying and shameful.\nImmediately after treatment the patient is often confused (and the confusion\nmay not be temporary).\nMarks Description\n3-4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1-2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response.\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that identifies a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature.\n0 No creditable response.\nExample: IV group with ECT and group without. Control: both groups with no\nother medication or treatment. Design: independent. Hypothesis directional:\nECT more problems than not. ‘Problems’ could be side effects i.e. the DV.\n© Cambridge University Press & Assessment 2024 Page 20 of 30\n\n9(c)(i) Explain one reason for your choice of controls. 2\nCandidates should use the controls stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n makes it more likely the study is valid; it is more likely that the DV has\nbeen caused by the IV (1) related to plan (2)\n participant variables are controlled such as being matched (1) related to\nplan (2)\n\n9(c)(ii) Explain one weakness of the use of a longitudinal design in your study. 2\nCandidates should use the longitudinal study stated in (a).\nMarks Description\n2 Weakness is given and applied to the plan.\n1 Weakness is given without being applied to the plan.\n0 No creditable response.\nExample  participant attrition: participants may drop out (1) related to\nplan (2)\n once started the design cannot be changed (1) related to\nplan (2)\n\n9(c)(iii) Explain one reason for your choice of directional or non-directional 2\nhypothesis.\nCandidates should use the directional/non-directional hypothesis stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nAward 0 marks if it is not a directional or non-directional hypothesis or it does\napply to the plan.\nExample:\n A directional hypothesis was chosen because it was predicted that X\nwould score more/be better/etc. than Y (1) reason related to plan (2).\n a non-directional hypothesis was chosen because it was predicted that\nthere would be a difference between X and Y (1) X reason related to\nstudy (2).\n© Cambridge University Press & Assessment 2024 Page 21 of 30", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_41-p19.png", "../answer-assets/9990_s24_ms_41-p20.png", "../answer-assets/9990_s24_ms_41-p21.png" ] }, { "id": "9990-2024-mj-41-q10", "question_id": "9990-2024-mj-41-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10 Shoppers’ liking of a store exterior and intention to shop at that store can be\ninfluenced by window displays.\n\n10(a) Plan an interview to investigate the effectiveness of different window 10\ndisplays on intention to shop.\nYour plan must include details about:\n interview format\n interview technique.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n interview technique (telephone  sample and sampling technique\nor face-to-face)  ethical guidelines\n interview format (structured,  a procedure\nunstructured, semi-structured).  the location type of data,\nquestion format (open and/or analysis of data, use of\nclosed) descriptive statistics\nexamples of questions  an aim or hypothesis\n question scoring/interpretation (directional or non-\nnumber of questions directional)/null hypothesis\n steps for making the study valid\nand reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 22 of 30\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.1.1 types of store exterior design including storefront, window\ndisplays and landscaping, including a study, e.g. Mower et al. (2012).\nDescription:\n1. Store exteriors are what customers first encounter and can create a first\nimpression of a store and attract customers into a store.\n2. Window displays congruent with the consumers’ self-image were found to\nbe more successful in attracting customers; window displays were less\nsuccessful when they only contained promotional or style information. Larger\nwindow displays were more successful in attracting consumers’ attention\ncompared to smaller windows. Sales increased when stores used window\ndisplays compared to no window display. Successful window displays were\nfound to be aesthetically pleasing, contained a theme, used warm colours,\ndrew customers into the scene with the use of perspective, used lighting to\nhighlight key areas of the display, and incorporated accessories associated\nwith the products.\nMarks Description\n3-4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1-2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response.\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature.\n0 No creditable response.\nExample: interview tech such as face-to-face; format such as semi-structured.\nAsk sample closed questions about ‘x’ window display and ‘y’ window display.\nCould be outside stores or showing photographs. Open questions asking to\nexplain reason for liking or not (so semi-structured).\n© Cambridge University Press & Assessment 2024 Page 23 of 30\n\n10(c)(i) Explain one reason for your choice of interview format. 2\nCandidates should use the interview format stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n a structured interview was used so all participants received the same\nquestions in the same order (1) related to plan (2).\n a semi-structured interview was used so although there were fixed\nquestions there was also the option to ask questions that might arise\nduring the interview (1) related to plan (2).\n an unstructured interview was used so participants had the flexibility so\nanswer in any way they pleased (1) related to plan (2).\n\n10(c)(ii) Explain one weakness of your choice of interview format. 2\nMarks Description\n2 Weakness is given and applied to the plan.\n1 Weakness is given without being applied to the plan.\n0 No creditable response.\nExample depends on choice of format:\n the use of unstructured interview meant that answers could\nnot be compared easily (1) related to study (2)\n the use of a structured interview means there is no\nopportunity to ask ad hoc questions or explore answers in\nmore detail (1) related to study (2)\n the use of a semi-structured interview might mean the time\ntaken to complete the interview is too long if many ad hoc\nquestions are asked (1) related to study (2).\n\n10(c)(iii) Explain one reason for your choice of interview technique. 2\nCandidates should use the interview technique stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n face-to-face and then non-verbal responses can be noted by the\ninterviewer (1) related to plan (2)\n face-to-face because it is much more ‘personable’ than talking on a\ntelephone (1) related to plan (2)\n telephone because the interview will be short and to the point (1) related\nto plan (2)\n telephone because a much wider sample can be obtained; because there\nis no travelling involved by either interviewer or interviewee (1) related to\nplan (2).\n© Cambridge University Press & Assessment 2024 Page 24 of 30", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_41-p22.png", "../answer-assets/9990_s24_ms_41-p23.png", "../answer-assets/9990_s24_ms_41-p24.png" ] }, { "id": "9990-2024-mj-42-q01", "question_id": "9990-2024-mj-42-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 From the key study by Lovell et al. (2006) on the treatment of obsessive-\ncompulsive disorder:\n\n1(a)(i) Identify two criteria that were necessary for participants to meet to be 2\nincluded in the study.\nSyllabus: 1.5.3 Key study on treatment of obsessive-compulsive disorder\nusing telephone administered cognitive- behavioural therapy (CBT): Lovell et\nal. (2006).\nAward 1 mark for each appropriate reason.\nDefinitive answer:\n diagnosis of obsessive-compulsive disorder\n score of 16 or more on YBOCS (Yale-Brown scale)\n age 16–65.\n\n1(a)(ii) Outline two reasons why some participants were excluded from the 2\nstudy.\nAward 1 mark for each appropriate reason.\nDefinitive answer:\npatients with:\n obsessional slowness\n organic brain disease\n a diagnosis of substance misuse\n severe depression or with suicidal intent\n patients who had been on anti-depressants or anxiolytics for less than 3\nmonths.\nNOTE: 0 marks for ‘withdrawing from study’; 0 marks for ‘mixing/doubling up’\nwith Q1(a)(i)\n\n1(b) Suggest why Lovell et al. did not include a control group in their study. 2\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n a control group was not needed (1) the aim was to see if CBT by\ntelephone was as good as face-to-face; both groups receiving CBT (2)\n a control group would receive no treatment (1) and if they were to be an\nappropriate control group they would have to meet the same inclusion\ncriteria as the experimental groups (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 7 of 34\n\n1(c) Explain two strengths of excluding some participants from studies on 4\nobsessive-compulsive disorder (OCD).\nUp to 2 marks for each strength  2.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/ stated but not applied.\nAnswers may include:\n maintains ethical guidelines (protection from psychological harm) the\nparticipant may not be suitable for the treatment (1) and it may do their\nOCD more harm that good, particularly if they are undergoing an\nalternative treatment (2)\n maintains ethical guidelines (protection from psychological harm) the\ntreatment may not be suitable for the participant (1) a participant may\nhave a problem regarding telephones; they may have hearing problems;\nmay not have a telephone (2)\n ‘telephone treatment’ was 50% shorter than a face-to-face consultation\n(1) so this should only be done with suitable OCD participants not those\nwho need longer sessions or face-to-face to help them (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 8 of 34", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_42-p07.png", "../answer-assets/9990_s24_ms_42-p08.png" ] }, { "id": "9990-2024-mj-42-q02", "question_id": "9990-2024-mj-42-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 Kleptomania can be assessed using the Kleptomania Symptom Assessment\nScale (K-SAS).\n\n2(a) State one question used on the K-SAS. 2\nSyllabus 1.3.1 measure of impulse control disorders: Kleptomania Symptom\nAssessment Scale (K-SAS).\nAward 1 mark for partial answer.\nAward 2 marks for full answer.\nDefinitive answer:\n1 If you had urges to steal during the past WEEK, on average, how strong\nwere your urges?\nDuring the past WEEK,\n\n2 how many times did you experience urges to steal?", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_42-p09.png" ] }, { "id": "9990-2024-mj-42-q05", "question_id": "9990-2024-mj-42-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 how often did thoughts about stealing come up?", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_42-p09.png" ] }, { "id": "9990-2024-mj-42-q06", "question_id": "9990-2024-mj-42-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6 approximately how many hours (add up hours) did you spend thinking\nabout stealing?", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_42-p09.png" ] }, { "id": "9990-2024-mj-42-q09", "question_id": "9990-2024-mj-42-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9 on average, how much excitement and pleasure did you feel when you\nsuccessfully committed a theft? If you did not actually steal, please\nestimate how much excitement and pleasure you believe you would have\nexperienced if you had committed a theft.", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_42-p09.png" ] }, { "id": "9990-2024-mj-42-q10", "question_id": "9990-2024-mj-42-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10 how much emotional distress (mental pain or anguish, shame, guilt,\nembarrassment) has your stealing caused you?", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_42-p09.png" ] }, { "id": "9990-2024-mj-43-q01", "question_id": "9990-2024-mj-43-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Freeman et al. (2003), using virtual reality to investigate\npersecutory ideation, included a number of self-reports such as the VR-Paranoia\nquestionnaire.\n\n1(a)(i) Give two examples of items (questions) included 2\nin the VR-Paranoia questionnaire.\nSyllabus 1.1.1 Key study using virtual reality to investigate persecutory\nideation: Freeman et al. (2003).\n\n1 mark for each correct answer\nNOTE: Any item from the items listed in the study list, e.g. ‘they were hostile\ntowards me’, ‘they were watching me’ (does not need to be word for word for\ncredit).\n\n1(a)(ii) State two features of the scale used by participants to answer the VR- 2\nParanoia questions.", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_43-p06.png" ] }, { "id": "9990-2024-mj-43-q02", "question_id": "9990-2024-mj-43-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 marks for two of the listed features.\n1 mark for one feature.\nDefinitive answer:\n (Ratings on a) 4-point scale\n Likert scale (opposite meanings)\n 0–3 do not agree / agree a little / agree moderately / totally agree\n 15 questionnaire items\n1(b) Suggest one weakness of the type of data gathered by the VR-Paranoia 2\nquestionnaire.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n The quantitative data does not help to understand the reasons why a\nparticipant gives a particular answer (1) such as ‘why they were laughing\nat me’ (2).\n The experience of the participant is reduced to a single number (1) and\nso does not help to understand the reasons why a participant gives a\nparticular answer such as ‘why they were laughing at me’ (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 6 of 30\n\n2 Covert sensitisation is a treatment for impulse control disorders.\n\n2(a) Outline how one study used covert sensitisation to treat a participant 2\n(e.g. Glover, 1985).\nAward 2 marks for a detailed outline.\nAward 1 mark for a partial outline.\nAnswers may include:\nFrom the study by Glover:\nIt was decided to use imagery of nausea and vomiting paired with the act of\nstealing. Episodes of imagery were used involving increasing nausea as she\napproached an article in a supermarket which she intended to steal, leading to\nvomiting as she lifted the article, with other shoppers’ attention being attracted\nto her. The vomiting and other unpleasant sensations ceased as soon as she\nreplaced the article, turned away and left the shop.\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 7 of 30\n\n2(b) Suggest how the effectiveness of covert sensitisation could be 2\nmeasured using an online questionnaire.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail/elaboration/example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n questionnaire could be created which could include a range of closed and\nopen questions format (1)\n aimed at people who have received covert sensitisation (+1)\n ask ‘Can you now resist the temptation to steal items?’ (or equivalent)\n(+1)\n ask ‘Describe how you feel when you are now in a situation where you\nwould previously have ‘given way to temptation’? (or equivalent) (+1)\n K-SAS could be used before, during and after (+1).\nOther appropriate responses to be credited.\n\n2(c) Explain two strengths of psychological treatments, such as covert 4\nsensitisation, for kleptomania.\nSyllabus 1.3.3 Psychological (cognitive-behavioural) therapies including:\n– covert sensitisation, including a study, e.g. Glover (1985)\n– imaginal desensitisation, including a study, e.g. Blaszczynski and Nower\n(2003).\nUp to 2 marks for each strength  2.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include:\n Technique can be applied by anyone, in any place at any time (1) so the\n‘patient’ can apply the technique themselves when they are exposed to a\nsituation where they might be tempted to steal an item (2).\n As no medication is taken, the patient cannot become addicted to\nmedication (1) unlike other biochemical treatments (2).\n Behavioural techniques are more likely to be generalised because all\npeople can learn and ‘unlearn’ following the same principles (1) meaning\nthat the principles of covert sensitisation can be generalised to not only\npeople with kleptomania but other impulse control disorders (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 8 of 30", "source_pages": [ 6, 7, 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_43-p06.png", "../answer-assets/9990_s24_ms_43-p07.png", "../answer-assets/9990_s24_ms_43-p08.png" ] }, { "id": "9990-2024-mj-43-q05", "question_id": "9990-2024-mj-43-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 In the key study by Bridge et al. (1988), the ‘profile of mood states’ questionnaire\nwas used to assess the effectiveness of their relaxation and imagery treatment\nprogramme on stress.\n\n5(a)(i) Explain why the study by Bridge et al. is longitudinal. 2\nSyllabus: 3.4.3 Key study on relaxation and imagery in reducing stress during\nmedical treatment: Bridge et al. (1988).\nAward 2 marks for a detailed explanation.\nAward 1 mark for a partial explanation.\nAnswers may include:\n the study lasted for six weeks (1)\n patients saw two researchers once a week for six weeks (+1)\n scores were taken by Leeds General Scale and profile of mood states at\ninitial assessment and again after six weeks (2 marks).\n\n5(a)(ii) Compare the results for total mood disturbance for any two groups. 2\nAward 2 marks for an appropriate statement plus numbers.\nAward 1 mark for an appropriate statement.\nAnswers may include:\n At six weeks total mood disturbance score was significantly less in the\nintervention groups than the control group (1) intervention e.g. 53.9\ncompared to 61.4 (+1).\n Women in the combined intervention group being more relaxed than\nthose receiving relaxation training only (1) e.g. 53.9 compared to 61.9\n(+1).\nNOTE: numbers do not have to be exact. Groups include control group.\nNOTE: ‘initial’ versus ‘six weeks’ are not groups.\n\n5(b) Suggest how the results of total mood disturbance could be presented 2\nin a graph.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n bar chart (1) with bars for initial/six-week tests and for each of the three\ngroups (2).\nNOTE: credit up to 2 marks for full explanation without naming graph.\nNOTE: drawings are not required for full marks, although a drawing is\ncreditworthy.\nNOTE: 0 marks for histogram (data not continuous scale).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 30\n\n5(c) Explain two strengths of using a longitudinal study to assess the 4\neffectiveness of relaxation and imagery on stress.\nUp to 2 marks for each strength x 2.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include:\n It determines change or effectiveness in same person over time (1) the\nparticipants who were assessed on the Leeds scale and profile of mood\nwere assessed at the beginning of the study and again at the end (2).\n It tracks the development of the same individual, so many participant\nvariables remain constant (1) the Leeds scale and profile of mood were\nused both at the beginning of the study and again at the end on the same\nparticipant (2).\n The consistency of the measures can be tested i.e. reliability (1) the\nLeeds scale and profile of mood were used both at the beginning of the\nstudy and again at the end on the same participant (2).\nOther appropriate responses to be credited.\nQuestion Answer Marks", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_43-p12.png", "../answer-assets/9990_s24_ms_43-p13.png" ] }, { "id": "9990-2024-mj-43-q06", "question_id": "9990-2024-mj-43-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Explain what is meant by an ‘objective measure of adherence’, in 2\nrelation to medical advice. Include a biological measure as an example.\nSyllabus 3.2.2\n objective measures focusing on pill counting and medication dispensers,\nincluding a study, e.g. Chung and Naya (2000).\n biological measures including blood and urine samples.\nAward 1 mark explanation.\nAward 1 mark for example.\nAnswers may include:\n objective is fact, a measure that cannot be disputed (1)\n for example, if a drug is detected in blood or urine then it is an objective\nfact (+1)\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 13 of 30\n\n6(b) Suggest how adherence can be measured objectively, other than using 2\na biological measure.\nAward 2 marks for an appropriate suggestion stated and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include:\n pill counting (Chung and Naya, 2000) (1) (e.g. Chung and Naya, 2000)\nused trackcap to record the number of pills (assumed to have been taken)\n(2)\n repeat prescriptions (1) (e.g. Sherman et al., 2000) obtaining repeat\nprescriptions and analysing without patients’ knowledge. Assumption is\nthat if prescription repeated the original must have been used (2).\nOther appropriate responses to be credited.\n\n6(c) Explain two weaknesses of using biological measures of adherence to 4\nmedical advice.\nUp to 2 marks for each weakness  2.\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include:\n Data needs to be collected and this may be invasive for the participant (1)\nsuch as collecting blood (2).\n Data collection may be embarrassing for the participant (1) such as giving\na urine sample or spitting into a salivette (2).\n A participant may not give informed consent to the data collection method\n(1) so biological data is not collected about adherence (2).\nOther appropriate responses to be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 30", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_43-p13.png", "../answer-assets/9990_s24_ms_43-p14.png" ] }, { "id": "9990-2024-mj-43-q09", "question_id": "9990-2024-mj-43-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9 There can be problems with using electro-convulsive therapy (ECT) as a\ntreatment for schizophrenia, for example side effects.\n\n9(a) Plan an experiment with a longitudinal design to investigate whether 10\nthere are problems with ECT as a treatment for schizophrenia.\nYour plan must include details about:\n• controls\n• a directional or non-directional hypothesis.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n type of experiment  sample and sampling technique\nindependent variable  ethical guidelines\ndependent variable  a procedure\n controls  type of data, analysis of data,\nchoice of experimental design. use of descriptive statistics\n If appropriate:  an aim or hypothesis\n counterbalancing, random (directional or non-\nallocation (RCT) directional)/null hypothesis\n single blind/double blind  steps for making the study valid\n other appropriate features and reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 19 of 30\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.1.3 Treatment and management of schizophrenia – electro-\nconvulsive therapy.\nDescription:\n1. Muscle relaxant given; electricity applied bilaterally or unilaterally; patient\nconvulses (twitches because of muscle relaxant); patient is unconscious, then\nwakes and recovers.\n2. Possible side effects: 20% to 50% of the people who respond well to a\ncourse of ECT relapse within 6 months; Short-term memory loss is often\nreported. Many patients perceive the treatment as terrifying and shameful.\nImmediately after treatment the patient is often confused (and the confusion\nmay not be temporary).\nMarks Description\n3-4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1-2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response.\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that identifies a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature.\n0 No creditable response.\nExample: IV group with ECT and group without. Control: both groups with no\nother medication or treatment. Design: independent. Hypothesis directional:\nECT more problems than not. ‘Problems’ could be side effects i.e. the DV.\n© Cambridge University Press & Assessment 2024 Page 20 of 30\n\n9(c)(i) Explain one reason for your choice of controls. 2\nCandidates should use the controls stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n makes it more likely the study is valid; it is more likely that the DV has\nbeen caused by the IV (1) related to plan (2)\n participant variables are controlled such as being matched (1) related to\nplan (2)\n\n9(c)(ii) Explain one weakness of the use of a longitudinal design in your study. 2\nCandidates should use the longitudinal study stated in (a).\nMarks Description\n2 Weakness is given and applied to the plan.\n1 Weakness is given without being applied to the plan.\n0 No creditable response.\nExample  participant attrition: participants may drop out (1) related to\nplan (2)\n once started the design cannot be changed (1) related to\nplan (2)\n\n9(c)(iii) Explain one reason for your choice of directional or non-directional 2\nhypothesis.\nCandidates should use the directional/non-directional hypothesis stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nAward 0 marks if it is not a directional or non-directional hypothesis or it does\napply to the plan.\nExample:\n A directional hypothesis was chosen because it was predicted that X\nwould score more/be better/etc. than Y (1) reason related to plan (2).\n a non-directional hypothesis was chosen because it was predicted that\nthere would be a difference between X and Y (1) X reason related to\nstudy (2).\n© Cambridge University Press & Assessment 2024 Page 21 of 30", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_43-p19.png", "../answer-assets/9990_s24_ms_43-p20.png", "../answer-assets/9990_s24_ms_43-p21.png" ] }, { "id": "9990-2024-mj-43-q10", "question_id": "9990-2024-mj-43-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10 Shoppers’ liking of a store exterior and intention to shop at that store can be\ninfluenced by window displays.\n\n10(a) Plan an interview to investigate the effectiveness of different window 10\ndisplays on intention to shop.\nYour plan must include details about:\n interview format\n interview technique.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n interview technique (telephone  sample and sampling technique\nor face-to-face)  ethical guidelines\n interview format (structured,  a procedure\nunstructured, semi-structured).  the location type of data,\nquestion format (open and/or analysis of data, use of\nclosed) descriptive statistics\nexamples of questions  an aim or hypothesis\n question scoring/interpretation (directional or non-\nnumber of questions directional)/null hypothesis\n steps for making the study valid\nand reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 22 of 30\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.1.1 types of store exterior design including storefront, window\ndisplays and landscaping, including a study, e.g. Mower et al. (2012).\nDescription:\n1. Store exteriors are what customers first encounter and can create a first\nimpression of a store and attract customers into a store.\n2. Window displays congruent with the consumers’ self-image were found to\nbe more successful in attracting customers; window displays were less\nsuccessful when they only contained promotional or style information. Larger\nwindow displays were more successful in attracting consumers’ attention\ncompared to smaller windows. Sales increased when stores used window\ndisplays compared to no window display. Successful window displays were\nfound to be aesthetically pleasing, contained a theme, used warm colours,\ndrew customers into the scene with the use of perspective, used lighting to\nhighlight key areas of the display, and incorporated accessories associated\nwith the products.\nMarks Description\n3-4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1-2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response.\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature.\n0 No creditable response.\nExample: interview tech such as face-to-face; format such as semi-structured.\nAsk sample closed questions about ‘x’ window display and ‘y’ window display.\nCould be outside stores or showing photographs. Open questions asking to\nexplain reason for liking or not (so semi-structured).\n© Cambridge University Press & Assessment 2024 Page 23 of 30\n\n10(c)(i) Explain one reason for your choice of interview format. 2\nCandidates should use the interview format stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n a structured interview was used so all participants received the same\nquestions in the same order (1) related to plan (2).\n a semi-structured interview was used so although there were fixed\nquestions there was also the option to ask questions that might arise\nduring the interview (1) related to plan (2).\n an unstructured interview was used so participants had the flexibility so\nanswer in any way they pleased (1) related to plan (2).\n\n10(c)(ii) Explain one weakness of your choice of interview format. 2\nMarks Description\n2 Weakness is given and applied to the plan.\n1 Weakness is given without being applied to the plan.\n0 No creditable response.\nExample depends on choice of format:\n the use of unstructured interview meant that answers could\nnot be compared easily (1) related to study (2)\n the use of a structured interview means there is no\nopportunity to ask ad hoc questions or explore answers in\nmore detail (1) related to study (2)\n the use of a semi-structured interview might mean the time\ntaken to complete the interview is too long if many ad hoc\nquestions are asked (1) related to study (2).\n\n10(c)(iii) Explain one reason for your choice of interview technique. 2\nCandidates should use the interview technique stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n face-to-face and then non-verbal responses can be noted by the\ninterviewer (1) related to plan (2)\n face-to-face because it is much more ‘personable’ than talking on a\ntelephone (1) related to plan (2)\n telephone because the interview will be short and to the point (1) related\nto plan (2)\n telephone because a much wider sample can be obtained; because there\nis no travelling involved by either interviewer or interviewee (1) related to\nplan (2).\n© Cambridge University Press & Assessment 2024 Page 24 of 30", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_43-p22.png", "../answer-assets/9990_s24_ms_43-p23.png", "../answer-assets/9990_s24_ms_43-p24.png" ] }, { "id": "9990-2024-on-31-q01", "question_id": "9990-2024-on-31-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Jude has a phobia of some foods. This affects his everyday life because he is 4 Context = food types, eating in\nanxious when other people are eating these foods near him. public –\nIf just identifying food phobia –\nSuggest how systematic desensitisation could treat Jude’s phobia. max 3; needs something\nspecific (as above) for full\nAward 3–4 marks for a detailed answer with clear understanding of how systematic marks.\ndesensitisation could help Jude with his phobia of certain foods.\nAward 1–2 marks for a basic answer with some understanding of how systematic Must include for full marks:\ndesensitisation could help Jude with his phobia of certain foods. Fear hierarchy, relaxation, how\ngradual exposure works and\n• Hierarchy of fear created by Jude and therapist with most fearful situation given contextualised\nhighest rating, lowers fear level food-related situation at the bottom.\n• Therapist teaches Jude how to relax. Reciprocal inhibition can be\n• Jude is exposed to lowest level fear level and learns to relax (based on reciprocal credited (needs to outline this\ninhibition). rather than just identify for\n• Jude exposed to next level of fear and learns how to relax while encountering credit).\nphobic stimulus\n• Many take a number of sessions to work right up to the most fearful situation.\nExample:\nJude will be asked to create a fear hierarchy with least feared food encounter at the\nbottom and most at the top, usually giving a rating of fear for each level.(1) If his phobia\nis of, for example, eating fatty foods, then on his hierarchy his lowest fear level could be\nbeing in a restaurant with other diners but not eating himself (1), mid-fear could be\nseeing a very fatty food on the plate of someone on his table/nearby, highest level could\nbe having a lot of fatty food on his plate and being in a restaurant and eating with\nothers.(1) Therapist will teach relaxation techniques to Jude so that he can relax when in\nhis phobic situation, since we cannot be fearful and relaxed simultaneously.(1) Jude will\nbe exposed to lower level fearful food-related situation first (go to a restaurant) and learn\nhow to relax in that situation.\n© Cambridge University Press & Assessment 2024 Page 9 of 44\n\n1 Once relaxed, move on to the next level of fear (someone nearby has fatty food on their\nplate) and learn to relax in that situation. (1) This is continued gradually, over a number\nof sessions, each time exposing Jude to situations he rated as higher and higher on his\nfear hierarchy. Eventually Jude will be able to encounter his most feared food-related\nsituation and not feel fear. (1)\nOther appropriate responses should also be credited.\nQuestion Answer Marks Guidance", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p09.png", "../answer-assets/9990_w24_ms_31-p10.png" ] }, { "id": "9990-2024-on-31-q02", "question_id": "9990-2024-on-31-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline the reductionism side of the reductionism versus holism debate. 2\nAward 2 marks for an outline of the term/concept. Award 1 mark for a basic outline of the\nterm/concept.\nExample:\nThe extent to which complex processes/phenomena/ideas can be put in simple\nterms/basic units (2) or explaining psychological phenomena by breaking it down into\nsmaller component parts (2)\nExamples of 1 mark answers could include:\n• Lowest/most basic level of explanation\n• Simple/basic way to describe something\n• Ignoring other, more complex explanations\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 10 of 44\n\n2(b) Explain how the biochemical explanation of schizophrenia is reductionist. 2 1 mark = biochemical\nexplanation\nAward 2 marks for an explanation in context. 1 mark = how is it reductionist\nAward 1 mark for a basic outline/identification.\nIgnores environmental/cognitive/\nExample: psychological factors = 0\nA biochemical explanation of schizophrenia suggests it is caused by imbalance of\ndopamine in various parts of the brain (1) A chemical, like dopamine, is a single element\nand its actions are basic as they do not involve other processes such as cognition or\nfamily influences. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 44", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p10.png", "../answer-assets/9990_w24_ms_31-p11.png" ] }, { "id": "9990-2024-on-31-q03", "question_id": "9990-2024-on-31-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Aisha finds she has trouble relaxing. She visits her doctor, who suggests using 4\nthe Generalised Anxiety Disorder assessment (GAD-7).\nSuggest two reasons why the doctor wants to use the GAD-7 with Aisha.\nFor each reason:\nAward 2 marks for an answer with clear understanding of GAD-7 in context.\nAward 1 mark for a basic answer with some understanding of GAD-7\nGAD – 7 =\n• GAD-7 is a screening test for anxiety.\n• Trouble relaxing is one of the items on the GAD-7\n• Quick to do and won’t make Aisha more anxious e.g. 7 items, each scoring from 0\nto 3\n• Patient assigns scores to items according to how often they have experienced them\nin the last 2 weeks with 0 = not at all, 1 = ‘several days’, 2 = ‘more than half the\ndays’, 3 = ‘nearly every day’\n• The maximum score that can be obtained is 21.\n• The 7 items are feeling nervous, anxious or on edge, not being able to stop or\ncontrol worrying, worrying too much about different things, trouble relaxing, being so\nrestless that it is hard to sit still, becoming easily annoyed or irritable, feeling afraid\nas if something awful might happen.\nExample:\nThe clinician can use GAD-7 with Aisha to screen for Generalised Anxiety disorder (1). If\nher score is high enough, she can be referred on to a specialist for further therapy for\nanxiety (1)\nGAD-7 is an easy assessment to use with Aisha as she only needs to answer simple\nquestions related to how she feels over the last 2 weeks. It only takes a few minutes to\ncomplete. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 44\n\n3(b) Explain one weakness of the GAD-7. 2\nAward 2 marks for an explanation of a weakness of GAD-7.\nAward 1 mark for a basic explanation of a weakness of GAD-7.\nOne weakness from:\n• Only a screening test. Cannot be used for full diagnosis.\n• Needs practitioner for levels moderate and above\n• List of items cannot explain the complexity of experiencing anxiety\n• Items only say how often symptoms occur and not how severe they are or the effect\non the person’s life\n• It can be difficult to be fully aware of what was experienced over the past 2 weeks\nunless a detailed diary had been kept\n• Possibility as self-report or under- or over-estimating experiences due to potential\nsocial desirability\n• Lacks qualitative in-depth understanding of anxiety experienced by patient.\nExample:\nOne weakness of GAD-7 is that a psychometric screening test like this cannot\nsuccessfully capture the experience of anxiety. (1) Aisha may have found some items far\nmore debilitating on her daily living than others and this is not shown simply by how\noften they are experienced. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 13 of 44", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p12.png", "../answer-assets/9990_w24_ms_31-p13.png" ] }, { "id": "9990-2024-on-31-q04", "question_id": "9990-2024-on-31-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the study by Lovell et al. (2006) on treatment of obsessive-compulsive 6 For full marks – Some\ndisorder (OCD) using telephone administered cognitive-behavioural therapy information on participants (e.g.\n(CBT). number of Ps, where from), IV,\nDV (one of the measures),\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this Result.\nquestion. Max 2 for participants\nMax 2 for measures (DV)\nAim: to compare outcomes of those with OCD treated with CBT (expose and response Max 2 for procedure.\nprevention) face-to-face with those receiving the same therapy via telephone. Accept an outline of CBT not\nDesign: 72 out-patients with OCD from two hospitals in UK. 16 – 65 years. Scored at ERP\nleast 16 on Y-BOCs. Randomised controlled trial (independent groups). Both groups Abstract – Objectives To\nreceived 10 weekly sessions either via telephone (30-minute appointments) or face-to- compare the effectiveness of\nface (60 minutes). The telephone group received 2 face-to-face sessions of one hour at cognitive behaviour therapy\nthe beginning and end. delivered by telephone with the\nMeasures: Assessed on Yale Brown obsessive compulsive disorder scale, Beck same therapy given face to face\ndepression inventory, and client satisfaction questionnaire. Prior to treatment, all in the treatment of obsessive\nassessed twice four weeks apart. Post treatment – one, three and six month follow up. compulsive disorder.\nResults: Both groups’ scores very similarly in Yale Brown obsessive compulsive Design Randomised controlled\ndisorder scale, showing a reduction in their symptoms of OCD during the treatment and non-inferiority trial.\nup to 6 months later. Both groups reported high satisfaction. Setting Two psychology\nAverage Y-BOCS pre-treatment = 25. No significant difference between mean scores of outpatient departments in the\nY-BOCS and BDI between two groups prior to treatment. United Kingdom.\n77% drop in YBOCs (clinically significant) for telephone and 67% face-to-face. 72% Participants 72 patients with\nreduction across the two groups. obsessive compulsive disorder.\nIntervention 10 weekly\nFor example: sessions of exposure therapy\nComparing telephone versus face-to-face treatment of CBT for OCD. 72 out-patients and response prevention\ntook part. 10 one-hour weekly sessions of exposure and response prevention therapy delivered by telephone or face\nwere given to face to face treatment group and 2 face to face meetings (session 1 and to face.\nsession 10) and 8 30-minute telephone sessions given to telephone treatment group. 3 Main outcome measures Yale\ninventories given during therapy (Yale-Brown, Beck and client satisfaction). No Brown obsessive compulsive\nsignificant differences found at six months. Concluded both face to face and telephone disorder scale, Beck depression\ntreatment are equally as effective in treating OCD. inventory, and client satisfaction\nquestionnaire.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 44\n\n4(a) Results Difference in the Yale\nBrown obsessive compulsive\ndisorder checklist score\nbetween the two treatments at\nsix months was −0.55 (95%\nconfidence interval −4.26 to\n3.15). Patient satisfaction was\nhigh for both forms of treatment.\nConclusion The clinical\noutcome of cognitive behaviour\ntherapy delivered by telephone\nwas equivalent to treatment\ndelivered face to face and\nsimilar levels of satisfaction\nwere reported.\n© Cambridge University Press & Assessment 2024 Page 15 of 44\n\n4(b) Evaluate the study by Lovell et al., including a discussion of reliability. 10\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\nA range of issues could be used for evaluation here.\nThese include:\n• Named issue – Reliability\n• Used both Y-BOCs and Beck depression inventory consistently as well as\nsatisfaction survey to repeatedly assess patients at various times – consistent\nmeasures\n• Same therapy used whether by phone or face-to-face\n• Same therapist used for both phone or face-to-face within each hospital\n• Quantitative data (can make comparisons between treatment groups, statistical\nanalysis of results)\n• Follow-up done at 6 months to check longer term effectiveness of treatment.\n• Useful as shows the shorter telephone interviews just as effective as the longer face\nto face sessions.\nIndividual and Situational\nThe situation of being in either treatment group is shown to not affect the outcome for\nthe patient. However, there will be significant individual differences. Although the\ntreatment was successful on the whole, the efficacy of CBT depends upon the\nrelationship between the patient and the practitioner as well as the motivation of the\npatient. It may be that less motivated patients will find it easier to engage in therapy\neither via telephone (will not need to leave their home) or face-to-face (perceived greater\nattention from the clinician)\nCultural differences\nStudy took part in the UK where CBT is quite a widely used treatment for disorders.\nWestern-based and thus individualistic society. In a more collectivist culture, CBT – with\nit’s focus on individual thoughts – will be less commonly used and perhaps not so\naccepted as a treatment.\n© Cambridge University Press & Assessment 2024 Page 16 of 44\n\n4(b) There may be greater (or lesser) stigma attached to a mental illness like OCD in other\ncultures, leading to potential different willingness to engage in therapy via telephone or\nface-to-face. In more remote communities, access to this type of therapy face-to-face\nmay make use of telephone therapy far more helpful to individual. Telephone therapy\nalso cheaper and this may affect uptake in countries where healthcare is not universal.\nOther possible issues/debates:\nDeterminism vs Free will\nReductionism vs holism\nQuantitative data\nPsychometrics\nNomothetic vs idiographic\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 17 of 44", "source_pages": [ 14, 15, 16, 17 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p14.png", "../answer-assets/9990_w24_ms_31-p15.png", "../answer-assets/9990_w24_ms_31-p16.png", "../answer-assets/9990_w24_ms_31-p17.png" ] }, { "id": "9990-2024-on-31-q05", "question_id": "9990-2024-on-31-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 An online grocery retailer currently uses a grid layout in its virtual store. 4 Context – online grocery store,\nvirtual store, online,\nSuggest two effects on customers if the store changes to a freeform layout in its\nvirtual store. Allow 1 mark for any effect on\ncustomer due to the change of\nFor each suggestion: layout.\nAward 2 marks for an outline of the application linked to the context.\nAward 1 mark for a basic outline of the application.\nReference to physical store not\nSyllabus reference: creditworthy as the context. The\nTypes of store interior design including grid, freeform and racetrack layouts; use of effect of the freeform (e.g. more\nvirtual store layouts, including a study, e.g., Vrechopoulos et al. (2004) useful) can be awarded 1 mark.\nLikely content: For information\n• Freeform more useful (in finding items from a shopping list) than grid Grid: Customers visiting the grid\n• Freeform more entertaining to use layout navigate through a\n• Freeform more difficult to use than grid hierarchical structure (i.e.,\n• Freeform engages customers for longer product category ↔ product\nsubcategory ↔ end-product) in\nExamples: order to reach their desired\nCustomers will find it more difficult to use the freeform layout than the grid layout (1) products.\nbecause the grid layout translates to navigation through a hierarchical structure (produce\ncategory to product subcategory to end product) to reach their desired product (1) Freeform: Customers visiting the\nfreeform layout can reach their\nCustomers will be engaged for longer with the freeform layout compared to the grid desired products at once, either\nlayout when shopping at the virtual store. (1) and this means customers are likely to through the use of a search\nspend more money (1) engine or by selecting any of the\nitems permanently displayed on\nOther appropriate responses should also be credited. every page of this version.\n© Cambridge University Press & Assessment 2024 Page 18 of 44", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p18.png" ] }, { "id": "9990-2024-on-31-q06", "question_id": "9990-2024-on-31-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline one example of how psychologists can use children in psychological 2 Max 1 mark if no link made to\nresearch using an example from brand awareness and recognition. brand recognition/awareness or\nadvertising.\nAward 2 marks for an outline of the term/concept in context.\nAward 1 mark for a basic outline of the term/concept. How make study suitable for\nchildren. Must be about brand\nExample: awareness to be creditworthy.\nChildren can be investigated to find out if advertising strategies work successfully. (1)\nChildren are exposed to advertisements in magazines, TV, social media and so will Outline of how the Fischer et al.\npotentially recognise some brands better than others (1). Psychologists could make use study was carried out can\nof this when finding out when suitable advertising strategies work with a correct target achieve full marks.\naudience. (1)\nNeed to get informed consent\nCandidates can receive credit if they directly refer to a study on brand awareness and from parent/school first before\nrecognition e.g., study by Fischer et al. (1991) using children in research.\nOther appropriate responses should also be credited. 1 = how to use with children\n1 = linked to brand awareness/\nrecognition.\n© Cambridge University Press & Assessment 2024 Page 19 of 44\n\n6(b) Explain one strength of using children in psychological research, using an 2\nexample from brand awareness and recognition.\nAward 2 marks for an explanation linked to brand awareness and recognition\nAward 1 mark for a basic explanation.\nLikely answers:\n• Children are not so subject to demand characteristics and likely to give more honest\nanswers than adults\n• Children are future consumers so research on them informs us about future choices\nthey may make\n• Can see potential effects of advertising products that are unsuitable for children,\ne.g. how it may impact on them or be remembered by them (so that such examples\ncould potentially be outlawed in the future).\n• Useful as can use branding in advertising for products aimed at children as they do\nremember them and will influence their carer to purchase the product. Make sure\nthe branding is in advert and on product so that child can see the association when\nthey see product in store.\nExample:\nOne strength of using children in psychological research is that it can yield useful\nresults. For example, if a child recognises a brand that is targeted at adults (1) this could\npotentially make that child more likely to want to acquire that product if the brand seems\nattractive (1). Advertisers can make use of this information by ensuring that products\nthat are only suitable for adults are branded in less child-appealing ways (e.g., avoiding\ncartoon characters, like Joe the Camel) (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 44", "source_pages": [ 19, 20 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p19.png", "../answer-assets/9990_w24_ms_31-p20.png" ] }, { "id": "9990-2024-on-31-q07", "question_id": "9990-2024-on-31-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Priya is the new manager of a restaurant. She believes that the introduction of\nbackground music at the restaurant will improve the atmosphere.\n\n7(a) Suggest two features of the background music that Priya should choose to 4 1 mark = feature of background\nimprove the atmosphere in her restaurant. music\nAND\nFor each feature 1 mark = why this would affect\nAward 2 marks for an outline of the application with relation to the context. the atmosphere\nAward 1 mark for a basic outline of the application. OR\n1 mark = research has shown\nSyllabus content: (e.g. North et al.) classical\n• music in restaurants focusing on how background music influences the amount increases spending so the same\nspent on food and drink (exemplified by the following Key Study). would happen in Priya’s\nKey study on musical style and restaurant customers’ spending: North et al. (2003). restaurant.\nOR\nPossible features: 1 mark = effect on customer with\n• Genre of music (North et al found classical music led to more spending than pop or a brief reason why the music\nno music) would lead to this change.\n• Whether the feature of the music increases number of customers or amount each\ncustomer spends – e.g., how long customers typically spend at a table\n• Affluence of clientele (North et al found an upmarket restaurant favoured classical\nmusic, so Priya should consider the neighbourhood)\n• Synergy – does the music ‘match’ the existing atmosphere\n• Whether the feature of the music keeps existing customers – or attracts new ones.\nWill lots of changes alienate existing customers?\n• Volume of music\n• Length of soundtrack\nExample:\nOne feature Priya could consider would be the genre of music. (1) In the North study\ncustomers spent more money on food when the background music was classical music\nrather than pop music. (1) If Priya makes a soundtrack of classical music this could\nincrease the sales at her restaurant. (1)\n© Cambridge University Press & Assessment 2024 Page 21 of 44\n\n7(a) Another feature Priya should consider is whether or not she is keen to keep existing\ncustomers (or to focus on building up a new customer base) (1). The introduction of\nsomething like background music will change the atmosphere (as Priya believes) and\nthe new atmosphere may be one that is not favoured by her existing customers so that\nthey no longer come to the restaurant (1).\nOther appropriate responses should also be credited.\n\n7(b) Explain one problem of introducing background music in her restaurant. 2\nAward 2 marks for an explanation of the problem with reference to the background\nmusic at the restaurant.\nAward 1 mark for a basic explanation of the problem.\nLikely problems:\n• Genre of music – does the genre reflect the taste of the customers?\n• Drive existing customers away\n• People spend less time in the restaurant reducing sales\n• Lack of synergy – does the music ‘match’ the existing atmosphere\n• Volume of music too loud\n• Soundtrack too short so customers get bored hearing the same tracks.\nExamples:\nOne problem with introducing background music is that it could include a variety of\ngenre. (1) For example, if it has a mixture of classical and pop tracks it will be very\nnoticeable (rather than ‘background’) and this may be annoying to customers (1) as a\nresult of this they spend less time and money at the restaurant (1)\nOne problem with the background music is the volume is too loud (1). This would mean\ncustomers could not enjoy a conversation properly and this would reduce their dining\nexperience (1) as a result they may not return and Priya will have lost customers and\nfuture sales (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 22 of 44", "source_pages": [ 21, 22 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p21.png", "../answer-assets/9990_w24_ms_31-p22.png" ] }, { "id": "9990-2024-on-31-q08", "question_id": "9990-2024-on-31-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about consumer behaviour and 6 Award up to 4 marks where the\npersonal space: response has described only\n• personal space at restaurant tables (including Hall’s four zones), and part of the question even if the\n• overload, arousal and behaviour constraint. response otherwise meets the\ncriteria for level 3.\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this\nquestion.\nCandidates should describe Hall’s four zones of personal space, concepts of overload,\narousal and behaviour constraint and the study by Robson et al, although clearly not in\nthe detail required for a complete key study essay. Full marks can be obtained without\nincluding a study. The personal space zones must be linked to restaurant tables for L3.\nSyllabus content\n• personal space at restaurant tables including Hall’s four zones; functions such as\noverload, arousal and behaviour constraint (exemplified by Robson et al. (2011).\nHall’s four zones\nHall describes four zones or interpersonal distances of humans:\n1 Intimate space – distance for embracing, touching or whispering and used with\nintimate relationships. This may be as close as 1–2 cm (1 inch) and up to 46 cm (18\ninches)\n2 Personal space – distance for interactions with family or close friends. This is likely\nto be between 46 cm (18 inches) and 122 cm (4 feet).\n3 Social space – for interactions with acquaintances. This is likely to be 1.2 m (4 feet)\nand up to 3.7 m (12 feet).\n4 Public distance – used for public speaking and ranging between 3.7 m (12 feet) to\nover 8 m (25 feet).\nFunctions such as overload, arousal and behaviour constraint\nMaintaining our personal space allows us to avoid becoming stressed or even\nthreatened by people coming too close. Responses to the invasion of our personal\nspace can include 3 issues: overload, arousal, and behaviour constraint:\n© Cambridge University Press & Assessment 2024 Page 23 of 44\n\n8(a) 1 Overload – we maintain personal space in order to reduce the amount of\ninformation needing to be dealt with. When people are too close, we have to\nprocess information relating to their features such as their smell and possibly even\ntheir touch and have no choice in this. This means we are overloaded with\ninformation to process. Together with a lack of control of the information we process\nthis produces stress.\n2 Arousal – when personal space is invaded, we may feel a heightened sense of\narousal. This can be context-dependent so in some settings this is positive (at a\nparty). The same behaviour and sense of arousal is likely to be interpreted\ndifferently in an intimate dining experience. In a restaurant, if the atmosphere is that\nof a celebration, then this arousal may be positive but being too close to a stranger\nwhen eating out with a spouse will be seen more negatively.\n3 Behaviour constraint – this is allied to the sense of control we have as to our\nfreedom to move when we feel uncomfortable. Crowds will act differently to an\nindividual as when we are in a crowd, we may not have the ability to move into a\nmore comfortable personal freedom zone. If we are seated very closely to someone\nand unable to move away in a restaurant, we may feel anger, resentment and\ncertainly uncomfortable.\nRobson et al. (2011).\nSurvey of over 1000 American participants over the web. Given a scenario where they\nare in a restaurant where the tables are placed 6, 12, 24 inches apart. Participants gave\ntheir details first (e.g., age, ethnicity, residence, etc.). They were asked how often they\nvisit restaurants and if they have ever worked in the restaurant industry. 3 dining\nscenarios given – romantic, with a friend and a business lunch. Randomly assigned to\none of nine table situations. Given thirty-two statements that solicited their emotional and\nbehavioural responses to specific distances. The 6-inch space led to the participants\nreporting feeling more crowded, less private, more dissatisfied with the table and having\na less positive experience of the meal. Strongest responses given for romantic scenario\nto 6-inch space, with a friend second and business was least. Women reported being\nmore uncomfortable than men at all three distances (more stress, less control, and\ngreater discomfort. Men expressed more arousal than women in all three distances.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 24 of 44\n\n8(b) Evaluate what psychologists have discovered about consumer behaviour and 10\npersonal space:\n• personal space at restaurant tables (including Hall’s four zones), and\n• overload, arousal and behaviour constraint,\nincluding a discussion of cultural differences.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion. Depending on the examples studied by candidates their answers may vary.\nA range of issues could be used for evaluation. These include:\n• Named issue – cultural differences – Hall acknowledged that the personal space\nzones will differ in terms of specific physical difference. However, the existence of\nthe zones and their positions will not be culturally dependent. Overload, arousal and\nbehaviour constraint are also likely to exist universally. In the Robson study, the\ntable spacing used was within a Western culture (USA). There may be significant\ndifference in how comfortable people from other cultures will feel with the spacings\nof 6, 12 and 18 inches. For example, in India, it is more common practice for people\nto sit closer together when eating. Although it is worth noting that this is more likely\nwhen the people you are eating with are close friends and family. In a more\nbusiness setting, in many cases the distance may need to be further apart\n• Individual and situational explanations – Clearly the concepts of zones and the\nmajority of the issues raised in the Robson study come from situational explanations\nof personal space. However, there will be individual influences that may depend on\nindividual cultural background, personality, confidence etc. that could influence both\nthe way overload, arousal etc. are experienced and the sense of personal space.\n• Observations – (not really relevant to this bullet point) – candidates could discuss\nhow observations could be made of people’s personal space and their behaviours in\nit. Not relevant to Robson study.\n• Quantitative and Qualitative data – Robson study collected a great deal of\nquantitative data allowing a lot of statistical analysis. However, participants did not\ngive any qualitative responses so researchers cannot be completely sure of all\npotential reasons for responses.\n© Cambridge University Press & Assessment 2024 Page 25 of 44\n\n8(b) • Ethics – Robson study seems to be ethical. This is because by carrying out an\nonline survey, participants are not actually physically exposed to being seated close\nto people. However, there could be ethical issues with research into personal space\nif participants are forced into spaces with which they feel uncomfortable. In order to\nreceive information from participants about their feelings of overload, arousal and\nbehaviour constraint informed consent would need to be obtained and they need to\nfeel comfortable withdrawing from the research if they wish to. This could be tackled\nwith sensitive briefing.\nAdditional issues candidates may include:\n• Ecological validity\n• Generalisations\n• Individual differences\n• Independent measures design\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 26 of 44", "source_pages": [ 23, 24, 25, 26 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_31-p23.png", "../answer-assets/9990_w24_ms_31-p24.png", "../answer-assets/9990_w24_ms_31-p25.png", "../answer-assets/9990_w24_ms_31-p26.png" ] }, { "id": "9990-2024-on-32-q01", "question_id": "9990-2024-on-32-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Manjit has been diagnosed with schizophrenia. Her psychiatrist thinks 4 Candidates can focus on genetic and/or\nthat all mental disorders have a biological cause. biochemical explanations.\nSuggest how the psychiatrist could help Manjit to understand a Can credit more than one biological cause.\nbiological cause of her schizophrenia.\nGenetic (1)\nAward 3–4 marks for a detailed answer with clear understanding of a biological Imbalance of dopamine or too high\nexplanation of Manjit’s schizophrenia. dopamine (1)\nAward 1–2 marks for a basic answer with some understanding of a biological\nexplanation of Manjit’s schizophrenia. Too little dopamine can be creditworthy if\nlinked to prefrontal cortex.\nBiochemical (dopamine hypothesis)\nThe dopamine hypothesis of schizophrenia states that symptoms may be\ncaused by an excess of dopamine in the mid-brain and a reduction of\ndopamine in the prefrontal cortex.\nThe dopamine hypothesis of schizophrenia suggests that a high level of\nactivity of dopamine D2 receptor neurotransmission in subcortical and limbic\nbrain regions contributes to positive symptoms of schizophrenia, whereas\nnegative and cognitive symptoms of the disorder can be attributed to\nheightened activity of dopamine D1 receptor neurotransmission in the\nprefrontal cortex.\nGenetic\nSchizophrenia appears to have a genetic cause as shown by Gottesman and\nShields in their review article of studies of adoption, siblings and twins with\nschizophrenia. All adoption studies found an increased incidence of\nschizophrenia in adopted children with a schizophrenic biological parent.\nBiological siblings of children with schizophrenia showed a much higher\npercentage of schizophrenia. All twin studies found a higher concordance\nrate for schizophrenia in monozygotic (MZ) than dizygotic (DZ) twins. In\nGottesman and Shield’s own study the rate was 58% for identical twins, and\n12% for non-identical twins. Conclusion - There is a heavy genetic input into\nthe onset of schizophrenia.\n© Cambridge University Press & Assessment 2024 Page 10 of 47\n\n1 Example:\nResearch shows a number of biological causes/explanations for\nschizophrenia. These include both biochemical and genetic explanations (1)\nSchizophrenia has a genetic component so you may have inherited genes\nthat predispose you to the condition. (1) It is also probable that you have\nexcess of a neurotransmitter called dopamine in the mid-brain and a reduction\nin the prefrontal cortex. (1) These levels of dopamine may be causing both\nyour positive and negative symptoms. (1) One reason for believing that\ndopamine is involved is that treating with anti-psychotics that regulate\ndopamine makes most patients feel better and reduces their symptoms,\nhelping them to live a more normal life (1)\nOther appropriate responses should also be credited.\nQuestion Answer Marks Guidance", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p10.png", "../answer-assets/9990_w24_ms_32-p11.png" ] }, { "id": "9990-2024-on-32-q02", "question_id": "9990-2024-on-32-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline the idiographic versus nomothetic debate. 2 Idiographic collects qualitative data(1) and\nnomothetic collects quantitative data.(1)\nAward 2 marks for an outline of the term/concept in context. Award 1 mark for\na basic outline of the term/concept. Idiographic tends to do case studies. (1)\nNomothetic does lab studies/controlled\nExample: studies. (1)\nThe extent to which psychology seeks to capture the uniqueness of an\nindividual and their subjective experience (idiographic) or establishes Can award 1 mark for two poorly outlined\ngeneralisations/laws that apply to all people (nomothetic). (2) definitions.\nOR\nAn idiographic approach focuses on individual unique experiences often using\nqualitative data. (1)\nA nomothetic approach aims to establish laws that apply universally using\npsychometrics and quantitative data. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 47\n\n2(b) Explain one strength of using an idiographic approach to diagnosing 2 For full marks it needs to refer to\nschizophrenia. something about schizophrenia specifically\n(e.g. symptoms)\nAward 2 marks for an explanation of a strength in context.\nAward 1 mark for a basic outline/identification of strength. If candidate refers to strength of treatment,\nonly creditworthy if links to diagnosis first.\nStrengths might include:\n• People are unique and quantitative measures cannot capture the full\nexperience of a complex condition like schizophrenia.\n• Diagnosis of schizophrenia is not a simple matter of quantities of a series\nof symptoms and needs to look at the subjective experience of the\nindividual.\n• Idiographic techniques such as unstructured interviews can give insight\ninto the experiences of the individual patient, giving greater insight.\n• Descriptions given of specific delusions or the way positive or negative\ncharacteristics have impacted their lives allows the practitioner to\ndiagnose better.\nExample:\nOne strength of an idiographic approach is that the practitioner can use an\nunstructured interview (1) with the patient in order to ascertain the quality of\ntheir experience with delusions/hallucinations or other symptoms, potentially\narriving at a clearer diagnosis of schizophrenia. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 47", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p11.png", "../answer-assets/9990_w24_ms_32-p12.png" ] }, { "id": "9990-2024-on-32-q03", "question_id": "9990-2024-on-32-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Leo’s parents are worried about his recent behaviour. His mother thinks 4 For full marks they must include reference\nthat he may have obsessive-compulsive disorder (OCD). Leo’s father to\nsays ‘I do not agree. Leo has not been washing his hands all the time.’ • Obsessions\n• Other compulsions\nSuggest two reasons why Leo’s mother may think he has OCD. • Refer to Leo\nFor each suggestion: No credit for washing hands in secret.\nAward 2 marks for an outline of the suggestion linked to the context.\nAward 1 mark for a basic outline/identification of each of the suggestions. Can credit any explanation of OCD that\nLeo’s mum might think could have led to\nDiagnostic criteria from ICD-11: him developing OCD such as\n• Persistent obsessions or compulsions, or most commonly both psychodynamic, behaviourist, genetic.\n• Obsessions and repetitive and persistent thoughts, images or impulses To obtain full credit would need to then link\nthat are intrusive, unwanted and associated with anxiety to obsession and compulsion that Leo\n• Individual attempts to ignore or suppress obsessions or to neutralise would show.\nthem by performing compulsions\n• Compulsions are repetitive behaviours, including repetitive mental acts\nthat the individual feels driven to perform in response to an obsession,\naccording to rigid rules, or to achieve a sense of ‘completeness’\n• In order to be diagnosed, obsessions and compulsions must be time\nconsuming (e.g., taking more than an hour per day) or result in significant\ndistress or significant impairment in functioning (including personal,\nfamily, social, occupational or educational).\nObsessions can include images (e.g., violent scenes), impulses/urges (e.g., to\nstab someone) as well as persistent thoughts (e.g., of contamination).\nCompulsions can include checking, ordering objects, mentally repeating\nspecific phrases, reviewing a memory, mentally counting objects as well as\nrepetitive washing.\n© Cambridge University Press & Assessment 2024 Page 13 of 47\n\n3(a) Example:\nOCD includes obsessions and compulsions (usually both). Leo may have told\nhis mother that he is having obsessions. For example, he could be\nexperiencing fear that his parents will come to harm (1). In order to deal with\nthe anxiety Leo is experiencing he is performing a compulsion. For example,\nhe could be repeatedly count to 20 in his head. He may need to do this\nmultiple times (1). Leo is spending all of his time at home in his room isolated\nfrom the rest of his family and rarely seeing friends so is showing distress (1).\nLeo’s obsessions and compulsions are time-consuming (up to two hours per\nday, for example) (1). Although repeatedly washing hands is one example of a\ncompulsion it is not the only one (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 47\n\n3(b) Explain one reason why an interview with Leo may not help to diagnose 2 Must refer to interview technique and at\nhim with OCD. least one characteristic of OCD\nAward 2 marks for an explanation of why an interview with Leo may not\nnecessarily be helpful in diagnosing him with OCD.\nAward 1 mark for a basic explanation of why an interview with Leo may not\nnecessarily be helpful in diagnosing him with OCD.\nOne reason from:\n• Leo may feel ashamed of/embarrassed about his OCD and disclose little\nabout what he is experiencing so that the clinician will not be aware of\nwhether or not he fits the criteria for OCD.\n• Leo may find it difficult to articulate how he feels, particularly if he is\nyoung, leading to difficulties with diagnosis.\n• Clinician needs to be sensitive with his or her questioning giving plenty of\nopportunities for Leo to explain the effect his obsessions and\ncompulsions are having on his life.\n• The setting may not be conducive to disclosure. If Leo’s parent(s) want to\nbe there then this may lead to Leo down-playing his symptoms.\n• Although Leo may be distressed by what he is experiencing, he may\nbelieve that his repeated intrusive thoughts are ‘normal’ so will not share\nthem.\nExample:\nThe interview technique employed by Leo’s clinician may include a number of\nopen-ended questions. Leo may find it difficult to articulate how he feels (1)\nWhen Leo tries to talk about his dark thoughts and repetitive behaviours, he\nmay find it can be hard to put into words. This failure to disclose could lead to\na lack of diagnosis as the various criteria for OCD have not been captured. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 15 of 47", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p13.png", "../answer-assets/9990_w24_ms_32-p14.png", "../answer-assets/9990_w24_ms_32-p15.png" ] }, { "id": "9990-2024-on-32-q04", "question_id": "9990-2024-on-32-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the psychological explanations of impulse control disorders: 6 Award up to 4 marks where the response\n• behavioural: positive reinforcement and has described only part of the question\n• cognitive: Miller’s feeling-state theory. even if the response otherwise meets the\ncriteria for Level 3.\nUse Table A: AO1 Knowledge and understanding to mark candidate\nresponses to this question.\nBehavioural – positive reinforcement\nOperant conditioning states that the frequency of a behaviour is increased\nthrough the use of a reward. For the gambler this can be money (for the\nkleptomaniac and pyromaniac the thrill associated with their behaviours).\nPositive reinforcement explains gambling well by the use of schedules of\nreinforcement with the use of partial positive reinforcement (a reward is not\nreceived every time). Gambler is compelled to continue because they ‘might’\nwin the next time.\nCognitive – Miller’s feeling-state theory\nIntense positive feelings link with specific behaviours such as gambling.\nImpulse control disorders are caused because these links form a ‘state-\ndependent memory’ (feeling state). The intense feeling-state experienced is\nall the emotions, thoughts and physiological arousal, and this leads to\nimpulse-control problems and causes obsessions. The individual with\nnegative thoughts about themselves can experience an intense feeling of\neuphoria and power when they indulge in their impulsive behaviour,\novercoming that negative thought to a great extent.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 16 of 47\n\n4(b) Evaluate the psychological explanations of impulse control disorders: 10\n• behavioural: positive reinforcement and\n• cognitive: Miller’s feeling-state theory,\nincluding a discussion about nature versus nurture.\nEvaluation in your answer can include strengths, weaknesses and a\ndiscussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\n• Named issue – nature versus nurture Behavioural is due to nurture as\nthe person with impulse control disorder learns the disorder through\nrewards. Feeling state is mainly nurture as the patient develops the\nfeeling state due to their experiences of the behaviour they have\ndeveloped (e.g., gambling). Example analysis – If something is due to\nnature the person cannot alter this so therefore it could be argued the\nbehaviour cannot be changed. However, modern medicine has created\nmedications that alter our biochemistry. If something is due to nurture\nthen the environment can be improved so that the rewarding experiences\nno longer happen (e.g., gambling websites could be prevented from\ngiving such high maximum payments) and therefore the behaviour could\neither not be learned in the first place or someone being treated might\nfind it easier to stop doing their impulsive behaviour.\n• Free will and determinism Hard determinism would say that behavioural\ncauses are beyond our control however, it could be argued that\nindividuals could choose to stay away from situations that expose them to\ntheir impulsive behaviours e.g., pyromaniacs choosing not to seek fires to\nwatch, lowing their risk of starting their own. Cognitive less deterministic\nas many types of therapies and theories have shown how we can change\nour thought processes leading to potential ‘cures’.\n© Cambridge University Press & Assessment 2024 Page 17 of 47\n\n4(b) • Individual and situational explanations Behavioural are situational as\nthe environment creates the impulse control disorder. However,\nindividuals may be attracted to these specific environments. Gamblers\nchoose to go to casinos or pubs where there are fruit machines, for\nexample. Cognitive more individual as thought processes seen as unique\nto that individual\n• Reductionism versus holism Reductionist nature of the causes. They\ndo not take into account the background of the sufferer or the potential\ncontribution of other factors e.g., genetics or indeed how these factors\nmay be interacting within the individual.\n• Application to everyday life Behavioural explanation useful because it\nallows treatment for the disorder by rewarding alternative behaviours, so\nextinguishing the original addiction. Cognitive allows individuals to have\ninsight into what causes their behaviours in order to treat them.\nOther issues could include\n• Evaluation of evidence of causes\n• Generalisability of the explanation to all types of impulse control disorders\nand non-substances.\n• Idiographic versus nomothetic\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 18 of 47", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p16.png", "../answer-assets/9990_w24_ms_32-p17.png", "../answer-assets/9990_w24_ms_32-p18.png" ] }, { "id": "9990-2024-on-32-q05", "question_id": "9990-2024-on-32-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 A mobile phone manufacturer wants to advertise a new phone. 4 Context – mobile phone\nAdvertisers propose creating an advertisement that is similar in design\nto advertisements for competitors’ similar phones. This may interfere For full marks needs to refer to\nwith consumers’ memory. interference.\nSuggest how customers’ memory for details of the new phone may be\naffected by this proposed advertisement.\nAward 3–4 marks for a detailed answer with clear understanding of how\nproactive and/or retroactive interference affect memory for the new phone.\nAward 1–2 marks for a basic answer with some understanding of how\ninterference affects memory for the new phone.\nSyllabus reference:\nMistakes in decision-making\n• Consumer memory for advertising including how retroactive and proactive\ninterference affect memory, including a study, e.g., Burke and Srull\n(1988)\nPossible content\n• Interference occurs when two memories disrupt one another resulting in\none (or both) of the memories being forgotten or distorted.\n• Proactive interference occurs when an older memory interferes with a\nnewer one causing the newer one to be forgotten. More likely to recall\ndetails of competitors’ phones.\n• Retroactive interference occurs when a newer memory interferes with an\nolder one causing the older memory to be forgotten. More likely to recall\ndetails of new phone.\n• Interference is most likely to occur when the memories are very similar\n• Interference is most likely to occur when the memories are formed quite\nclose together in time.\n© Cambridge University Press & Assessment 2024 Page 19 of 47\n\n5 Example:\nAs the advertisements are very similar in content and mood, interference is\nlikely to occur with the memories of them (1). This would result in the advert\nfor the new phone being ineffective as the potential customer cannot\nremember important details from it like, say, the name of the phone (1). If\nproactive interference occurs then the older advert will distort the memory of\nthe new phone, so that details from this new phone advert will not be\nremembered (1). This would mean that the purpose of the advert would be\nlost as customers will not remember the details of the phone and so not be\nable to ask for it (1). This could lead to a reduction in potential sales (1). Even\nif retroactive interference occurs, when the newer advert (for this new phone)\nprevents parts of the older advert being remembered (1), this would mean that\nthe customer may not remember details that enable a good comparison of\nfeatures to be make. (1)\nOther appropriate responses should also be credited.\nQuestion Answer Marks Guidance", "source_pages": [ 19, 20 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p19.png", "../answer-assets/9990_w24_ms_32-p20.png" ] }, { "id": "9990-2024-on-32-q06", "question_id": "9990-2024-on-32-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline the reductionism versus holism debate. 2 Can award 1 mark for two poorly outlined\ndefinitions.\nAward 2 marks for an outline of both sides of the debate.\nAward 1 mark for a basic/incomplete outline of the debate\nExample:\nReductionism occurs when concepts are broken down into small units to\nenable a more basic/elemental level of explanation/investigation (1)\nHolism occurs when behaviour is considered as a whole, taking into account\nall of the person’s influences – biological, cognitive, behavioural – in order to\nunderstand the individual better (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 47\n\n6(b) Explain one reason why a competitor-focused sales technique can be 2 1 mark = definition of competitor-focused\nconsidered reductionist. sales technique\n1 mark = why reductionist\nAward 2 marks for an explanation in context.\nAward 1 mark for a basic explanation.\nSyllabus reference:\nSelling the product: Sales techniques focusing on customer-focused,\ncompetitor-focused, product-focused techniques including effect of each on\nbuyer-seller relationship.\nCompetitor-focused sales are those which draw comparisons with other\nproducts or sellers (best price or customer service).\nExample:\nA competitor-focused sales technique ignores the quality of the product and\nthe specific needs of the individual customer and instead focuses primarily on\ncomparing itself to other competitors’ products, which is a reductionist idea\n(1). This means that by changing the way they make comparisons, companies\ncan investigate the best way to increase sales (1). The ability to change just\none variable is a scientific approach, which is thus reductionist (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 21 of 47", "source_pages": [ 20, 21 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p20.png", "../answer-assets/9990_w24_ms_32-p21.png" ] }, { "id": "9990-2024-on-32-q07", "question_id": "9990-2024-on-32-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7(a) Mariyah’s car has broken down and she needs to buy a new car. 4 Context = car\nDescribe two stages Mariyah would go through in buying a new car,\nusing the Engel Kollat Blackwell model of buyer decision-making.\nFor each stage:\nAward 2 marks for a description of how the stage applies to buying a car\nAward 1 mark for a basic outline of how the stage applies to buying a car\nSyllabus content:\nBuying the product\nThe Engel Kollat Blackwell model of buyer decision-making\nStages in buyer decision-making:\n1 Problem recognition\n2 Search for alternatives\n3 Alternate evaluation\n4 Purchase decision\n5 Post-purchase behaviour\nExamples:\nMariyah could undertake an information search and visit two or three garages\nto see what is available (1) This will lead to her having a number of alternative\ncars that she is interested in purchasing (1)\nMariyah could compare the potential cars to one another in terms of features\nthat are important to her (1) These could include the age of the car, mileage it\nhas done, price (is it within her budget), aftersales service by the garage, size\nof car, manufacturing brand and its reputation for reliability (1) This would be\nevaluation of alternatives.\n© Cambridge University Press & Assessment 2024 Page 22 of 47\n\n7(a) The comparison of alternative cars could lead Mariyah to choosing which one\nis more favourable to her (1) this could be due to a number of features such\nas size of the car and it’s price (1) and she will purchase it (purchase\ndecision) (1)\nOther appropriate responses should also be credited.\n\n7(b) Explain one strength of the Engel Kollat Blackwell model of buyer 2 Not necessary to contextualise\ndecision-making.\nNo marks for just stating can help to\nAward 2 marks for an explanation of a strength of the model. increase sales/satisfy customers – must\nAward 1 mark for a basic explanation of the strength of the model. link directly to Engel Kollat Blackwell\nmodel to be credited.\nLikely strengths\n• Comprehensive and detailed – accounts for many variables involved\n• Has good face validity\n• Applicable for expensive/important items such as a car\n• Based on assumption that customer acts rationally\nExample:\nOne strength of the Engel Kollat Blackwell model of buyer decision-making is\nthat it is very comprehensive (1) It takes into account that customers will have\nalternatives to weigh up and that there are a number of factors that may affect\nthe decision to purchase (1) These factors include budget, specific needs,\navailability, sustainability (1) All of these are accounted for within the model (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 23 of 47", "source_pages": [ 22, 23 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p22.png", "../answer-assets/9990_w24_ms_32-p23.png" ] }, { "id": "9990-2024-on-32-q08", "question_id": "9990-2024-on-32-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have found out about retail atmospherics: 6 Award up to 4 marks where the response\n• model of effects of ambience: Mehrabian and Russell’s pleasure- has described only part of the question\narousal-dominance (PAD) model, and even if the response otherwise meets the\n• the effects of odour on shopper pleasure-arousal-dominance. criteria for Level 3.\nUse Table A: AO1 Knowledge and understanding to mark candidate\nresponses to this question.\nCandidates must discuss the Mehrabian and Russell pleasure-arousal-\ndominance (PAD) model and the effects of odour on shopper pleasure-\narousal-dominance. A mention of a study does not need to be Chebat and\nMichon (2003)\nSyllabus content\nRetail atmospherics\n• Model of effects of ambience: Mehrabian and Russell’s pleasure-arousal-\ndominance (PAD) model.\n• The effects of odour on shopper pleasure-arousal-dominance, including a\nstudy, e.g., Chebat and Michon (2003)\nPossible content:\nThe Pleasure-Arousal-Dominance (PAD) model\nThe Pleasure-Arousal-Dominance model by Mehrabian and Russell is a\nmodel developed to describe and measure emotional states. PAD uses 3\nnumerical dimensions – Pleasure, Arousal and Dominance to represent all\nemotions. The theory was originally developed for physical environments but\nhas been widely applied elsewhere. The core idea is that physical\nenvironments influence people through their emotional impact.\n© Cambridge University Press & Assessment 2024 Page 24 of 47\n\n8(a) All emotions can be reduced down to 3 dimensions and measured on a scale.\nThe Pleasure-Displeasure scale measures how pleasant or unpleasant\nsomeone feels. For example, anger is an unpleasant emotion, scoring on the\ndispleasure side, but joy is a pleasant emotion. The Arousal-Nonarousal\nScale measures how energised someone feels. For example, both rage and\neuphoria would score highly for arousal but boredom would mean nonarousal.\nThe Dominance-Submissiveness Scale represents how controlling and\ndominant versus controlled or submissive one feels. For instance, while both\nfear and anger are unpleasant emotions, anger is a dominant emotion, while\nfear is a submissive emotion.\nWhen applied to the effects of ambience, the PAD model means that emotion\nor mood is a mediating factor between environmental cues and behaviour\n(Mehrabian & Russell, 1974). We react to the environment with approach or\navoidance. Our emotional response can be measured according to the 3\ndimensions. A positive response to music, smell, etc. increase length of time a\nconsumer spends in a shop, increasing the amount of money spent.\nEffects of odour on shopper pleasure-arousal-dominance\nEnvironmental psychologists propose that individuals react to their\nenvironment with two contrasting forms of behaviour: approach and\navoidance, where approach is a desire to stay, and explore. Much of the\nresearch on store atmospherics has presumed a mediating effect of mood on\ncustomer behaviour. This would support the PAD model.\nChebat and Michon (2003)\nThe researchers aimed to investigate if the PAD model accounted for the\nbehaviour of participants or whether a cognition-arousal model better\naccounted for their behaviour.\n© Cambridge University Press & Assessment 2024 Page 25 of 47\n\n8(a) Field experiment in a shopping mall in Canada over two weeks. Week 1 was a\ncontrol week/group where no scent was put into the mall. In the second week\na pleasing scent (citrus) was put into the mall’s main corridor. 145 participants\nduring the scent week (447 in the control week). Self-administered\nquestionnaire given to participants by graduate marketing students not\nwearing any perfume. This questionnaire asked the participants about their\nshopping trip on product quality, the shopping environment, and the pleasure\nand arousal felt while shopping. Found a more favourable perception of the\nproduct quality and shopping environment when citrus scent in mall.\nResults seemed to suggest more support for the cognition-arousal model than\npleasure-arousal-dominance model.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 26 of 47\n\n8(b) Evaluate what psychologists have found out about retail atmospherics: 10\n• model of effects of ambience Mehrabian and Russell’s pleasure-\narousal dominance (PAD) model\n• the effects of odour on shopper pleasure-arousal-dominance\nincluding a discussion of quantitative and qualitative data.\nEvaluation in your answer can include strengths, weaknesses and a\ndiscussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion. Depending on the examples studied by candidates their answers\nmay vary.\nA range of issues could be used for evaluation.\n• Named issue – quantitative and qualitative data – PAD model does\ninclude the measurement of the emotions on the Pleasure-displeasure,\narousal-nonarousal and Dominance-submissiveness dimensions.\nAlthough a number of scales are available, all will be quantitative. Chebat\nand Michon collected a lot of quantitative data including product quality,\nshopping environment, pleasure and arousal. Quantitative data allows\ncomparisons to be drawn and results analysed easily to make\nconclusions about control and experimental groups (conditions) in\nresearch. No qualitative data collected so there is a lack of highly valid\ndata where participants can express views in their own words.\n• Application to everyday life – PAD model can be applied to situations\nwhere effect of ambience on behaviour can be investigated. Chebat and\nMichon found that the PAD model is not supported and suggested that\nthe process is more compatible with a cognition-arousal model. This has\npotential useful applications when environmental researchers are making\npredictions for how ambient characteristics may affect shopper behaviour.\n• Cultural differences – the PAD model was developed in the West but it\ncould be applied to other cultural groups. The dimensions of emotion\ncould be universal. However, the way the specific emotions are viewed\n© Cambridge University Press & Assessment 2024 Page 27 of 47\n\n8(b) may be culturally diverse e.g., anger may not be viewed so negatively in\nsome cultures. Chebat and Michon was carried out in a shopping mall in\nCanada. Cultures that shop in different ways e.g., open air markets\ntypically, may find that the results do not apply. Views of different\nfragrances as appealing may also be culturally diverse.\n• Questionnaires – Chebat and Michon collected data via questionnaire. A\nvariety of items were asked and often on forced choice scales. Such\nitems will tend to be reliable so questionnaires can be repeated with\ndifferent conditions. Questionnaires can be subject to demand\ncharacteristics and question items need to be worded carefully to avoid\nleading questions in order to make sure that the responses are valid.\nHowever, they also lend themselves to a large collection of data as they\ncan be administered quickly. Use of questionnaire also meant that\nconsent could be gathered easily.\n• Objective and subjective data – Chebat and Michon collected data that\ncan be seen as objective (gender, age) and subjective (product quality,\narousal). Objective data can be seen as more scientific as not left to\ninterpretation. Subjective data is personal as it is the view of the individual\nparticipant.\nAdditional issues candidates may use include:\n• Ecological validity\n• Generalisations\n• Control of variables\n• Reliability\n• Ethics\nOther appropriate responses should also be credited.\nMany of the above issues have been applied to the Chebat and Michon study.\nIt is important to remember that candidates do not have to use this study but\nthey will need to refer to a study.\n© Cambridge University Press & Assessment 2024 Page 28 of 47", "source_pages": [ 24, 25, 26, 27, 28 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_32-p24.png", "../answer-assets/9990_w24_ms_32-p25.png", "../answer-assets/9990_w24_ms_32-p26.png", "../answer-assets/9990_w24_ms_32-p27.png", "../answer-assets/9990_w24_ms_32-p28.png" ] }, { "id": "9990-2024-on-33-q01", "question_id": "9990-2024-on-33-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Jude has a phobia of some foods. This affects his everyday life because he is 4 Context = food types, eating in\nanxious when other people are eating these foods near him. public –\nIf just identifying food phobia –\nSuggest how systematic desensitisation could treat Jude’s phobia. max 3; needs something\nspecific (as above) for full\nAward 3–4 marks for a detailed answer with clear understanding of how systematic marks.\ndesensitisation could help Jude with his phobia of certain foods.\nAward 1–2 marks for a basic answer with some understanding of how systematic Must include for full marks:\ndesensitisation could help Jude with his phobia of certain foods. Fear hierarchy, relaxation, how\ngradual exposure works and\n• Hierarchy of fear created by Jude and therapist with most fearful situation given contextualised\nhighest rating, lowers fear level food-related situation at the bottom.\n• Therapist teaches Jude how to relax. Reciprocal inhibition can be\n• Jude is exposed to lowest level fear level and learns to relax (based on reciprocal credited (needs to outline this\ninhibition). rather than just identify for\n• Jude exposed to next level of fear and learns how to relax while encountering credit).\nphobic stimulus\n• Many take a number of sessions to work right up to the most fearful situation.\nExample:\nJude will be asked to create a fear hierarchy with least feared food encounter at the\nbottom and most at the top, usually giving a rating of fear for each level.(1) If his phobia\nis of, for example, eating fatty foods, then on his hierarchy his lowest fear level could be\nbeing in a restaurant with other diners but not eating himself (1), mid-fear could be\nseeing a very fatty food on the plate of someone on his table/nearby, highest level could\nbe having a lot of fatty food on his plate and being in a restaurant and eating with\nothers.(1) Therapist will teach relaxation techniques to Jude so that he can relax when in\nhis phobic situation, since we cannot be fearful and relaxed simultaneously.(1) Jude will\nbe exposed to lower level fearful food-related situation first (go to a restaurant) and learn\nhow to relax in that situation.\n© Cambridge University Press & Assessment 2024 Page 9 of 44\n\n1 Once relaxed, move on to the next level of fear (someone nearby has fatty food on their\nplate) and learn to relax in that situation. (1) This is continued gradually, over a number\nof sessions, each time exposing Jude to situations he rated as higher and higher on his\nfear hierarchy. Eventually Jude will be able to encounter his most feared food-related\nsituation and not feel fear. (1)\nOther appropriate responses should also be credited.\nQuestion Answer Marks Guidance", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p09.png", "../answer-assets/9990_w24_ms_33-p10.png" ] }, { "id": "9990-2024-on-33-q02", "question_id": "9990-2024-on-33-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline the reductionism side of the reductionism versus holism debate. 2\nAward 2 marks for an outline of the term/concept. Award 1 mark for a basic outline of the\nterm/concept.\nExample:\nThe extent to which complex processes/phenomena/ideas can be put in simple\nterms/basic units (2) or explaining psychological phenomena by breaking it down into\nsmaller component parts (2)\nExamples of 1 mark answers could include:\n• Lowest/most basic level of explanation\n• Simple/basic way to describe something\n• Ignoring other, more complex explanations\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 10 of 44\n\n2(b) Explain how the biochemical explanation of schizophrenia is reductionist. 2 1 mark = biochemical\nexplanation\nAward 2 marks for an explanation in context. 1 mark = how is it reductionist\nAward 1 mark for a basic outline/identification.\nIgnores environmental/cognitive/\nExample: psychological factors = 0\nA biochemical explanation of schizophrenia suggests it is caused by imbalance of\ndopamine in various parts of the brain (1) A chemical, like dopamine, is a single element\nand its actions are basic as they do not involve other processes such as cognition or\nfamily influences. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 11 of 44", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p10.png", "../answer-assets/9990_w24_ms_33-p11.png" ] }, { "id": "9990-2024-on-33-q03", "question_id": "9990-2024-on-33-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Aisha finds she has trouble relaxing. She visits her doctor, who suggests using 4\nthe Generalised Anxiety Disorder assessment (GAD-7).\nSuggest two reasons why the doctor wants to use the GAD-7 with Aisha.\nFor each reason:\nAward 2 marks for an answer with clear understanding of GAD-7 in context.\nAward 1 mark for a basic answer with some understanding of GAD-7\nGAD – 7 =\n• GAD-7 is a screening test for anxiety.\n• Trouble relaxing is one of the items on the GAD-7\n• Quick to do and won’t make Aisha more anxious e.g. 7 items, each scoring from 0\nto 3\n• Patient assigns scores to items according to how often they have experienced them\nin the last 2 weeks with 0 = not at all, 1 = ‘several days’, 2 = ‘more than half the\ndays’, 3 = ‘nearly every day’\n• The maximum score that can be obtained is 21.\n• The 7 items are feeling nervous, anxious or on edge, not being able to stop or\ncontrol worrying, worrying too much about different things, trouble relaxing, being so\nrestless that it is hard to sit still, becoming easily annoyed or irritable, feeling afraid\nas if something awful might happen.\nExample:\nThe clinician can use GAD-7 with Aisha to screen for Generalised Anxiety disorder (1). If\nher score is high enough, she can be referred on to a specialist for further therapy for\nanxiety (1)\nGAD-7 is an easy assessment to use with Aisha as she only needs to answer simple\nquestions related to how she feels over the last 2 weeks. It only takes a few minutes to\ncomplete. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 12 of 44\n\n3(b) Explain one weakness of the GAD-7. 2\nAward 2 marks for an explanation of a weakness of GAD-7.\nAward 1 mark for a basic explanation of a weakness of GAD-7.\nOne weakness from:\n• Only a screening test. Cannot be used for full diagnosis.\n• Needs practitioner for levels moderate and above\n• List of items cannot explain the complexity of experiencing anxiety\n• Items only say how often symptoms occur and not how severe they are or the effect\non the person’s life\n• It can be difficult to be fully aware of what was experienced over the past 2 weeks\nunless a detailed diary had been kept\n• Possibility as self-report or under- or over-estimating experiences due to potential\nsocial desirability\n• Lacks qualitative in-depth understanding of anxiety experienced by patient.\nExample:\nOne weakness of GAD-7 is that a psychometric screening test like this cannot\nsuccessfully capture the experience of anxiety. (1) Aisha may have found some items far\nmore debilitating on her daily living than others and this is not shown simply by how\noften they are experienced. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 13 of 44", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p12.png", "../answer-assets/9990_w24_ms_33-p13.png" ] }, { "id": "9990-2024-on-33-q04", "question_id": "9990-2024-on-33-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the study by Lovell et al. (2006) on treatment of obsessive-compulsive 6 For full marks – Some\ndisorder (OCD) using telephone administered cognitive-behavioural therapy information on participants (e.g.\n(CBT). number of Ps, where from), IV,\nDV (one of the measures),\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this Result.\nquestion. Max 2 for participants\nMax 2 for measures (DV)\nAim: to compare outcomes of those with OCD treated with CBT (expose and response Max 2 for procedure.\nprevention) face-to-face with those receiving the same therapy via telephone. Accept an outline of CBT not\nDesign: 72 out-patients with OCD from two hospitals in UK. 16 – 65 years. Scored at ERP\nleast 16 on Y-BOCs. Randomised controlled trial (independent groups). Both groups Abstract – Objectives To\nreceived 10 weekly sessions either via telephone (30-minute appointments) or face-to- compare the effectiveness of\nface (60 minutes). The telephone group received 2 face-to-face sessions of one hour at cognitive behaviour therapy\nthe beginning and end. delivered by telephone with the\nMeasures: Assessed on Yale Brown obsessive compulsive disorder scale, Beck same therapy given face to face\ndepression inventory, and client satisfaction questionnaire. Prior to treatment, all in the treatment of obsessive\nassessed twice four weeks apart. Post treatment – one, three and six month follow up. compulsive disorder.\nResults: Both groups’ scores very similarly in Yale Brown obsessive compulsive Design Randomised controlled\ndisorder scale, showing a reduction in their symptoms of OCD during the treatment and non-inferiority trial.\nup to 6 months later. Both groups reported high satisfaction. Setting Two psychology\nAverage Y-BOCS pre-treatment = 25. No significant difference between mean scores of outpatient departments in the\nY-BOCS and BDI between two groups prior to treatment. United Kingdom.\n77% drop in YBOCs (clinically significant) for telephone and 67% face-to-face. 72% Participants 72 patients with\nreduction across the two groups. obsessive compulsive disorder.\nIntervention 10 weekly\nFor example: sessions of exposure therapy\nComparing telephone versus face-to-face treatment of CBT for OCD. 72 out-patients and response prevention\ntook part. 10 one-hour weekly sessions of exposure and response prevention therapy delivered by telephone or face\nwere given to face to face treatment group and 2 face to face meetings (session 1 and to face.\nsession 10) and 8 30-minute telephone sessions given to telephone treatment group. 3 Main outcome measures Yale\ninventories given during therapy (Yale-Brown, Beck and client satisfaction). No Brown obsessive compulsive\nsignificant differences found at six months. Concluded both face to face and telephone disorder scale, Beck depression\ntreatment are equally as effective in treating OCD. inventory, and client satisfaction\nquestionnaire.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 14 of 44\n\n4(a) Results Difference in the Yale\nBrown obsessive compulsive\ndisorder checklist score\nbetween the two treatments at\nsix months was −0.55 (95%\nconfidence interval −4.26 to\n3.15). Patient satisfaction was\nhigh for both forms of treatment.\nConclusion The clinical\noutcome of cognitive behaviour\ntherapy delivered by telephone\nwas equivalent to treatment\ndelivered face to face and\nsimilar levels of satisfaction\nwere reported.\n© Cambridge University Press & Assessment 2024 Page 15 of 44\n\n4(b) Evaluate the study by Lovell et al., including a discussion of reliability. 10\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\nA range of issues could be used for evaluation here.\nThese include:\n• Named issue – Reliability\n• Used both Y-BOCs and Beck depression inventory consistently as well as\nsatisfaction survey to repeatedly assess patients at various times – consistent\nmeasures\n• Same therapy used whether by phone or face-to-face\n• Same therapist used for both phone or face-to-face within each hospital\n• Quantitative data (can make comparisons between treatment groups, statistical\nanalysis of results)\n• Follow-up done at 6 months to check longer term effectiveness of treatment.\n• Useful as shows the shorter telephone interviews just as effective as the longer face\nto face sessions.\nIndividual and Situational\nThe situation of being in either treatment group is shown to not affect the outcome for\nthe patient. However, there will be significant individual differences. Although the\ntreatment was successful on the whole, the efficacy of CBT depends upon the\nrelationship between the patient and the practitioner as well as the motivation of the\npatient. It may be that less motivated patients will find it easier to engage in therapy\neither via telephone (will not need to leave their home) or face-to-face (perceived greater\nattention from the clinician)\nCultural differences\nStudy took part in the UK where CBT is quite a widely used treatment for disorders.\nWestern-based and thus individualistic society. In a more collectivist culture, CBT – with\nit’s focus on individual thoughts – will be less commonly used and perhaps not so\naccepted as a treatment.\n© Cambridge University Press & Assessment 2024 Page 16 of 44\n\n4(b) There may be greater (or lesser) stigma attached to a mental illness like OCD in other\ncultures, leading to potential different willingness to engage in therapy via telephone or\nface-to-face. In more remote communities, access to this type of therapy face-to-face\nmay make use of telephone therapy far more helpful to individual. Telephone therapy\nalso cheaper and this may affect uptake in countries where healthcare is not universal.\nOther possible issues/debates:\nDeterminism vs Free will\nReductionism vs holism\nQuantitative data\nPsychometrics\nNomothetic vs idiographic\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 17 of 44", "source_pages": [ 14, 15, 16, 17 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p14.png", "../answer-assets/9990_w24_ms_33-p15.png", "../answer-assets/9990_w24_ms_33-p16.png", "../answer-assets/9990_w24_ms_33-p17.png" ] }, { "id": "9990-2024-on-33-q05", "question_id": "9990-2024-on-33-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 An online grocery retailer currently uses a grid layout in its virtual store. 4 Context – online grocery store,\nvirtual store, online,\nSuggest two effects on customers if the store changes to a freeform layout in its\nvirtual store. Allow 1 mark for any effect on\ncustomer due to the change of\nFor each suggestion: layout.\nAward 2 marks for an outline of the application linked to the context.\nAward 1 mark for a basic outline of the application.\nReference to physical store not\nSyllabus reference: creditworthy as the context. The\nTypes of store interior design including grid, freeform and racetrack layouts; use of effect of the freeform (e.g. more\nvirtual store layouts, including a study, e.g., Vrechopoulos et al. (2004) useful) can be awarded 1 mark.\nLikely content: For information\n• Freeform more useful (in finding items from a shopping list) than grid Grid: Customers visiting the grid\n• Freeform more entertaining to use layout navigate through a\n• Freeform more difficult to use than grid hierarchical structure (i.e.,\n• Freeform engages customers for longer product category ↔ product\nsubcategory ↔ end-product) in\nExamples: order to reach their desired\nCustomers will find it more difficult to use the freeform layout than the grid layout (1) products.\nbecause the grid layout translates to navigation through a hierarchical structure (produce\ncategory to product subcategory to end product) to reach their desired product (1) Freeform: Customers visiting the\nfreeform layout can reach their\nCustomers will be engaged for longer with the freeform layout compared to the grid desired products at once, either\nlayout when shopping at the virtual store. (1) and this means customers are likely to through the use of a search\nspend more money (1) engine or by selecting any of the\nitems permanently displayed on\nOther appropriate responses should also be credited. every page of this version.\n© Cambridge University Press & Assessment 2024 Page 18 of 44", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p18.png" ] }, { "id": "9990-2024-on-33-q06", "question_id": "9990-2024-on-33-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline one example of how psychologists can use children in psychological 2 Max 1 mark if no link made to\nresearch using an example from brand awareness and recognition. brand recognition/awareness or\nadvertising.\nAward 2 marks for an outline of the term/concept in context.\nAward 1 mark for a basic outline of the term/concept. How make study suitable for\nchildren. Must be about brand\nExample: awareness to be creditworthy.\nChildren can be investigated to find out if advertising strategies work successfully. (1)\nChildren are exposed to advertisements in magazines, TV, social media and so will Outline of how the Fischer et al.\npotentially recognise some brands better than others (1). Psychologists could make use study was carried out can\nof this when finding out when suitable advertising strategies work with a correct target achieve full marks.\naudience. (1)\nNeed to get informed consent\nCandidates can receive credit if they directly refer to a study on brand awareness and from parent/school first before\nrecognition e.g., study by Fischer et al. (1991) using children in research.\nOther appropriate responses should also be credited. 1 = how to use with children\n1 = linked to brand awareness/\nrecognition.\n© Cambridge University Press & Assessment 2024 Page 19 of 44\n\n6(b) Explain one strength of using children in psychological research, using an 2\nexample from brand awareness and recognition.\nAward 2 marks for an explanation linked to brand awareness and recognition\nAward 1 mark for a basic explanation.\nLikely answers:\n• Children are not so subject to demand characteristics and likely to give more honest\nanswers than adults\n• Children are future consumers so research on them informs us about future choices\nthey may make\n• Can see potential effects of advertising products that are unsuitable for children,\ne.g. how it may impact on them or be remembered by them (so that such examples\ncould potentially be outlawed in the future).\n• Useful as can use branding in advertising for products aimed at children as they do\nremember them and will influence their carer to purchase the product. Make sure\nthe branding is in advert and on product so that child can see the association when\nthey see product in store.\nExample:\nOne strength of using children in psychological research is that it can yield useful\nresults. For example, if a child recognises a brand that is targeted at adults (1) this could\npotentially make that child more likely to want to acquire that product if the brand seems\nattractive (1). Advertisers can make use of this information by ensuring that products\nthat are only suitable for adults are branded in less child-appealing ways (e.g., avoiding\ncartoon characters, like Joe the Camel) (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 20 of 44", "source_pages": [ 19, 20 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p19.png", "../answer-assets/9990_w24_ms_33-p20.png" ] }, { "id": "9990-2024-on-33-q07", "question_id": "9990-2024-on-33-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Priya is the new manager of a restaurant. She believes that the introduction of\nbackground music at the restaurant will improve the atmosphere.\n\n7(a) Suggest two features of the background music that Priya should choose to 4 1 mark = feature of background\nimprove the atmosphere in her restaurant. music\nAND\nFor each feature 1 mark = why this would affect\nAward 2 marks for an outline of the application with relation to the context. the atmosphere\nAward 1 mark for a basic outline of the application. OR\n1 mark = research has shown\nSyllabus content: (e.g. North et al.) classical\n• music in restaurants focusing on how background music influences the amount increases spending so the same\nspent on food and drink (exemplified by the following Key Study). would happen in Priya’s\nKey study on musical style and restaurant customers’ spending: North et al. (2003). restaurant.\nOR\nPossible features: 1 mark = effect on customer with\n• Genre of music (North et al found classical music led to more spending than pop or a brief reason why the music\nno music) would lead to this change.\n• Whether the feature of the music increases number of customers or amount each\ncustomer spends – e.g., how long customers typically spend at a table\n• Affluence of clientele (North et al found an upmarket restaurant favoured classical\nmusic, so Priya should consider the neighbourhood)\n• Synergy – does the music ‘match’ the existing atmosphere\n• Whether the feature of the music keeps existing customers – or attracts new ones.\nWill lots of changes alienate existing customers?\n• Volume of music\n• Length of soundtrack\nExample:\nOne feature Priya could consider would be the genre of music. (1) In the North study\ncustomers spent more money on food when the background music was classical music\nrather than pop music. (1) If Priya makes a soundtrack of classical music this could\nincrease the sales at her restaurant. (1)\n© Cambridge University Press & Assessment 2024 Page 21 of 44\n\n7(a) Another feature Priya should consider is whether or not she is keen to keep existing\ncustomers (or to focus on building up a new customer base) (1). The introduction of\nsomething like background music will change the atmosphere (as Priya believes) and\nthe new atmosphere may be one that is not favoured by her existing customers so that\nthey no longer come to the restaurant (1).\nOther appropriate responses should also be credited.\n\n7(b) Explain one problem of introducing background music in her restaurant. 2\nAward 2 marks for an explanation of the problem with reference to the background\nmusic at the restaurant.\nAward 1 mark for a basic explanation of the problem.\nLikely problems:\n• Genre of music – does the genre reflect the taste of the customers?\n• Drive existing customers away\n• People spend less time in the restaurant reducing sales\n• Lack of synergy – does the music ‘match’ the existing atmosphere\n• Volume of music too loud\n• Soundtrack too short so customers get bored hearing the same tracks.\nExamples:\nOne problem with introducing background music is that it could include a variety of\ngenre. (1) For example, if it has a mixture of classical and pop tracks it will be very\nnoticeable (rather than ‘background’) and this may be annoying to customers (1) as a\nresult of this they spend less time and money at the restaurant (1)\nOne problem with the background music is the volume is too loud (1). This would mean\ncustomers could not enjoy a conversation properly and this would reduce their dining\nexperience (1) as a result they may not return and Priya will have lost customers and\nfuture sales (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 22 of 44", "source_pages": [ 21, 22 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p21.png", "../answer-assets/9990_w24_ms_33-p22.png" ] }, { "id": "9990-2024-on-33-q08", "question_id": "9990-2024-on-33-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about consumer behaviour and 6 Award up to 4 marks where the\npersonal space: response has described only\n• personal space at restaurant tables (including Hall’s four zones), and part of the question even if the\n• overload, arousal and behaviour constraint. response otherwise meets the\ncriteria for level 3.\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this\nquestion.\nCandidates should describe Hall’s four zones of personal space, concepts of overload,\narousal and behaviour constraint and the study by Robson et al, although clearly not in\nthe detail required for a complete key study essay. Full marks can be obtained without\nincluding a study. The personal space zones must be linked to restaurant tables for L3.\nSyllabus content\n• personal space at restaurant tables including Hall’s four zones; functions such as\noverload, arousal and behaviour constraint (exemplified by Robson et al. (2011).\nHall’s four zones\nHall describes four zones or interpersonal distances of humans:\n1 Intimate space – distance for embracing, touching or whispering and used with\nintimate relationships. This may be as close as 1–2 cm (1 inch) and up to 46 cm (18\ninches)\n2 Personal space – distance for interactions with family or close friends. This is likely\nto be between 46 cm (18 inches) and 122 cm (4 feet).\n3 Social space – for interactions with acquaintances. This is likely to be 1.2 m (4 feet)\nand up to 3.7 m (12 feet).\n4 Public distance – used for public speaking and ranging between 3.7 m (12 feet) to\nover 8 m (25 feet).\nFunctions such as overload, arousal and behaviour constraint\nMaintaining our personal space allows us to avoid becoming stressed or even\nthreatened by people coming too close. Responses to the invasion of our personal\nspace can include 3 issues: overload, arousal, and behaviour constraint:\n© Cambridge University Press & Assessment 2024 Page 23 of 44\n\n8(a) 1 Overload – we maintain personal space in order to reduce the amount of\ninformation needing to be dealt with. When people are too close, we have to\nprocess information relating to their features such as their smell and possibly even\ntheir touch and have no choice in this. This means we are overloaded with\ninformation to process. Together with a lack of control of the information we process\nthis produces stress.\n2 Arousal – when personal space is invaded, we may feel a heightened sense of\narousal. This can be context-dependent so in some settings this is positive (at a\nparty). The same behaviour and sense of arousal is likely to be interpreted\ndifferently in an intimate dining experience. In a restaurant, if the atmosphere is that\nof a celebration, then this arousal may be positive but being too close to a stranger\nwhen eating out with a spouse will be seen more negatively.\n3 Behaviour constraint – this is allied to the sense of control we have as to our\nfreedom to move when we feel uncomfortable. Crowds will act differently to an\nindividual as when we are in a crowd, we may not have the ability to move into a\nmore comfortable personal freedom zone. If we are seated very closely to someone\nand unable to move away in a restaurant, we may feel anger, resentment and\ncertainly uncomfortable.\nRobson et al. (2011).\nSurvey of over 1000 American participants over the web. Given a scenario where they\nare in a restaurant where the tables are placed 6, 12, 24 inches apart. Participants gave\ntheir details first (e.g., age, ethnicity, residence, etc.). They were asked how often they\nvisit restaurants and if they have ever worked in the restaurant industry. 3 dining\nscenarios given – romantic, with a friend and a business lunch. Randomly assigned to\none of nine table situations. Given thirty-two statements that solicited their emotional and\nbehavioural responses to specific distances. The 6-inch space led to the participants\nreporting feeling more crowded, less private, more dissatisfied with the table and having\na less positive experience of the meal. Strongest responses given for romantic scenario\nto 6-inch space, with a friend second and business was least. Women reported being\nmore uncomfortable than men at all three distances (more stress, less control, and\ngreater discomfort. Men expressed more arousal than women in all three distances.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 24 of 44\n\n8(b) Evaluate what psychologists have discovered about consumer behaviour and 10\npersonal space:\n• personal space at restaurant tables (including Hall’s four zones), and\n• overload, arousal and behaviour constraint,\nincluding a discussion of cultural differences.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion. Depending on the examples studied by candidates their answers may vary.\nA range of issues could be used for evaluation. These include:\n• Named issue – cultural differences – Hall acknowledged that the personal space\nzones will differ in terms of specific physical difference. However, the existence of\nthe zones and their positions will not be culturally dependent. Overload, arousal and\nbehaviour constraint are also likely to exist universally. In the Robson study, the\ntable spacing used was within a Western culture (USA). There may be significant\ndifference in how comfortable people from other cultures will feel with the spacings\nof 6, 12 and 18 inches. For example, in India, it is more common practice for people\nto sit closer together when eating. Although it is worth noting that this is more likely\nwhen the people you are eating with are close friends and family. In a more\nbusiness setting, in many cases the distance may need to be further apart\n• Individual and situational explanations – Clearly the concepts of zones and the\nmajority of the issues raised in the Robson study come from situational explanations\nof personal space. However, there will be individual influences that may depend on\nindividual cultural background, personality, confidence etc. that could influence both\nthe way overload, arousal etc. are experienced and the sense of personal space.\n• Observations – (not really relevant to this bullet point) – candidates could discuss\nhow observations could be made of people’s personal space and their behaviours in\nit. Not relevant to Robson study.\n• Quantitative and Qualitative data – Robson study collected a great deal of\nquantitative data allowing a lot of statistical analysis. However, participants did not\ngive any qualitative responses so researchers cannot be completely sure of all\npotential reasons for responses.\n© Cambridge University Press & Assessment 2024 Page 25 of 44\n\n8(b) • Ethics – Robson study seems to be ethical. This is because by carrying out an\nonline survey, participants are not actually physically exposed to being seated close\nto people. However, there could be ethical issues with research into personal space\nif participants are forced into spaces with which they feel uncomfortable. In order to\nreceive information from participants about their feelings of overload, arousal and\nbehaviour constraint informed consent would need to be obtained and they need to\nfeel comfortable withdrawing from the research if they wish to. This could be tackled\nwith sensitive briefing.\nAdditional issues candidates may include:\n• Ecological validity\n• Generalisations\n• Individual differences\n• Independent measures design\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 26 of 44", "source_pages": [ 23, 24, 25, 26 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_33-p23.png", "../answer-assets/9990_w24_ms_33-p24.png", "../answer-assets/9990_w24_ms_33-p25.png", "../answer-assets/9990_w24_ms_33-p26.png" ] }, { "id": "9990-2024-on-41-q01", "question_id": "9990-2024-on-41-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 From the key study by Oruč et al. (1997) on mood (affective) disorders:\n\n1(a)(i) Outline what is meant by a clinical interview. 2\nSyllabus 1.2.2 Key study on association analysis of genetics of depressive\ndisorder: Oruč et al. (1997).\nMarks: award 1 mark for each feature (up to 2 marks max).\nAnswers may include (other appropriate responses to be credited).\n• a face-to-face interview (1 mark)\n• between a medical practitioner and a person/patient (1 mark) Essential\nfor 2 marks\n• involving verbal and non-verbal exchange (1 mark)\n• in a medical setting (1 mark)\n• designed to diagnose symptoms, prescribe or assess treatment (1 mark)\n\n1(a)(ii) Outline one reason why the participants were interviewed. 2\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answers:\n• patients had been previously assessed (1 mark) for lifetime\npsychopathology; the interview was done to confirm this (2 marks)\n• to ask about first degree relatives (1 mark) who had a history of a major\naffective disorder (2 marks)\n• to administer a psychometric test (1 mark) the SADS-L (Schedule for\nAffective Disorders and Schizophrenia – Lifetime Version) (2 marks)\n\n1(b) The interviews were reviewed by a second psychiatrist. 2\nSuggest one effect there could have been on the results if the\ninterviews had not been reviewed by a second psychiatrist.\nMarks: Award 2 marks for an appropriate effect stated and applied to study\nwith detail / elaboration / example.\nAward 1 mark for an appropriate effect identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• the participant may not be suitable for the study (1 mark) which\n(i) may be bad for the person if they then participated (2 marks)\n(ii) it might break ethical guidelines (2 marks)\n• the data may be invalid (1 mark) because the first psychiatrist made an\nerror in\n(i) diagnosis of BP type 1 (2 marks)\n(ii) checking the results of the SADS-L (2 marks)\n© Cambridge University Press & Assessment 2024 Page 7 of 33\n\n1(c) Explain one strength and one weakness of a clinical interview as used in 4\nthis study.\nMarks: Up to 2 marks for each strength and up to 2 marks for each\nweakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• it is used to confirm the individual circumstances (1 mark) the patient\nknows their family relationships, has to complete the psychometric\nassessment test; the practitioner only has notes of previous history\n(2 marks).\n• the individual patient can explain and answer any question (1 mark) for\nexample about their BP disorder type 1 that may be asked; to clarify their\nsuitability for the study (2 marks)\nWeaknesses:\n• the patient may use vague terms to describe their condition and be\nunable to clearly explain what the practitioner needs to know, or fully\nunderstand what the study is about (1 mark) such as BP disorder type 1,\ntransporter genes (2 marks)\n• the patient may not understand medical jargon (1 mark) that is used such\nas BP disorder type 1, transporter genes (2 marks)\n© Cambridge University Press & Assessment 2024 Page 8 of 33", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_41-p07.png", "../answer-assets/9990_w24_ms_41-p08.png" ] }, { "id": "9990-2024-on-41-q02", "question_id": "9990-2024-on-41-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2(a) Explain what is meant by the term ‘pyromania’. 2\nSyllabus 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders: –\nkleptomania – pyromania – gambling disorder.\nmeasure of impulse control disorders: Kleptomania Symptom Assessment\nScale (K-SAS).\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation. Full marks can be awarded for any one feature, plus the example\n(see below).\nAnswers may include (from ICD-11) (other appropriate responses to be\ncredited):\n• a recurrent failure to control strong impulses (1 mark) to set fires,\nresulting in multiple acts of, or attempts at, setting fire to property or other\nobjects (2 marks).\n• lack of an apparent motive for the acts of, or attempts at, fire setting\n(1 mark) (e.g., monetary gain, revenge, sabotage, political statement,\nattracting recognition) (2 marks)\n• persistent fascination or preoccupation with fire and related stimuli (e.g.,\nwatching fires, building fires, fascination with firefighting equipment).\n• the individual experiences increased tension or affective arousal prior to\ninstances of, or attempts at, fire setting.\n• the individual experiences pleasure, excitement, relief or gratification\nduring, and immediately following the act of setting the fire, witnessing its\neffects, or participating in its aftermath.\n• acts of, or attempts at, fire setting are not better accounted for by a\nDisorder of Intellectual Development, another mental disorder (e.g., a\nManic Episode), or Substance Intoxication.\nNB: description of any of 6 features of addiction in isolation 0 marks; can be\nused as elaboration.\n\n2(b) Suggest one way in which pyromania could be measured, other than by 2\nself-report.\nMarks: Award 2 marks for an appropriate suggestion in context with detail /\nelaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• observation: covert or overt; structured; non-participant, natural – or any\ncombination of these (1 mark) over a period of time to see how many\ndiagnostic features of pyromania are evident (2 marks).\n• case study of one person (1 mark) to see how many diagnostic features\nor pyromania are evident (2 marks).\n• experiment where a participant is exposed to a ‘fire-setting situation’\n(1 mark) and their behaviour is observed for any resistance to set a fire\n(2 marks)\nNB: interviews and questionnaires are self-reports.\n© Cambridge University Press & Assessment 2024 Page 9 of 33\n\n2(c) Explain two strengths of using self-report to measure pyromania. 4\nMarks: Up to 2 marks for each strength X2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• measuring pyromania gives the tester a measure of the extent of the\nproblem (1 mark) such as scoring high on a pyromania questionnaire\nNOT K-SAS (+1 mark) then appropriate treatment for pyromania could be\ndecided (+1 mark).\n• measuring pyromania and its characteristics can help understand more\nabout it (1 mark) such as its addictive nature (+1 mark) or any other\nfeature from the characteristics listed in (a) (+1 mark)\n• measuring pyromania can raise awareness/ help prevent any further\noccurrence of the behaviour (1 mark) such as setting fires (2 marks)\nQuestion Answer Marks", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_41-p09.png", "../answer-assets/9990_w24_ms_41-p10.png" ] }, { "id": "9990-2024-on-41-q05", "question_id": "9990-2024-on-41-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study by Savage and Armstrong (1990) on the effect of\npractitioner style on patient satisfaction:\n\n5(a)(i) Outline how participants were recruited for the study. 2\nSyllabus: 3.1.2 key study for the effect of practitioner style on patient\nsatisfaction: Savage and Armstrong (1990).\nMarks: Award 1 mark each feature (max 2 marks).\nDefinitive answer:\nNB: Question is how, not identification of sampling technique.\n• use of a random number generator (essential for 2 marks)\n• select four patients from each surgery of one doctor\n• from an inner London general practice\n• over a four-month period.\n\n5(a)(ii) Outline how participants were randomly allocated to the conditions of 2\nthe study.\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answer:\n• cards used to randomly allocate directing or sharing style (done by\ndoctor).\n• done after doctor had confirmed patient was suitable for participation in\nstudy.\n© Cambridge University Press & Assessment 2024 Page 14 of 33\n\n5(b) Suggest one problem if participants had not been randomly allocated to 2\nthe conditions of the study.\nMarks: Award 2 marks for an appropriate effect stated and applied to study\nwith detail / elaboration / example.\nAward 1 mark for an appropriate effect identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• the results might not be valid (1 mark) because:\ncertain personality types may be in the sharing group or vice versa.\n(+1 mark).\nthe doctors or experimenters might manipulate allocation to show that a\nsharing style is better (+1 mark)\n\n5(c) Explain two strengths of the use of random allocation in this study. 4\nMarks: Up to 2 marks for each strength  2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example. Award 1 mark for an\nappropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• no participant bias: The participant does not choose which condition they\nare in and so they cannot bias the study (1 mark) the participant is\nrandomly put into a directing or sharing condition. (2 marks)\n• no doctor bias: The doctor presenting the style cannot bias the study (1\nmark) because the doctor does not know whether a directing or sharing\nstyle is the next card to appear (2 marks).", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_41-p14.png", "../answer-assets/9990_w24_ms_41-p15.png" ] }, { "id": "9990-2024-on-41-q06", "question_id": "9990-2024-on-41-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Outline the psychological treatment of attention diversion to manage 2\nand control pain.\nSyllabus 3.3.3 psychological treatments: cognitive strategies (attention\ndiversion, non-pain imagery and cognitive redefinition).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nAnswers may include (other appropriate responses to be credited):\n• Attention diversion where a person focuses on a non-related stimulus in\norder to be distracted from the discomfort (1 mark). It can be passive (e.g.\nlooking at a picture) or active (e.g. singing a song). Even watching\ntelevision can distract the patient (2 marks).\n© Cambridge University Press & Assessment 2024 Page 15 of 33\n\n6(b) Suggest one alternative treatment that could be used for managing and 2\ncontrolling shoulder pain, other than a biological or psychological\ntreatment.\nMarks: Award 2 marks for an appropriate suggestion applied to context with\ndetail / elaboration / example.\nAward 1 mark for an appropriate effect identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• acupuncture involves inserting between five and twenty fine stainless\nsteel needles which are left in place for between ten to twenty minutes.\nThe needle is inserted along a meridian line through which life energy or\n‘qi’ is said to flow (1 mark) related to shoulder pain (2 marks).\n• stimulation therapy (TENS) involves electrodes placed on the skin\ncausing stimulation (mild pain) which distracts the person from the\noriginal (worse) pain (1 mark) related to shoulder pain (2 marks).\n\n6(c) Explain one strength and one weakness of using attention diversion to 4\nmanage pain.\nMarks: Up to 2 marks for each strength and up to 2 marks for each\nweakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths\n• the person is an active participant (1 mark) in the management of their\nown pain (2 marks).\n• the person can use the technique wherever they are (1 mark) and\nwhenever they are in pain (2 marks)\nWeaknesses\n• the person may struggle to concentrate sufficiently on a non-related\nstimulus, especially when they are in pain (1 mark) and so any pain will\nnot be eased (2 marks).\n• the person may not want a psychological treatment preferring to take a\npill (1 mark) to reduce pain (2 marks).", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_41-p15.png", "../answer-assets/9990_w24_ms_41-p16.png" ] }, { "id": "9990-2024-on-41-q09", "question_id": "9990-2024-on-41-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan an experiment to investigate which anti-depressant drug is more 10\neffective for treating depression.\nYour plan must include details about:\n• experimental design\n• type of experiment\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • type of data, analysis of data,\n• choice of experimental design. use of descriptive statistics\nIf appropriate: • an aim or hypothesis\n• counterbalancing, random (directional or non-\nallocation, randomised control directional)/null hypothesis\ntrial • steps for making the study valid\n• single blind/double blind and reliable\n• other appropriate features\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 20 of 33\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.2.3 biological treatments including the use of anti-depressants\n(tricyclics, MAOIs and SSRIs).\nDescription:\nBiochemicals: there many types of drug that relieve the symptoms of\ndepression:\n• MAOIs inhibit the enzyme monoamine oxidase. This enzyme normally\nbreaks down noradrenaline, serotonin and dopamine, but these\nneurotransmitters are not broken down, they stay at normal high levels\nand so ‘reduce depression’.\n• SSRIs selective serotonin reuptake inhibitors act on serotonin to stop it\nbeing reabsorbed and broken down after crossing a synapse\nNB: candidates could also legitimately include SNRIs (Serotonin-\nnoradrenaline reuptake inhibitors (SNRIs), TCAs (tricyclic anti-depressants)\nSARIs (Serotonin antagonists and reuptake inhibitors)\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 21 of 33\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNB 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) x2\nExample: measure of depression for baseline (BDI). Two independent groups\nfor IV: group 1 given MAOIs, group 2 SSRIs. Controls: no other drugs to be\ntaken; both groups for 12 months. DV is change in level of depression (BDI\nagain).\n\n9(c)(i) Explain one reason for your choice of experimental design. 2\nCandidates should use the choice of experimental design stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• an independent design was chosen because it allows an experimental\ngroup to be compared directly to a control group or one treatment group\nwith another (1 mark) related to plan (2 marks)\n• a repeated design would control participant variables (1 mark) related to\nplan (2 marks)\n© Cambridge University Press & Assessment 2024 Page 22 of 33\n\n9(c)(ii) Explain one weakness of your choice of experimental design. 2\nCandidates should use the design stated in (ci)\nAward 2 marks if a weakness is given and justified.\nAward 1 mark if a weakness is given but not justified.\n• with an independent design there is no control over participant variables\n(1 mark) related to study (2 marks)\n• a related design would not work because the same participant would do\ntwo (or more) conditions and the effect of the first might influence the\nsecond (and third) (1 mark) related to study (2 marks)\n• with a repeated measures design there is the possibility of order effects\n(1 mark) related to study (2 marks)\n• with a repeated measures design there is the possibility that the\nparticipant is more likely to work out the aim of the experiment (1 mark)\nrelated to study (2 marks)\n\n9(c)(iii) Explain one reason for your choice of type of experiment. 2\nCandidates should use the choice of experiment stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• laboratory experiments have high levels of control, so the DV is more\nlikely to be caused by the IV (1 mark) example from part (a) of plan\n(2 marks)\n• field experiment perhaps more difficult to control but possible to have high\nlevels of ecological validity (1 mark) example from part (a) of plan\n(2 marks)\n© Cambridge University Press & Assessment 2024 Page 23 of 33", "source_pages": [ 20, 21, 22, 23 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_41-p20.png", "../answer-assets/9990_w24_ms_41-p21.png", "../answer-assets/9990_w24_ms_41-p22.png", "../answer-assets/9990_w24_ms_41-p23.png" ] }, { "id": "9990-2024-on-41-q10", "question_id": "9990-2024-on-41-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a questionnaire with closed questions to investigate 10\nthe effectiveness of multiple unit pricing on purchases from a\nsupermarket.\nYour plan must include details about:\n• the questionnaire technique\n• descriptive statistics.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, online, • sample and sampling technique\npostal) • ethical guidelines\n• format (open and/or closed) • a procedure\n• examples of questions • type of data, analysis of data,\n• question scoring/interpretation use of descriptive statistics\n• number of questions • an aim or hypothesis\n(directional or non-\ndirectional)/null hypothesis\n• steps for making the study valid\nand reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 24 of 33\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.3.2 point of purchase decisions including multiple unit pricing and\nsuggestive selling, including a study, e.g. Wansink et al. (1998).\nDescription:\n1 supermarket consumers are exposed to potential quantity anchors\nwhenever multiple-unit prices are presented instead of single-unit prices (e.g.,\n‘On sale—6 cans for $3’ versus ‘On sale—$0.50 each’). A multiple-unit price\npromotion could stimulate more sales by making salient a higher than normal\npurchase quantity.\n2 Wansink (1998): Multiple unit pricing: over 1 week, 43 stores used single\nunit pricing and 43 stores used multiple pricing for 13 categories of items.\nResults showed that, for example, for bathroom tissue, ‘buy 4 for $2 resulted\nin 45% more sales than ‘buy 1 for $0.50’.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 25 of 33\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNB 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) x2\nExample: Study in Supermarket with shoppers. Week 1 has cans of soft drink\n‘buy 1 for $1’. Week 2 has cans of soft drink ‘buy 6 for $6’. Descriptive\nstatistics to compare numbers. Questionnaire to shoppers leaving store:\nQuestion: Why did you choose to buy 6 cans?: always buy 6/was special\noffer. Question: do you always buy special offers? Yes/no. descriptive stats\nagain.\n© Cambridge University Press & Assessment 2024 Page 26 of 33\n\n10(c)(i) Explain one reason for your choice of questionnaire technique. 2\nCandidates should use the choice of questionnaire technique stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\nPaper/pencil\n• because they are face-to-face perhaps participants are more likely to\ncomplete the questionnaire and perhaps be more honest in their answers\n(1 mark) related to plan (2 marks).\n• paper/pencil because the researcher is there at the time watching and\nwaiting and so the environment is perhaps more likely to be controlled if\ndone in a laboratory with students for example (1 mark) related to plan (2\nmarks).\nOnline\n• online because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\na relatively restricted place (in street, laboratory) related to plan (2\nmarks).\n• online because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses related to plan (2 marks).\nPostal\n• postal because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\nin a relatively restricted place (in street, laboratory) (1 mark) related to\nplan (2 marks).\n• postal because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses (1 mark) related to plan (2 marks).\n\n10(c)(ii) Explain one weakness of using closed questions in your study. 2\nCandidates should use the closed questions stated in (a)\nAward 2 marks if a weakness is given and justified.\nAward 1 mark if a weakness is given but not justified.\nExample:\nparticipants have no opportunity to express a range of feelings or explain their\nbehaviour. Stating ‘yes’ for example, does not allow participants to explain\nhow they feel (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2024 Page 27 of 33\n\n10(c)(iii) Explain one reason for your choice of descriptive statistics. 2\nCandidates should use the descriptive statistics stated in (a)\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• descriptive statistics describe (summarise) data via mean, median, mode,\nrange so outcomes can be easily identified (1 mark) related to study (2\nmarks)\n• descriptive statistics describe (summarise) data via a visual display bar\nchart, histogram, scatter graph (1 mark) related to study (2 marks).\nQuestion Answer Marks", "source_pages": [ 24, 25, 26, 27, 28 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_41-p24.png", "../answer-assets/9990_w24_ms_41-p25.png", "../answer-assets/9990_w24_ms_41-p26.png", "../answer-assets/9990_w24_ms_41-p27.png", "../answer-assets/9990_w24_ms_41-p28.png" ] }, { "id": "9990-2024-on-42-q01", "question_id": "9990-2024-on-42-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Chapman and DeLapp (2013) treated an individual\nwith a blood/injection/injury phobia using an exposure hierarchy with\napplied tension:\n\n1(a)(i) Explain what is meant by the term ‘exposure hierarchy’. 2\nSyllabus: Key study on treating blood/injection/injury phobia using cognitive-\nbehavioural therapy (CBT) with applied tension: Chapman and DeLapp\n(2013).\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation.\nDefinitive answer:\n• an exposure hierarchy is a list of situations that an individual fears or\navoids that are ordered according to how much anxiety they elicit. The\nleast anxiety-provoking situations are at the bottom while the most\nanxiety-provoking situations are at the top. Exposure hierarchies typically\nconsist of 10 or so situations.\nNB: does not need an example from ‘this study’\n\n1(a)(ii) Give two examples of situations included in the exposure hierarchy in 2\nthis study.\nMarks: Award 1 mark (2 max) for each appropriate example.\nDefinitive answer:\n• any two situations from the list above.\nNB answers do not have to be word perfect for credit.\nNB ‘pricking finger’ is part of the study but not on the hierarchy.\n© Cambridge University Press & Assessment 2024 Page 5 of 32\n\n1(b) Suggest how blood/injection/injury phobia could be diagnosed without 2\nusing rating scales. Your suggestion must be ethical.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• use a clinical interview where the clinician can ask any question to aid\ndiagnosis (1 mark) they can ask about blood/injection/injury situations and\nresponses to exposure (2 marks).\n• use an observation such as a controlled, overt observation where the\nclinician can control a situation and observe the patient’s responses\n(2 marks).\nNB any unethical suggestion receives 0 marks.\n\n1(c) Explain one strength and one weakness of the case study research 4\nmethod as used in this study.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• a case study can be used as a pilot study (1 mark) and it may help others\nwho need treating for vasovagal syncope in relation to medical and other\nsituations (2 marks)\n• ‘T’ was studied as part of his everyday life (1 mark), he was not a\nparticipant volunteering to be part of a study, but a person with real-life\nproblems (2 marks)\nWeaknesses:\n• ‘T’ is only one person (not representative of the population) and so\ngeneralisations are difficult (1 mark) ‘T’s’ specific experiences regarding\nfainting and medical procedures may be unique (2 marks)\n• Case studies are difficult (if not impossible) to replicate (1 mark) because\nof the uniqueness of each case such as ‘T’ (2 marks)\n© Cambridge University Press & Assessment 2024 Page 6 of 32", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_42-p05.png", "../answer-assets/9990_w24_ms_42-p06.png" ] }, { "id": "9990-2024-on-42-q02", "question_id": "9990-2024-on-42-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 Depression can be measured using the Beck Depression Inventory\n(BDI).\n\n2(a) Outline how a person’s level of depression is interpreted using the BDI. 2\nSyllabus 1.2.1 measure of depression: Beck depression inventory.\nMarks: Award 1 for each correct point (2 marks max)\nDefinitive answer:\n• answer all 21 questions; add up the number 0/1/2/3 allocated to each\nquestion.\n• min score 0, max 63 (21  3)\n• scores out of 63 applied to 6 levels of depression e.g. 0–10 normal; over\n40 extreme.\n\n2(b) Suggest one way that depression could be measured, other than by the 2\nBDI.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• observation of behaviour using ‘depressive behaviours’ as behavioural\ncategories over a period of time (1 mark) For example how much/how\noften a person cries (2 marks)\n• interview (face-to-face or by telephone) by a person qualified to assess\ndepression (1 mark) with appropriate example (2 marks)\n• questionnaire (something similar to the BDI, perhaps with rating scale)\n(1 mark) with appropriate example (2 marks)\n© Cambridge University Press & Assessment 2024 Page 7 of 32\n\n2(c) Explain two weaknesses of the BDI. 4\nMarks: Up to 2 marks for each weakness\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• the BDI assumes that everyone with depression is the same (1 mark) so\neach person will experience the same 21 symptoms (2 marks)\n• the BDI is nomothetic (similarities between people with depression) (1\nmark) rather than idiographic (individual differences) (2 marks)\n• the data gathered by the BDI is quantitative so it ignores any uniqueness\nthat might be revealed if qualitative data were to be collected (1 mark) so\nunique characteristics of depression are never recorded (2 marks)\nNB Q requires weakness of the BDI, so generic ‘social desirability’ scores 0\nmarks.\n© Cambridge University Press & Assessment 2024 Page 8 of 32", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_42-p07.png", "../answer-assets/9990_w24_ms_42-p08.png" ] }, { "id": "9990-2024-on-42-q05", "question_id": "9990-2024-on-42-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 The key study by Shoshani and Steinmetz (2014) on using positive\npsychology in schools used questionnaires to gather data. These\nincluded the Rosenberg Self-Esteem Scale (RSE) and the General Self-\nEfficacy Scale, both of which used four-point scales.\n\n5(a)(i) Outline the Rosenberg Self-Esteem Scale (RSE). 2\nSyllabus 3.5.3 Key study on using positive\npsychology in schools to improve mental health: Shoshani and Steinmetz\n(2014).\nMarks: Award 1 mark for each correct point (2 marks max)\nDefinitive answer:\n• measures worthiness as a human being.\n• includes ten items\n• has positively and negatively worded items (e.g. people feeling satisfied\nwith life)\n• Items rated on a 4-point Likert scale (1 strongly disagree to 4 strongly\nagree; no neutral)\nNB 0 marks for ‘self-esteem’\n\n5(a)(ii) Outline the General Self-Efficacy Scale. 2\nMarks: Award 1 mark for each\ncorrect point (2 marks max)\nDefinitive answer:\n• measures perceived self-efficacy\n• e.g. ‘I can always manage to solve difficult problems if I try hard enough’\n• to predict coping with daily hassles and stressful events\n• it includes ten items,\n• items rated on a 4-point Likert-scale 1 = not at all to 4 exactly true\n© Cambridge University Press & Assessment 2024 Page 13 of 32\n\n5(b) Suggest one health promotion strategy that could be used to promote 2\nmental health in schools, other than the strategy referred to in this\nstudy.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate effect suggestion but not applied.\nAnswers may include (other appropriate responses to be credited).\n• providing information is the strategy used in this study, but credit if the\nanswer is different (1 mark) [this study: participants were involved in a\npositive psychology school-based intervention aimed at enhancing mental\nhealth and empowering staff and students (2 marks).\n• fear arousal could be used (1 mark) aimed at enhancing mental health\nand empowering the entire educational staff and students (2 marks)\n• credit ‘positive reinforcement’ (1 mark) example of Tapper et al. (2003,\nfood dudes)\n\n5(c) Explain one strength and one weakness of using four-point scales in 4\nthis study.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• a four-point scale response must be either agree or disagree (even if\n51/49) (1 mark) this means that self-esteem ratings can be determined\n(Rosenberg Questionnaire gives self-esteem scores of either agree or\ndisagree) (2 marks).\n• it does not allow any participant to ‘tick’ neutral for every option item\n(1 mark) if they do not want their true self-esteem score to be known\n(2 marks)\nWeakness\n• a four-point scale allows no opt-out/neutral (1 mark) so no-one can say\ntheir self-esteem is neutral even if it is (2 marks).\n• a person might genuinely not be able to make a decision either way, but\ncan’t opt out (1 mark) or the question is ambiguous (1 mark) or isn’t\nunderstood (1 mark) so a person has to commit themselves to a false\nresponse about their mental health (2 marks).\n© Cambridge University Press & Assessment 2024 Page 14 of 32", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_42-p13.png", "../answer-assets/9990_w24_ms_42-p14.png" ] }, { "id": "9990-2024-on-42-q06", "question_id": "9990-2024-on-42-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Explain what is meant by a clinical interview. 2\nDo not refer to observing patients’ behaviour in your answer.\nSyllabus 3.3.2 subjective measures including clinical interview.\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation.\nAnswers may include (other appropriate responses to be credited).\n• a face-to-face (or telephone) interview (1 mark)\n• between a medical practitioner and a person/patient (1 mark)\n• involving verbal and non-verbal exchange (1 mark)\n• in a medical setting (1 mark)\n• designed to diagnose symptoms, prescribe or assess treatment (1 mark)\n\n6(b) Suggest how observing the pain behaviour of a patient can help assess 2\ntheir level of pain during a clinical interview.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• non-verbal: any behaviour exhibited by the patient indicating the pain (1\nmark) they are in e.g. facial expression of distress, distorted ambulation\n(rubbing or holding) (2 marks)\n• parts of UAB can be used (with a modified time scale) (1 mark) e.g. facial\ngrimaces, standing posture, mobility, stationary movement, body\nlanguage (2 marks) with a modified scale of none/occasional/frequent.\n\n6(c) Explain two weaknesses of using a clinical interview to measure pain. 4\nMarks: Up to 2 marks for each weakness.\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• a clinical interview gives no precise indicator of the level of pain (1 mark)\nwhich a psychometric measure would (such as the MPQ) (2 marks)\n• a patient may not know sufficient terminology to describe symptoms or\nhave enough knowledge about where body parts are (1 mark) such as\npain from indigestion mistaken for a heart attack (2 marks)\nNB: credit ‘social desirability’ and/or ‘researcher/doctor bias’. People can\nexaggerate symptoms of pain; doctors underestimate pain e.g. Brudvik et al.\n© Cambridge University Press & Assessment 2024 Page 15 of 32", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_42-p15.png" ] }, { "id": "9990-2024-on-42-q09", "question_id": "9990-2024-on-42-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using a questionnaire with open questions to investigate 10\ngeneralised anxiety disorder in university students. Your plan must\ninclude details about:\n• question interpretation/scoring\n• the questionnaire technique.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, online, • sample and sampling technique\npostal) • ethical guidelines\n• format (open and/or closed) • a procedure\n• examples of questions • a location\n• question • type of data, analysis of data,\nscoring/interpretation use of descriptive statistics\n• number of questions • an aim or hypothesis\n(directional or non-\ndirectional)/null hypothesis\n• steps for making the study valid\nand reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 19 of 32\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.4.1 diagnostic criteria (ICD-11) of anxiety disorders and fear-\nrelated disorders: – generalised anxiety disorder\nmeasures of anxiety and fear-related disorders: – Generalised Anxiety\nDisorder assessment (GAD-7).\nDescription:\n1 Generalised anxiety disorder: a person has a ‘panic attack’ but do not know\nits cause. Characteristics: excessive, uncontrollable and often irrational worry,\nwhich interferes with daily functioning; physical symptoms of headaches,\nnausea, numbness in hands and feet, muscle tension, difficulty swallowing\nand/or breathing, trembling, twitching and sweating; feeling anxious most\ndays. Struggling to remember the last time they felt relaxed; as one anxious\nthought is resolved, another may appear about a different issue. Chronic\ncondition.\n2 In support (as GAD questions are closed). The ‘GAD score’ is calculated by\nassigning scores of 0 (not at all), 1 (several days), 2 more than half the days),\nand 3 nearly every day. A GAD-7 total score ranges from 0 to 21. 0–5 mild\nanxiety, 6–10 moderate anxiety, 11–15 moderately severe anxiety and 15–21\nsevere anxiety. Sample questions may be used.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 20 of 32\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNB 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) x2\nExample: design paper/pencil questionnaire with open questions asking (for\nexample) ‘Describe the symptoms you experience when having an attack’.\nFrom GAD ‘Do you have trouble relaxing? Explain why’ (0–3: not at all >\nnearly every day).\n\n9(c)(i) Explain one reason for the way you chose to interpret/score responses 2\nto your questions.\nCandidates should use the choice of interpretation/scoring stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• an (n-point) scale was used to keep the answer choice simple for\nparticipants because each participant’s score could be compared\n(1 mark) related to plan (2 marks).\n• yes/no (don’t know) answers were used to keep the answer choice simple\nfor participants yet provide quantitative data for statistical analysis\n• the answers gave qualitative data so was coded by raters/judges to\n‘convert’ into quantitative data for statistical analysis (1 mark) related to\nstudy (2 marks)\n© Cambridge University Press & Assessment 2024 Page 21 of 32\n\n9(c)(ii) Explain one weakness of the way you chose to interpret/score 2\nresponses to your questions.\nCandidates should use the choice of interpretation/scoring responses in (c)(i).\nAward 2 marks if a weakness is given and applied to the plan\nAward 1 mark if a weakness is given without being applied to the plan\nExample:\n• the raters/judges interpreting the answers may not agree leading to false\nfindings (1 mark) related to study (2 marks)\n• only one person gathered the answers and they might have some bias\ntoward the outcome of the study (1 mark) related to study (2 marks)\n\n9(c)(iii) Explain one reason for your choice of questionnaire technique. 2\nCandidates should use the questionnaire technique stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\nPaper/pencil\n• because they are face-to-face perhaps participants are more likely to\ncomplete the questionnaire and perhaps be more honest in their answers\n(1 mark) related to plan (2 marks).\n• paper/pencil because the researcher is there at the time watching and\nwaiting and so the environment is perhaps more likely to be controlled if\ndone in a laboratory with students for example (1 mark) related to plan\n(2 marks).\nOnline\n• online because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\na relatively restricted place (in street, laboratory) related to plan\n(2 marks).\n• online because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses related to plan (2 marks).\nPostal\n• postal because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\nin a relatively restricted place (in street, laboratory) (1 mark) related to\nplan (2 marks).\n• postal because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2024 Page 22 of 32", "source_pages": [ 19, 20, 21, 22 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_42-p19.png", "../answer-assets/9990_w24_ms_42-p20.png", "../answer-assets/9990_w24_ms_42-p21.png", "../answer-assets/9990_w24_ms_42-p22.png" ] }, { "id": "9990-2024-on-42-q10", "question_id": "9990-2024-on-42-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a postal questionnaire to investigate the ‘explorer’ 10\ntype of spatial behaviour pattern of shoppers.\nYour plan must include details about:\n• sampling technique\n• type(s) of data.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, online, • sample and sampling\npostal) technique\n• format (open and/or closed) • ethical guidelines\n• examples of questions • a procedure\n• question scoring/interpretation • a location\n• number of questions • type of data, analysis of data,\nuse of descriptive statistics\n• an aim or hypothesis\n(directional or non-\ndirectional)/null hypothesis\n• steps for making the study valid\nand reliable\nCredit other elements of the plan as appropriate using the marking grid.\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n© Cambridge University Press & Assessment 2024 Page 23 of 32\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.2.1 shopper behaviour focusing on spatial movement patterns\nincluding types of trip (short, round, central and wave) and the five types of\nspatial behaviour patterns (specialist, native, tourist, explorer, raider); the use\nof CCTV tracking, including a study, e.g. Gil et al. (2009).\nNB: the Gil et al. (2009) study is an ‘e.g.’ study and an alternative may be\nused.\nDescription:\nResearch by Gil et al. (2009) studied 480 participants in a supermarket They\nused CCTV and followed participants’ movement around the store. From the\nresults, Gil et al. identified five types of shopper behaviour patterns. The\nexplorer: shoppers making the longest trips, going everywhere more than\nonce, slowly, with long interactions with the products and buying a lot. They\ncover all the aisles in the store and 82% are on a main mission. 62% are\nfemale alone; 87% take a trolley.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNB 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) x2\nExample: postal questionnaire using closed questions to gather quantitative\ndata. Questions: ‘Are your trips relatively short or long?’ When shopping do\nyou visit all the aisles? How often do you take a trolley: always/often/never.’\n© Cambridge University Press & Assessment 2024 Page 24 of 32\n\n10(c)(i) Explain one reason for your choice of sampling technique. 2\nCandidates should use the choice of sampling technique stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• a random sample was chosen so everyone in the target population has\nan equal chance of participating (1 mark) related to plan (2 marks)\n• an opportunity sample was chosen because large numbers can be\nobtained relatively more easily than other methods. (1 mark) related to\nplan (2 marks)\n• a volunteer sample was chosen because people are willing and more\nlikely to participate; (1 mark) related to plan (2 marks).\n\n10(c)(ii) Explain one weakness of your choice of sampling technique. 2\nCandidates should use the choice of sampling technique stated in (c)(i).\nAward 2 marks if a weakness is given and justified.\nAward 1 mark if a weakness is given but not justified.\n• a random sample means that people have to be known to ‘choose them\nfrom a hat’ and then they may not agree to participate (1 mark) related to\nplan (2 marks)\n• an opportunity sample might result in researcher bias, where\nparticipants who ‘look appropriate’ are selected (1 mark) related to plan\n(2 marks)\n• a volunteer sample might be biased because they volunteered; perhaps\nmore likely to respond to demand characteristics (1 mark) related to plan\n(2 marks).\n\n10(c)(iii) Explain one reason for your choice of type(s) of data. 2\nCandidates should use the type(s) of data stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2024 Page 25 of 32", "source_pages": [ 23, 24, 25 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_42-p23.png", "../answer-assets/9990_w24_ms_42-p24.png", "../answer-assets/9990_w24_ms_42-p25.png" ] }, { "id": "9990-2024-on-43-q01", "question_id": "9990-2024-on-43-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 From the key study by Oruč et al. (1997) on mood (affective) disorders:\n\n1(a)(i) Outline what is meant by a clinical interview. 2\nSyllabus 1.2.2 Key study on association analysis of genetics of depressive\ndisorder: Oruč et al. (1997).\nMarks: award 1 mark for each feature (up to 2 marks max).\nAnswers may include (other appropriate responses to be credited).\n• a face-to-face interview (1 mark)\n• between a medical practitioner and a person/patient (1 mark) Essential\nfor 2 marks\n• involving verbal and non-verbal exchange (1 mark)\n• in a medical setting (1 mark)\n• designed to diagnose symptoms, prescribe or assess treatment (1 mark)\n\n1(a)(ii) Outline one reason why the participants were interviewed. 2\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answers:\n• patients had been previously assessed (1 mark) for lifetime\npsychopathology; the interview was done to confirm this (2 marks)\n• to ask about first degree relatives (1 mark) who had a history of a major\naffective disorder (2 marks)\n• to administer a psychometric test (1 mark) the SADS-L (Schedule for\nAffective Disorders and Schizophrenia – Lifetime Version) (2 marks)\n\n1(b) The interviews were reviewed by a second psychiatrist. 2\nSuggest one effect there could have been on the results if the\ninterviews had not been reviewed by a second psychiatrist.\nMarks: Award 2 marks for an appropriate effect stated and applied to study\nwith detail / elaboration / example.\nAward 1 mark for an appropriate effect identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• the participant may not be suitable for the study (1 mark) which\n(i) may be bad for the person if they then participated (2 marks)\n(ii) it might break ethical guidelines (2 marks)\n• the data may be invalid (1 mark) because the first psychiatrist made an\nerror in\n(i) diagnosis of BP type 1 (2 marks)\n(ii) checking the results of the SADS-L (2 marks)\n© Cambridge University Press & Assessment 2024 Page 7 of 33\n\n1(c) Explain one strength and one weakness of a clinical interview as used in 4\nthis study.\nMarks: Up to 2 marks for each strength and up to 2 marks for each\nweakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• it is used to confirm the individual circumstances (1 mark) the patient\nknows their family relationships, has to complete the psychometric\nassessment test; the practitioner only has notes of previous history\n(2 marks).\n• the individual patient can explain and answer any question (1 mark) for\nexample about their BP disorder type 1 that may be asked; to clarify their\nsuitability for the study (2 marks)\nWeaknesses:\n• the patient may use vague terms to describe their condition and be\nunable to clearly explain what the practitioner needs to know, or fully\nunderstand what the study is about (1 mark) such as BP disorder type 1,\ntransporter genes (2 marks)\n• the patient may not understand medical jargon (1 mark) that is used such\nas BP disorder type 1, transporter genes (2 marks)\n© Cambridge University Press & Assessment 2024 Page 8 of 33", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_43-p07.png", "../answer-assets/9990_w24_ms_43-p08.png" ] }, { "id": "9990-2024-on-43-q02", "question_id": "9990-2024-on-43-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2(a) Explain what is meant by the term ‘pyromania’. 2\nSyllabus 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders: –\nkleptomania – pyromania – gambling disorder.\nmeasure of impulse control disorders: Kleptomania Symptom Assessment\nScale (K-SAS).\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation. Full marks can be awarded for any one feature, plus the example\n(see below).\nAnswers may include (from ICD-11) (other appropriate responses to be\ncredited):\n• a recurrent failure to control strong impulses (1 mark) to set fires,\nresulting in multiple acts of, or attempts at, setting fire to property or other\nobjects (2 marks).\n• lack of an apparent motive for the acts of, or attempts at, fire setting\n(1 mark) (e.g., monetary gain, revenge, sabotage, political statement,\nattracting recognition) (2 marks)\n• persistent fascination or preoccupation with fire and related stimuli (e.g.,\nwatching fires, building fires, fascination with firefighting equipment).\n• the individual experiences increased tension or affective arousal prior to\ninstances of, or attempts at, fire setting.\n• the individual experiences pleasure, excitement, relief or gratification\nduring, and immediately following the act of setting the fire, witnessing its\neffects, or participating in its aftermath.\n• acts of, or attempts at, fire setting are not better accounted for by a\nDisorder of Intellectual Development, another mental disorder (e.g., a\nManic Episode), or Substance Intoxication.\nNB: description of any of 6 features of addiction in isolation 0 marks; can be\nused as elaboration.\n\n2(b) Suggest one way in which pyromania could be measured, other than by 2\nself-report.\nMarks: Award 2 marks for an appropriate suggestion in context with detail /\nelaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• observation: covert or overt; structured; non-participant, natural – or any\ncombination of these (1 mark) over a period of time to see how many\ndiagnostic features of pyromania are evident (2 marks).\n• case study of one person (1 mark) to see how many diagnostic features\nor pyromania are evident (2 marks).\n• experiment where a participant is exposed to a ‘fire-setting situation’\n(1 mark) and their behaviour is observed for any resistance to set a fire\n(2 marks)\nNB: interviews and questionnaires are self-reports.\n© Cambridge University Press & Assessment 2024 Page 9 of 33\n\n2(c) Explain two strengths of using self-report to measure pyromania. 4\nMarks: Up to 2 marks for each strength X2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• measuring pyromania gives the tester a measure of the extent of the\nproblem (1 mark) such as scoring high on a pyromania questionnaire\nNOT K-SAS (+1 mark) then appropriate treatment for pyromania could be\ndecided (+1 mark).\n• measuring pyromania and its characteristics can help understand more\nabout it (1 mark) such as its addictive nature (+1 mark) or any other\nfeature from the characteristics listed in (a) (+1 mark)\n• measuring pyromania can raise awareness/ help prevent any further\noccurrence of the behaviour (1 mark) such as setting fires (2 marks)\nQuestion Answer Marks", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_43-p09.png", "../answer-assets/9990_w24_ms_43-p10.png" ] }, { "id": "9990-2024-on-43-q05", "question_id": "9990-2024-on-43-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study by Savage and Armstrong (1990) on the effect of\npractitioner style on patient satisfaction:\n\n5(a)(i) Outline how participants were recruited for the study. 2\nSyllabus: 3.1.2 key study for the effect of practitioner style on patient\nsatisfaction: Savage and Armstrong (1990).\nMarks: Award 1 mark each feature (max 2 marks).\nDefinitive answer:\nNB: Question is how, not identification of sampling technique.\n• use of a random number generator (essential for 2 marks)\n• select four patients from each surgery of one doctor\n• from an inner London general practice\n• over a four-month period.\n\n5(a)(ii) Outline how participants were randomly allocated to the conditions of 2\nthe study.\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answer:\n• cards used to randomly allocate directing or sharing style (done by\ndoctor).\n• done after doctor had confirmed patient was suitable for participation in\nstudy.\n© Cambridge University Press & Assessment 2024 Page 14 of 33\n\n5(b) Suggest one problem if participants had not been randomly allocated to 2\nthe conditions of the study.\nMarks: Award 2 marks for an appropriate effect stated and applied to study\nwith detail / elaboration / example.\nAward 1 mark for an appropriate effect identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• the results might not be valid (1 mark) because:\ncertain personality types may be in the sharing group or vice versa.\n(+1 mark).\nthe doctors or experimenters might manipulate allocation to show that a\nsharing style is better (+1 mark)\n\n5(c) Explain two strengths of the use of random allocation in this study. 4\nMarks: Up to 2 marks for each strength  2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example. Award 1 mark for an\nappropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• no participant bias: The participant does not choose which condition they\nare in and so they cannot bias the study (1 mark) the participant is\nrandomly put into a directing or sharing condition. (2 marks)\n• no doctor bias: The doctor presenting the style cannot bias the study (1\nmark) because the doctor does not know whether a directing or sharing\nstyle is the next card to appear (2 marks).", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_43-p14.png", "../answer-assets/9990_w24_ms_43-p15.png" ] }, { "id": "9990-2024-on-43-q06", "question_id": "9990-2024-on-43-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Outline the psychological treatment of attention diversion to manage 2\nand control pain.\nSyllabus 3.3.3 psychological treatments: cognitive strategies (attention\ndiversion, non-pain imagery and cognitive redefinition).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nAnswers may include (other appropriate responses to be credited):\n• Attention diversion where a person focuses on a non-related stimulus in\norder to be distracted from the discomfort (1 mark). It can be passive (e.g.\nlooking at a picture) or active (e.g. singing a song). Even watching\ntelevision can distract the patient (2 marks).\n© Cambridge University Press & Assessment 2024 Page 15 of 33\n\n6(b) Suggest one alternative treatment that could be used for managing and 2\ncontrolling shoulder pain, other than a biological or psychological\ntreatment.\nMarks: Award 2 marks for an appropriate suggestion applied to context with\ndetail / elaboration / example.\nAward 1 mark for an appropriate effect identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• acupuncture involves inserting between five and twenty fine stainless\nsteel needles which are left in place for between ten to twenty minutes.\nThe needle is inserted along a meridian line through which life energy or\n‘qi’ is said to flow (1 mark) related to shoulder pain (2 marks).\n• stimulation therapy (TENS) involves electrodes placed on the skin\ncausing stimulation (mild pain) which distracts the person from the\noriginal (worse) pain (1 mark) related to shoulder pain (2 marks).\n\n6(c) Explain one strength and one weakness of using attention diversion to 4\nmanage pain.\nMarks: Up to 2 marks for each strength and up to 2 marks for each\nweakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths\n• the person is an active participant (1 mark) in the management of their\nown pain (2 marks).\n• the person can use the technique wherever they are (1 mark) and\nwhenever they are in pain (2 marks)\nWeaknesses\n• the person may struggle to concentrate sufficiently on a non-related\nstimulus, especially when they are in pain (1 mark) and so any pain will\nnot be eased (2 marks).\n• the person may not want a psychological treatment preferring to take a\npill (1 mark) to reduce pain (2 marks).", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_43-p15.png", "../answer-assets/9990_w24_ms_43-p16.png" ] }, { "id": "9990-2024-on-43-q09", "question_id": "9990-2024-on-43-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan an experiment to investigate which anti-depressant drug is more 10\neffective for treating depression.\nYour plan must include details about:\n• experimental design\n• type of experiment\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • type of data, analysis of data,\n• choice of experimental design. use of descriptive statistics\nIf appropriate: • an aim or hypothesis\n• counterbalancing, random (directional or non-\nallocation, randomised control directional)/null hypothesis\ntrial • steps for making the study valid\n• single blind/double blind and reliable\n• other appropriate features\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 20 of 33\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.2.3 biological treatments including the use of anti-depressants\n(tricyclics, MAOIs and SSRIs).\nDescription:\nBiochemicals: there many types of drug that relieve the symptoms of\ndepression:\n• MAOIs inhibit the enzyme monoamine oxidase. This enzyme normally\nbreaks down noradrenaline, serotonin and dopamine, but these\nneurotransmitters are not broken down, they stay at normal high levels\nand so ‘reduce depression’.\n• SSRIs selective serotonin reuptake inhibitors act on serotonin to stop it\nbeing reabsorbed and broken down after crossing a synapse\nNB: candidates could also legitimately include SNRIs (Serotonin-\nnoradrenaline reuptake inhibitors (SNRIs), TCAs (tricyclic anti-depressants)\nSARIs (Serotonin antagonists and reuptake inhibitors)\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 21 of 33\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNB 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) x2\nExample: measure of depression for baseline (BDI). Two independent groups\nfor IV: group 1 given MAOIs, group 2 SSRIs. Controls: no other drugs to be\ntaken; both groups for 12 months. DV is change in level of depression (BDI\nagain).\n\n9(c)(i) Explain one reason for your choice of experimental design. 2\nCandidates should use the choice of experimental design stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• an independent design was chosen because it allows an experimental\ngroup to be compared directly to a control group or one treatment group\nwith another (1 mark) related to plan (2 marks)\n• a repeated design would control participant variables (1 mark) related to\nplan (2 marks)\n© Cambridge University Press & Assessment 2024 Page 22 of 33\n\n9(c)(ii) Explain one weakness of your choice of experimental design. 2\nCandidates should use the design stated in (ci)\nAward 2 marks if a weakness is given and justified.\nAward 1 mark if a weakness is given but not justified.\n• with an independent design there is no control over participant variables\n(1 mark) related to study (2 marks)\n• a related design would not work because the same participant would do\ntwo (or more) conditions and the effect of the first might influence the\nsecond (and third) (1 mark) related to study (2 marks)\n• with a repeated measures design there is the possibility of order effects\n(1 mark) related to study (2 marks)\n• with a repeated measures design there is the possibility that the\nparticipant is more likely to work out the aim of the experiment (1 mark)\nrelated to study (2 marks)\n\n9(c)(iii) Explain one reason for your choice of type of experiment. 2\nCandidates should use the choice of experiment stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• laboratory experiments have high levels of control, so the DV is more\nlikely to be caused by the IV (1 mark) example from part (a) of plan\n(2 marks)\n• field experiment perhaps more difficult to control but possible to have high\nlevels of ecological validity (1 mark) example from part (a) of plan\n(2 marks)\n© Cambridge University Press & Assessment 2024 Page 23 of 33", "source_pages": [ 20, 21, 22, 23 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_43-p20.png", "../answer-assets/9990_w24_ms_43-p21.png", "../answer-assets/9990_w24_ms_43-p22.png", "../answer-assets/9990_w24_ms_43-p23.png" ] }, { "id": "9990-2024-on-43-q10", "question_id": "9990-2024-on-43-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a questionnaire with closed questions to investigate 10\nthe effectiveness of multiple unit pricing on purchases from a\nsupermarket.\nYour plan must include details about:\n• the questionnaire technique\n• descriptive statistics.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, online, • sample and sampling technique\npostal) • ethical guidelines\n• format (open and/or closed) • a procedure\n• examples of questions • type of data, analysis of data,\n• question scoring/interpretation use of descriptive statistics\n• number of questions • an aim or hypothesis\n(directional or non-\ndirectional)/null hypothesis\n• steps for making the study valid\nand reliable\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2024 Page 24 of 33\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.3.2 point of purchase decisions including multiple unit pricing and\nsuggestive selling, including a study, e.g. Wansink et al. (1998).\nDescription:\n1 supermarket consumers are exposed to potential quantity anchors\nwhenever multiple-unit prices are presented instead of single-unit prices (e.g.,\n‘On sale—6 cans for $3’ versus ‘On sale—$0.50 each’). A multiple-unit price\npromotion could stimulate more sales by making salient a higher than normal\npurchase quantity.\n2 Wansink (1998): Multiple unit pricing: over 1 week, 43 stores used single\nunit pricing and 43 stores used multiple pricing for 13 categories of items.\nResults showed that, for example, for bathroom tissue, ‘buy 4 for $2 resulted\nin 45% more sales than ‘buy 1 for $0.50’.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2024 Page 25 of 33\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate to\nthe plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNB 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) x2\nExample: Study in Supermarket with shoppers. Week 1 has cans of soft drink\n‘buy 1 for $1’. Week 2 has cans of soft drink ‘buy 6 for $6’. Descriptive\nstatistics to compare numbers. Questionnaire to shoppers leaving store:\nQuestion: Why did you choose to buy 6 cans?: always buy 6/was special\noffer. Question: do you always buy special offers? Yes/no. descriptive stats\nagain.\n© Cambridge University Press & Assessment 2024 Page 26 of 33\n\n10(c)(i) Explain one reason for your choice of questionnaire technique. 2\nCandidates should use the choice of questionnaire technique stated in (a).\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\nPaper/pencil\n• because they are face-to-face perhaps participants are more likely to\ncomplete the questionnaire and perhaps be more honest in their answers\n(1 mark) related to plan (2 marks).\n• paper/pencil because the researcher is there at the time watching and\nwaiting and so the environment is perhaps more likely to be controlled if\ndone in a laboratory with students for example (1 mark) related to plan (2\nmarks).\nOnline\n• online because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\na relatively restricted place (in street, laboratory) related to plan (2\nmarks).\n• online because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses related to plan (2 marks).\nPostal\n• postal because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\nin a relatively restricted place (in street, laboratory) (1 mark) related to\nplan (2 marks).\n• postal because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses (1 mark) related to plan (2 marks).\n\n10(c)(ii) Explain one weakness of using closed questions in your study. 2\nCandidates should use the closed questions stated in (a)\nAward 2 marks if a weakness is given and justified.\nAward 1 mark if a weakness is given but not justified.\nExample:\nparticipants have no opportunity to express a range of feelings or explain their\nbehaviour. Stating ‘yes’ for example, does not allow participants to explain\nhow they feel (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2024 Page 27 of 33\n\n10(c)(iii) Explain one reason for your choice of descriptive statistics. 2\nCandidates should use the descriptive statistics stated in (a)\nAward 2 marks if an appropriate reason is given and justified.\nAward 1 mark if an appropriate reason is given but not justified.\nExample:\n• descriptive statistics describe (summarise) data via mean, median, mode,\nrange so outcomes can be easily identified (1 mark) related to study (2\nmarks)\n• descriptive statistics describe (summarise) data via a visual display bar\nchart, histogram, scatter graph (1 mark) related to study (2 marks).\nQuestion Answer Marks", "source_pages": [ 24, 25, 26, 27, 28 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_43-p24.png", "../answer-assets/9990_w24_ms_43-p25.png", "../answer-assets/9990_w24_ms_43-p26.png", "../answer-assets/9990_w24_ms_43-p27.png", "../answer-assets/9990_w24_ms_43-p28.png" ] }, { "id": "9990-2025-m-32-q01", "question_id": "9990-2025-m-32-q01", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Rahul has obsessive-compulsive disorder (OCD) and constantly worries about his 4 For full marks, candidate needs\nfamily’s safety. To reduce these worries, he arranges his books by colour, to suggest how CBT will treat\nnewspapers in date order and food in his kitchen cupboards alphabetically. If any Rahul’s OCD – such as\nof the items are placed out of sequence, Rahul becomes very anxious and 1 Realising his family’s safety\nimmediately puts them back in order. is not affected by organising\nhis house. Rahul will be\nSuggest how cognitive-behavioural therapy (CBT) could treat Rahul’s OCD. able to stop organising.", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p10.png" ] }, { "id": "9990-2025-m-32-q02", "question_id": "9990-2025-m-32-q02", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2 Can learn relaxation\nPossible content – techniques to cope with\nUp to 2 marks for: anxiety/worry – as this\n• Using YBOCs to assess before, during and after treatment reduces his worry about\n• Explaining OCD e.g. how common it is. Links between irrational/intrusive thoughts, family’s safety and will be\ncompulsions and anxiety. able to organise items less\n• Homework of thoughts/compulsions/ feelings frequently and/or spend\nless time doing it.\nFor example 3 Help Rahul make a plan for\nthe future if he starts to\nA counsellor would start the CBT with Rahul by explaining OCD so that Rahul become worried about his\nunderstands the connection between his thoughts about his family (‘My family is in family’s safety and/or then\ndanger’) and arranging his possessions in order. (1) Rahul will be given homework wants to organise his\nbetween sessions where he will write down his thoughts/worries about his family’s possessions. Rahul can\nsafety, behaviours (arranging books by colour, newspapers in date order and food then do the relaxation\nalphabetically) and his feelings (worry/anxiety). (1) Rahul and the counsellor will review techniques and/or stop\nthe homework and the counsellor will help him to restructure his thinking about his organising and practice\nfamily’s safety. (1) For example, Rahul could replace the thought of ‘Something bad will saying/thinking the\nhappen to my family, unless I keep my food in alphabetical order’ with ‘My family are alternative thoughts.\nsafe. (1) Putting food into alphabetic order does not affect my family’s safety’ which will\nhelp Rahul to stop/reduce his compulsive behaviour. (1) Allow exposure and response\nprevention (ERP). as used in\nOther appropriate responses should also be credited. Lovell and Lehmkuhl (12 year\nold boy, Jason, with ASD)\n© Cambridge University Press & Assessment 2025 Page 10 of 50\n\n9990/32 Cambridge International AS & A Level – Mark Scheme February/March 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n1 Exposed to stimuli that trigger\nobsessions/helped to refrain\nfrom obsessive behaviour. Can\nallow resisting obsessive\nbehaviour/exposure to objects\nassociated with obsessive\nbehaviour\nNo credit for finding the cause of\nthe OCD or talking about the\npast/childhood.\nIf no direct reference to Rahul’s\nsymptoms cap at 2\n© Cambridge University Press & Assessment 2025 Page 11 of 50\n\n2(a) Outline what is meant by determinism, including an example from the 2 Example = psychodynamic\npsychodynamic explanation of fear-related disorders. explanation of fear- related\ndisorders.\nAward 1 mark for an outline of the term/concept.\nAward 1 mark for an example.\nExample:\nDeterminism means the individual has little or no control over the decisions that they\nmake. (1) OR behaviour is caused/determined by external or unconscious forces. (1)\nAND\nFor example, the psychodynamic explanation of phobias is deterministic as the phobia is\ncaused by the unconscious repressing childhood conflict and displacing the fear created\nby the conflict onto the phobic object.(1) OR the phobia is caused by the unconscious\nimpulses of the ID which is being denied/repressed. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 50\n\n2(b) Explain one problem psychologists may have when investigating the 2 Not generalisable due to over-\npsychodynamic explanation of fear-related disorders. reliance on case studies.- must\nlink to psychodynamic/fear-\nAward 2 marks for an explanation of the problem. related disorders.\nAward 1 mark for a basic outline of problem.\nEthics regarding lack of consent\nProblems might include: from children = 0\n• Fear-related disorder/phobia may have developed in early childhood so the person\ndoesn’t remember what happened. Allow 1 mark for problems with\n• Psychologist may use techniques such as hypnosis to access childhood memories psychodynamic explanation of\nwhich can be inaccurate. fear-related disorders (missing\n• The ‘true’ cause of the fear is unconscious and difficult to access (or use hypnosis investigating part of Q).\nas outlined above)\n• Data collected is usually qualitative (through conversations with the Can credit definition within the\nexample.\ntherapist/psychologist) and is subjective.\n• The unconscious, ID, Ego, super-ego cannot be measured in a scientific way.\nReference to id, ego, superego\nas from fear-related disorders\nExample:\nAs the cause of fear-related disorders is early childhood conflict, the patient may not\nremember it. (1) The psychologist might use techniques such as hypnosis/dream\nanalysis to access these memories but they are subjective ways of collecting data. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 50", "source_pages": [ 10, 11, 12, 13 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p10.png", "../answer-assets/9990_m25_ms_32-p11.png", "../answer-assets/9990_m25_ms_32-p12.png", "../answer-assets/9990_m25_ms_32-p13.png" ] }, { "id": "9990-2025-m-32-q03", "question_id": "9990-2025-m-32-q03", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 Eesha has generalised anxiety disorder and her clinician wants to monitor her\nduring therapy.\n\n3(a) Suggest how the Generalised Anxiety Disorder assessment (GAD-7) could be 4 2 marks max if no reference to\nused to monitor Eesha during and after her therapy. scoring/items in GAD-7\nAward 3–4 marks for a detailed answer with clear understanding of how GAD-7 can be\nused to monitor Eesha during and after her treatment.\nAward 1–2 marks for a basic answer with some understanding of how GAD-7 can be\nused to monitor Eesha during and after her treatment.\nExample:\nDuring –\nThe counsellor can use the GAD 7 to monitor Eesha’s anxiety during treatment such as\nafter a few months to monitor her progress. (1) This will tell them if her difficulties in\nrelaxing or becoming easily irritated are happening less frequently. (1) If Eesha’s score\nis over 15 out of maximum of 21 this indicates severe anxiety and might suggest therapy\nneeds to be continued. (1)\nAfter –\nThe counsellor would want Eesha to have a score of 9 or less which is mild anxiety\nbefore completing therapy. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 14 of 50\n\n3(b) Explain one weakness of the GAD-7. 2\nNeeds to refer to the GAD-7 or\nAward 2 marks for an explanation of a weakness of GAD-7. symptom(s) of generalised\nAward 1 mark for a basic explanation of a weakness of GAD-7. anxiety disorder for full marks.\nOne weakness from: Allow outline of social\n• Collects quantitative data so does not provide any in-depth information on anxiety. desirability\n• Limited choice of options 0 to 3 – several days and over half the days seem very\nsimilar to each other.\n• A patient may not want to admit her anxiety levels honestly as embarrassed.\n• Not clear how much of the day you spend feeling anxious in order for it to count as a\nday.\nExample:\nOne weakness is that the GAD 7 does not provide in-depth information about the\npatient’s generalised anxiety disorder as the data collected is quantitative. (1) For\nexample, one of the questions is to rate if you become irritable or annoyed and this does\nnot explain why the person is annoyed so the therapist won’t know if what is annoying\nthe patient is changing from one week to the next. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 15 of 50", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p14.png", "../answer-assets/9990_m25_ms_32-p15.png" ] }, { "id": "9990-2025-m-32-q04", "question_id": "9990-2025-m-32-q04", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the biochemical (dopamine hypothesis) explanation and the 6 Award up to 4 marks where the\npsychological (cognitive) explanation of schizophrenia. response has described only\npart of the question even if the\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this response otherwise meets the\nquestion. criteria for level 3\nCandidates must discuss both the dopamine hypothesis and the cognitive explanation of\nschizophrenia. They can include examples of studies. L3 – needs to explain SZ – such\nas linking explanation to one or\nBiochemical (dopamine hypothesis) The dopamine hypothesis of schizophrenia more symptoms\nstates that symptoms may be caused by an excess of dopamine in the mid-brain and a\nreduction in dopamine in the prefrontal cortex.\nThe dopamine hypothesis of schizophrenia suggests that a high level of activity of\ndopamine D2 receptor neurotransmission in subcortical and limbic brain regions\ncontributes to positive symptoms of schizophrenia (also striatum and cortex). Excessive\ndopamine in Broca’s is associated with hallucinations. Negative and cognitive symptoms\n(flattened affect) of the disorder can be attributed to decreased dopamine activity in\nprefrontal cortex.\nCognitive (Frith, 1992) The symptoms of schizophrenia are due to faulty thinking\nprocesses. The patient fails to recognise through a central monitoring system that they\nthoughts they are having are self-created (such as our inner voice) and instead believe\nthese are cause by external factors. The delusions may be a way of explaining the\nhallucinations. There may be a cognitive impairment of patients with schizophrenia\nwhich could explain some of the symptoms such as speech poverty and disorganised\nthoughts. The patients may also have a less developed theory of mind and find it difficult\nto understand the actions of others and so may develop delusions as a way of\nunderstanding other people’s behaviours.\nFrith does acknowledge biological factors such as genes, biological processes and brain\nstructure. However, as no single gene, biological process or brain structure accepted as\ncause feels better to focus on cognitive/faulty mental processes.\nTested with patients by asking them whether the items read out loud were done by\nthemselves, an experimenter or computer. Patients with incoherent speech performed\nthe worst.\n© Cambridge University Press & Assessment 2025 Page 16 of 50\n\n4(a) Delusions – as a way of explaining hallucination (e.g. alien control, thought insertion).\nAvolition/lack of speech/social withdrawal– difficult to make decisions about how to\nact/what to do without a prompt from someone else as can’t monitor own mental status\nor those of others. Can’t start a conversation but can contribute to one.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 17 of 50\n\n4(b) Evaluate the biochemical (dopamine hypothesis) explanation and the 10 Can credit practical application\npsychological (cognitive) explanation of schizophrenia, including a discussion of usefulness/treatment/\nabout reductionism versus holism. application everyday with an\noutline of antipsychotics and\nEvaluation in your answer can include strengths, weaknesses and a discussion of CBT.\nissues and debates.\nHowever don’t credit the ethics\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nof the treatments unless clearly\nquestion.\npresented as a counter point to\nusefulness.\nA range of issues could be used for evaluation here. These include:\n• Named issue – Reductionism versus holism - The biochemical/dopamine\nexplanation is more reductionist as it explains schizophrenia in terms of one cause\n(dopamine) without taking into account other explanations. The cognitive\nexplanation is less reductionist (more holistic) as it considers the cognitive\nexperiences of the patient but also considers that these cognitive distortions could\nbe due to biological/genetic causes.\n• Nature versus nurture –The biochemical explanation supports nature as the\nexcess of dopamine could be caused by genetic factors. It could, however, also be\nsaid to support nurture as it may be the overload of experiences that the\nschizophrenic person is having that lead to the excess of dopamine. The cognitive\nexplanation can be seen to support the nurture side of the debate as the cognitions\nthe person is experiencing are due to experiences. However, Frith/cognitive does\nnot deny the importance of dopamine and the role of biochemical processes in the\ncognitive experiences of the schizophrenic patient\n• Individual and situational explanations – Both explanations can be seen to give\nan individual explanation as dopamine levels are unique to each person and could\nbe caused by genetics. Cognitive could be considered individual as self-talk and an\nunderdeveloped theory of mind are unique to each individual. However, dopamine\ncan be affected by the situation – such as having a schizophrenogenic mum, child\nabuse, etc. which can lead to someone becoming vulnerable to developing\nschizophrenia which leads to imbalance of dopamine. Similarly, the cognitive\nexplanation could involve situational explanations in that type of self-talk could be\ninfluenced by upbringing and culture.\n© Cambridge University Press & Assessment 2025 Page 18 of 50\n\n4(b) • Determinism versus free will – Biochemical explanation is deterministic as it\nsuggests the biochemical cause (dopamine imbalance) of schizophrenia is out of\nthe control of the person. Cognitive can be seen as deterministic as Frith’s theory is\nthat the abnormal self-talk occurs due to biochemical imbalances over which the\nperson has no control. In his study the patients have to decide if items are read out\nby themselves or the experimenter or a computer. Patients with incoherent speech\nperformed the worst at the task. The patient doesn’t use their free will to create the\nvoices instead these have a biochemical cause. However, there is an element of\nfree will as schizophrenic patients can be helped to bring their self-talk under control\nand also to recognize disordered/delusional thinking patterns.\n• Idiographic versus nomothetic – Both explanations are nomothetic. Both give\nexplanations that can be generalized to anyone with schizophrenia. The generalised\ntheories are that the dopamine imbalance leads to the schizophrenia symptoms\n(e.g. over production of dopamine in Broca’s area could explain hallucinations).\nCognitive is also a generalised theory that biological factors contribute to the\ndevelopment of schizophrenia. Due to this, patients fail to recognise their own\ninternal voice and attribute it to an external cause.\nOther issues could include:\n• Application to everyday life\n• Cultural differences\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 19 of 50", "source_pages": [ 16, 17, 18, 19 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p16.png", "../answer-assets/9990_m25_ms_32-p17.png", "../answer-assets/9990_m25_ms_32-p18.png", "../answer-assets/9990_m25_ms_32-p19.png" ] }, { "id": "9990-2025-m-32-q05", "question_id": "9990-2025-m-32-q05", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 A restaurant has a noisy kitchen, which can be heard by the customers. 4\nDo not credit odour or music\nSuggest how the noise from the kitchen may affect perception of food by the Summary of Woods study:\ncustomers. Participants were given\nheadphones, blindfolded, and\nAward 3–4 marks for a detailed answer with clear understanding of how noise from the given different foods to eat\nkitchen may affect perception of food by the customers. (crunchy and soft food) while\nAward 1–2 marks for a basic answer with some understanding of how noise from the either listening to no sound,\nkitchen may affect perception of food by the customers. quiet or loud background white\nnoise. Foods rated in terms of\n• More crunchy sweetness, saltiness, and liking.\n• Less sweet Reports of sweetness and\n• Less salty saltiness were rated lower in the\nloud compared to the quiet\n• Don’t like the food (perceive the food as less tasty)\nsound condition, but\n• Less intense flavour\ncrunchiness was reported to\nbeing more intense. A second\nExample –\nstudy was done which was\nThe customers in the restaurant will report the food as more crunchy. (1) They will also\nidentical (34 students) but also\nexperience less sweetness (the desserts won’t be as tasty). (1) They will experience\nasked how much they liked the\nless saltiness in the food. (1) The customers may also say they don’t like the food as\nbackground noise. A correlation\nmuch (it is less tasty). (1)\nbetween the ratings of the liking\nof background noise and the\nExample with reference to a study:\nliking of the food was also\nThe customers in the restaurant will report the food as more crunchy. (1) This is\nfound.\nbecause in the study by Woods et al. the participants stated the food was more crunchy\nIf the restaurant reduces the\nwhen exposed to white noise and the kitchen will be producing noise similar to white\nnoise through insulation/ playing\nnoise. (1)\nmusic\nCustomers may spend more on\nstarters and coffee – therefore\nthey like this food better (it is\nmore tasty) when exposed to\nthis type of music\n© Cambridge University Press & Assessment 2025 Page 20 of 50", "source_pages": [ 20 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p20.png" ] }, { "id": "9990-2025-m-32-q06", "question_id": "9990-2025-m-32-q06", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6 Research conducted has shown the effect of product placement in films on choice\nfor both adults and children.\n\n6(a) Outline one explanation for why product placement in films affects choice. 2 No credit for a result from A&L\nwithout explaining why the result\nAward 2 marks for an outline of the concept occurred.\nAward 1 mark for a basic outline/identification of the /concept.\nLikely answers (2 mark answers)\n• Repeated / mere exposure to a product leads to increased positive feelings towards\nit. Those watching the film often don’t realise they are being shown a branded\nproduct. Even though it is unconscious the positive feeling could lead the customer\nto buy the product they saw in the film.\n• Reminder of a product. People are already familiar with the product but seeing it in a\nfilm reminds them of the branded product. They will also have positive feelings\nabout the product.\n• Credit reference to Auty and Lewis study as an example of reminder of a product.\nThis was seen in the participants who had seen the film before and were in the\nexperimental condition where the main character drank Pepsi. These participants\nwere more likely to choose Pepsi compared to the control group (milk) Therefore,\nthe product placement affects choice as those in the Pepsi condition were reminded\nof the product.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 21 of 50\n\n6(b) Explain why it is important to follow ethical guidelines when using children in 2 No credit to cannot get consent\npsychological research. from children without stating that\nconsent can be obtained from\nAward 2 marks for an explanation about why following ethical guidelines when using parent/carer.\nchildren is important.\nAward 1 mark for a basic explanation of about why following ethical guidelines when\nusing children is important.\nLikely answers–\nChildren are vulnerable and need to be protected.\nChildren don’t understand what it means to be in a psychology study so the\nparent/caregiver must give consent.\nEven when the parents give their consent, the nature of the study/instructions must be\nclearly explained so that the children feel comfortable in the study.\nMany children are anxious in an unfamiliar environment or around strangers so it may be\nnecessary for the parent to stay with them OR often the study will be done in a room at\nthe school the children attend so they will feel safe and comfortable.\nExample:\nOne reason it is important to follow ethical guidelines when using children is that they\nare too young to give consent as they do not understand what it means to be in a\npsychology study. (1) Therefore, their parents give consent once the study is fully\nexplained to them. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 22 of 50", "source_pages": [ 21, 22 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p21.png", "../answer-assets/9990_m25_ms_32-p22.png" ] }, { "id": "9990-2025-m-32-q07", "question_id": "9990-2025-m-32-q07", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7(a) Malika is the marketing manager of a company that sells flowers. Most of the 4 For wants and needs – must\ncompany’s customers are over 50 years old. Malika wants to market the flowers to identify the C or describe it and\nyounger customers. then can credit example of\nSuggest two ways that Malika could use Lauterborn’s 4 Cs marketing mix model things young people might like\nto attract younger customers.\n1 mark identifying or outlining\nFor each way: 4C\nAward 2 marks for a suggestion using 4Cs marketing mix model to attract younger 1 mark idea suitable/specific to\ncustomers. younger customers.\nAward 1 mark for a basic outline of a suggestion using 4Cs marketing mix model to\nattract younger customers.\nLikely suggestions\n• Customer wants and needs - younger customers who do they buy flowers for and\nthe type of flowers they want. May have environmental concerns with cut flowers\nand preferred potted flowers.\n• Cost to satisfy – Younger customers may have less disposable income to spend on\nflowers so Malika could investigate lower price products and do market research to\nfind out if these will satisfy the potential customers.\n• Convenience to buy – Flower arrangements should be available online to attract\nyounger customers who prefer online shopping. Advertising on social media with\nlinks to purchase will make it easier for the younger customers to become aware of\nthe products and to purchase them.\n• Communication – Getting feedback from the younger customers is important to find\nout if the products you have aimed at them are suitable, at the right price, etc.\nProduct reviews with a link provided in the email confirmation of order will\nencourage customers to leave a review. Online questionnaires that could be\ncompleted by potential customers will help Malike with market research to find out if\nthe products and price points are suitable. Online questionnaires can be put on\nsocial media which will encourage younger customers to respond.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 50\n\n7(b) Explain one weakness of Lauterborn’s 4C’s marketing mix model. 2\nAward 2 marks for an explanation of the weakness\nAward 1 mark for a basic explanation of the weakness\nLikely problems – (2 mark responses)\n• Difficult to test which part of the model has been more or less effective. If sales\nincrease, the company won’t necessarily be able to find out if it was their\nconvenience to buy or their communication with customers (or a factor that has\nnothing to do with the company’s marketing strategy such as a bad press report\nbeing released about their competitor) that led to the increased sales.\n• Cultural bias – model based on research mainly done in USA so it is possible there\nis cultural bias. Consumers in Western countries have a larger disposable income\nand also lots of product choice through internet shopping as well as physical stores.\n• Difficult for small companies to be able to create a marketing campaign, price,\nconvenience to purchase, etc. for all of their customers. Smaller companies may not\nhave the resources to design a high quality website or be able to communicate\neffectively with all of their customers.\n• Difficult to quantify ‘cost to satisfy’. May be hard to determine how much time it\ntakes for a customer to purchase the product or whether customers feel\nuncomfortable buying the product (e.g. because of its impact on the environment).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 24 of 50", "source_pages": [ 23, 24 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p23.png", "../answer-assets/9990_m25_ms_32-p24.png" ] }, { "id": "9990-2025-m-32-q08", "question_id": "9990-2025-m-32-q08", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 3, "variant": "32", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe the study by Robson et al. (2011) on consumers’ responses to table 6 Aim(1)\nspacing in restaurants. Sample (2)\nQuestionnaire detail(2)\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this Spacing of tables (6, 12,\nquestion. 24inches or15, 30 or 50cm) = 1\nThe response must describe the key study. Details may include: Purpose of meal (romantic,\nbusiness, friend) = 1 (at least\nAim – To investigate how guests perceive specific table distances during particular two)\ndining occasions, and how those perceptions translate into attitudes and preferences. Results (2)\nConclusion (1)\nSample – over 1000 (1013) American participants. 461 male, 537 female, 15 no\nresponse to gender question. 81% Caucasian. Wide age range and balance of Essential for full marks\nparticipants from rural, suburban and urban). Volunteer sampling. Feature of the sample\nSpacing of table\nProcedure – web-based questionnaire. (web-based) Questionnaire\ndetail\nParticipants gave their details first (e.g. age, ethnicity, residence, etc.). They were asked Result\nhow often they visit restaurants and if they have ever worked in the restaurant industry. Plus two other details\nGiven a scenario where they are in a restaurant where the tables are placed 6,12,24 If it says field experiment – cap\ninches apart. 3 dining scenarios given – romantic, with a friend and a business lunch. at 5.\nRandomly assigned to one of nine table situations. Given thirty-two statements with\nLikert-type scales (1 to 7) that solicited their emotional and behavioural responses to\nspecific distances. Stress levels were assessed via questions taken from Stress Arousal\nChecklist\nResults - The 6 inch space led to the participants reporting feeling more crowded, less\nprivate, more dissatisfied with the table and having a less positive experience of the\nmeal. 6-inch space were concerned about being overheard or disturbing others. Women\nreported disliking the 6 inch space less than men.\nRomantic setting showed highest stress, more discomfort and least control for 6 inch\nspace than 12 and 24 inch. Business scenario wasn’t affected by distance except for\nreporting less comfort in the 6 inch space. Friend scenario reported moderate stress and\ndiscomfort in the 6 inch space.\n© Cambridge University Press & Assessment 2025 Page 25 of 50\n\n8(a) Conclusion – overall negative feelings about tight table spacing. Participants reported\nthey would feel uncomfortable, negative about restaurant and overcrowded.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 26 of 50\n\n8(b) Evaluate the study by Robson et al. (2011), including a discussion about self- 10\nreports.\nEvaluation in your answer can include strengths, weaknesses and a discussion of\nissues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this\nquestion.\nA range of issues could be used for evaluation. These include:\nNamed issue – Self-reports\nUsed online questionnaires with participants.\nStrengths\n• Can find out what the participant thinks and feels\n• Easy to complete and able to get a large group of participants as the study was\ndone online so it was easy for each person to participate\n• Quantitative data collected (see below) –\n• As study was done online participants will complete it without the researcher\npresent which can encourage honesty.\n• Many of the questions are very clear and likely got valid responses – such as sitting\nat this table I am likely to be overheard. – counterpoint given below.\nWeaknesses\n• Some of the statements may be difficult to respond to - for example, ‘Sitting at this\ntable, I would have an exciting meal experience’. It isn’t clear what they mean by\nexciting meal experience\n• There were a lot of questions asked and the participants may not have given their\nfull attention to their responses – 32 statements in the questionnaire – lowers\nvalidity\n• How a person says they feel may not be reflected in their behaviour. People may be\nhappy to go to a restaurant where the tables are close together because the food is\ndelicious at a good price.\n© Cambridge University Press & Assessment 2025 Page 27 of 50\n\n8(b) • Individual and situational – This study can be seen to explain the responses of\nparticipants as being due to the situation as it is the distance between the tables\n(and the type of meal it was such as romantic, business or friend) that is affecting\nthe participants feelings about eating in the restaurant, feeling exposed, feeling like\na VIP, etc. However, there were gender differences with women feeling more\nstressed and in less control in the close distance which is more of an individual\nexplanation.\n• Cultural differences – The participants were all from the USA. It is likely to be\ngeneralisable to Western countries although personal space zones do vary between\ncultures. If the study had been done in South America they may have found that the\nparticipants liked the closer distances.\n• Ethics – All ethical guidelines were met. The participants volunteered to be in the\nstudy. It was kept confidential. The questions were not intrusive, upsetting or overly\npersonal.\n• Quantitative and qualitative data– Quantitative data collected as the participants\ngave a 0 to 7 rating for each of the 32 statements. This meant comparisons could\nbe made and statistical tests done. However, lacked qualitative data. Participants\nmay also tend to give a middle score so that they don’t seem extreme in their\nresponses.\nOther issues could include:\n• Reliability\n• Validity (including ecological validity)\n• Application to everyday life\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 28 of 50", "source_pages": [ 25, 26, 27, 28 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_32-p25.png", "../answer-assets/9990_m25_ms_32-p26.png", "../answer-assets/9990_m25_ms_32-p27.png", "../answer-assets/9990_m25_ms_32-p28.png" ] }, { "id": "9990-2025-m-42-q01", "question_id": "9990-2025-m-42-q01", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 From the key study by Oruč et al. (1997) on mood (affective) disorders:\n\n1(a)(i) Outline the sample of participants used in this study. 4\nAO1\nSyllabus: 1.2.2 Key study on association analysis of genetics of depressive\ndisorder: Oruč et al. (1997).\nMarks: Award 1 mark for each correct feature.\nNote: cannot have 2 marks from one bullet point.\nDefinitive answer:\n• 42 test group and 40 healthy controls\n• test group 25 female and 17 males\n• control group 25 females and 15 males\n• age range from 31–70\n• unrelated patients\n• diagnosed with BP disorder type I (BPI) or no disorder\n• 16 BPI patients had a positive family history as defined by at least one\nfirst-degree\n• relative suffering from major affective disorders\n• were all in- or out-patients\n• all associated with the REBRO and Vrapče psychiatric hospitals in\nZagreb, Croatia\n• controls were age- and sex-matched\n• controls from the hospital staff and their friends.\n\n1(b) Suggest one reason why a control group of participants was used in this 2\nstudy.\nAO2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for reason identified\nbut not applied.\nAnswers may include (other appropriate responses to be credited).\n• to set a baseline to which the experimental group can be compared (1\nmark)\n• including people who have no bipolar disorder (+1 mark)\n• including people who have no first-degree relative with a mental illness\n(+1 mark)\n© Cambridge University Press & Assessment 2025 Page 8 of 34\n\n1(c) Explain two strengths of the sample used in this study, other than the 4\nuse of a control group.\nAO3\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• recruiting as in- and out-patients means that the participants are known to\nthe researchers (1 mark) and that the patients are more likely to meet the\ninclusion criteria for the study (2 marks)\n• recruiting as in- and out-patients means that the participants are more\nlikely to be familiar with the location for the study (1 mark) perhaps\nhelping them to feel more relaxed and more willing to participate (2\nmarks)\n• as the test group participants had BP type 1 diagnosis they were more\nwilling to participate to find out more about their disorder (1 mark) and\nmore likely to want to contribute to research on bipolar disorder (2\nmarks).\nNote: accept ‘males and females’; ‘wide age range’ but not large sample size.\n© Cambridge University Press & Assessment 2025 Page 9 of 34", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_42-p08.png", "../answer-assets/9990_m25_ms_42-p09.png" ] }, { "id": "9990-2025-m-42-q02", "question_id": "9990-2025-m-42-q02", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2(a) State two diagnostic criteria of gambling disorder. 2\nAO1\nSyllabus 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders: –\nkleptomania – pyromania – gambling disorder.\nMarks: Award 1 mark for each correct criterion (in bold) 2 max.\nDefinitive answer (ICD-11):\nEssential (Required) Features:\n• a persistent pattern of gambling behaviour, which may be predominantly\nonline or offline, manifested by all of the following:\n– impaired control over gambling behaviour\n– increasing priority given to gambling behaviour; precedence over\nother life interests and daily activities;\n– continuation or escalation despite negative consequences\n• the pattern of gambling behaviour may be continuous or episodic and\nrecurrent but is manifested over an extended period of time (e.g. 12\nmonths).\n• the pattern of gambling behaviour results in significant distress or\nimpairment in personal, family, social, educational, occupational, or\nother important areas of functioning.\nNote: 0 marks for general features of ICD’s (i.e. that could apply to any ICD).\n\n2(b) Suggest one way in which gambling disorder could be measured, other 2\nthan by self-report. Your answer must be ethical.\nAO2\nMarks: Award 2 marks for an appropriate suggestion and applied to study with\ndetail / elaboration / example. Award 1 mark for an appropriate suggestion\nidentified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• observation: covert or overt; structured; non-participant, natural – or any\ncombination of these (1 mark) over a period of time to see how many\ndiagnostic features of the gambling disorder are evident (2 marks).\n• case study of one person (1 mark) to see how many diagnostic features\nof the gambling disorder are evident (2 marks).\n• experiment where a gambler is exposed to a situation (1 mark) and their\nbehaviour is observed for gambling tendencies (2 marks)\nNote: interviews and questionnaires are self-reports so 0 marks.\n© Cambridge University Press & Assessment 2025 Page 10 of 34\n\n2(c) Explain two weaknesses of using a self-report to measure gambling 4\ndisorder.\nAO3\nMarks: Up to 2 marks for each weakness 2\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• the gambler may not provide honest answers to questions (1 mark)\n• perhaps to hide the extent of their gambling addiction (+1 marks)\n• such as their behaviour over a recent time period, saying that they have\nnot gambled when they have (+1 mark)\n• researcher bias in interpretation of answers if open questions used (1\nmark) so incorrect measure and implication for treatment of gambling\ndisorder (2 marks)\n• if closed questions used they might not account for individual\ndifferences/unique cases (1 mark) which would have implications for the\nmeasure/treatment of the gambler (2 marks)\n• give ‘socially desirable’ answers (1 mark) to hide the extent of their\naddiction (2 marks)\nQuestion Answer Marks", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_42-p10.png", "../answer-assets/9990_m25_ms_42-p11.png" ] }, { "id": "9990-2025-m-42-q05", "question_id": "9990-2025-m-42-q05", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study by Brudvik et al. (2016) on pain assessments by\ndoctors, parents and children:\n\n5(a) Outline two conclusions from the study that add to the understanding of 4\nchildren’s pain.\nAO1\nSyllabus: 3.3.2: Key Study on comparing pain assessments by doctors,\nparents and children: Brudvik et al. (2016).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answers (from the study):\n• emergency department physicians significantly underestimate pain (1\nmark) from all medical conditions in paediatric patients ≥3 years old,\nespecially from wounds, infections and soft tissue injuries, but less from\nfractures (2 marks).\n• physicians’ pain assessments improve with increasing levels of pain\n(1 mark), but still, hardly half of the children with severe pain receive pain\nrelief (2 marks).\n• physicians should be cognizant that they are likely to underestimate\nchildren’s pain (1 mark) children’s self-reports through age-appropriate\npain scales and parents’ assessments are important in order to improve\npain management in the emergency department (2 marks).\nNote: Answers must be those from the study, not candidate suggestions.\nNote: findings (results) can only support a conclusion\n\n5(b) Suggest one way pain in children could be measured without using self- 2\nreport pain rating scales.\nAO2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion but not applied.\nAnswers may include (other appropriate responses to be credited).\n• observation of non-verbal cues (1 mark) such as grimaces, rubbing,\nlimping (+1 mark).\n• observation of audible expressions (1 mark) groans, ‘ahhh’s’, crying (+1\nmark)\n• observation of negative affect (1 mark) irritable, bad mood, misbehaving,\nnot sitting still, etc (+1 mark)\n• self-report by the child (1 mark) expressing how much it hurts (+1 mark)\n(which is not a rating scale)\n• clinical interview by physician giving subjective estimate of child’s pain (1\nmark) e.g. child is asked to describe their pain (2 marks).\nNote: UAB although a rating scale, is not a self-report and so is creditworthy.\nNote: MPQ and PPQ use rating scales. All visual analogue scales use rating\nscales (as do ‘smiley faces’)\n© Cambridge University Press & Assessment 2025 Page 15 of 34\n\n5(c) Explain two weaknesses of conducting research on pain using children 4\nas participants.\nAO3\nMarks: Up to 2 marks for each weakness X2\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses\n• children may not understand complex instructions (1 mark)\n• children may not be able to explain what they are thinking or how they\nfeel (1 mark)\n• …and not describe their pain accurately (+1 mark)\n• children may not exercise the right to withdraw; they may not understand\na debriefing (1 mark)\n• it may be difficult to judge the reaction of children; lack language skills (1\nmark)\n• …if they are asked questions about pain (+1 mark)\nNote: question is ‘research on children (in general) so wide range of points\ncan apply.\nQuestion Answer Marks", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_42-p15.png", "../answer-assets/9990_m25_ms_42-p16.png" ] }, { "id": "9990-2025-m-42-q06", "question_id": "9990-2025-m-42-q06", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6 Malingering and Munchausen syndrome are both explanations of the\nmisuse of health services.\n\n6(a) Explain what is meant by the term ‘malingering’. 2\nAO1\nSyllabus: 3.1.3 Misusing health services. Munchausen syndrome versus\nmalingering. Diagnostic features of Munchausen (essential and supporting\nfeatures), including a study, e.g. Aleem and Ajarim (1995).\nMarks: Award 2 marks for a detailed explanation. Award 1 mark for a partial\nexplanation.\nAnswers may include (other appropriate responses to be credited):\n• it is when a person deliberately makes themselves unwell, or\n• it is when a person pretends to be unwell (fakes an illness)\n• it is for personal gain…\n• for an obvious incentive (being ill to miss swimming lessons)\n• to gain attention (attention-seeking)\n© Cambridge University Press & Assessment 2025 Page 16 of 34\n\n6(b) Suggest one way in which malingering could be identified by a doctor. 2\nAO2\nMarks: Award 2 marks for an appropriate suggestion and applied to study with\ndetail / elaboration / example. Award 1 mark for an appropriate suggestion but\nnot applied.\nAnswers may include (other appropriate responses to be credited).\n• clinical interview details of case history could be revealed (1 mark) such\nas previous hospital visits, etc (2 marks)\n• observation over a short period OR features of observation included (1\nmark) if admitted to hospital ward doctors, nurses, etc can observe\nprogress/lack of it or any unusual behaviour (2 marks)\n• use biological tests such as blood test or any other (1 mark) to investigate\nwhether claim of ‘illness’ is confirmed or not (2 marks)\n• by matching a person’s behaviour with the known behaviours of a person\nwith Munchausen syndrome (1 mark) related to Munchausen (2 marks)\n• by identifying what the person aims to gain from their malingering\nbehaviours (1 mark) related to Munchausen (2 marks)\n\n6(c) Explain two strengths of using case studies to research Munchausen 4\nsyndrome.\nAO3\nMarks: Up to 2 marks for each strength X2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• using a case study can offer insight into rare disorders (1 mark) e.g. the\ncase study by Aleem & Ajarim (1995) on Munchausen syndrome (2\nmarks)\n• using a case study provides practitioners with more information about the\ndisorder and reasons for it occurring (1 mark) e.g. Jacab et al. (2006)\ndiscussed key symptoms perhaps present in all malingerers/Munchausen\nsyndrome (2 marks)\n• using a case study of a person with the disorder is perhaps the only way\nit can be studied (1 mark) because an experiment would be impossible\n(contrast) (2 marks)\n© Cambridge University Press & Assessment 2025 Page 17 of 34", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_42-p16.png", "../answer-assets/9990_m25_ms_42-p17.png" ] }, { "id": "9990-2025-m-42-q09", "question_id": "9990-2025-m-42-q09", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using an online questionnaire to investigate whether 10\nrational emotive behaviour therapy (REBT) is effective as a treatment for\ndepression.\nYour plan must include details about:\n• question scoring/interpretation\n• ethical guidelines.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, • sample and sampling\nonline, postal) technique\n• format (open and/or closed) • ethical guidelines\n• examples of questions • a procedure\n• question • the location\nscoring/interpretation • type of data, analysis of data,\n• number of questions use of descriptive statistics\n• an aim or hypothesis\n(directional or non-\ndirectional)/null hypothesis\n• • steps for making the study\nvalid and reliable\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.2.3 Treatment and management of mood (affective) disorders.\npsychological therapies: – Ellis’s rational emotive behaviour therapy (REBT).\nAnswers are likely to include (other appropriate responses to be credited):\nEllis focused on how illogical beliefs are maintained through: A: an activating\nevent, B: the belief held about A, C: the consequences – thoughts, feelings or\nbehaviours – resulting from A. RET therefore involves: D: disputing the\nirrational beliefs, E: the effects of successful disruption of the irrational beliefs.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 21 of 34\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it\nappropriate to the plan. The knowledge has clearly been\napplied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote: 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) 2\nExample: the online questionnaire could ask a question such as ‘In relation to\nirrational beliefs do you dispute them: always/sometimes/never? showing\nknowledge of how the theory links to the plan.\n\n9(c)(i) Explain one reason for your choice of question scoring/interpretation. 2\nCandidates must use the question scoring/interpretation stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample\n• a (n-point) scale was used because each participant’s could express the\namount of agreement/disagreement (1 mark) related to study (2 marks).\n• a yes/no was used because each participant’s response could be\ncompared (1 mark) related to study (2 marks).\n• quantitative data was gathered because it allowed statistical\nanalysis/production of descriptive statistics (1 mark) related to study (2\nmarks).\n• as the data is qualitative, a number of judges/raters were used to reach\nagreement on the words produced (1 mark) related to study (2 marks)\n• the answers gave qualitative data so was coded by raters/judges to\n‘convert’ into quantitative data for statistical analysis (1 mark) related to\nstudy (2 marks)\n© Cambridge University Press & Assessment 2025 Page 22 of 34\n\n9(c)(ii) Explain one weakness of your choice of question scoring/interpretation. 2\nCandidates must use the choice of response interpretation stated in (ci).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• a different [3 or 7] point scale should have been used rather than the [e.g.\n5] point used because the range of answers was too narrow/too wide (1\nmark) related to study (2 marks)\n• a forced/fixed choice point scale should have been used (e.g. 4 point)\nbecause many participants opted for the middle/neutral answer on my [5\npoint] scale (1 mark) related to study (2 marks)\n• the raters/judges interpreting the answers may not agree leading to false\nfindings (1 mark) related to study (2 marks)\n• only one person gathered the answers and they might have some bias\ntoward the outcome of the study (1 mark) related to study (2 marks)\nNote: 0 marks for ‘ambiguous questions’ because that is not\ninterpretation/scoring.\n\n9(c)(iii) Explain one reason for your choice of an ethical guideline that you 2\nfollowed.\nCandidates must use the ethical guideline stated in (a)\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\nAny appropriate guideline receives credit\n• participants were given the right to withdraw from the study because…\n(1 mark) related to plan (2 marks)\n• participants gave informed consent because… (1 mark) related to plan\n(2 marks)\n• confidentiality was maintained because… (1 mark) related to plan (2\nmarks)\n• there was no deception, because…(1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 23 of 34", "source_pages": [ 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_42-p21.png", "../answer-assets/9990_m25_ms_42-p22.png", "../answer-assets/9990_m25_ms_42-p23.png" ] }, { "id": "9990-2025-m-42-q10", "question_id": "9990-2025-m-42-q10", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10 Point of purchase decisions include multiple unit pricing and suggestive\nselling.\n\n10(a) Plan an experiment to investigate the effectiveness of suggestive selling 10\non purchases from a supermarket.\nYour plan must include details about:\n• controls\n• directional or non-directional hypothesis.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• type of experiment • sample and sampling\n• independent variable technique\n• dependent variable • ethical guidelines\n• controls • a procedure\n• choice of experimental design. • the location\n• If appropriate: • type(s) of data, analysis of\n• counterbalancing, random data, use of descriptive\nallocation (RCT) statistics\n• single blind/double blind • an aim or hypothesis\n• • other appropriate features (directional or non-\ndirectional)/null hypothesis\n• steps for making the study\nvalid and reliable\n© Cambridge University Press & Assessment 2025 Page 24 of 34\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.3.2 Choice heuristics. Point of purchase decisions including\nmultiple unit pricing and suggestive selling, including a study, e.g. Wansink et\nal. (1998).\nAnswers are likely to include (other appropriate responses to be credited):\nSuggestive selling is where the salesperson asks the customer if they would\nlike to include an additional purchase or recommends a product which might\nsuit them/their needs/usage. It is also known as add-on selling, up-selling and\ncross-selling. Wansink (1998) for example looked at suggestive selling using\nslogans such as ‘buy Snickers bars for your freezer’ and ‘buy 18 Snickers\nbars for your freezer’. Sales (of Snickers bars) increased with both of these\nanchors.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\nNo creditable response\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it\nappropriate to the plan. The knowledge has clearly been\napplied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote: 1 mark for explanation of follow on from (b)i; 1 mark for\nexplanation appearing in (a) 2\nExample: A plan could have an experimental group exposed to suggestive\nselling with information such as ‘buy 18 Snickers bars for your freezer’ (link to\nthe theory of Wansink) and a control group where no suggestive selling\ntechnique is used.\n© Cambridge University Press & Assessment 2025 Page 25 of 34\n\n10(c)(i) Explain one reason for your choice of controls. 2\nCandidates must use the controls stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample\n• so the study is valid; it is more likely that the DV has been caused by the\nIV (1 mark) applied to specific plan (2 marks)\n• situational variables are controlled such as noise, temperature and\nlighting (1 mark) applied to specific plan (2 marks).\n\n10(c)(ii) Explain one weakness of your choice of controls. 2\nCandidates must use the controls stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• if too many controls are applied the experiment loses ecological validity (1\nmark) related to study (2 marks)\n• if too many controls are applied demand characteristics are perhaps more\nlikely (1 mark) related to study (2 marks).\n\n10(c)(iii) Explain one reason for your choice of directional or non-directional 2\nhypothesis.\nCandidates must use the directional/non-directional hypothesis stated in (a).\nAward 2 marks if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan and worded correctly.\nAward 1 mark if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan, but the wording is incomplete or partially incorrect.\nA reasonable attempt.\nAward 0 marks if the statement is not a directional or non-directional\nhypothesis or there is no attempt to apply it to the plan to the plan.\nExample:\n• a directional hypothesis was chosen because there was sufficient\npsychological knowledge to suggest the direction of the difference (1\nmark) for example the study by X found that [insert example as\nappropriate] (2 marks)\n• a non-directional hypothesis was chosen because there was no evidence\nto suggest that group X would be more/better/score (1 mark) [related to\nspecific plan] (2 marks)\nNote: 2 marks can also be awarded for a basic reason and a fully operational\nhypothesis; 1 mark for a basic reason and a partially correct statement.\nNote: 0 marks for a null hypothesis.\n© Cambridge University Press & Assessment 2025 Page 26 of 34", "source_pages": [ 24, 25, 26 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_42-p24.png", "../answer-assets/9990_m25_ms_42-p25.png", "../answer-assets/9990_m25_ms_42-p26.png" ] }, { "id": "9990-2025-mj-31-q01", "question_id": "9990-2025-mj-31-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Mahmoud has schizophrenia. His doctor suggests 4 For full marks, candidate needs to suggest how CBT will\ncognitive-behavioural therapy (CBT) to help manage manage at least one of Mahmoud’s positive symptoms\nMahmoud’s positive symptoms. (specifically identified e.g. Hallucination, delusions).\nSuggest how CBT could be used to help Mahmoud\nmanage his positive symptoms of schizophrenia. 1 mark – challenging irrational\nAward 3–4 marks for a detailed answer with clear thoughts/hallucinations/delusions/etc.\nunderstanding of CBT linked to help Mahmoud’s manage his 1 mark for example of this.\npositive symptoms.\nAward 1–2 marks for a basic answer with some Needs to state ‘psychoeducation’ plus brief definition for 1\nunderstanding of CBT linked to help Mahmoud’s manage his (Do not credit if just identified or outlined – must do both)\n(positive) symptoms.\nSensky found that CBT group compared to befriending\nPositive symptoms include group showed equivalent reduction in positive and negative\nHallucinations symptoms at the end of treatment but 9 months later the\nDelusions improvement remained with CBT group but not befriending.\nDisorganised thinking\nAbnormal motor behaviour 1 mark – research has found that CBT is more effective (in\nreducing positive symptoms) than befriending in long term (9\nLikely content month follow-up)\n• Initial session – therapeutic alliance/trusting relationship\nbuilt with therapist. No credit to Socratic questioning\n• Psychoeducation – educating the person/family about\nthe nature of their symptoms and how they are not real. Do not credit finding the cause of the schizophrenia or\n• Cognitive restructuring – discuss what thoughts the talking about the past/childhood as part of the treatment.\nperson is having (such as delusion or hallucination),\nrecognising the effects of thoughts on behaviour/mood,\nsuggestion of alternative thoughts (e.g. replacing\ndelusion with more rational thought, recognising the\nhallucination is not real).\n• Relaxation techniques to cope with anxiety brought on\nby positive symptoms\n• Homework – keeping a diary of positive\nsymptoms/thoughts. Practising the alternative thoughts\nin between sessions.\n© Cambridge University Press & Assessment 2025 Page 11 of 59\n\n1 For full marks, response must suggest how CBT will\nmanage/reduce positive symptoms of schizophrenia.\nFor example:\nCBT could help Mahmoud to manage the positive symptom\nof a delusion. He could discuss with the counsellor what his\ndelusion currently is and why he thinks this way. (1) In\nbetween sessions Mahmoud could keep a diary of when he\nthinks about the delusion and how this makes him feel\nand/or behave and discuss this with the counsellor in his\nnext session. (1) The counsellor will help him to think of\nalternative explanations for his delusion. The counsellor\ncould suggest alternative thoughts that are more realistic\nthan Mahmoud’s delusion. (1) This will help Mahmoud as he\ncould think about these alternative thoughts when he is\nfeeling anxious about his delusion or wanting to act on his\ndelusion (1) and this would help him to feel better and/or\nengage less with his delusion and engage more in social\nactivities. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 59", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p11.png", "../answer-assets/9990_s25_ms_31-p12.png" ] }, { "id": "9990-2025-mj-31-q02", "question_id": "9990-2025-mj-31-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline Miller’s feeling-state theory of impulse control 2 Can credit an example of a specific impulse control disorder.\ndisorders.\nFor full marks needs to explain what the feeling-state is\nAward 2 marks for an outline of the term/concept. (desire to experience the positive emotions/physiological\nAward 1 mark for a basic outline of the term/concept. arousal again by doing the specific behaviour)\nExample:\nIntense positive feelings are linked with specific behaviours\n(e.g. gambling). (1) These feelings are the positive\nemotions, thoughts and physiological arousal that is\nremembered by the person and they want to experience the\nfeeling state again so engage in the impulse control disorder\nbehaviour. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 59\n\n2(b) Explain one reason why Miller’s feeling-state theory 2 1 mark for definition of holism – behaviour is understood by\ncould be considered holistic. looking at the whole person, big picture, how the\ncomponents work together to cause behaviour NOT just it is\nAward 2 marks for an explanation of one reason why Miller’s complex or considers lots of explanations/factors.\nfeeling-state theory could be considered holistic. 1 mark for why holistic (includes experiences, emotions,\nAward 1 mark for a basic outline/identification of one reason physiology) to explain behaviour\nwhy Miller’s feeling-state theory could be considered holistic. 1 mark for example/strength of holism.\nExample:\nMiller’s feeling-state theory can be considered holistic as it\nincludes both the emotions and physiological arousal a\nperson experiencing when engaging in an impulsive\nbehaviour (1). Therefore, this theory is holistic as it is\nexplaining that impulse control disorder is due to an\nintegrated experience of both emotions and physiological\narousal (rather than just it’s separate parts emotions OR\nphysiological arousal). (2) In addition, it considers the\nmemory of these feelings (their cognitions) that means the\nperson will want to engage in the behaviour over and over\nagain to re-experience the positive feelings. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 14 of 59", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p13.png", "../answer-assets/9990_s25_ms_31-p14.png" ] }, { "id": "9990-2025-mj-31-q03", "question_id": "9990-2025-mj-31-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 Emi was unfairly dismissed from her job at a factory which she was very upset about. Afterwards, she started a fire at the\nfactory, which made her feel better. Later she felt very anxious and purchased matches to relieve this anxiety. As she\nwatched each match burn, she felt better. Although Emi has a new job in a shop, she is distracted by thoughts of starting a\nfire there. These thoughts make her feel very excited.\n\n3(a) Using the diagnostic criteria (ICD–11) for pyromania:\n\n3(a)(i) Suggest one reason why Emi may be diagnosed with 2 Link to ICD–11\npyromania. ICD–11 for Mortality and Morbidity Statistics\nMust link Emi’s symptom to the appropriate diagnostic\nAward 2 marks for a suggestion that gives one reason that criteria for full marks.\nEmi does meet the diagnostic criteria for pyromania. No credit for not intending to harm anyone or how long Emi\nAward 1 mark for a basic outline of a suggestion that gives has had symptoms.\none reason that Emi does meet the diagnostic criteria for\npyromania.\nICD 11\n• A recurrent failure to control strong impulses to set fires,\nresulting in multiple acts of, or attempts at, setting fire to\nproperty or other objects.\n• Lack of an apparent motive for the acts of, or attempts\nat, fire setting (e.g., monetary gain, revenge, sabotage,\npolitical statement, attracting recognition).\n• Persistent fascination or preoccupation with fire and\nrelated stimuli (e.g., watching fires, building fires,\nfascination with firefighting equipment).\n• The individual experiences increased tension or\naffective arousal prior to instances of, or attempts at, fire\nsetting.\n• The individual experiences pleasure, excitement, relief\nor gratification during, and immediately following the act\nof setting the fire, witnessing its effects, or participating\nin its aftermath.\n© Cambridge University Press & Assessment 2025 Page 15 of 59\n\n3(a)(i) Likely answers\nFascination with fires (watching matches burn, thinking\nabout factory fire); intense arousal prior to fire setting\n(feeling very excited while thinking about starting a fire at the\nshop)\nExample:\nOne reason Emi meets the diagnostic criteria is that she is\nthinking a lot about the factory fire/staring a fire at the shop.\n(1) One of the criteria is showing persistent fascination with\nfires which is what Emi shows as she can’t stop thinking\nabout fires. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 16 of 59\n\n3(a)(ii) Suggest one reason why Emi may not be diagnosed 2 See 3(a)(i) for diagnostic criteria.\nwith pyromania.\nTime not creditworthy\nAward 2 marks for a suggestion that gives one reason that\nEmi does not meet the diagnostic criteria for pyromania.\nAward 1 mark for an outline of a suggestion that gives one\nreason that Emi does not meet the diagnostic criteria for\npyromania.\nLikely answers\n• There have not been multiple acts of fire setting (just\nstarted one fire at the factory)\n• There is a motive for the fire setting (she was fired from\nher job)\n• Co-morbidity with anxiety.\nExample:\nOne reason Emi does not meet the diagnostic criteria is that\nit could be for revenge that she started the factory fire. (1)\nOne of the diagnostic criteria is that there should be no\nmotive for starting the fire and yet Emi has a reason. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 17 of 59\n\n3(b) In relation to pyromania, Emi meets some of the 2 Needs to link to pyromania for full marks.\ndiagnostic criteria and not others. Not enough to just repeat the Q in the answer as the link\ne.g. Emi does not meet all of the diagnostic criteria.\nExplain one other problem a doctor could have when\nmaking their diagnosis of Emi.\nAward 2 marks for an explanation of a problem a doctor\ncould have when making their diagnosis of Emi.\nAward 1 mark for a basic explanation of a problem a doctor\ncould have when making their diagnosis of Emi.\nOne problem from:\n• Emi may not be honest with the doctor about the fire\nsetting/watching the match burn.\n• There could be multiple reasons why Emi set the fire\n(fascination with fire and revenge)\nExample:\nOne problem is that given the nature of this condition, Emi is\nengaging in illegal behaviour and so may not want to admit\nshe has set a fire. (1)\nOR\nShe may not want to tell her doctor she is thinking about\nsetting another fire as this could get her into trouble. (1)\nAND\nTherefore it is difficult to make a diagnosis as the doctor\nmay not be aware of the full extent of the fire setting\nbehaviour and therefore judge whether she meets the\ncriteria (persistent thoughts/multiple acts) (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 18 of 59", "source_pages": [ 15, 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p15.png", "../answer-assets/9990_s25_ms_31-p16.png", "../answer-assets/9990_s25_ms_31-p17.png", "../answer-assets/9990_s25_ms_31-p18.png" ] }, { "id": "9990-2025-mj-31-q04", "question_id": "9990-2025-mj-31-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) For the treatment and management of obsessive- 6 Award up to 4 marks where the response has described\ncompulsive disorder (OCD): only part of the question even if the response otherwise\nmeets the criteria for level 3.\nDescribe SSRIs and exposure and response prevention\n(ERP). L3 – need to describe how SSRIs/ERP leads to reduction in\nsymptoms of OCD.\nUse Table A: AO1 Knowledge and understanding to mark For SSRIs this could be through reference to the results of a\ncandidate responses to this question. study or lessening of anxiety due to increase in serotonin.\nCandidates must discuss both the use of SSRI’s and For ERP could refer to results of the study or how it can lead\nexposure and response prevention (ERP) They can include to reduction in symptoms.\nexamples of studies.\nFor SSRIs\nSSRIs Can refer to the study by Rapoport on Charles (14-year-old\nThe main medications prescribed are selective serotonin boy) – extensive washing rituals – given clomipramine which\nreuptake inhibitors (SSRIs). These can help improve OCD led to relief of symptoms (could pour honey onto hands) but\nsymptoms by increasing the levels of a chemical called tolerance developed after 1 year and he relapsed.\nserotonin in the brain. The medication blocks the re-uptake\nof serotonin and increases serotonin receptors. A higher Lovell et al. – looked at CBT either face-to-face or on the\ndosage is given of SSRIs than would be given to someone telephone and used ERP with patients. Both were effective.\nwith depression. This seems to then cause a lessening of Treatment considered to be clinically relevant if YBOCs pre-\nanxiety experienced by the patient and therefore they do not treatment score drops 2 standard deviations or more post-\nneed to engage in the OCD behaviours in order to relieve treatment. This happened for 72% of all patients – 77%\ntheir anxiety (such as hand washing). telephone + 67% face-to-face. Both groups had high patient\nSoomro et al. did a meta-analysis of 17 studies (3097 satisfaction scores.\nparticipants) and found SSRIs more effective than placebo\nand led to reduction in Y-BOCs score.\n© Cambridge University Press & Assessment 2025 Page 19 of 59\n\n4(a) Exposure response prevention (ERP)\nDiscuss with therapist the nature of the symptoms – what\nare the obsession(s) and what compulsive behaviour does\nthis then lead to. Identify situations that the patient will have\nobsessions about that can increase in severity. The patient\nwill then do the behaviour either in the session or between\nsessions as homework. They can use coping statements to\nhelp them while they feel the heightened anxiety. The\npatient will learn as they experience each situation that the\nanxiety does eventually reduce and over time they will stop\nhaving the anxiety in these situations.\nFull credit can be given to an example.\nExample study – Lehmkuhl et al., 2008\nCase study with a 12-year-old boy called Jason who had\nboth autism and OCD. 10 50-minute sessions of CBT over\n16 weeks. Used exposure response prevention, for\nexample:\nExposure – getting Jason to touch objects he has difficulties\nwith such as elevator buttons, door handles, etc.\nResponse prevention – reducing the anxious response to\nthe objects by using coping statements. Jason does have\nhigh anxiety responses, but he learns as therapy progresses\nthat these reduce quickly within a few minutes.\nAfter therapy score on Y-BOCS dropped from 18 to 3.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 20 of 59\n\n4(b) For the treatment and management of obsessive- 10 Allow examples from Rapoport’s study.\ncompulsive disorder (OCD):\nEthics – children:\nEvaluate SSRIs and exposure and response prevention Do not credit that have to get consent from child (as parent\n(ERP), including a discussion about the use of children has given consent) or that ERP is harmful – unless\nin research. comparing it to the effectiveness of this treatment to reduce\nchild’s OCD symptoms.\nEvaluation in your answer can include strengths, Allow issues with doing research on SSRIs with children as\nweaknesses and a discussion of issues and debates. they are more likely to cause physical harm to children than\nadults.\nUse Table B: AO3 Analysis and evaluation to mark candidate\nresponses to this question.\nA range of issues could be used for evaluation here.\nThese include:\n• Named issue – Use of children – Lehmkuhl used a\n12-year-old boy (reference to any appropriate study\nusing a child/group of children is creditworthy).\nStrengths can include – can help a patient early in their\nexperience of OCD so can quickly tackle symptoms\nbefore becoming imbedded patterns, consent obtained\nfrom parents and also the treatment can be explained to\nthe child if they are old enough to understand.\nWeaknesses can include – unlikely to be able to do\nERP with young children as it may be too upsetting for\nthem and would lack understanding that their anxiety\nwould reduce, side effects from medication would have\nto be closely monitored/may not be appropriate with\nchildren, children may find it difficult to explain what they\nare thinking or use coping statements effectively.\n© Cambridge University Press & Assessment 2025 Page 21 of 59\n\n4(b) • Also credit if the response evaluates a study that does\nnot use children as the participants and the response\nwill suggest why it would be difficult to use children in\nthe study (weaknesses of using children in\npsychological research) and why it would be\npossible/beneficial to use children in this research\n(strengths of using children in psychological research).\n• Cultural differences – SSRI’s are used cross culturally\nand these have the same effects on the individual\nregardless of culture. Therapy such as ERP may be\nseen as being more of a Western treatment of OCD.\nPatients in some cultures may have difficulty with\naccess to this therapy or there may be stigma around\nsharing their obsessions/compulsions with a stranger.\n• Individual and situational explanations – ERP can be\nseen as a situational explanation of the treatment and\nmanagement of OCD as the patient is experiencing the\nsituations around their obsessions in order to unlearn\ntheir anxious response. Can also be seen as individual\nexplanation of the treatment and management of OCD\nas each patient’s obsessions/compulsions will be\nindividual to them and therefore the treatment needs to\nbe tailored to this. SSRIs can be seen as individual as\nthe type of SSRI given and the dosage will be tailored to\nthe response of each patient. This will depend on how\nwell the symptoms of OCD are managed as well as side\neffects experienced.\n© Cambridge University Press & Assessment 2025 Page 22 of 59\n\n4(b) • Case studies – Any example of a case study can be\nused. Strengths include – in-depth data received, often\nlongitudinal so can track improvement in symptoms.\nWeaknesses include – lack of generalisability from\nfindings as either 1 participant or a small group of\nparticipants, researcher/therapist may become very\ninvolved with the patient during the course of therapy so\nresults may become biased.\n• Reliability – Can discuss the reliability of treatment\n(each patient receiving a similar treatment) or the\nreliability of the research. SSRIs have a specific\ntreatment schedule where the patient often starts on a\nlow dosage and increases over a set period of time\nwhich makes it reliable. There is a suggested outline of\nhow to carry out ERP so every patient should\nexperience this which also makes this therapy reliable.\nHowever, patients will have a different response to both\ntreatments and therefore the recommended schedule\nmay have to be adjusted.\nReliability of research may include a discussion of controls\nused, selection criteria, data collection methods, etc.\nOther issues could include:\n• Determinism versus free-will\n• Validity\n• Ethics (do not credit that ERP is harmful but can\ncredit side-effects/withdrawal symptoms when stopping\neither as part of ethics or on its own for SSRIs which\nhave them and ERP doesn’t; SSRIs are non-addictive).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 59", "source_pages": [ 19, 20, 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p19.png", "../answer-assets/9990_s25_ms_31-p20.png", "../answer-assets/9990_s25_ms_31-p21.png", "../answer-assets/9990_s25_ms_31-p22.png", "../answer-assets/9990_s25_ms_31-p23.png" ] }, { "id": "9990-2025-mj-31-q05", "question_id": "9990-2025-mj-31-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 A shop has been receiving complaints about their 4 Need to refer to reduction in complaints at least once for full\nvirtual store layout. The shop currently has a racetrack marks.\nlayout.\nSuggest two ways that the shop could change their 1 mark = identification and effect on customer (e.g. grid is\nvirtual store layout that could reduce easier)\ncomplaints. 1 mark = context (complaints) or more detailed effect on\ncustomer (can easily find their items on their list).\nAward 2 marks for each suggestion/way that the shop could\nchange their virtual store layout to reduce complaints.\nAward 1 mark for a suggestion/way that the shop could\nchange their virtual store layout to reduce complaints.\nLikely suggestions –\n• Change to freeform as this is viewed as useful to find\nitems (from list). It is the most useful for conducting\nplanned purchases.\n• Change to freeform as this is viewed as the most\nentertaining to use.\n• Use grid as this is the easiest to use.\n• Grid is the least engaging so therefore is the fastest to\nuse so customers will complain less as can find the\nproducts they want.\nFor example,\nThe shop could change their virtual store layout to freeform\nas this has been seen as the most useful by customers. (1)\nThey can easily find items on their list so feel they have\npurchased what they wanted so will complain less. (1)\nThe shop could change their virtual store layout to grid as it\nwas the least engaging of the layouts and therefore would\nbe faster than racetrack. (1). Customers will complain less\nas they can find the products that they want quickly. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 24 of 59", "source_pages": [ 24 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p24.png" ] }, { "id": "9990-2025-mj-31-q06", "question_id": "9990-2025-mj-31-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline what is meant by free-will, including an example 2 Context = thinking slow/system 2 thinking\nfrom thinking slow (system 2) in consumer decision-\nmaking. 1 mark = definition of free-will\n1 mark = how thinking slow/system 2 shows free-will.\nAward 2 marks for an outline of the concept in context\nAward 1 mark for a basic outline/identification of the\nconcept.\nLikely answers:\nFree-will is where behaviour is due to individual choice\n(behaviour is self-determining)\nThinking slow/system 2 thinking can be seen to be due to\nfree will as the consumer can choose to spend a long time\nconsidering their purchase of an item.\nConsumers can choose to spend time\n• Shopping around for an item\n• Researching different products to purchase.\nExample:\nFree-will is where behaviour is due to the person’s individual\nchoice and not determined by outside factors. (1). For\nexample, thinking slow can be seen to be due to free-will as\nthe consumer can choose to spend time shopping around\nfor a good price for a product. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 25 of 59\n\n6(b) Explain one problem a psychologist may have when 2 Needs context about purchasing a product for full marks.\nthey investigate whether consumers use\nfree-will when deciding to purchase products\nAward 2 marks for an explanation of a problem a\npsychologist may have when they investigate whether\nconsumers use free-will when deciding to purchase\nproducts.\nAward 1 mark for a basic explanation of a problem a\npsychologist may have when they investigate whether\nconsumers use free-will (when deciding to purchase\nproducts).\nLikely answers–\nDifficult to know what the consumer is thinking.\nDifficult to determine what is due to free-will and what is due\nto internal/external factors outside of the consumer’s control.\nDifficult to isolate external factors that could be affecting the\nconsumer and therefore determine if the decision to\npurchase is due to this factor and not their free-will.\nExample:\nOne problem psychologists face when they investigate the\nfree-will of consumers when making a decision to purchase\na product is that it is difficult to know whether the consumer\nis making the decision to purchase due to their free-will or\nan external factor. (1) For example, if a consumer sees an\nadvert about a product and then purchases it – it is hard to\nknow if the purchase is due solely to seeing the advert or\ndue to the free-will of the consumer. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 26 of 59", "source_pages": [ 25, 26 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p25.png", "../answer-assets/9990_s25_ms_31-p26.png" ] }, { "id": "9990-2025-mj-31-q07", "question_id": "9990-2025-mj-31-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Sally and Dan want to buy new running shoes. They go to many stores and consider lots of different shoes. Sally returns to\nthe first shop and buys her running shoes. Even though he has seen many different brands, Dan buys the brand he has\nworn for the past few years.\n\n7(a)(i) Outline the choice heuristic used by Sally. 2 1 mark = identification\n1 mark = link to stem\nAward 2 marks for an outline of the choice heuristic used by\nSally. For Sally – needs to outline something about the first piece\nAward 1 mark for a basic outline/identification of the choice of information/shoes are the most important (she remembers\nheuristic used by Sally. it better) for 1 mark link. Not enough to state that she bought\nthem as they were first.\nExample –\nAnchoring heuristic. (1) As Sally purchased the first pair of\nshoes she tried on, she is being influenced the most by the\nfirst piece of information she received. (1)\nOther appropriate responses should also be credited.\n\n7(a)(ii) Outline the choice heuristic used by Dan. 2 For Dan – needs to outline that the product is familiar, he\nknows the brand well, he trusts this brand for 1 mark link.\nAward 2 marks for an outline of the choice heuristic used by Not enough to state that he recognises them as this is used\nDan. in the name of the heuristic.\nAward 1 mark for a basic outline/identification of the choice\nheuristic used by Dan.\nExample –\nRecognition heuristic. (1) As Dan purchased the brand he\nhas worn for a few years, he is favouring the product that is\nfamiliar to him as he recognises it, so it has more value to\nhim. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 27 of 59\n\n7(b) Outline one problem a psychologist may have when 2 Context = deciding which choice heuristics a consumer is\ndeciding which choice heuristic consumers are using using to purchase a product required for full marks.\nwhen purchasing a product.\nNo credit to individual differences on its own as customers\nAward 2 marks for an outline of the problem a psychologist will use different heuristics.\nmay have when deciding which choice heuristic consumers\nare using when purchasing a product.\nAward 1 mark for a basic explanation of the problem a\npsychologist may have when deciding which choice heuristic\nconsumers are using (when purchasing a product).\nLikely problems –\n• The consumer may be using more than one choice\nheuristic such as both anchoring and\nrepresentativeness and it is difficult to know which had\nthe most influence.\n• The consumer may not be aware of why they have\npurchased a product.\n• Consumer may give a socially desirable response.\nExample –\nThe consumer may give a socially desirable response when\nasked about why they purchased a product. (1) The\nconsumer may say that they compared products on\nprice/quality as this sounds better than saying they just\npurchased the first product they saw. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 28 of 59", "source_pages": [ 27, 28 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p27.png", "../answer-assets/9990_s25_ms_31-p28.png" ] }, { "id": "9990-2025-mj-31-q08", "question_id": "9990-2025-mj-31-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "31", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described\n• gift-wrapping including beliefs of giver and only part of the question even if the response otherwise\nrecipient, and meets the criteria for level 3.\n• attention and shelf position.\nDaniel Howard (1992) explored how gift-wrapping influences\nUse Table A: AO1 Knowledge and understanding to mark recipients' perceptions of gifts. In the first experiment, 45\ncandidate responses to this question. university students were promised a gift for evaluating\nCandidates must discuss both the gift wrapping and products; half received the gift (a sheepskin bicycle seat\nattention and shelf position. They can include examples of cover) wrapped in decorative paper with a ribbon, while the\nstudies either identified as examples in the syllabus or not. other half received it unwrapped. Participants rated the\nwrapped gift more favourably (average score of 7.14) than\nDetails may include: the unwrapped one (average score of 6.06) on scales\nassessing desirability, quality, and wisdom of the gift.\nGift wrapping A second experiment involved 82 students who were told\nGifts are wrapped to indicate that what is being given is a the gift was either for them or for someone else. Those who\ngift. The giver will choose appropriate wrapping for the believed the gift was for them rated it more positively when it\noccasion and wrapping it shows that it is a gift and was wrapped, whereas those who thought it was for\nsomething special for the receiver of the gift. Research someone else showed no significant difference in their\n(Howard) has shown that receivers are happier with a evaluations based on wrapping.\ntraditionally wrapped gift than a gift which is unwrapped or\nnon-traditional wrapping. There are occasions where non Rixom, Mas, & Rixom (2019):\nwrapped gifts are seen as acceptable (such as a gift of Participants & Setup: sample of 261 adults were asked to\nflowers or chocolates when visiting someone). Gifts can be imagine receiving a gift at a party from either a close friend\npresented three ways – unwrapped, wrapped in a non- or an acquaintance, and the gift was either neatly or\ntraditional manner and wrapped in traditional manner. sloppily wrapped\nProcedure: Participants viewed images of the two wrapping\nstyles and were instructed to picture the giver as either a\nfriend or an acquaintance, then rated their satisfaction with\nthe gift they \"received\"\n© Cambridge University Press & Assessment 2025 Page 29 of 59\n\n8(a) Example study – Porublev et al., 2009 Results: When imagining the gift was from a friend,\n3 data collection techniques used were observations at a recipients reported greater satisfaction with the sloppily\nChristmas gift wrapping stall; 20 in-depth interviews where wrapped gift—consistent with expectation-disconfirmation.\nrespondents reflected on gift wrapping (including questions In contrast, when the gift-giver was an acquaintance,\nsuch as ‘in what instances do you wrap gifts?’); and 6 recipients preferred the neatly wrapped gift.\nworkshops where participants were paired and asked to Interpretation: For friends, sloppy wrapping sets low\nwrap two gifts – one for someone close and one for an expectations, boosting delight when the content is better\nacquaintance while they conversed with their partner. than anticipated (contrast effect). For acquaintances, tidy\nMost of the participants (who came from Victoria, Australia wrapping signals that the giver values the relationship,\nand were aged around 25–35 years old) preferred to receive enhancing overall appreciation via assimilation.\na gift that was wrapped and that there were clear\nexpectations of what a gift should look like. Researchers\ngathered qualitative data to support these findings.\nAttention and shelf position\nWhere a product is placed on the shelf can have an effect\non how long consumers look at the product and also\nwhether they then purchase the product. Planograms are a\ndiagram or drawing that shows where products should be\nplaced in a store/on the shelf. Central gaze effect is that\nconsumers tend to look at products in the centre of a shelf\nfor longer and are more likely to purchase this item\ncompared to items on left or right of shelf. This can be\nmeasured in psychological studies by using eye tracking.\n© Cambridge University Press & Assessment 2025 Page 30 of 59\n\n8(a) Example study Atalay et al., 2012\nAtalay et al. used eye tracking technology to identify\ncustomer tendency to choose the option in the centre of an\narray. An ‘offline’ study also confirmed that the centrally\nlocated item is chosen more often even when this is not the\ncentre of the visual field. Several studies were conducted:\n1A involved 67 undergraduates in France, average age 20.\nUsing eye-tracking participants reviewed 2 product\ncategories – vitamin supplements and meal replacement\nbars, each with 3 fictitious names and displayed in a 3  3\nmatrix on a computer screen. Brands in the centre received\nmore frequent eye fixations and overall were looked at for\nlonger.\n1B extended 1A by considering horizontal centrality.\nParticipants were 64 undergraduate students in Paris. The\nset up was similar to 1A but with the matrix shifted away\nfrom the centre of the computer screen. Again, products in\nthe centre item are gazed at for longer.\nStudy 2 was a replication in a more realistic setting by\nplacing the products on a shelf rather than a screen. 84\nstudents at Concordia University took part. The products\nused were fictitious brands of energy drinks. Each brand had\na feature attribute: high intensity, extended endurance or\nmuscle recovery but these attributes were rotated around\nthe brands to eliminate effects. Items were displayed in\ncategories of 3 so that each product could be centre, left or\nright. Participants were tested one at a time and positioned\nso that the category they had to choose from was to their left\nor right and never exactly in the centre of their visual field.\nThey were not allowed to reposition themselves. Results\nfound the centrally located brand is more often chosen even\nwhen it is not in the centre of the visual field.\n© Cambridge University Press & Assessment 2025 Page 31 of 59\n\n8(a)\nParticipants were asked to evaluate the product, and it was\nfound that the chosen product from the centre was not\nalways the most positively evaluated.\nOther appropriate responses should also be credited\n© Cambridge University Press & Assessment 2025 Page 32 of 59\n\n8(b) Evaluate what psychologists have discovered about: 10 Ecological validity can be used as the named issue as this is\n• gift-wrapping including beliefs of giver and generalising from the task in the study to everyday life. If it\nrecipient, and has good EV than can make generalisations from the\n• attention and shelf position, findings.\nincluding a discussion about generalisations from\nfindings.\nEvaluation in your answer can include strengths,\nweaknesses and a discussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark\ncandidate responses to this question.\nDepending on the examples studied by candidates their\nanswers may vary.\nA range of issues could be used for evaluation. These\ninclude:\nNamed issue – Generalisations from findings\nPorublev used random selection of 25–35 year olds from\nVictoria, Australia. Sample had more female participants as\nviewed as having a higher involvement in gifting. Other\ndemographic, socio-economic, hygiene and environmental\nfactors are open to ensure a wide cross stream of Australian\nsociety\nAtalay has 63/64 and 84 undergraduates from Paris.\nStrengths (can be generalised)\nPorublev – good cross section of Australian society from\nVictoria. Representative as females more involved in gifting.\nRandom selection so no bias in selection/choice to\nparticipate.\nAtalay – Good sample size.\n© Cambridge University Press & Assessment 2025 Page 33 of 59\n\n8(b) Weaknesses (cannot be generalised).\nFrom one culture. Australia/France – culture affects how\nproducts are chosen/how gifts are wrapped/expected to be\nwrapped.\nUndergraduates only (Atalay et al.)\nYoung age group and given extra credit for participating so\nmay have selected a certain type of student. (Porublev)\n• Reductionism versus holism – Gift wrapping may be\nseen as somewhat holistic as it is considering different\ntypes of gifts (presents, house-warming, etc.) and\ndifferent types of wrapping (traditional, unwrapped, non-\ntraditional). Shelf position is more reductionist as just\nconsidering the product being in the centre of the shelf\nand not other explanations for purchase such as price,\npopularity of product/brand, etc.\n• Determinism versus free-will – The feelings of the\nparticipants about the gifts are being determined by the\ngift wrapping rather than the free will of the person e.g.\nhow they feel about the person giving the gift. Shelf\nposition is determining purchase.\n© Cambridge University Press & Assessment 2025 Page 34 of 59\n\n8(b) • Subjective and objective data – Objective data used\nin shelf position with the use of eye tracking equipment.\nSubjective data used – Atalay used surveys in study 1A\nto measure brand evaluation (Participants reviewed\neach product on the screen as if they were on the store\nshelf and indicated their brand choice. Next, they were\nasked to complete a survey that assessed their\ninferences about the brands, memory-based attention,\nproduct familiarity and demographics). It is possible that\nthe brand choice self-reported by the participants might\nnot have been the same as what the brand choice\nwould be in real life shopping experience. Therefore,\nthis self-report could lack validity. Subjective data as\nPorublev carried out interviews to gather data. There\nmay be bias in the way questions are asked (so lack of\nreliability). People may lie.\n• Validity – Atalay – eye tracking has good validity as\nmeasuring what the participants spent their time looking\nat. However, lacks ecological validity. Porublev can be\nseen to have good validity as collected both quantitative\nand qualitative data so got an in-depth understanding of\nfeelings about gift wrapping. However, lack ecological\nvalidity as the participants are aware they are in a study\nand are commenting on how they wrap gifts and why.\nHowever, they are commenting on their real\nexperiences of wrapping and giving gifts so has good\necological validity.\nOther issues could include:\n• Reliability\n• Ethics\n• Qualitative and quantitative data\n• Application to everyday life\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 35 of 59", "source_pages": [ 29, 30, 31, 32, 33, 34, 35 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_31-p29.png", "../answer-assets/9990_s25_ms_31-p30.png", "../answer-assets/9990_s25_ms_31-p31.png", "../answer-assets/9990_s25_ms_31-p32.png", "../answer-assets/9990_s25_ms_31-p33.png", "../answer-assets/9990_s25_ms_31-p34.png", "../answer-assets/9990_s25_ms_31-p35.png" ] }, { "id": "9990-2025-mj-32-q01", "question_id": "9990-2025-mj-32-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Fazli has pyromania, he is unable to resist starting fires. Fazli sets fires and then 4 For full marks, candidate\nwatches them burn, in order to relieve his anxiety. needs to suggest how\nimaginal desensitisation\nSuggest how imaginal desensitisation could help Fazli manage his symptoms of will help Fazli with his\npyromania. symptoms.\nAward 3–4 marks for a detailed answer with clear understanding of how imaginal Negative reinforcement –\ndesensitisation could help Fazli manage his symptoms of pyromania. reducing the unpleasant\nfeeling of wanting to set\nAward 1–2 marks for a basic answer with some understanding of how imaginal desensitisation the fire as it is paired with\ncould help Fazli manage his symptoms of pyromania. a feeling of relaxation –\nthey cannot feel both\nLikely content anxious and relaxed and\novertime experience\nTaught progressive muscle relaxation relaxation\nVisualise starting the fire/watching it burn\nImagine leaving the situation without acting on urge to start the fire while continuing to feel No credit for finding the\nrelaxed cause of pyromania or\nCan record the session/practice this as homework between therapy sessions talking about the\nReduces arousal that is felt prior to starting the fire/while watching the fire burn. past/childhood as part of\nReduces the connection between the impulsive behaviour (starting fire) and the positive the treatment.\nfeelings.\nNo credit for covert\nFor example: sensitisation – where the\nImaginal desensitisation could help Fazli with his symptoms of pyromania by first teaching him person imagines feeling\nmuscle relaxation. (1) He imagines himself getting matches to take with him and planning something\nwhere to go to start the fire. (1) He then visualises starting the fire. Fazli imagines leaving the unpleasant/feeling sick.\narea where he might start a fire (1) while continuing to practice relaxation. (1) This will help\nhim to learn how to reduce his arousal levels when he thinks about starting fires so he is less\nlikely to do it. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 11 of 52", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p11.png" ] }, { "id": "9990-2025-mj-32-q02", "question_id": "9990-2025-mj-32-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline systematic desensitisation as a treatment for a specific phobia. 2\nAward 2 marks for an outline of the term/concept.\nAward 1 mark for a basic outline of the term/concept.\nLikely content\n• Fear hierarchy\n• Muscle relaxation\n• Progressively exposed to object/situation that they have the phobia about.\n• Experiences ‘reciprocal inhibition’ – cannot feel both anxiety and relaxation around the\nobject/situation at the same time so unlearns phobic reaction.\nExample:\nSystematic desensitisation is where the patient devises a fear hierarchy with the least feared\nobject to the most feared object. (1) They are then exposed to the object and practice\nrelaxation in order to reduce their anxiety around this object. (1)\nCan credit an example of a specific phobia.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 52\n\n2(b) Explain one reason why systematic desensitisation as a treatment for a specific phobia 2 The response must focus\nsupports the situational side of the debate about individual and situational explanations. on the treatment.\nAward 2 marks for an explanation of why systematic desensitisation as a treatment for specific 1 mark for definition of\nphobia supports the situational side. situational.\nAward 1 mark for a basic explanation of why systematic desensitisation as a treatment for No credit – cause of\nspecific phobia supports the situational side. phobia.\nExample: Do not credit if only\nSystematic desensitisation supports the situational side of the debate as the patient has to explaining why it is not\nunlearn the specific phobia within the situation of treatment. (1) The patient needs to individual with no mention\nexperience the object/situation on their fear hierarchy in treatment sessions in order to of why it is situational.\nexperience fear reduction and unlearn their phobia. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 52", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p12.png", "../answer-assets/9990_s25_ms_32-p13.png" ] }, { "id": "9990-2025-mj-32-q03", "question_id": "9990-2025-mj-32-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 When Lina was a child, outside with her mother, she saw a snake. She then developed a\nphobia of snakes.\n\n3(a) Suggest a psychodynamic explanation for why Lina has this phobia of snakes. 4\nAward 3–4 marks for a detailed answer with clear understanding of a psychodynamic\nexplanation for why Lina has this phobia of a snake.\nAward 1–2 marks for a basic answer with some understanding of a psychodynamic\nexplanation for why Lina has this phobia of a snake.\nLikely content\n• Phobias are a result of unresolved conflict between the id and ego\n• The snake could be a phallic symbol to represent Lina’s penis envy during the Electra\ncomplex which she can’t express (repression) so it is expressed as a phobia of a snake.\n• Phobia can be displacement – Lina is frightened of something else which she doesn’t\nwant to express (e.g. fear of mum).\nExample:\nA psychodynamic explanation for Lina’s snake phobia is that is the expression of her Electra\ncomplex that was not resolved. (1) The snake represents her ID’s repressed desire for a penis\n(1) which Lina’s would not want to express due to feeling ashamed of it. (1) Her fear that\nsomeone might find out how she feels, such as her mum, means her feelings of fear get put\nonto the snake rather than feeling afraid her mum will find out about her penis envy. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 14 of 52\n\n3(b) Explain one weakness of the psychodynamic explanation for Lina’s phobia of snakes. 2 Only credit that it doesn’t\nconsider biological/genetic\nAward 2 marks for an explanation of one weakness of the psychodynamic explanation for if it is clear that the\nLina’s phobia of snakes. response is saying the\nAward 1 mark for a basic explanation of one weakness of the psychodynamic explanation for psychodynamic does not\nLina’s phobia of snakes. consider that Lina could\nhave inherited her phobia\nOne weakness from: from her parents.\n• Difficult to prove that the snake phobia is due to her unresolved Electra complex as this\nwas something that happened during early childhood and Lina will not remember it. Just stating ‘ignores\n• Incomplete explanation – something may have frightened Lina when she saw the snake biology/genetic’ on its own\nand this is why she has the phobia. = 0\n• Lina’s phobia has occurred due to psychic determinism – so it is out of her control and\nshe will need the help of a psychotherapist in order to treat it. Context needed for 2nd\n• Psychodynamic explanation is based on case study evidence (such as Little Hans) which mark (snakes/phobia).\nmeans the explanation can lack validity.\nAccept individual\nExample: differences.\nOne weakness of the psychodynamic explanation for Lina’s phobia of snakes is that it offers\nan incomplete explanation of why she might have this phobia. (1) She may have been\nfrightened when she saw the snake (e.g. her mum started shouting) and this is why she has\nthe phobia rather than being due to the unresolved Electra complex. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 15 of 52", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p14.png", "../answer-assets/9990_s25_ms_32-p15.png" ] }, { "id": "9990-2025-mj-32-q04", "question_id": "9990-2025-mj-32-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the following psychological explanations of depression: 6\nAward up to 4 marks\n• Beck’s cognitive theory of depression, and where the response\n• learned helplessness. has described only\npart of the question\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this\neven if the response\nquestion.\notherwise meets the\nCandidates must discuss both Beck’s cognitive theory of depression and learned\ncriteria for level 3.\nhelplessness/attributional style as explanations of depression. They can include examples of\nstudies.\nCan credit Seligman\n(1988) study but not study\nBeck’s cognitive theory of depression\non dogs.\nDepression due to faulty processing of information. Created the cognitive triad (negative views\nabout the world, negative views about oneself and negative views about the future) which all\ninfluence each other and can lead the depressed individual to spiral into lowering moods. The\ntriad of a depressed person leads to negative automatic thoughts and are often irrational and\ninaccurate. These negative thoughts/schema cause patients to distort their view of life\nexperiences through a pessimistic filter, leading to a cycle of negative attitudes, behaviours\nand emotions.\nLearned helplessness\nLearned helplessness – Individuals learn through negative experience(s) to behave in a\npassive and helpless way. This is because they view the negative experience (s) to be\ninescapable and so give up trying to feel better. It can occur when the person experiences\nrepeated failures or negative outcomes despite their efforts to change the situation. These\nrepeated failures can lead to a sense of helplessness and depression.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 16 of 52\n\n4(b) Evaluate the following psychological explanations of depression: 10 No credit for evaluation of\n• Beck’s cognitive theory of depression, and BDI\n• learned helplessness,\nincluding a discussion about determinism versus free-will.\nEvaluation in your answer can include strengths, weaknesses and a discussion of\nissues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this question.\nA range of issues could be used for evaluation here.\nThese include:\n• Named issue – Determinism versus free-will – Beck’s cognitive theory is somewhat\ndeterministic as it is the negative experiences that lead to the automatic negative thinking.\nHowever, individuals can choose to think more positively and this can be seen when CBT\nis given to patients with depression and they can learn to change these automatic\nthoughts which shows free-will. Learned helplessness could be seen as somewhat\ndeterministic as the person may feel they have no choice and are trapped in the negative\nsituation.\n• Nature versus nurture – Beck’s cognitive theory supports nurture as the person is learning\nto have negative thoughts about themselves, the world and the future. Negative schemas\nare learned from experiences. Similarly learned helplessness supports nurture as it is the\nnegative experience which is viewed as inescapable that leads to the development of\nhelplessness.\n• Reductionism versus holism – The cognitive explanation is more holistic as it considers\ncomplex thought processes involved in the development of depression, however it could\nbe considered to be somewhat reductionist as it ignores learning depression and/or\ngenetic factors. Learned helplessness could also be considered somewhat holistic as it\nlooks at the more complex process of learning depression from life experiences. However,\nit could also be considered to be environmentally reductionist as it does not consider\ngenetic/neurochemical causes.\n© Cambridge University Press & Assessment 2025 Page 17 of 52\n\n4(b) • Experiments – Seligman’s study is a quasi-experimental study. Strengths – good\necological validity, good control of measures of dependent variable used (BDI and\nattributional style questionnaire). Weaknesses – could have shown social desirability as\npatients were aware of their clinical/non-clinical status so may have reported more\nnegative thoughts due to their depression diagnosis\n• Reliability – Seligman’s study was standardised with the use of the BDI and attributional\nstyle questionnaire which can be replicated. These are also reliable measures of\ndepression/attributional style. The unipolar participants went through cognitive therapy\nand showed improvements. Therapy will be carried out differently with each participant\nwhich lacks reliability.\nOther issues could include:\n• Application to everyday life\n• Idiographic and nomothetic approach\n• Validity\n• Ethics\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 18 of 52", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p16.png", "../answer-assets/9990_s25_ms_32-p17.png", "../answer-assets/9990_s25_ms_32-p18.png" ] }, { "id": "9990-2025-mj-32-q05", "question_id": "9990-2025-mj-32-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 Company B sells bicycles. An advisor has recommended the staff at Company B use 4 Need to have at least one\ncompetitor-focused sales techniques to increase sales. of the suggestions in\ncontext (bicycles,\nSuggest two ways that Company B’s staff could use competitor-focused sales Company B) for 4\ntechniques to increase the sales of bicycles.\nFor each suggestion-\nAward 2 marks for a suggestion that Company B’s staff could use competitor-focused sales\ntechniques to increase the sales of its bicycles.\nAward 1 mark for a basic outline of a suggestion that Company B’s staff could use competitor-\nfocused sales techniques to increase the sales of its bicycles.\nLikely suggestions –\n• Focus on how Company’s B’s bicycles are better than the competition in terms of price –\ncould put comparison on the company’s website/buying page.\n• Focus on reviews given for the bicycles comparing the reviews of the competition to\nCompany B.\n• Advertise/put on website comparison of important features of bicycle with competition\n(gears, quality of tyres, warranty) to show how Company B’s bicycles have more of these\nfeatures.\n• Advertise/put on website how Company B is sustainable/ethical – using locally produced\nparts, paying its worker’s a fair wage, use of recycled materials.\nFor example-\nCompany B could put on it’s website a comparison of the important features of the bicycle with\nthe competition (eg. number of gears, quality of tyres, etc) (1) By showing that their bicycles\nhave more features/better quality they will attract more customers to purchase their bicycles.\n(1)\nThe staff could also raise awareness in the media that Company B is a sustainable brand\ncompared to the competition. (1) They could have articles published about how they use\nrecycled materials to make the various components of their bicycles and mention that this is\nbetter than their competition so that customers will want to support their company through\npurchasing bicycles more than their competitors. (1)\n© Cambridge University Press & Assessment 2025 Page 19 of 52", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p19.png" ] }, { "id": "9990-2025-mj-32-q06", "question_id": "9990-2025-mj-32-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6 After buying a product, consumers can be affected by post-purchase cognitive\ndissonance, which can be applied to everyday life.\n\n6(a) Outline what is meant by ‘post-purchase cognitive dissonance’. 2\nAward 2 marks for an outline of the concept\nAward 1 mark for a basic outline of the concept.\nLikely answers:\nCognitive dissonance is when two beliefs contrast/in opposition to each other OR the\ncustomer has behaved in a certain way (purchased the product) but now has a belief that is in\nconflict with this (they found a lower price with the competition).\nThese beliefs are that they have purchased the product/now they regret the purchase\nRegretting purchasing a product.\n‘Buyer’s remorse’\nExample:\n• Cognitive dissonance is where the customer has purchased a product but has a belief which\nis in conflict with this behaviour. (1) For example, they find out the product has just gone on\nsale and they should have waited to purchase the product. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 20 of 52\n\n6(b) Explain one way post-purchase cognitive dissonance could be reduced. 2 Allow answers that the\nconsumer does something\nAward 2 marks for an explanation of one way post-purchase cognitive dissonance could be to reduce their own cd.\nreduced. This could be returning the\nAward 1 mark for a basic explanation of one way post-purchase cognitive dissonance could be item.\nreduced.\n1 mark for way\nPossible explanations– 1 mark for why it would\n• The seller/company can: reduce post-purchase\n– Offer a price guarantee that they will match the price of a competitor’s product within, cognitive dissonance.\nfor example, 30 days of purchase.\n– Offer to help the customer find a different product that is more suitable to them, if they Can allow responses that\ncome into the store and return an item. prevent cognitive\n• Good customer service at point of purchase. For example, if the customer is purchasing dissonance.\nan expensive item such as a computer or a car for the sales person to discuss\naffordability (how much are the monthly payments and for how long), suitability (getting Allow reference to the\nthe correct product to match their needs – e.g. the hard drive of a computer is the size Nordvall study\nneeded for the customer’s needs rather than selling them the most expensive/largest\ncomputer),\n• Good aftersales service – e.g. servicing agreement for a car, guarantee if there are any\nproblems with the product – giving a replacement if the product is faulty.\nThe consumer/customer can –\n• Thorough research of product prior to purchase\n• Budgeting for affordability of upfront cost and/or monthly payments.\n• Waiting to make the purchase to make sure the product is really wanted and not an\nimpulse buy.\n• Giving reason for the choice of product.\n• Believe that the purchase is the best product compared to other choices available or not\nbuying it.\nThis means cognitive dissonance will decrease because the customer will be less likely to\nregret their purchase (linked to the way/idea given above)\n© Cambridge University Press & Assessment 2025 Page 21 of 52\n\n6(b) Example:\nOne way a company could reduce post purchase-cognitive dissonance is that they could offer\na price guarantee, for example, that if the customer finds a lower price either in store/online or\nfrom a competitor the company will match this price and refund any difference. (1) This will\nreduce post-purchase cognitive dissonance because the customer will not have conflicting\nbeliefs – that they should have purchased the product from a competitor as the price is lower\nas they will get this price matched by the company and receive a refund. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 22 of 52", "source_pages": [ 20, 21, 22 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p20.png", "../answer-assets/9990_s25_ms_32-p21.png", "../answer-assets/9990_s25_ms_32-p22.png" ] }, { "id": "9990-2025-mj-32-q07", "question_id": "9990-2025-mj-32-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Steven and Fred sell coats. They are talking about why coat sales have increased on\ntheir website.\n• Steven says customers decide to purchase a coat because their website allows\ncustomers to search for useful features.\n• Fred says customers decide to purchase a coat because their website is the first\none customers find when they search online.\n\n7(a)(i) Outline which model of consumer decision-making has been suggested by Steven. 2 Take-the-best – looks at\nJustify your answer. the features of different\nproducts available, makes\nAward 2 marks for an outline of the model of consumer decision-making has been suggested a comparison and\nby Steven. purchases the one that\nAward 1 mark for a basic outline/identification of the model of consumer decision-making has meets their needs the\nbeen suggested by Steven. most.\nExample – 1 mark identifying\nUtility theory (1) As the customers are choosing the best coat, this is a rational choice where 1 mark outlining what it is\nthe customers weigh up the pros and cons of the products and choose the best one which the or giving an example from\nwebsite allows them to do. (1) scenario.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 52\n\n7(a)(ii) Outline which model of consumer decision-making has been suggested by Fred. Justify 2 Anchoring – first piece of\nyour answer. information is the most\nimportant piece of\nAward 2 marks for an outline of the model of consumer-decision making has been suggested information.\nby Fred.\nAward 1 mark for a basic outline/identification of the model of consumer-decision making has 1 mark identifying\nbeen suggested by Fred. 1 mark outlining what it is\nor giving an example from\nExample – scenario.\nSatisficing theory. (1) As the customers are purchasing the first coat that they find – which\nhappens to be their company’s coat it could be because they feel the coat is good enough and\na good price and therefore purchase it. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 24 of 52\n\n7(b) Outline one problem psychologists have when deciding which model of consumer 2 Context = deciding which\ndecision-making is being used by customers. model of consumer-\ndecision making is being\nAward 2 marks for an explanation of the problem used by customers.\nAward 1 mark for a basic explanation of the problem\nLikely problems psychologists may have –\n• knows how many products are purchased but not the reasons why.\n• Could read reviews for reasons for purchase but every customer does not write a review\nor is fully honest in the review.\n• Could ask customers but customers may not be honest/may not know the full reason they\npurchased the product.\n• Customers could be purchasing multiple products and returning the ones they don’t want.\nThey could therefore use both utility theory making comparisons between some\ncompetitors products and satisficing theory as the customer chooses the one which is\n‘good enough’ after some comparisons are made.\nExample –\nOne problem in deciding which model is being used by customers is that they could be using\nmore than one strategy/model when deciding to purchase the product. (1) For example, they\ncould compare products on price and one important feature between a few different\ncompanies but then use satisficing model to purchase the one that is ‘good enough’. (1) OR\nthe customer does purchase multiple products but then keeps the one that is ‘good enough’\nand returns the others. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 25 of 52", "source_pages": [ 23, 24, 25 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p23.png", "../answer-assets/9990_s25_ms_32-p24.png", "../answer-assets/9990_s25_ms_32-p25.png" ] }, { "id": "9990-2025-mj-32-q08", "question_id": "9990-2025-mj-32-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "32", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe: 6\nAward up to 4 marks\n• a study on any type of advertising media, and where the response\n• Lauterborn’s 4 Cs marketing mix model. has described only part\nof the question even if\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this\nthe response otherwise\nquestion.\nmeets the criteria for\nlevel 3.\nCandidates must discuss both types of advertising media and Lauterborn’s 4 C’s marketing\nmix model. They can include examples of studies. A study must be included on any type of\nCan also credit\nadvertising media. Any study on any type of advertising media is creditworthy and Ciceri et al.\n• Burke and Srull (pro-\nand Sundar et al. (outlined below) are examples.\nand retro-active\ninterference)\nDetails may include:\n• Snyder and De Bono\n(key study – high/low\nExample of a study – Ciceri et al. (2020)\nself-monitoring)\n72 participants – habitual newspaper readers (36 men) between 23 and 55 years old (mean\n• Auty and Lewis\nage 38; 28–55 years old). The authors selected this target group because it is representative\n(Home Alone)\nof Italian newspaper readers. Stratified sampling method of gender and age.\n• Fischer et al. (brand\nlogos)\nThree groups of participants read the same newspaper on three different media: paper, a\nwebsite shown on a desktop PC, and a PDF version presented on a tablet. 25 different real\nFor L3 for a study it needs\nadvertisements were used. Participants’ visual attention toward the advertisements in each\nsome detail of the\nwas recorded by an eye-tracker system synchronized with an EEG. Participants’ advertising\nprocedure and 1 result.\nmemorisation was tested with recognition tasks performed after exposure to the\nadvertisements.\nResults – PDF version of the newspaper on a tablet yielded the highest memory performance,\nthe greatest visual attention, and the highest EEG frustration index (defined as a “state of\nperceived irritation”) while participants watched advertising messages. The website had the\nlowest performance in terms of visual attention and memorisation.\nAlternative study – Sundar et al. (1998)\nInvestigated whether memory for an advertisement is related to the type of medium in which\nthe advert was viewed. Showed undergraduate students to either a print newspaper front\npage or an online version of the same content. Finds that print subjects remembered\nsignificantly more advert material than online subjects.\n© Cambridge University Press & Assessment 2025 Page 26 of 52\n\n8(a) Lauterborn’s 4 Cs marketing mix model\n1 Consumer – what does the consumer want and need\n2 Cost – actual price plus the other costs such as distance travelled, value of the product to\nthe consumer, ethical concerns, etc.\n3 Communication – the company should seek out from the consumer information on what\nthey want and what they need.\n4 Convenience – companies should offer a variety of ways for the consumer to purchase\nthe product (online or in a shop)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 27 of 52\n\n8(b) Evaluate: 10\n• a study on any type of advertising media, and\n• Lauterborn’s 4 Cs marketing mix model,\nincluding a discussion about validity.\nEvaluation in your answer can include strengths, weaknesses and a discussion of\nissues and debates.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this question.\nDepending on the examples studied by candidates their answers may vary.\nA range of issues could be used for evaluation. These include:\nNamed issue – Validity –\nValidity of Lauterborn’s 4 C’s marketing mix model– backed up by research that shows\neffectiveness.\nValidity of research – likely evaluation points\n• Ecological validity\n• Objective/subjective data collection methods\n• Quantitative/qualitative data affecting bias in data collection\n• Temporal validity as advertising media has changed so much in recent years.\nApplication to everyday life – 4Cs are very useful as they suggest what the company should\nfocus on when marketing their products. Varied theory suggesting the importance of customer\nwants and needs, actual cost to customer, how to communicate with customer and that\ncompanies need to make products available in a variety of ways. However, many companies\nmay find meeting all of the 4Cs difficult. Study on any type of advertising media – response\nwill use the results to suggest an application. For example, Sundar et al.’s results suggest\ncompanies should be using print media to increase customers’ memory of their product.\n© Cambridge University Press & Assessment 2025 Page 28 of 52\n\n8(b) Cultural differences – Likely evaluation points include\n• reference to the samples used in the research\n• increase in advertising online cross-culturally – although lack of access to\ninternet/television may be the case in some countries\n• May meet most of the 4Cs/advertise using best media and products don’t sell due to\ncultural differences/economic differences.\n• Objective versus subjective data – Objective data used in Ciceri et al. with the use of eye\ntracking equipment and EEG. Subjective/objective data used – Ciceri et al. and Sundar et\nal. used memorisation task. Objective as not open to bias from researcher when analysing\ndata but could be subjective as some participants may put less effort into the task.\n• Generalisations from findings – Strengths – stratified sample used in Ciceri et al. and fairly\ngood size sample. Weaknesses – From Italy, regular newspaper readers in Ciceri et al.\nstudy; students used in Sundar et al. study.\nOther issues could include:\n• Reductionism versus holism\n• Reliability of research\n• Qualitative and quantitative data used in research\n• Determinism versus free-will\n• Idiographic and nomothetic approaches\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 29 of 52", "source_pages": [ 26, 27, 28, 29 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_32-p26.png", "../answer-assets/9990_s25_ms_32-p27.png", "../answer-assets/9990_s25_ms_32-p28.png", "../answer-assets/9990_s25_ms_32-p29.png" ] }, { "id": "9990-2025-mj-33-q01", "question_id": "9990-2025-mj-33-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Mahmoud has schizophrenia. His doctor suggests 4 For full marks, candidate needs to suggest how CBT will\ncognitive-behavioural therapy (CBT) to help manage manage at least one of Mahmoud’s positive symptoms\nMahmoud’s positive symptoms. (specifically identified e.g. Hallucination, delusions).\nSuggest how CBT could be used to help Mahmoud\nmanage his positive symptoms of schizophrenia. 1 mark – challenging irrational\nAward 3–4 marks for a detailed answer with clear thoughts/hallucinations/delusions/etc.\nunderstanding of CBT linked to help Mahmoud’s manage his 1 mark for example of this.\npositive symptoms.\nAward 1–2 marks for a basic answer with some Needs to state ‘psychoeducation’ plus brief definition for 1\nunderstanding of CBT linked to help Mahmoud’s manage his (Do not credit if just identified or outlined – must do both)\n(positive) symptoms.\nSensky found that CBT group compared to befriending\nPositive symptoms include group showed equivalent reduction in positive and negative\nHallucinations symptoms at the end of treatment but 9 months later the\nDelusions improvement remained with CBT group but not befriending.\nDisorganised thinking\nAbnormal motor behaviour 1 mark – research has found that CBT is more effective (in\nreducing positive symptoms) than befriending in long term (9\nLikely content month follow-up)\n• Initial session – therapeutic alliance/trusting relationship\nbuilt with therapist. No credit to Socratic questioning\n• Psychoeducation – educating the person/family about\nthe nature of their symptoms and how they are not real. Do not credit finding the cause of the schizophrenia or\n• Cognitive restructuring – discuss what thoughts the talking about the past/childhood as part of the treatment.\nperson is having (such as delusion or hallucination),\nrecognising the effects of thoughts on behaviour/mood,\nsuggestion of alternative thoughts (e.g. replacing\ndelusion with more rational thought, recognising the\nhallucination is not real).\n• Relaxation techniques to cope with anxiety brought on\nby positive symptoms\n• Homework – keeping a diary of positive\nsymptoms/thoughts. Practising the alternative thoughts\nin between sessions.\n© Cambridge University Press & Assessment 2025 Page 11 of 59\n\n1 For full marks, response must suggest how CBT will\nmanage/reduce positive symptoms of schizophrenia.\nFor example:\nCBT could help Mahmoud to manage the positive symptom\nof a delusion. He could discuss with the counsellor what his\ndelusion currently is and why he thinks this way. (1) In\nbetween sessions Mahmoud could keep a diary of when he\nthinks about the delusion and how this makes him feel\nand/or behave and discuss this with the counsellor in his\nnext session. (1) The counsellor will help him to think of\nalternative explanations for his delusion. The counsellor\ncould suggest alternative thoughts that are more realistic\nthan Mahmoud’s delusion. (1) This will help Mahmoud as he\ncould think about these alternative thoughts when he is\nfeeling anxious about his delusion or wanting to act on his\ndelusion (1) and this would help him to feel better and/or\nengage less with his delusion and engage more in social\nactivities. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 59", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p11.png", "../answer-assets/9990_s25_ms_33-p12.png" ] }, { "id": "9990-2025-mj-33-q02", "question_id": "9990-2025-mj-33-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline Miller’s feeling-state theory of impulse control 2 Can credit an example of a specific impulse control disorder.\ndisorders.\nFor full marks needs to explain what the feeling-state is\nAward 2 marks for an outline of the term/concept. (desire to experience the positive emotions/physiological\nAward 1 mark for a basic outline of the term/concept. arousal again by doing the specific behaviour)\nExample:\nIntense positive feelings are linked with specific behaviours\n(e.g. gambling). (1) These feelings are the positive\nemotions, thoughts and physiological arousal that is\nremembered by the person and they want to experience the\nfeeling state again so engage in the impulse control disorder\nbehaviour. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 59\n\n2(b) Explain one reason why Miller’s feeling-state theory 2 1 mark for definition of holism – behaviour is understood by\ncould be considered holistic. looking at the whole person, big picture, how the\ncomponents work together to cause behaviour NOT just it is\nAward 2 marks for an explanation of one reason why Miller’s complex or considers lots of explanations/factors.\nfeeling-state theory could be considered holistic. 1 mark for why holistic (includes experiences, emotions,\nAward 1 mark for a basic outline/identification of one reason physiology) to explain behaviour\nwhy Miller’s feeling-state theory could be considered holistic. 1 mark for example/strength of holism.\nExample:\nMiller’s feeling-state theory can be considered holistic as it\nincludes both the emotions and physiological arousal a\nperson experiencing when engaging in an impulsive\nbehaviour (1). Therefore, this theory is holistic as it is\nexplaining that impulse control disorder is due to an\nintegrated experience of both emotions and physiological\narousal (rather than just it’s separate parts emotions OR\nphysiological arousal). (2) In addition, it considers the\nmemory of these feelings (their cognitions) that means the\nperson will want to engage in the behaviour over and over\nagain to re-experience the positive feelings. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 14 of 59", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p13.png", "../answer-assets/9990_s25_ms_33-p14.png" ] }, { "id": "9990-2025-mj-33-q03", "question_id": "9990-2025-mj-33-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3 Emi was unfairly dismissed from her job at a factory which she was very upset about. Afterwards, she started a fire at the\nfactory, which made her feel better. Later she felt very anxious and purchased matches to relieve this anxiety. As she\nwatched each match burn, she felt better. Although Emi has a new job in a shop, she is distracted by thoughts of starting a\nfire there. These thoughts make her feel very excited.\n\n3(a) Using the diagnostic criteria (ICD–11) for pyromania:\n\n3(a)(i) Suggest one reason why Emi may be diagnosed with 2 Link to ICD–11\npyromania. ICD–11 for Mortality and Morbidity Statistics\nMust link Emi’s symptom to the appropriate diagnostic\nAward 2 marks for a suggestion that gives one reason that criteria for full marks.\nEmi does meet the diagnostic criteria for pyromania. No credit for not intending to harm anyone or how long Emi\nAward 1 mark for a basic outline of a suggestion that gives has had symptoms.\none reason that Emi does meet the diagnostic criteria for\npyromania.\nICD 11\n• A recurrent failure to control strong impulses to set fires,\nresulting in multiple acts of, or attempts at, setting fire to\nproperty or other objects.\n• Lack of an apparent motive for the acts of, or attempts\nat, fire setting (e.g., monetary gain, revenge, sabotage,\npolitical statement, attracting recognition).\n• Persistent fascination or preoccupation with fire and\nrelated stimuli (e.g., watching fires, building fires,\nfascination with firefighting equipment).\n• The individual experiences increased tension or\naffective arousal prior to instances of, or attempts at, fire\nsetting.\n• The individual experiences pleasure, excitement, relief\nor gratification during, and immediately following the act\nof setting the fire, witnessing its effects, or participating\nin its aftermath.\n© Cambridge University Press & Assessment 2025 Page 15 of 59\n\n3(a)(i) Likely answers\nFascination with fires (watching matches burn, thinking\nabout factory fire); intense arousal prior to fire setting\n(feeling very excited while thinking about starting a fire at the\nshop)\nExample:\nOne reason Emi meets the diagnostic criteria is that she is\nthinking a lot about the factory fire/staring a fire at the shop.\n(1) One of the criteria is showing persistent fascination with\nfires which is what Emi shows as she can’t stop thinking\nabout fires. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 16 of 59\n\n3(a)(ii) Suggest one reason why Emi may not be diagnosed 2 See 3(a)(i) for diagnostic criteria.\nwith pyromania.\nTime not creditworthy\nAward 2 marks for a suggestion that gives one reason that\nEmi does not meet the diagnostic criteria for pyromania.\nAward 1 mark for an outline of a suggestion that gives one\nreason that Emi does not meet the diagnostic criteria for\npyromania.\nLikely answers\n• There have not been multiple acts of fire setting (just\nstarted one fire at the factory)\n• There is a motive for the fire setting (she was fired from\nher job)\n• Co-morbidity with anxiety.\nExample:\nOne reason Emi does not meet the diagnostic criteria is that\nit could be for revenge that she started the factory fire. (1)\nOne of the diagnostic criteria is that there should be no\nmotive for starting the fire and yet Emi has a reason. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 17 of 59\n\n3(b) In relation to pyromania, Emi meets some of the 2 Needs to link to pyromania for full marks.\ndiagnostic criteria and not others. Not enough to just repeat the Q in the answer as the link\ne.g. Emi does not meet all of the diagnostic criteria.\nExplain one other problem a doctor could have when\nmaking their diagnosis of Emi.\nAward 2 marks for an explanation of a problem a doctor\ncould have when making their diagnosis of Emi.\nAward 1 mark for a basic explanation of a problem a doctor\ncould have when making their diagnosis of Emi.\nOne problem from:\n• Emi may not be honest with the doctor about the fire\nsetting/watching the match burn.\n• There could be multiple reasons why Emi set the fire\n(fascination with fire and revenge)\nExample:\nOne problem is that given the nature of this condition, Emi is\nengaging in illegal behaviour and so may not want to admit\nshe has set a fire. (1)\nOR\nShe may not want to tell her doctor she is thinking about\nsetting another fire as this could get her into trouble. (1)\nAND\nTherefore it is difficult to make a diagnosis as the doctor\nmay not be aware of the full extent of the fire setting\nbehaviour and therefore judge whether she meets the\ncriteria (persistent thoughts/multiple acts) (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 18 of 59", "source_pages": [ 15, 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p15.png", "../answer-assets/9990_s25_ms_33-p16.png", "../answer-assets/9990_s25_ms_33-p17.png", "../answer-assets/9990_s25_ms_33-p18.png" ] }, { "id": "9990-2025-mj-33-q04", "question_id": "9990-2025-mj-33-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) For the treatment and management of obsessive- 6 Award up to 4 marks where the response has described\ncompulsive disorder (OCD): only part of the question even if the response otherwise\nmeets the criteria for level 3.\nDescribe SSRIs and exposure and response prevention\n(ERP). L3 – need to describe how SSRIs/ERP leads to reduction in\nsymptoms of OCD.\nUse Table A: AO1 Knowledge and understanding to mark For SSRIs this could be through reference to the results of a\ncandidate responses to this question. study or lessening of anxiety due to increase in serotonin.\nCandidates must discuss both the use of SSRI’s and For ERP could refer to results of the study or how it can lead\nexposure and response prevention (ERP) They can include to reduction in symptoms.\nexamples of studies.\nFor SSRIs\nSSRIs Can refer to the study by Rapoport on Charles (14-year-old\nThe main medications prescribed are selective serotonin boy) – extensive washing rituals – given clomipramine which\nreuptake inhibitors (SSRIs). These can help improve OCD led to relief of symptoms (could pour honey onto hands) but\nsymptoms by increasing the levels of a chemical called tolerance developed after 1 year and he relapsed.\nserotonin in the brain. The medication blocks the re-uptake\nof serotonin and increases serotonin receptors. A higher Lovell et al. – looked at CBT either face-to-face or on the\ndosage is given of SSRIs than would be given to someone telephone and used ERP with patients. Both were effective.\nwith depression. This seems to then cause a lessening of Treatment considered to be clinically relevant if YBOCs pre-\nanxiety experienced by the patient and therefore they do not treatment score drops 2 standard deviations or more post-\nneed to engage in the OCD behaviours in order to relieve treatment. This happened for 72% of all patients – 77%\ntheir anxiety (such as hand washing). telephone + 67% face-to-face. Both groups had high patient\nSoomro et al. did a meta-analysis of 17 studies (3097 satisfaction scores.\nparticipants) and found SSRIs more effective than placebo\nand led to reduction in Y-BOCs score.\n© Cambridge University Press & Assessment 2025 Page 19 of 59\n\n4(a) Exposure response prevention (ERP)\nDiscuss with therapist the nature of the symptoms – what\nare the obsession(s) and what compulsive behaviour does\nthis then lead to. Identify situations that the patient will have\nobsessions about that can increase in severity. The patient\nwill then do the behaviour either in the session or between\nsessions as homework. They can use coping statements to\nhelp them while they feel the heightened anxiety. The\npatient will learn as they experience each situation that the\nanxiety does eventually reduce and over time they will stop\nhaving the anxiety in these situations.\nFull credit can be given to an example.\nExample study – Lehmkuhl et al., 2008\nCase study with a 12-year-old boy called Jason who had\nboth autism and OCD. 10 50-minute sessions of CBT over\n16 weeks. Used exposure response prevention, for\nexample:\nExposure – getting Jason to touch objects he has difficulties\nwith such as elevator buttons, door handles, etc.\nResponse prevention – reducing the anxious response to\nthe objects by using coping statements. Jason does have\nhigh anxiety responses, but he learns as therapy progresses\nthat these reduce quickly within a few minutes.\nAfter therapy score on Y-BOCS dropped from 18 to 3.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 20 of 59\n\n4(b) For the treatment and management of obsessive- 10 Allow examples from Rapoport’s study.\ncompulsive disorder (OCD):\nEthics – children:\nEvaluate SSRIs and exposure and response prevention Do not credit that have to get consent from child (as parent\n(ERP), including a discussion about the use of children has given consent) or that ERP is harmful – unless\nin research. comparing it to the effectiveness of this treatment to reduce\nchild’s OCD symptoms.\nEvaluation in your answer can include strengths, Allow issues with doing research on SSRIs with children as\nweaknesses and a discussion of issues and debates. they are more likely to cause physical harm to children than\nadults.\nUse Table B: AO3 Analysis and evaluation to mark candidate\nresponses to this question.\nA range of issues could be used for evaluation here.\nThese include:\n• Named issue – Use of children – Lehmkuhl used a\n12-year-old boy (reference to any appropriate study\nusing a child/group of children is creditworthy).\nStrengths can include – can help a patient early in their\nexperience of OCD so can quickly tackle symptoms\nbefore becoming imbedded patterns, consent obtained\nfrom parents and also the treatment can be explained to\nthe child if they are old enough to understand.\nWeaknesses can include – unlikely to be able to do\nERP with young children as it may be too upsetting for\nthem and would lack understanding that their anxiety\nwould reduce, side effects from medication would have\nto be closely monitored/may not be appropriate with\nchildren, children may find it difficult to explain what they\nare thinking or use coping statements effectively.\n© Cambridge University Press & Assessment 2025 Page 21 of 59\n\n4(b) • Also credit if the response evaluates a study that does\nnot use children as the participants and the response\nwill suggest why it would be difficult to use children in\nthe study (weaknesses of using children in\npsychological research) and why it would be\npossible/beneficial to use children in this research\n(strengths of using children in psychological research).\n• Cultural differences – SSRI’s are used cross culturally\nand these have the same effects on the individual\nregardless of culture. Therapy such as ERP may be\nseen as being more of a Western treatment of OCD.\nPatients in some cultures may have difficulty with\naccess to this therapy or there may be stigma around\nsharing their obsessions/compulsions with a stranger.\n• Individual and situational explanations – ERP can be\nseen as a situational explanation of the treatment and\nmanagement of OCD as the patient is experiencing the\nsituations around their obsessions in order to unlearn\ntheir anxious response. Can also be seen as individual\nexplanation of the treatment and management of OCD\nas each patient’s obsessions/compulsions will be\nindividual to them and therefore the treatment needs to\nbe tailored to this. SSRIs can be seen as individual as\nthe type of SSRI given and the dosage will be tailored to\nthe response of each patient. This will depend on how\nwell the symptoms of OCD are managed as well as side\neffects experienced.\n© Cambridge University Press & Assessment 2025 Page 22 of 59\n\n4(b) • Case studies – Any example of a case study can be\nused. Strengths include – in-depth data received, often\nlongitudinal so can track improvement in symptoms.\nWeaknesses include – lack of generalisability from\nfindings as either 1 participant or a small group of\nparticipants, researcher/therapist may become very\ninvolved with the patient during the course of therapy so\nresults may become biased.\n• Reliability – Can discuss the reliability of treatment\n(each patient receiving a similar treatment) or the\nreliability of the research. SSRIs have a specific\ntreatment schedule where the patient often starts on a\nlow dosage and increases over a set period of time\nwhich makes it reliable. There is a suggested outline of\nhow to carry out ERP so every patient should\nexperience this which also makes this therapy reliable.\nHowever, patients will have a different response to both\ntreatments and therefore the recommended schedule\nmay have to be adjusted.\nReliability of research may include a discussion of controls\nused, selection criteria, data collection methods, etc.\nOther issues could include:\n• Determinism versus free-will\n• Validity\n• Ethics (do not credit that ERP is harmful but can\ncredit side-effects/withdrawal symptoms when stopping\neither as part of ethics or on its own for SSRIs which\nhave them and ERP doesn’t; SSRIs are non-addictive).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 59", "source_pages": [ 19, 20, 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p19.png", "../answer-assets/9990_s25_ms_33-p20.png", "../answer-assets/9990_s25_ms_33-p21.png", "../answer-assets/9990_s25_ms_33-p22.png", "../answer-assets/9990_s25_ms_33-p23.png" ] }, { "id": "9990-2025-mj-33-q05", "question_id": "9990-2025-mj-33-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 A shop has been receiving complaints about their 4 Need to refer to reduction in complaints at least once for full\nvirtual store layout. The shop currently has a racetrack marks.\nlayout.\nSuggest two ways that the shop could change their 1 mark = identification and effect on customer (e.g. grid is\nvirtual store layout that could reduce easier)\ncomplaints. 1 mark = context (complaints) or more detailed effect on\ncustomer (can easily find their items on their list).\nAward 2 marks for each suggestion/way that the shop could\nchange their virtual store layout to reduce complaints.\nAward 1 mark for a suggestion/way that the shop could\nchange their virtual store layout to reduce complaints.\nLikely suggestions –\n• Change to freeform as this is viewed as useful to find\nitems (from list). It is the most useful for conducting\nplanned purchases.\n• Change to freeform as this is viewed as the most\nentertaining to use.\n• Use grid as this is the easiest to use.\n• Grid is the least engaging so therefore is the fastest to\nuse so customers will complain less as can find the\nproducts they want.\nFor example,\nThe shop could change their virtual store layout to freeform\nas this has been seen as the most useful by customers. (1)\nThey can easily find items on their list so feel they have\npurchased what they wanted so will complain less. (1)\nThe shop could change their virtual store layout to grid as it\nwas the least engaging of the layouts and therefore would\nbe faster than racetrack. (1). Customers will complain less\nas they can find the products that they want quickly. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 24 of 59", "source_pages": [ 24 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p24.png" ] }, { "id": "9990-2025-mj-33-q06", "question_id": "9990-2025-mj-33-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline what is meant by free-will, including an example 2 Context = thinking slow/system 2 thinking\nfrom thinking slow (system 2) in consumer decision-\nmaking. 1 mark = definition of free-will\n1 mark = how thinking slow/system 2 shows free-will.\nAward 2 marks for an outline of the concept in context\nAward 1 mark for a basic outline/identification of the\nconcept.\nLikely answers:\nFree-will is where behaviour is due to individual choice\n(behaviour is self-determining)\nThinking slow/system 2 thinking can be seen to be due to\nfree will as the consumer can choose to spend a long time\nconsidering their purchase of an item.\nConsumers can choose to spend time\n• Shopping around for an item\n• Researching different products to purchase.\nExample:\nFree-will is where behaviour is due to the person’s individual\nchoice and not determined by outside factors. (1). For\nexample, thinking slow can be seen to be due to free-will as\nthe consumer can choose to spend time shopping around\nfor a good price for a product. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 25 of 59\n\n6(b) Explain one problem a psychologist may have when 2 Needs context about purchasing a product for full marks.\nthey investigate whether consumers use\nfree-will when deciding to purchase products\nAward 2 marks for an explanation of a problem a\npsychologist may have when they investigate whether\nconsumers use free-will when deciding to purchase\nproducts.\nAward 1 mark for a basic explanation of a problem a\npsychologist may have when they investigate whether\nconsumers use free-will (when deciding to purchase\nproducts).\nLikely answers–\nDifficult to know what the consumer is thinking.\nDifficult to determine what is due to free-will and what is due\nto internal/external factors outside of the consumer’s control.\nDifficult to isolate external factors that could be affecting the\nconsumer and therefore determine if the decision to\npurchase is due to this factor and not their free-will.\nExample:\nOne problem psychologists face when they investigate the\nfree-will of consumers when making a decision to purchase\na product is that it is difficult to know whether the consumer\nis making the decision to purchase due to their free-will or\nan external factor. (1) For example, if a consumer sees an\nadvert about a product and then purchases it – it is hard to\nknow if the purchase is due solely to seeing the advert or\ndue to the free-will of the consumer. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 26 of 59", "source_pages": [ 25, 26 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p25.png", "../answer-assets/9990_s25_ms_33-p26.png" ] }, { "id": "9990-2025-mj-33-q07", "question_id": "9990-2025-mj-33-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Sally and Dan want to buy new running shoes. They go to many stores and consider lots of different shoes. Sally returns to\nthe first shop and buys her running shoes. Even though he has seen many different brands, Dan buys the brand he has\nworn for the past few years.\n\n7(a)(i) Outline the choice heuristic used by Sally. 2 1 mark = identification\n1 mark = link to stem\nAward 2 marks for an outline of the choice heuristic used by\nSally. For Sally – needs to outline something about the first piece\nAward 1 mark for a basic outline/identification of the choice of information/shoes are the most important (she remembers\nheuristic used by Sally. it better) for 1 mark link. Not enough to state that she bought\nthem as they were first.\nExample –\nAnchoring heuristic. (1) As Sally purchased the first pair of\nshoes she tried on, she is being influenced the most by the\nfirst piece of information she received. (1)\nOther appropriate responses should also be credited.\n\n7(a)(ii) Outline the choice heuristic used by Dan. 2 For Dan – needs to outline that the product is familiar, he\nknows the brand well, he trusts this brand for 1 mark link.\nAward 2 marks for an outline of the choice heuristic used by Not enough to state that he recognises them as this is used\nDan. in the name of the heuristic.\nAward 1 mark for a basic outline/identification of the choice\nheuristic used by Dan.\nExample –\nRecognition heuristic. (1) As Dan purchased the brand he\nhas worn for a few years, he is favouring the product that is\nfamiliar to him as he recognises it, so it has more value to\nhim. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 27 of 59\n\n7(b) Outline one problem a psychologist may have when 2 Context = deciding which choice heuristics a consumer is\ndeciding which choice heuristic consumers are using using to purchase a product required for full marks.\nwhen purchasing a product.\nNo credit to individual differences on its own as customers\nAward 2 marks for an outline of the problem a psychologist will use different heuristics.\nmay have when deciding which choice heuristic consumers\nare using when purchasing a product.\nAward 1 mark for a basic explanation of the problem a\npsychologist may have when deciding which choice heuristic\nconsumers are using (when purchasing a product).\nLikely problems –\n• The consumer may be using more than one choice\nheuristic such as both anchoring and\nrepresentativeness and it is difficult to know which had\nthe most influence.\n• The consumer may not be aware of why they have\npurchased a product.\n• Consumer may give a socially desirable response.\nExample –\nThe consumer may give a socially desirable response when\nasked about why they purchased a product. (1) The\nconsumer may say that they compared products on\nprice/quality as this sounds better than saying they just\npurchased the first product they saw. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 28 of 59", "source_pages": [ 27, 28 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p27.png", "../answer-assets/9990_s25_ms_33-p28.png" ] }, { "id": "9990-2025-mj-33-q08", "question_id": "9990-2025-mj-33-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 3, "variant": "33", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about: 6 Award up to 4 marks where the response has described\n• gift-wrapping including beliefs of giver and only part of the question even if the response otherwise\nrecipient, and meets the criteria for level 3.\n• attention and shelf position.\nDaniel Howard (1992) explored how gift-wrapping influences\nUse Table A: AO1 Knowledge and understanding to mark recipients' perceptions of gifts. In the first experiment, 45\ncandidate responses to this question. university students were promised a gift for evaluating\nCandidates must discuss both the gift wrapping and products; half received the gift (a sheepskin bicycle seat\nattention and shelf position. They can include examples of cover) wrapped in decorative paper with a ribbon, while the\nstudies either identified as examples in the syllabus or not. other half received it unwrapped. Participants rated the\nwrapped gift more favourably (average score of 7.14) than\nDetails may include: the unwrapped one (average score of 6.06) on scales\nassessing desirability, quality, and wisdom of the gift.\nGift wrapping A second experiment involved 82 students who were told\nGifts are wrapped to indicate that what is being given is a the gift was either for them or for someone else. Those who\ngift. The giver will choose appropriate wrapping for the believed the gift was for them rated it more positively when it\noccasion and wrapping it shows that it is a gift and was wrapped, whereas those who thought it was for\nsomething special for the receiver of the gift. Research someone else showed no significant difference in their\n(Howard) has shown that receivers are happier with a evaluations based on wrapping.\ntraditionally wrapped gift than a gift which is unwrapped or\nnon-traditional wrapping. There are occasions where non Rixom, Mas, & Rixom (2019):\nwrapped gifts are seen as acceptable (such as a gift of Participants & Setup: sample of 261 adults were asked to\nflowers or chocolates when visiting someone). Gifts can be imagine receiving a gift at a party from either a close friend\npresented three ways – unwrapped, wrapped in a non- or an acquaintance, and the gift was either neatly or\ntraditional manner and wrapped in traditional manner. sloppily wrapped\nProcedure: Participants viewed images of the two wrapping\nstyles and were instructed to picture the giver as either a\nfriend or an acquaintance, then rated their satisfaction with\nthe gift they \"received\"\n© Cambridge University Press & Assessment 2025 Page 29 of 59\n\n8(a) Example study – Porublev et al., 2009 Results: When imagining the gift was from a friend,\n3 data collection techniques used were observations at a recipients reported greater satisfaction with the sloppily\nChristmas gift wrapping stall; 20 in-depth interviews where wrapped gift—consistent with expectation-disconfirmation.\nrespondents reflected on gift wrapping (including questions In contrast, when the gift-giver was an acquaintance,\nsuch as ‘in what instances do you wrap gifts?’); and 6 recipients preferred the neatly wrapped gift.\nworkshops where participants were paired and asked to Interpretation: For friends, sloppy wrapping sets low\nwrap two gifts – one for someone close and one for an expectations, boosting delight when the content is better\nacquaintance while they conversed with their partner. than anticipated (contrast effect). For acquaintances, tidy\nMost of the participants (who came from Victoria, Australia wrapping signals that the giver values the relationship,\nand were aged around 25–35 years old) preferred to receive enhancing overall appreciation via assimilation.\na gift that was wrapped and that there were clear\nexpectations of what a gift should look like. Researchers\ngathered qualitative data to support these findings.\nAttention and shelf position\nWhere a product is placed on the shelf can have an effect\non how long consumers look at the product and also\nwhether they then purchase the product. Planograms are a\ndiagram or drawing that shows where products should be\nplaced in a store/on the shelf. Central gaze effect is that\nconsumers tend to look at products in the centre of a shelf\nfor longer and are more likely to purchase this item\ncompared to items on left or right of shelf. This can be\nmeasured in psychological studies by using eye tracking.\n© Cambridge University Press & Assessment 2025 Page 30 of 59\n\n8(a) Example study Atalay et al., 2012\nAtalay et al. used eye tracking technology to identify\ncustomer tendency to choose the option in the centre of an\narray. An ‘offline’ study also confirmed that the centrally\nlocated item is chosen more often even when this is not the\ncentre of the visual field. Several studies were conducted:\n1A involved 67 undergraduates in France, average age 20.\nUsing eye-tracking participants reviewed 2 product\ncategories – vitamin supplements and meal replacement\nbars, each with 3 fictitious names and displayed in a 3  3\nmatrix on a computer screen. Brands in the centre received\nmore frequent eye fixations and overall were looked at for\nlonger.\n1B extended 1A by considering horizontal centrality.\nParticipants were 64 undergraduate students in Paris. The\nset up was similar to 1A but with the matrix shifted away\nfrom the centre of the computer screen. Again, products in\nthe centre item are gazed at for longer.\nStudy 2 was a replication in a more realistic setting by\nplacing the products on a shelf rather than a screen. 84\nstudents at Concordia University took part. The products\nused were fictitious brands of energy drinks. Each brand had\na feature attribute: high intensity, extended endurance or\nmuscle recovery but these attributes were rotated around\nthe brands to eliminate effects. Items were displayed in\ncategories of 3 so that each product could be centre, left or\nright. Participants were tested one at a time and positioned\nso that the category they had to choose from was to their left\nor right and never exactly in the centre of their visual field.\nThey were not allowed to reposition themselves. Results\nfound the centrally located brand is more often chosen even\nwhen it is not in the centre of the visual field.\n© Cambridge University Press & Assessment 2025 Page 31 of 59\n\n8(a)\nParticipants were asked to evaluate the product, and it was\nfound that the chosen product from the centre was not\nalways the most positively evaluated.\nOther appropriate responses should also be credited\n© Cambridge University Press & Assessment 2025 Page 32 of 59\n\n8(b) Evaluate what psychologists have discovered about: 10 Ecological validity can be used as the named issue as this is\n• gift-wrapping including beliefs of giver and generalising from the task in the study to everyday life. If it\nrecipient, and has good EV than can make generalisations from the\n• attention and shelf position, findings.\nincluding a discussion about generalisations from\nfindings.\nEvaluation in your answer can include strengths,\nweaknesses and a discussion of issues and debates.\nUse Table B: AO3 Analysis and evaluation to mark\ncandidate responses to this question.\nDepending on the examples studied by candidates their\nanswers may vary.\nA range of issues could be used for evaluation. These\ninclude:\nNamed issue – Generalisations from findings\nPorublev used random selection of 25–35 year olds from\nVictoria, Australia. Sample had more female participants as\nviewed as having a higher involvement in gifting. Other\ndemographic, socio-economic, hygiene and environmental\nfactors are open to ensure a wide cross stream of Australian\nsociety\nAtalay has 63/64 and 84 undergraduates from Paris.\nStrengths (can be generalised)\nPorublev – good cross section of Australian society from\nVictoria. Representative as females more involved in gifting.\nRandom selection so no bias in selection/choice to\nparticipate.\nAtalay – Good sample size.\n© Cambridge University Press & Assessment 2025 Page 33 of 59\n\n8(b) Weaknesses (cannot be generalised).\nFrom one culture. Australia/France – culture affects how\nproducts are chosen/how gifts are wrapped/expected to be\nwrapped.\nUndergraduates only (Atalay et al.)\nYoung age group and given extra credit for participating so\nmay have selected a certain type of student. (Porublev)\n• Reductionism versus holism – Gift wrapping may be\nseen as somewhat holistic as it is considering different\ntypes of gifts (presents, house-warming, etc.) and\ndifferent types of wrapping (traditional, unwrapped, non-\ntraditional). Shelf position is more reductionist as just\nconsidering the product being in the centre of the shelf\nand not other explanations for purchase such as price,\npopularity of product/brand, etc.\n• Determinism versus free-will – The feelings of the\nparticipants about the gifts are being determined by the\ngift wrapping rather than the free will of the person e.g.\nhow they feel about the person giving the gift. Shelf\nposition is determining purchase.\n© Cambridge University Press & Assessment 2025 Page 34 of 59\n\n8(b) • Subjective and objective data – Objective data used\nin shelf position with the use of eye tracking equipment.\nSubjective data used – Atalay used surveys in study 1A\nto measure brand evaluation (Participants reviewed\neach product on the screen as if they were on the store\nshelf and indicated their brand choice. Next, they were\nasked to complete a survey that assessed their\ninferences about the brands, memory-based attention,\nproduct familiarity and demographics). It is possible that\nthe brand choice self-reported by the participants might\nnot have been the same as what the brand choice\nwould be in real life shopping experience. Therefore,\nthis self-report could lack validity. Subjective data as\nPorublev carried out interviews to gather data. There\nmay be bias in the way questions are asked (so lack of\nreliability). People may lie.\n• Validity – Atalay – eye tracking has good validity as\nmeasuring what the participants spent their time looking\nat. However, lacks ecological validity. Porublev can be\nseen to have good validity as collected both quantitative\nand qualitative data so got an in-depth understanding of\nfeelings about gift wrapping. However, lack ecological\nvalidity as the participants are aware they are in a study\nand are commenting on how they wrap gifts and why.\nHowever, they are commenting on their real\nexperiences of wrapping and giving gifts so has good\necological validity.\nOther issues could include:\n• Reliability\n• Ethics\n• Qualitative and quantitative data\n• Application to everyday life\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 35 of 59", "source_pages": [ 29, 30, 31, 32, 33, 34, 35 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_33-p29.png", "../answer-assets/9990_s25_ms_33-p30.png", "../answer-assets/9990_s25_ms_33-p31.png", "../answer-assets/9990_s25_ms_33-p32.png", "../answer-assets/9990_s25_ms_33-p33.png", "../answer-assets/9990_s25_ms_33-p34.png", "../answer-assets/9990_s25_ms_33-p35.png" ] }, { "id": "9990-2025-mj-41-q01", "question_id": "9990-2025-mj-41-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Chapman and DeLapp (2013) on blood/injection/injury phobia\nused the subjective unit of discomfort scale (SUDS) to assess the change in the\nanxiety levels of the patient ‘T’.\n\n1(a)(i) Identify two situations included in the SUDS hierarchy used with ‘T’, 2\nother than ‘getting a phlebotomy’.\nSyllabus 1.4.3 Key study on treating blood/injection/injury phobia using\ncognitive-behavioural therapy (CBT) with applied tension: Chapman and\nDeLapp (2013).\nMarks: 1 mark for each correct answer\nNote: wording does not need to be exact.\nDefinitive answers:\nGetting a physical or stress test Seeing someone get a phlebotomy\nin person\nGetting blood pressure taken at Taking my own blood sugar\nCVS (a local pharmacy) or Wal-Mart\nGetting blood pressure by a nurse Wife taking my blood sugar\nTaking blood pressure myself Seeing someone get a phlebotomy\nin a video\nWrapping a tourniquet around my\narm and touching my veins\n© Cambridge University Press & Assessment 2025 Page 8 of 36\n\n1(a)(ii) Give the results for one situation of the SUDS hierarchy identified in part 2\n(a) that show a change in the anxiety levels of ‘T’.\nMarks: 1 mark for comment related to a situation and comment about\nnumbers but no numbers.", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_41-p08.png", "../answer-assets/9990_s25_ms_41-p09.png" ] }, { "id": "9990-2025-mj-41-q02", "question_id": "9990-2025-mj-41-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 marks for comment plus reasonably accurate numbers for that situation.\nNote: numbers can be before versus during, during versus after, or before\nversus after. ‘During’ is the results as the therapy session progressed.\nDefinitive answers:\nSituation Before During After\nGetting a physical or stress test 100\nGetting blood pressure taken at CVS (a 90\nlocal pharmacy) or Wal-Mart\nGetting blood pressure by a nurse 85\nTaking blood pressure myself 75 554535 20\nSeeing someone get a phlebotomy in 55 6545 300\nperson\nTaking my own blood sugar 55\nWife taking my blood sugar 50 45 20\nSeeing someone get a phlebotomy in a 50\nvideo\nWrapping a tourniquet around my arm and 45 4030 2015\ntouching my veins\n1(b) Suggest one reason why the data gathered from ‘T’ might not be valid. 2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail/elaboration/example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• ‘T’ may not tell the truth (1 mark) about his subjective rating of anxiety\nlevel so the measure is not measuring accurately what T is claiming (2\nmarks)\n• T might be responding to social desirability/demand characteristics (1\nmark) rating of anxiety level so the measure is not measuring accurately\nwhat T is claiming (2 marks)\n© Cambridge University Press & Assessment 2025 Page 9 of 36\n\n9990/41 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks\n1(c) Explain two strengths of using quantitative data to assess the 4\neffectiveness of blood/injection/injury anxiety measures.\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail/elaboration/example. Award 1 mark for an appropriate\nstrength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• quantitative data is unambiguous (and objective) fact (1 mark) this allows\nthe therapist to make a precise judgement about the current state of\nanxiety in the blood phobic (2 marks)\n• test producing quantitative data can be replicated e.g. measure can be\nrepeated on numerous occasions (1 mark) and so progress, or lack of it,\nin the blood phobic can be seen (2 marks)\n• quantitative data can be used for statistical analysis/visual displays (1\nmark) to compare with other people with a blood phobia, for example (2\nmarks)\nNote: do not credit ‘statistical analysis’ and ‘make comparisons’ as two points\nunless justified.\nNote: credit a comparison/contrast (such as with qualitative data) as + mark.\n© Cambridge University Press & Assessment 2025 Page 10 of 36\n\n2 Ellis developed rational emotive behaviour therapy (REBT) for the treatment of\nmood (affective) disorders.\n\n2(a) Outline how irrational beliefs are changed by REBT. 2\nSyllabus 1.2.3 psychological therapies: – Ellis’s rational emotive behaviour\ntherapy (REBT).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline\n(e.g. ABC only).\nAnswers may include (other appropriate responses to be credited):\n• Rational Emotive Behaviour Therapy. (REBT) Ellis focused on how\nillogical beliefs are maintained through: A: an activating event, B: the\nbelief held about A, C: the consequences – thoughts, feelings or\nbehaviours – resulting from A. REBT therefore involves: D: disputing the\nirrational beliefs, E: the effects of successful disruption of the irrational\nbeliefs.\nNote: therapy is changing beliefs therefore A, B & C are only appropriate to\nexplain D and E.\nNote: ABC only =1. D=1; E=1 (both =2). ABC + D or E =2\nNote: Question is ‘Outline’ so terms need more than identification for 1 mark.\n\n2(b) Suggest how the effectiveness of REBT could be measured using a 2\nquestionnaire.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• a questionnaire could be created which could include a range of closed\nquestions (1 mark) asking about disruption of irrational beliefs on a 5-\npoint scale for example (2 marks)\n• a questionnaire could be created which could include a range of open\nquestions (1 mark) asking in detail about disruption of irrational beliefs (2\nmarks)\n• questions could be asked about coping with activating events’ (1 mark)\n• questions could be asked about successful disruption of the irrational\nbeliefs (1 mark) with example (2 marks)\nNote: BDI is creditworthy if some detail of it is provided (21 items, closed,\nrating scale, etc.)\n© Cambridge University Press & Assessment 2025 Page 11 of 36\n\n2(c) Explain two strengths of using REBT to treat depression. 4\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example. Award 1 mark for an\nappropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• technique can be applied by anyone, in any place at any time (1 mark) so\nthe ‘patient’ can apply the disputing of beliefs themselves when they are\nexposed to a relevant activating event (2 marks)\n• research has supported its effectiveness compared to a control group (1\nmark) e.g. Lyons and Woods, 1991) found REBT showed significant\nimprovement (2 marks).\n• research has supported its effectiveness compared to other therapies (1\nmark) e.g. Iftene, 2015) found REBT to be as effective as anti-\ndepressants (2 marks).\nNote: credit a comparison/contrast (such as use of drugs) as + mark.\n© Cambridge University Press & Assessment 2025 Page 12 of 36", "source_pages": [ 9, 10, 11, 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_41-p09.png", "../answer-assets/9990_s25_ms_41-p10.png", "../answer-assets/9990_s25_ms_41-p11.png", "../answer-assets/9990_s25_ms_41-p12.png" ] }, { "id": "9990-2025-mj-41-q05", "question_id": "9990-2025-mj-41-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study on positive psychology in schools by Shoshani and\nSteinmetz (2014):\n\n5(a)(i) Identify two features of the sample used in this study. 2\nSyllabus: 3.5.3 Key study on using positive psychology in schools to improve\nmental health: Shoshani and Steinmetz (2014)\nMarks: Award 1 mark for each correct feature\nDefinitive answers:\nparticipants were:\n• 1167 (at the outset) OR 1038 (completed sets of data by the end)\n• the seventh, eighth and ninth grades\n• aged 11.8–14.7 years at the beginning of the study\n• from two large middle schools in the center of Israel.\n• were mostly Jewish (98 %).\n• 57 % of the study population reported middle socioeconomic status\n• family status (64 % lived in a two-parent family, 36 % lived in a single-\nparent family)\nNote: 0 marks for ‘mix of males & females’. M/F numbers not known.\n© Cambridge University Press & Assessment 2025 Page 16 of 36\n\n5(a)(ii) Give the two reasons why some participants withdrew from the study. 2\nMarks: Award 1 mark each correct reason (numbers are not needed but may\nbe provided).\nDefinitive answers (from study):\n• due to absence (34 intervention, 22 control)\n• refusal to complete questionnaires (2 intervention, 4 control)\nNote: intervention group a total of 65 students did not complete the study (65\nintervention, 59 in control; this is not a reason); ‘later dropped out’ (29\nintervention, 33 control) is not a reason\n\n5(b) The study included a ‘wait-list control condition’. 2\nSuggest one reason for including this ‘wait-list control condition’.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• schools and appropriate pupils are ‘ready and waiting’ (1 mark) six school\nprincipals agreed to be on the wait-control list (+1 mark) OR Another\nschool was selected to the wait list control group, based on similar\nfeatures to the intervention school (1 mark) such as socio-demographic\ncharacteristics and number of total students (+1 mark).\n• schools and appropriate pupils are prepared to be the intervention group\n(1 mark) with pupils continuing with the regular curricula of the social\nscience lessons which were to impart information and to discuss issues\nrelated to the period of adolescence (+1 mark)\n• these schools act as a baseline (1 mark) to which the intervention group\ncan be compared (2 marks)\n© Cambridge University Press & Assessment 2025 Page 17 of 36\n\n5(c) Explain one strength and one weakness of using longitudinal studies to 4\ninvestigate positive psychology in schools.\nMarks: Up to 2 marks for each strength and 2 marks for each weakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• it can test to see if what was taught remained with a student over time (1\nmark) related to study (2 marks)\n• it can be used as a pilot study on which to base future studies (1 mark)\nrelated to study (2 marks)\nNote: only credit ‘rich, in-depth information if fully justified. No credit for bias\ndue to ‘relationships’\nWeaknesses:\n• participants are young and can be influenced by things later in life\n‘windows of opportunity’ at different ages (e.g. Lau et al) (1 mark) related\nto study (2 marks)\n• participants move to different types of education which may or may not\npromote the same values (1 mark) related to study (2 marks)\nQuestion Answer Marks", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_41-p16.png", "../answer-assets/9990_s25_ms_41-p17.png", "../answer-assets/9990_s25_ms_41-p18.png" ] }, { "id": "9990-2025-mj-41-q06", "question_id": "9990-2025-mj-41-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Identify two behavioural categories included in the UAB pain behaviour 2\nscale.\nSyllabus 3.3.2 behavioural/observational measures: UAB pain behaviour\nscale.\nMarks: Award 1 mark for each correct category.\nDefinitive answers (from UAB):\n• vocal complaints verbal\n• vocal complaints non-verbal (groans moans gasps etc.)\n• down time (time spent lying down because of pain per day from 8 AM to 8\nPM)\n• facial grimaces\n• standing posture\n• mobility\n• body language (clutching rubbing site)\n• use of visible support equipment (braces, crutches, cane, leaning on\nfurniture etc.)\n• stationary movement (ability to stay still)\n• medication use\nNote: can credit examples (from above) without category e.g. rubbing but no\nalternative word.\n© Cambridge University Press & Assessment 2025 Page 18 of 36\n\n6(b) Suggest one way in which acute pain can be managed using a 2\npsychological treatment.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• outline of how attention diversion /non-pain imagery /cognitive redefinition\nworks (1 mark) with outline related to acute pain (example probably\nincluded) (2 marks)\nNote: needs more than merely ‘acute pain’. Answer should use an example of\nacute pain, such as a headache.\n\n6(c) Explain two weaknesses of pain measures that use observation to 4\ncollect data.\nMarks: Up to 2 marks for each weakness\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• the observer may misinterpret the pain behaviour of the patient (1 mark)\nincorrect interpretation could lead to too much or too little medication\nbeing prescribed (2 marks)\n• the observer does not ask the person experiencing pain about their pain\n(1 mark) so perhaps missing essential detail about whether the person\nthinks their pain is easing (2 marks)\n• observations can be done without the person’s knowledge (1 mark) so\nperhaps missing essential detail about whether the person thinks their\npain is easing (2 marks)\n• the observer is not experiencing the pain of the person being observed (1\nmark) related to pain (2 marks)\n• the observer may miss important pain behaviours (1 mark) related to pain\n(2 marks)\n© Cambridge University Press & Assessment 2025 Page 19 of 36", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_41-p18.png", "../answer-assets/9990_s25_ms_41-p19.png" ] }, { "id": "9990-2025-mj-41-q09", "question_id": "9990-2025-mj-41-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using a postal questionnaire to investigate attributional 10\nstyles in adults with depression.\nYour plan must include details about:\n• type(s) of data\n• sampling technique.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of The general features of the plan should\nthe plan should include: include (if appropriate):\n• technique • sample and sampling technique\n(paper/pencil, online, • ethical guidelines\npostal) • a procedure\n• format (open and/or • a location\nclosed) • type of data, analysis of data, use of\n• examples of questions descriptive statistics\n• question • an aim or hypothesis (directional or\nscoring/interpretation non-directional)/null hypothesis\n• number of questions • steps for making the study valid and\nreliable\nCredit other elements of the plan as appropriate using the marking grid.\nNote: Answers which merely post an ASQ without detail are restricted to Level\n2 ‘identifies (lists) some appropriate method-specific features’.\n© Cambridge University Press & Assessment 2025 Page 23 of 36\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.2.2 Explanations of mood (affective) disorders: depressive\ndisorder (unipolar).\nPsychological explanations: learned helplessness/attributional style, including\na study, e.g. Seligman et al. (1988).\nDescription: Seligman et al. (1988) extended learned helplessness; a person’s\nattributional style determined why people responded differently to adverse\nsituational events. If a person makes an internal attribution (they are the\ncause), and if they believe that this is stable and global (the cause is\nconsistent and this applies everywhere), then they may feel helpless and may\nexperience depression. However, if they make other attributions (e.g. that the\ncause is external or situational; or unstable and specific), then helplessness\nand depression are unlikely. depression is associated with an\ninternal/global/stable pattern.\nNote: the Seligman study is ‘an example’ so any appropriate alternative study\ncould be used.\nAttributional style questionnaire (ASQ) could feature. Has 12 hypothetical\nevents (6 good, 6 bad), then four questions: (1) a free-response question\nabout the cause of the hypothetical event. 7-point scale: (2) whether the event\nhas an internal or external cause; (3) a question about stable or unstable\ncause (4) a question about whether the event has a global or specific cause.\nNote: no credit for BDI. It does not measure attributional style.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 24 of 36\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote 1 mark for explanation of follow on from (b)(i); 1 mark for\nexplanation appearing in (a) 2\nExample: Male and female participants can be sent an attributional style\nquestionnaire and comparisons can be made about differences in response to\nthe 6 good and 6 bad events.\n\n9(c)(i) Explain one reason for your choice of type(s) of data. 2\nCandidates must use the type(s)of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 25 of 36\n\n9(c)(ii) Explain one weakness of the use of a postal questionnaire in your study. 2\nCandidates must use the postal questionnaire stated in (a)\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• postal means that the questionnaire can be treated like ‘junk-mail’ and\nthrown away (1 mark) related to plan (2 marks)\n• the questionnaire could be started and then forgotten (1 mark) related to\nplan (2 marks)\n• the questionnaire may not be returned because that may incur costs for\nthe participant (1 mark) related to plan (2 marks).\n\n9(c)(iii) Explain one reason for your choice of sampling technique. 2\nCandidates must use the sampling technique stated in (a)\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• a random sample was chosen so everyone in the target population has\nan equal chance of participating (1 mark) related to plan (2 marks)\n• an opportunity sample was chosen because large numbers can be\nobtained relatively more easily than other methods (1 mark) related to\nplan (2 marks)\n• a volunteer sample was chosen because people are willing and more\nlikely to participate; (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2025 Page 26 of 36", "source_pages": [ 23, 24, 25, 26 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_41-p23.png", "../answer-assets/9990_s25_ms_41-p24.png", "../answer-assets/9990_s25_ms_41-p25.png", "../answer-assets/9990_s25_ms_41-p26.png" ] }, { "id": "9990-2025-mj-41-q10", "question_id": "9990-2025-mj-41-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a field experiment to investigate the effect of food 10\nname on menu item choice.\nYour plan must include details about:\n• type(s) of data\n• dependent variable\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the The general features of the plan should\nplan should include: include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • a location\n• choice of experimental • type of data, analysis of data, use of\ndesign. descriptive statistics\nIf appropriate: • an aim or hypothesis (directional or\n• counterbalancing, non-directional)/null hypothesis\nrandom allocation • steps for making the study valid and\n(RCT) reliable\n• single blind/double\nblind\n• other appropriate\nfeatures\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2025 Page 27 of 36\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.2.2 menu design psychology. The effect of food name on menu\nitem choice, including a study, e.g. Lockyer (2006).\nAbstract from Lockyer (2006): The purpose of this paper is to examine the use\nof words on a restaurant menu, and to evaluate the impact that they have on\nthe selection of menu items. The research comprised two distinct parts. First,\nfour focus groups were held examining responses to five menus, each with\nthe same menu items but using different wording. The results from the focus\ngroup analysis were used to develop a survey which was more widely\ndistributed. From the focus group it was revealed that the occasion and\nparticipants in the dining experience influence the wording for menu item\nselection. Respondents discussed the mystique of the menu and confirmed a\ndesire for menu items that would not normally be prepared at home. It was\nalso of interest the ‘mouth-watering’ effect that the words have on potential\ncustomers and what a strong persuader these words were. The survey\nreinforced the focus group research in many ways, also stressing the positive\neffect of descriptive words such as ‘Tender’; ‘Golden’ and ‘Natural’ to the\nchoice of menu items.\nNote: the Lockyer study is ‘an example’ so any appropriate alternative study\ncould be used.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 28 of 36\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote 1 mark for explanation of follow on from (b)(i); 1 mark for\nexplanation appearing in (a) 2\nExample: One menu can be created, some items with ‘standard food names’\nand some items with ‘mouth-watering names such as ‘Tender'; ‘Golden’ and\n‘Natural’. The number of items ordered with each type of description can be\ncompared.\n\n10(c)(i) Explain one reason for your choice of type(s) of data. 2\nCandidates must use the type(s) of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 29 of 36\n\n10(c)(ii) Explain one weakness of your choice of type(s) of data. 2\nCandidates must use the type(s) of data stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample:\n• quantitative data only provides numbers, it does not provide a reason\nbehind the number unlike qualitative data (1 mark) related to plan (2\nmarks)\n• quantitative data may limit how a participant responds (1 mark) related to\nplan (2 marks)\n• quantitative data might reduce behaviour to a single number (1 mark)\nrelated to plan (2 marks)\n• qualitative data often has no numbers so no descriptive statistics or\nstatistical analysis (1 mark) related to plan (2 marks)\n• qualitative data needs to be interpreted and if only one judge is used, this\ncould result in bias (1 mark) related to plan (2 marks)\n\n10(c)(iii) Explain one reason for your choice of dependent variable. 2\nCandidates must use the dependent variable stated in (a).\nAward 2 marks if an appropriate reason is given and justified. Explanation of\nwhy the specific DV was chosen (1 mark) related to study i.e. operationalised\nDV (2 marks)\nAward 1 mark if an appropriate reason is given but DV not operationalised.\nExample:\n• number of items chosen from menu with one type of wording compared\nwith number of items chosen with alternative type of wording (1 mark)\nwas chosen because it provides quantitative data allowing comparisons\nand descriptive statistics to be displayed (2 marks)\n© Cambridge University Press & Assessment 2025 Page 30 of 36", "source_pages": [ 27, 28, 29, 30 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_41-p27.png", "../answer-assets/9990_s25_ms_41-p28.png", "../answer-assets/9990_s25_ms_41-p29.png", "../answer-assets/9990_s25_ms_41-p30.png" ] }, { "id": "9990-2025-mj-42-q01", "question_id": "9990-2025-mj-42-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 In the key study by Freeman (2003) using virtual reality (VR) to investigate\npersecutory ideation, comments were made by the participants about the\navatars.\n\n1(a) Give one positive and one negative comment made by the participants 4\nabout the avatars.\nSyllabus: 1.1.1 Key study using virtual reality to investigate persecutory\nideation: Freeman et al. (2003).\nMarks: Award 2 marks for each appropriate answer (exact words or very close\nto). 1 mark partial answer (‘half’ an answer such as ‘They were ignorant’\nmissing ‘an unfriendly’)\nDefinitive answers:\nNote: 1 mark for ‘they (looked/seemed/were/appeared) friendly’\nNote: do not credit ‘opposites’. e.g. they looked friendly (is 1 mark) but they\nlooked unfriendly (=0 not 2)\n© Cambridge University Press & Assessment 2025 Page 8 of 35\n\n1(b) Suggest how the comments about avatars could be analysed. 2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• content analysis (transforming qualitative data into quantitative data (1\nmark) so the number of each type of positive and negative comment can\nbe categorized (2 marks)\n• categories could be decided by a panel of judges (1 mark) and then each\ncomment made about the avatar by a participant allocated to a category\n(2 marks)\n• the number of times the same comment about an avatar was made could\nbe tallied (1 mark) and descriptive statistics applied to this data (2 marks)\n• could count the number of specific words (1 mark) such as ‘friendly’ (2\nmarks)\nNote: 0 marks for ‘positive and negative’ with no elaboration or example.\n\n1(c) Explain one strength and one weakness of collecting qualitative data to 4\ninvestigate schizophrenia using avatars in VR.\nMarks: Up to 2 marks for each strength and up to 2 marks for each weakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• allows participants to express their view not just give a number (1 mark)\nsuch as when making comments about avatars such as ‘I smiled and\nchuckled’ (2 marks)\n• provides a wide range of views from participants that researchers may not\nhave thought about (1 mark) such as the range shown in Table 2. (2\nmarks)\nWeaknesses:\n• qualitative data does not allow for comparisons to be made easily with\nother participants (1 mark) so when positive or negative comments are\nmade about avatars these cannot be easily compared (2 marks)\n• qualitative data might need judges to assess words for meaning (1 mark)\nbecause without this, conclusions about the use of avatars might be\nambiguous (2 marks)\n© Cambridge University Press & Assessment 2025 Page 9 of 35", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_42-p08.png", "../answer-assets/9990_s25_ms_42-p09.png" ] }, { "id": "9990-2025-mj-42-q02", "question_id": "9990-2025-mj-42-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 Obsessive-compulsive disorder (OCD) can be measured using psychometric\ntests such as the Yale-Brown Obsessive-Compulsive Scale (Y-BOCS).\n\n2(a) Outline the scale used to assess question items on the Y-BOCS. 2\nSyllabus 1.5.1 Diagnostic criteria for obsessive-compulsive disorder\nMeasures: Yale-Brown Obsessive-Compulsive Scale (Y-BOCS).\nMarks: Award 1 mark for each correct component (2 marks max)\nDefinitive answer:\n• 5-point scale\n• scale has a range from 0 to 4\n• scale has a verbal range from none through mild, moderate, severe to\nextreme\n• each question has a different descriptor but which matches overall scale\nNote no marks for number of questions (10 items) or examples of questions.\nAlso, no credit for how total score is assessed (min score 0, max 40)\n\n2(b) Suggest one way that the reliability of the Y-BOCS could be tested. 2\nMarks: Award 2 marks for an appropriate suggestion and applied to study with\ndetail / elaboration / example. Award 1 mark for an appropriate suggestion but\nnot applied.\nAnswers may include (other appropriate responses to be credited):\n• test-retest where the test is repeated at a later date (1 mark). The Y-\nBOCS could be given to the same participant on different occasions (2\nmarks)\n• the split-half method involves splitting the test into two and administering\neach half of the test to the same person. (1 mark) The Y-BOCS scores\nfrom the two halves should show a strong correlation (2 marks)\nNote: no marks for identification of term only.\n© Cambridge University Press & Assessment 2025 Page 10 of 35\n\n2(c) Explain one strength and one weakness of using psychometric tests to 4\nmeasure OCD.\nMarks: Up to 2 marks for each strength and up to 2 marks for each weakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths\n• a psychometric test includes items as defined by ICD as typical of people\nwith OCD and any person can be assessed in relation to the norm (1\nmark) such as ‘control over compulsions’ (2 marks).\n• psychometric tests produce quantitative data allowing comparisons\nbetween people and the same person over time (1 mark) such as\n‘hours/days spent on obsessions’ (2 marks).\nWeaknesses\n• psychometric tests do not take into account individual differences,\naspects unique to the person’s OCD (1 mark).\n• tests may not allow a person to express their feelings (1 mark) about their\nspecific rituals (2 marks).\n© Cambridge University Press & Assessment 2025 Page 11 of 35", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_42-p10.png", "../answer-assets/9990_s25_ms_42-p11.png" ] }, { "id": "9990-2025-mj-42-q05", "question_id": "9990-2025-mj-42-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study by Yokley and Glenwick (1984) on improving medical\nadherence using community interventions:\n\n5(a) Outline two dependent variables (dependent measures) recorded by 4\nYokley and Glenwick.\nSyllabus: 3.2.3 Key study on improving medical adherence using community\ninterventions: Yokley and Glenwick (1984).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answers:\nthree measures considered most relevant to inoculation promotion were\nselected:\n• the number of target children (1 mark) receiving one or more inoculations\nat the clinic (2 marks)\n• the number of target children attending the clinic (1 mark) (for any reason)\n(2 marks)\n• the total number of inoculations/vaccinations/immunisations (1 mark)\nreceived by target children (2 marks).\n• number of children immunised =1; parents taking children to be\nimmunised =0\n\n5(b) Suggest one way that parents could receive information about the 2\nimportance of inoculations for their children, other than by post or\ntelephone.\nMarks: Award 2 marks for an appropriate suggestion and applied to study with\ndetail / elaboration / example. Award 1 mark for an appropriate suggestion\nidentified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• advertisements on television (1 mark) a ‘famous person/celebrity’ could\npresent an item (+ 1 mark)\n• school teachers could inform parents/parents’ evening (1 mark)\n• school teachers could ‘provide information’ teaching their children in class\n(1 mark)\n• send parents an email (1 mark) with detail (2 marks)\n• a fear arousal OR providing information campaign (1 mark) with detail\nsuch as ‘from a reliable source such as doctor’ (2 marks)\n• what specific vaccination/where to get it/when (added to any of above +1\nmark)\nNote: ‘about the importance of inoculations for children’ (0 marks)\nNote: identification of way = 1 mark e.g. ‘by email’ =1\nNote: 0 marks for ‘telephone or phone call’ Credit for text by phone or email by\nphone.\n© Cambridge University Press & Assessment 2025 Page 15 of 35\n\n5(c) Explain two strengths of gathering objective data on inoculation 4\nadherence.\nMarks: Up to 2 marks for each strength x2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths\n• objective data is fact (1 mark) and the number of children receiving\ninoculations/ attending the clinic is unambiguous (2 marks)\n• objective data is derived from a source that has no subjectivity (1 mark)\nand the number of children receiving inoculations/attending the clinic is\nunambiguous (2 marks)\n• gathering objective data in this way is valid (1 mark) children receive their\nvaccination or they do not (2 marks)\n• the data collected will allow a comparison to see trends/changes (1 mark)\nin inoculations over time (2 marks).\n• objective data lends itself to quantitative analysis (1 mark) so data can be\nanalysed to see patterns in inoculation uptake (2 marks).\nQuestion Answer Marks", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_42-p15.png", "../answer-assets/9990_s25_ms_42-p16.png" ] }, { "id": "9990-2025-mj-42-q06", "question_id": "9990-2025-mj-42-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Outline what is meant by a visual analogue scale to measure pain. 2\nSyllabus 3.3.2 psychometric measures and visual rating scales:\n• McGill pain questionnaire\n• visual analogue scale\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nAnswers may include (other appropriate responses to be credited):\n• an instrument used to measure pain on a continuum from no pain to\nextreme pain (1 mark).\n• the patient marks on a line or points to the place which best represents\ntheir pain (+1 mark)\n• many variations (e.g. ‘box scale’) with and without numbers included on\nthe scale- outlined (+1 mark)\n• ‘smiley faces’ is also a visual analogue scale (so +1 for description)\n© Cambridge University Press & Assessment 2025 Page 16 of 35\n\n6(b) Suggest one way in which the validity of a visual analogue scale could 2\nbe tested.\nMarks: Award 2 marks for an appropriate suggestion and applied to study with\ndetail / elaboration / example. Award 1 mark for an appropriate suggestion but\nnot applied.\nAnswers may include (other appropriate responses to be credited).\n• criterion validity by comparing a VAS to other measures of pain (1 mark)\nand if the two scores have a strong correlation the VAS could be said to\nbe valid (2 marks)\n• construct validity by seeing if the VAS matches up with theoretical ideas\nabout what it is supposed to be measuring (1 mark) and if it does the VAS\ncould be said to be valid (2 marks).\n• ecological validity: does the VAS scale apply to real life (1 mark) does the\nscale (on paper) reflect real life experiences of people with pain (2 marks)\nNote: no marks for identification of term only.\n(c) Explain two strengths of using a visual analogue scale to measure acute 4\npain.\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• it collects quantitative data allowing analysis and comparisons (1 mark)\n• it can detect change in pain over time being more sensitive to small\nchanges if the VAS used has a 0-100 scale (1 mark)\n• it is more valid because patients feel that their pain is represented on a\nscale (1 mark)\n• answer related to acute pain such as headache, broken bone, trapped\nfinger, cut, etc. (+1 mark)\n© Cambridge University Press & Assessment 2025 Page 17 of 35", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_42-p16.png", "../answer-assets/9990_s25_ms_42-p17.png" ] }, { "id": "9990-2025-mj-42-q09", "question_id": "9990-2025-mj-42-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using an observation to investigate which type of 10\ncompulsion is most common in people diagnosed with obsessive-\ncompulsive disorder (OCD).\nYour plan must include details about:\n• structured observation or unstructured observation\n• type(s) of data.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the The general features of the plan\nplan should include: should include (if appropriate):\n• structured or • sample and sampling technique\nunstructured • ethical guidelines\n• covert or over • a procedure\n• controlled or naturalistic • a location\n• participant or non- • type of data, analysis of data,\nparticipant use of descriptive statistics\n• number of observers (inter- • an aim or hypothesis (directional\nrater reliability) or non-directional)/null hypothesis\n• behavioural categories • steps for making the study valid\n• could include: event or time and reliable\nsampling\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2025 Page 21 of 35\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.5.1 diagnostic criteria for obsessive-compulsive disorder (ICD-11)\nfocusing on types of obsessions and compulsions, including a study, e.g.\nRapoport (1989) ‘Charles’.\nDescription: should focus on compulsions. Common ones include:\nritualistic acts: such as excessive cleaning: cleaning items\nhand washing\nchecking: items such as locking hoarding items\ndoors, that a switch is ‘off’\ncounting, ordering or arranging\npersonal possessions\nDetails of ‘Charles’ might be included because of his excessive washing\nbehaviour.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 22 of 35\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a). For each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote 1 mark for explanation of follow on from (b)(i); 1 mark for\nexplanation appearing in (a) 2\nExample: I would use a structured observation with behavioural categories for\nchecking, counting, cleaning and ritualistic behaviours and tally the behaviours\nfor each person with OCD to see which of these behaviours is most common.\nI would use the case study of ‘Charles’ to identify the behaviours of washing\nand how data was gathered in that study.\n\n9(c)(i) Explain one reason for your choice of a structured observation or 2\nunstructured observation.\nCandidates must use the choice of structured or unstructured observation\nstated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample\n• a structured observation uses behaviour checklists so observers know\nexactly what they are looking for; it is more reliable than unstructured\nobservation (1 mark) related to study (2 marks)\n• a structured observation uses behaviour checklists so two observers can\nindependently record behaviour and their reliability checked (1 mark)\nrelated to study (2 marks)\n• a structured observation can be used as a technique to measure the DV\nin an experiment (1 mark) related to study (2 marks)\n• an unstructured observation can be used as a pilot study (1 mark) related\nto study (2 marks)\n• an unstructured observation can be used when it is not known what\nspecific behaviours should be observed (1 mark) related to study (2\nmarks)\n• an unstructured observation can be used to refine the range of\nbehaviours for further study (1 mark) related to study (2 marks)\n© Cambridge University Press & Assessment 2025 Page 23 of 35\n\n9(c)(ii) Explain one weakness of your choice of a structured observation or 2\nunstructured observation.\nCandidates must use the observation feature stated in (c)(i)\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• a structured observation may not include all the categories that need to\nbe observed and so important behaviours are not recorded (1 mark)\nrelated to study (2 marks)\n• a structured observation might not have clearly defined categories and be\ntoo general (e.g. record counting, but counting what?) (1 mark) related to\nstudy (2 marks)\n• an unstructured observation means that it could be difficult to record all\nbehaviours and so some might be missed (1 mark) related to study (2\nmarks)\n• an unstructured observation means that checking the reliability of\nobservers would be problematic (1 mark) related to study (2 marks)\n\n9(c)(iii) Explain one reason for your choice of type(s) of data. 2\nCandidates must use the type(s)of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 24 of 35", "source_pages": [ 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_42-p21.png", "../answer-assets/9990_s25_ms_42-p22.png", "../answer-assets/9990_s25_ms_42-p23.png", "../answer-assets/9990_s25_ms_42-p24.png" ] }, { "id": "9990-2025-mj-42-q10", "question_id": "9990-2025-mj-42-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using an interview to investigate the effect of background 10\nnoise on the taste of food eaten at an outdoor market.\nYour plan must include details about:\n• interview format\n• sampling technique\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the The general features of the plan\nplan should include: should include (if appropriate):\n• interview technique • sample and sampling technique\n(telephone or face-to-face) • ethical guidelines\n• interview format • a procedure\n(structured, unstructured, • a location\nsemi-structured). • type of data, analysis of data, use\n• question format (open of descriptive statistics\nand/or closed) • an aim or hypothesis (directional\n• examples of questions or non-directional)/null hypothesis\n• question • steps for making the study valid\nscoring/interpretation and reliable\n• number of questions\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2025 Page 25 of 35\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.1.2. Sound and consumer behaviour. background noise focusing\non how sound and noise affect the perception of food taste including reasons\nwhy sound influences taste, including a study, e.g. Woods et al. (2011) study\n1 or study 2.\nAbstract: Woods et al. (2010): We investigated the effects of auditory\nbackground noise on the perception of gustatory food properties (sugar level,\nsalt level), food crunchiness and food liking. Participants blindly consumed\ndifferent foods whilst passively listening to either no sound, or quiet or loud\nbackground white noise. The foods were then rated in terms of sweetness,\nsaltiness and liking (Experiment 1) or in terms of overall flavour, crunchiness\nand liking (Experiment 2). Reported sweetness and saltiness was\nsignificantly lower in the loud compared to the quiet sound conditions\n(Experiment 1), but crunchiness was reported to be more intense\n(Experiment 2). This suggests that food properties unrelated to sound\n(sweetness, saltiness) and those conveyed via auditory channels\n(crunchiness) are differentially affected by background noise. A relationship\nbetween ratings of the liking of background noise and ratings of the liking of\nthe food was also found (Experiment 2). We conclude that background\nsound unrelated to food diminishes gustatory food properties (saltiness,\nsweetness) which is suggestive of a cross-modal contrasting or attentional\neffect, whilst enhancing food crunchiness.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 26 of 35\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote 1 mark for explanation of follow on from (b)(i); 1 mark for\nexplanation appearing in (a) 2\nExample: I would choose a food stall and then play different types of\nbackground noise whilst participants were eating their food. I would then use a\nstructured interview to ask them about the saltiness, sweetness and\ncrunchiness of their food. These could be compared according to the type of\nnoise.\n\n10(c)(i) Explain one reason for your choice of interview format. 2\nCandidates must use the interview format stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• a structured interview was used so all participants received the same\nquestions in the same order (1 mark) related to plan (2 marks).\n• a semi structured interview was used so although there were fixed\nquestions there was also the option to ask questions that might arise\nduring the interview (1 mark) related to plan (2 marks)\n• an unstructured interview was used so participants had the flexibility so\nanswer in any way they pleased (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2025 Page 27 of 35\n\n10(c)(ii) Explain one weakness of your choice of interview format. 2\nCandidates must use the interview format stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample (depends on choice of format):\n• the use of unstructured interview meant that answers could not be\ncompared easily (1 mark) related to study (2 marks)\n• the use of a structured interview means there is no opportunity to ask ad\nhoc questions or explore answers in more detail (1 mark) related to study\n(2 marks)\n• the use of a semi-structured interview – might mean the time taken to\ncomplete the interview is too long if many ad hoc questions are asked (1\nmark) related to study (2 marks)\n\n10(c)(iii) Explain one reason for your choice of sampling technique. 2\nCandidates must use the sampling technique stated in (a)\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• a random sample was chosen so everyone in the target population has an\nequal chance of participating (1 mark) related to plan (2 marks)\n• an opportunity sample was chosen because large numbers can be\nobtained relatively more easily than other methods (1 mark) related to\nplan (2 marks)\n• a volunteer sample was chosen because people are willing and more\nlikely to participate; (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2025 Page 28 of 35", "source_pages": [ 25, 26, 27, 28 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_42-p25.png", "../answer-assets/9990_s25_ms_42-p26.png", "../answer-assets/9990_s25_ms_42-p27.png", "../answer-assets/9990_s25_ms_42-p28.png" ] }, { "id": "9990-2025-mj-43-q01", "question_id": "9990-2025-mj-43-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Chapman and DeLapp (2013) on blood/injection/injury phobia\nused the subjective unit of discomfort scale (SUDS) to assess the change in the\nanxiety levels of the patient ‘T’.\n\n1(a)(i) Identify two situations included in the SUDS hierarchy used with ‘T’, 2\nother than ‘getting a phlebotomy’.\nSyllabus 1.4.3 Key study on treating blood/injection/injury phobia using\ncognitive-behavioural therapy (CBT) with applied tension: Chapman and\nDeLapp (2013).\nMarks: 1 mark for each correct answer\nNote: wording does not need to be exact.\nDefinitive answers:\nGetting a physical or stress test Seeing someone get a phlebotomy\nin person\nGetting blood pressure taken at Taking my own blood sugar\nCVS (a local pharmacy) or Wal-Mart\nGetting blood pressure by a nurse Wife taking my blood sugar\nTaking blood pressure myself Seeing someone get a phlebotomy\nin a video\nWrapping a tourniquet around my\narm and touching my veins\n© Cambridge University Press & Assessment 2025 Page 8 of 36\n\n1(a)(ii) Give the results for one situation of the SUDS hierarchy identified in part 2\n(a) that show a change in the anxiety levels of ‘T’.\nMarks: 1 mark for comment related to a situation and comment about\nnumbers but no numbers.", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_43-p08.png", "../answer-assets/9990_s25_ms_43-p09.png" ] }, { "id": "9990-2025-mj-43-q02", "question_id": "9990-2025-mj-43-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 marks for comment plus reasonably accurate numbers for that situation.\nNote: numbers can be before versus during, during versus after, or before\nversus after. ‘During’ is the results as the therapy session progressed.\nDefinitive answers:\nSituation Before During After\nGetting a physical or stress test 100\nGetting blood pressure taken at CVS (a 90\nlocal pharmacy) or Wal-Mart\nGetting blood pressure by a nurse 85\nTaking blood pressure myself 75 554535 20\nSeeing someone get a phlebotomy in 55 6545 300\nperson\nTaking my own blood sugar 55\nWife taking my blood sugar 50 45 20\nSeeing someone get a phlebotomy in a 50\nvideo\nWrapping a tourniquet around my arm and 45 4030 2015\ntouching my veins\n1(b) Suggest one reason why the data gathered from ‘T’ might not be valid. 2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail/elaboration/example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• ‘T’ may not tell the truth (1 mark) about his subjective rating of anxiety\nlevel so the measure is not measuring accurately what T is claiming (2\nmarks)\n• T might be responding to social desirability/demand characteristics (1\nmark) rating of anxiety level so the measure is not measuring accurately\nwhat T is claiming (2 marks)\n© Cambridge University Press & Assessment 2025 Page 9 of 36\n\n9990/43 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks\n1(c) Explain two strengths of using quantitative data to assess the 4\neffectiveness of blood/injection/injury anxiety measures.\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail/elaboration/example. Award 1 mark for an appropriate\nstrength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• quantitative data is unambiguous (and objective) fact (1 mark) this allows\nthe therapist to make a precise judgement about the current state of\nanxiety in the blood phobic (2 marks)\n• test producing quantitative data can be replicated e.g. measure can be\nrepeated on numerous occasions (1 mark) and so progress, or lack of it,\nin the blood phobic can be seen (2 marks)\n• quantitative data can be used for statistical analysis/visual displays (1\nmark) to compare with other people with a blood phobia, for example (2\nmarks)\nNote: do not credit ‘statistical analysis’ and ‘make comparisons’ as two points\nunless justified.\nNote: credit a comparison/contrast (such as with qualitative data) as + mark.\n© Cambridge University Press & Assessment 2025 Page 10 of 36\n\n2 Ellis developed rational emotive behaviour therapy (REBT) for the treatment of\nmood (affective) disorders.\n\n2(a) Outline how irrational beliefs are changed by REBT. 2\nSyllabus 1.2.3 psychological therapies: – Ellis’s rational emotive behaviour\ntherapy (REBT).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial outline\n(e.g. ABC only).\nAnswers may include (other appropriate responses to be credited):\n• Rational Emotive Behaviour Therapy. (REBT) Ellis focused on how\nillogical beliefs are maintained through: A: an activating event, B: the\nbelief held about A, C: the consequences – thoughts, feelings or\nbehaviours – resulting from A. REBT therefore involves: D: disputing the\nirrational beliefs, E: the effects of successful disruption of the irrational\nbeliefs.\nNote: therapy is changing beliefs therefore A, B & C are only appropriate to\nexplain D and E.\nNote: ABC only =1. D=1; E=1 (both =2). ABC + D or E =2\nNote: Question is ‘Outline’ so terms need more than identification for 1 mark.\n\n2(b) Suggest how the effectiveness of REBT could be measured using a 2\nquestionnaire.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• a questionnaire could be created which could include a range of closed\nquestions (1 mark) asking about disruption of irrational beliefs on a 5-\npoint scale for example (2 marks)\n• a questionnaire could be created which could include a range of open\nquestions (1 mark) asking in detail about disruption of irrational beliefs (2\nmarks)\n• questions could be asked about coping with activating events’ (1 mark)\n• questions could be asked about successful disruption of the irrational\nbeliefs (1 mark) with example (2 marks)\nNote: BDI is creditworthy if some detail of it is provided (21 items, closed,\nrating scale, etc.)\n© Cambridge University Press & Assessment 2025 Page 11 of 36\n\n2(c) Explain two strengths of using REBT to treat depression. 4\nMarks: Up to 2 marks for each strength 2\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example. Award 1 mark for an\nappropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• technique can be applied by anyone, in any place at any time (1 mark) so\nthe ‘patient’ can apply the disputing of beliefs themselves when they are\nexposed to a relevant activating event (2 marks)\n• research has supported its effectiveness compared to a control group (1\nmark) e.g. Lyons and Woods, 1991) found REBT showed significant\nimprovement (2 marks).\n• research has supported its effectiveness compared to other therapies (1\nmark) e.g. Iftene, 2015) found REBT to be as effective as anti-\ndepressants (2 marks).\nNote: credit a comparison/contrast (such as use of drugs) as + mark.\n© Cambridge University Press & Assessment 2025 Page 12 of 36", "source_pages": [ 9, 10, 11, 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_43-p09.png", "../answer-assets/9990_s25_ms_43-p10.png", "../answer-assets/9990_s25_ms_43-p11.png", "../answer-assets/9990_s25_ms_43-p12.png" ] }, { "id": "9990-2025-mj-43-q05", "question_id": "9990-2025-mj-43-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study on positive psychology in schools by Shoshani and\nSteinmetz (2014):\n\n5(a)(i) Identify two features of the sample used in this study. 2\nSyllabus: 3.5.3 Key study on using positive psychology in schools to improve\nmental health: Shoshani and Steinmetz (2014)\nMarks: Award 1 mark for each correct feature\nDefinitive answers:\nparticipants were:\n• 1167 (at the outset) OR 1038 (completed sets of data by the end)\n• the seventh, eighth and ninth grades\n• aged 11.8–14.7 years at the beginning of the study\n• from two large middle schools in the center of Israel.\n• were mostly Jewish (98 %).\n• 57 % of the study population reported middle socioeconomic status\n• family status (64 % lived in a two-parent family, 36 % lived in a single-\nparent family)\nNote: 0 marks for ‘mix of males & females’. M/F numbers not known.\n© Cambridge University Press & Assessment 2025 Page 16 of 36\n\n5(a)(ii) Give the two reasons why some participants withdrew from the study. 2\nMarks: Award 1 mark each correct reason (numbers are not needed but may\nbe provided).\nDefinitive answers (from study):\n• due to absence (34 intervention, 22 control)\n• refusal to complete questionnaires (2 intervention, 4 control)\nNote: intervention group a total of 65 students did not complete the study (65\nintervention, 59 in control; this is not a reason); ‘later dropped out’ (29\nintervention, 33 control) is not a reason\n\n5(b) The study included a ‘wait-list control condition’. 2\nSuggest one reason for including this ‘wait-list control condition’.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• schools and appropriate pupils are ‘ready and waiting’ (1 mark) six school\nprincipals agreed to be on the wait-control list (+1 mark) OR Another\nschool was selected to the wait list control group, based on similar\nfeatures to the intervention school (1 mark) such as socio-demographic\ncharacteristics and number of total students (+1 mark).\n• schools and appropriate pupils are prepared to be the intervention group\n(1 mark) with pupils continuing with the regular curricula of the social\nscience lessons which were to impart information and to discuss issues\nrelated to the period of adolescence (+1 mark)\n• these schools act as a baseline (1 mark) to which the intervention group\ncan be compared (2 marks)\n© Cambridge University Press & Assessment 2025 Page 17 of 36\n\n5(c) Explain one strength and one weakness of using longitudinal studies to 4\ninvestigate positive psychology in schools.\nMarks: Up to 2 marks for each strength and 2 marks for each weakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• it can test to see if what was taught remained with a student over time (1\nmark) related to study (2 marks)\n• it can be used as a pilot study on which to base future studies (1 mark)\nrelated to study (2 marks)\nNote: only credit ‘rich, in-depth information if fully justified. No credit for bias\ndue to ‘relationships’\nWeaknesses:\n• participants are young and can be influenced by things later in life\n‘windows of opportunity’ at different ages (e.g. Lau et al) (1 mark) related\nto study (2 marks)\n• participants move to different types of education which may or may not\npromote the same values (1 mark) related to study (2 marks)\nQuestion Answer Marks", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_43-p16.png", "../answer-assets/9990_s25_ms_43-p17.png", "../answer-assets/9990_s25_ms_43-p18.png" ] }, { "id": "9990-2025-mj-43-q06", "question_id": "9990-2025-mj-43-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Identify two behavioural categories included in the UAB pain behaviour 2\nscale.\nSyllabus 3.3.2 behavioural/observational measures: UAB pain behaviour\nscale.\nMarks: Award 1 mark for each correct category.\nDefinitive answers (from UAB):\n• vocal complaints verbal\n• vocal complaints non-verbal (groans moans gasps etc.)\n• down time (time spent lying down because of pain per day from 8 AM to 8\nPM)\n• facial grimaces\n• standing posture\n• mobility\n• body language (clutching rubbing site)\n• use of visible support equipment (braces, crutches, cane, leaning on\nfurniture etc.)\n• stationary movement (ability to stay still)\n• medication use\nNote: can credit examples (from above) without category e.g. rubbing but no\nalternative word.\n© Cambridge University Press & Assessment 2025 Page 18 of 36\n\n6(b) Suggest one way in which acute pain can be managed using a 2\npsychological treatment.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example. Award 1 mark for an appropriate\nsuggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• outline of how attention diversion /non-pain imagery /cognitive redefinition\nworks (1 mark) with outline related to acute pain (example probably\nincluded) (2 marks)\nNote: needs more than merely ‘acute pain’. Answer should use an example of\nacute pain, such as a headache.\n\n6(c) Explain two weaknesses of pain measures that use observation to 4\ncollect data.\nMarks: Up to 2 marks for each weakness\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• the observer may misinterpret the pain behaviour of the patient (1 mark)\nincorrect interpretation could lead to too much or too little medication\nbeing prescribed (2 marks)\n• the observer does not ask the person experiencing pain about their pain\n(1 mark) so perhaps missing essential detail about whether the person\nthinks their pain is easing (2 marks)\n• observations can be done without the person’s knowledge (1 mark) so\nperhaps missing essential detail about whether the person thinks their\npain is easing (2 marks)\n• the observer is not experiencing the pain of the person being observed (1\nmark) related to pain (2 marks)\n• the observer may miss important pain behaviours (1 mark) related to pain\n(2 marks)\n© Cambridge University Press & Assessment 2025 Page 19 of 36", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_43-p18.png", "../answer-assets/9990_s25_ms_43-p19.png" ] }, { "id": "9990-2025-mj-43-q09", "question_id": "9990-2025-mj-43-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using a postal questionnaire to investigate attributional 10\nstyles in adults with depression.\nYour plan must include details about:\n• type(s) of data\n• sampling technique.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of The general features of the plan should\nthe plan should include: include (if appropriate):\n• technique • sample and sampling technique\n(paper/pencil, online, • ethical guidelines\npostal) • a procedure\n• format (open and/or • a location\nclosed) • type of data, analysis of data, use of\n• examples of questions descriptive statistics\n• question • an aim or hypothesis (directional or\nscoring/interpretation non-directional)/null hypothesis\n• number of questions • steps for making the study valid and\nreliable\nCredit other elements of the plan as appropriate using the marking grid.\nNote: Answers which merely post an ASQ without detail are restricted to Level\n2 ‘identifies (lists) some appropriate method-specific features’.\n© Cambridge University Press & Assessment 2025 Page 23 of 36\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.2.2 Explanations of mood (affective) disorders: depressive\ndisorder (unipolar).\nPsychological explanations: learned helplessness/attributional style, including\na study, e.g. Seligman et al. (1988).\nDescription: Seligman et al. (1988) extended learned helplessness; a person’s\nattributional style determined why people responded differently to adverse\nsituational events. If a person makes an internal attribution (they are the\ncause), and if they believe that this is stable and global (the cause is\nconsistent and this applies everywhere), then they may feel helpless and may\nexperience depression. However, if they make other attributions (e.g. that the\ncause is external or situational; or unstable and specific), then helplessness\nand depression are unlikely. depression is associated with an\ninternal/global/stable pattern.\nNote: the Seligman study is ‘an example’ so any appropriate alternative study\ncould be used.\nAttributional style questionnaire (ASQ) could feature. Has 12 hypothetical\nevents (6 good, 6 bad), then four questions: (1) a free-response question\nabout the cause of the hypothetical event. 7-point scale: (2) whether the event\nhas an internal or external cause; (3) a question about stable or unstable\ncause (4) a question about whether the event has a global or specific cause.\nNote: no credit for BDI. It does not measure attributional style.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 24 of 36\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote 1 mark for explanation of follow on from (b)(i); 1 mark for\nexplanation appearing in (a) 2\nExample: Male and female participants can be sent an attributional style\nquestionnaire and comparisons can be made about differences in response to\nthe 6 good and 6 bad events.\n\n9(c)(i) Explain one reason for your choice of type(s) of data. 2\nCandidates must use the type(s)of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 25 of 36\n\n9(c)(ii) Explain one weakness of the use of a postal questionnaire in your study. 2\nCandidates must use the postal questionnaire stated in (a)\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• postal means that the questionnaire can be treated like ‘junk-mail’ and\nthrown away (1 mark) related to plan (2 marks)\n• the questionnaire could be started and then forgotten (1 mark) related to\nplan (2 marks)\n• the questionnaire may not be returned because that may incur costs for\nthe participant (1 mark) related to plan (2 marks).\n\n9(c)(iii) Explain one reason for your choice of sampling technique. 2\nCandidates must use the sampling technique stated in (a)\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• a random sample was chosen so everyone in the target population has\nan equal chance of participating (1 mark) related to plan (2 marks)\n• an opportunity sample was chosen because large numbers can be\nobtained relatively more easily than other methods (1 mark) related to\nplan (2 marks)\n• a volunteer sample was chosen because people are willing and more\nlikely to participate; (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2025 Page 26 of 36", "source_pages": [ 23, 24, 25, 26 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_43-p23.png", "../answer-assets/9990_s25_ms_43-p24.png", "../answer-assets/9990_s25_ms_43-p25.png", "../answer-assets/9990_s25_ms_43-p26.png" ] }, { "id": "9990-2025-mj-43-q10", "question_id": "9990-2025-mj-43-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a field experiment to investigate the effect of food 10\nname on menu item choice.\nYour plan must include details about:\n• type(s) of data\n• dependent variable\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the The general features of the plan should\nplan should include: include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • a location\n• choice of experimental • type of data, analysis of data, use of\ndesign. descriptive statistics\nIf appropriate: • an aim or hypothesis (directional or\n• counterbalancing, non-directional)/null hypothesis\nrandom allocation • steps for making the study valid and\n(RCT) reliable\n• single blind/double\nblind\n• other appropriate\nfeatures\nCredit other elements of the plan as appropriate using the marking grid.\n© Cambridge University Press & Assessment 2025 Page 27 of 36\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.2.2 menu design psychology. The effect of food name on menu\nitem choice, including a study, e.g. Lockyer (2006).\nAbstract from Lockyer (2006): The purpose of this paper is to examine the use\nof words on a restaurant menu, and to evaluate the impact that they have on\nthe selection of menu items. The research comprised two distinct parts. First,\nfour focus groups were held examining responses to five menus, each with\nthe same menu items but using different wording. The results from the focus\ngroup analysis were used to develop a survey which was more widely\ndistributed. From the focus group it was revealed that the occasion and\nparticipants in the dining experience influence the wording for menu item\nselection. Respondents discussed the mystique of the menu and confirmed a\ndesire for menu items that would not normally be prepared at home. It was\nalso of interest the ‘mouth-watering’ effect that the words have on potential\ncustomers and what a strong persuader these words were. The survey\nreinforced the focus group research in many ways, also stressing the positive\neffect of descriptive words such as ‘Tender’; ‘Golden’ and ‘Natural’ to the\nchoice of menu items.\nNote: the Lockyer study is ‘an example’ so any appropriate alternative study\ncould be used.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 28 of 36\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your experiment.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the\nfeature was used, expanded or modified to make it appropriate\nto the plan. The knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nNote 1 mark for explanation of follow on from (b)(i); 1 mark for\nexplanation appearing in (a) 2\nExample: One menu can be created, some items with ‘standard food names’\nand some items with ‘mouth-watering names such as ‘Tender'; ‘Golden’ and\n‘Natural’. The number of items ordered with each type of description can be\ncompared.\n\n10(c)(i) Explain one reason for your choice of type(s) of data. 2\nCandidates must use the type(s) of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 29 of 36\n\n10(c)(ii) Explain one weakness of your choice of type(s) of data. 2\nCandidates must use the type(s) of data stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample:\n• quantitative data only provides numbers, it does not provide a reason\nbehind the number unlike qualitative data (1 mark) related to plan (2\nmarks)\n• quantitative data may limit how a participant responds (1 mark) related to\nplan (2 marks)\n• quantitative data might reduce behaviour to a single number (1 mark)\nrelated to plan (2 marks)\n• qualitative data often has no numbers so no descriptive statistics or\nstatistical analysis (1 mark) related to plan (2 marks)\n• qualitative data needs to be interpreted and if only one judge is used, this\ncould result in bias (1 mark) related to plan (2 marks)\n\n10(c)(iii) Explain one reason for your choice of dependent variable. 2\nCandidates must use the dependent variable stated in (a).\nAward 2 marks if an appropriate reason is given and justified. Explanation of\nwhy the specific DV was chosen (1 mark) related to study i.e. operationalised\nDV (2 marks)\nAward 1 mark if an appropriate reason is given but DV not operationalised.\nExample:\n• number of items chosen from menu with one type of wording compared\nwith number of items chosen with alternative type of wording (1 mark)\nwas chosen because it provides quantitative data allowing comparisons\nand descriptive statistics to be displayed (2 marks)\n© Cambridge University Press & Assessment 2025 Page 30 of 36", "source_pages": [ 27, 28, 29, 30 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_43-p27.png", "../answer-assets/9990_s25_ms_43-p28.png", "../answer-assets/9990_s25_ms_43-p29.png", "../answer-assets/9990_s25_ms_43-p30.png" ] }, { "id": "9990-2025-on-31-q01", "question_id": "9990-2025-on-31-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Hugh has obsessive-compulsive disorder (OCD). Hugh’s childhood was difficult. His 4 Biochemical explanation is\nmother had an obsession about germs, insisting on excessive cleanliness. creditworthy= high levels of\ndopamine and low levels of\nSuggest two different explanations of why Hugh has OCD. serotonin. Mixed evidence on\noxytocin. Can credit oxytocin\nSyllabus reference: dysfunction can lead to\nExplanations of OCD feelings of distrust and fear of\n• biological explanations: biochemical, genetic. stimuli that might pose a\n• psychological explanations: cognitive (thinking error), behavioural (operant conditioning), threat.\npsychodynamic\nCognitive = faulty thinking\nFor each suggestion about level of threat in\n\n1 mark – named/outlined explanation environment / regarding\n\n1 mark – detail/context of explanation certain objects/situations.\nAnnotate with ticks to show where marks awarded. Dopamine deficiency not\ncreditworthy\nExamples:\nBehavioural (operant conditioning)\nWhen he was a child, Hugh was rewarded for his clean behaviour by his mother, perhaps\nthrough praise (1). This reinforced a compulsion to clean (1), both positively by feeling he is\nclean and negatively because the obsession with germs is being relieved, albeit briefly (1).\nPsychodynamic\nDuring the anal stage, tension arose between Hugh and his mother (parents) wishing to control\nhis urination and defecation (1). To regain control Hugh may have either become anally retentive\nbecause of fear of the responses his parents would have (1). Hugh would have been fixated at\nthe anal stage leading to compulsive cleaning to deal with this earlier childhood trauma (1).\n© Cambridge University Press & Assessment 2025 Page 10 of 49\n\n1 Genetic\nHugh could have inherited OCD from his mother (1). High concordance rates between family\nmembers for OCD including Monzani et al. (2014) concordance rate for MZ 52% and DZ 21%\n(1), Lewis (1936) found 37% of OCD patients had parents with OCD and 21% siblings with OCD\n(1), pointing to evidence for the heritability of OCD. In addition, a number of genes such as\nPTPRD and SLITRK3 have been linked to OCD symptoms (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 11 of 49", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p10.png", "../answer-assets/9990_w25_ms_31-p11.png" ] }, { "id": "9990-2025-on-31-q02", "question_id": "9990-2025-on-31-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline what is meant by ‘cultural differences’. 2\nDifferences between cultures\n1 mark – definition of culture = no credit\n1 mark – detail of how differences may occur / example of a difference.\nCandidates should define culture and describe how/why cultures differ. They may use an\nexample.\nAnnotate with ticks to show where marks awarded\nExamples:\n• Culture is a shared set of beliefs within a group (society) (1).\n• The set of beliefs may not be the same between different cultures (1).\n• Recognising that research conducted in one culture may not apply to another (1) because of\nthe difference in societal norms (1).\n• Different common practices in one society can affect findings and may not be applicable\nuniversally, e.g. One culture may view hearing voices as something desirable (hearing\nvoices of ancestors), whereas within another society this could be seen as a symptom of\nschizophrenia. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 49\n\n2(b) Explain one reason why cultural differences could affect the diagnosis of an anxiety 2\ndisorder.\n1 mark – Basic reason given (could have little reference to anxiety disorder).\n1 mark – Reason with both cultural differences and anxiety disorder referenced.\nCandidates may focus on how cultural differences affect diagnosis of an anxiety disorder OR on\nthe implications of that diagnosis within their culture.\nAnnotate with ticks to show where marks awarded\nExamples:\nBeing aware of the background of the individual gives information as to how debilitating their\nanxiety disorder is likely to be in terms of failure to function adequately and deviation from social\nnorms (1). Diagnosing someone with a fear of snakes would be more significant (and\npresumably common) in a culture where snakes are more common and/or venomous (1). It will\ngive the clinician a better understanding of appropriate treatment (1).\nOne difference might be seen with the diagnosis of agoraphobia (1). In some cultures the fear of\nbeing outside the home could be linked to social norms of not leaving home frequently / being\nout alone (1). This could lead to agoraphobia as being seen as more acceptable in society (1).\nFear of flying is much more likely to be diagnosed in those from wealthier nations (1). If an\nindividual is unlikely to take a plane, then they are unlikely to be burdened by this phobia (1).\nMore affluent people would be affected more as plane flights needed for travel (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 49", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p12.png", "../answer-assets/9990_w25_ms_31-p13.png" ] }, { "id": "9990-2025-on-31-q03", "question_id": "9990-2025-on-31-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Habiba has a phobia of flying insects. She is afraid of the noise they make, and is very 4 For full marks context of flying\nscared if one lands on her. Habiba’s therapist recommends that she is treated using insects must be included\nsystematic desensitisation.\nSuggest how Habiba’s therapist can use systematic desensitisation to treat Habiba’s\nphobia.\nAnnotate with ticks to show where marks awarded\n1 mark for outline/reference to each of the following\n• Teaching relaxation techniques\n• Creation of fear hierarchy (therapist and Habiba together)\n• Gradual exposure to least feared item whilst practicing relaxation (reciprocal inhibition)\n• Move on to next level of exposure, and again use relaxation\n• Over a number of sessions\n• Reference to flying insects/example\nExample:\nHabiba’s therapist teaches her relaxation techniques. These could include breathing exercises\nand visualization (1). Habiba and her therapist draw up a fear hierarchy. This could include, at\nthe lowest level, Habiba looking at a picture of a fly (1) the next level up could be hearing a\nbuzzing noise that is quite quiet and at the highest level a number of wasps flying around with\none actually landing close to Habiba (1). Habiba is exposed to a photo of a fly and she uses the\npracticed relaxation techniques so that she feels relaxed when looking at the picture (1) based\non the idea of reciprocal inhibition (you cannot feel both fear and relaxation at the same time)\n(1). Once relaxed at this lowest level, the therapist then exposes Habiba to the next level of\nstimulus and plays a quiet recording of a buzzing sound (1). Again, Habiba uses the techniques\nto relax whilst the sound is playing (1). This is repeated over a number of sessions (say 6) until\nHabiba is able to feel relaxed in the most fear-inducing step on her hierarchy (1).\n© Cambridge University Press & Assessment 2025 Page 14 of 49\n\n3(b) Explain one weakness of systematic desensitisation. 2 Unethical – not creditworthy.\n1 mark – basic weakness (could be true for other therapies)\n2 marks – detailed weakness that references systematic desensitisation.\nAnnotate with ticks to show where marks awarded\nLikely weakness from:\n• Requires the intervention of a therapist, which could make it difficult to obtain and/or costly\n• Takes place over several sessions and this requires commitment on behalf of patient\n• Patient may need to travel for treatment\n• Not suitable for some phobias\n• Treatment can be traumatic as involves exposure to feared stimulus – therefore the patient\nmay stop treatment.\nExample:\nOne weakness of using systematic desensitisation is that it requires commitment on the part of\nthe patient because it usually takes place over a number of sessions (1). Sometimes patients do\nnot have the financial resources or motivation to attend all of their sessions (1). Therapy is\nchallenging as it means the patient has to confront their phobia and be exposed to it (1) as a\nresult the therapy is not likely to be so successful as it hasn’t been completed (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 15 of 49", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p14.png", "../answer-assets/9990_w25_ms_31-p15.png" ] }, { "id": "9990-2025-on-31-q04", "question_id": "9990-2025-on-31-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe what psychologists investigating the treatment and management of mood 6 Annotations:\n(affective) disorders have discovered about: Add the levels to get the mark\n• MAOI anti‑depressants, and awarded e.g. NAQ and L2 = 2\n• Ellis’s rational emotive behaviour therapy (REBT). marks, L1 and L2 = 3 marks,\nL1 and L3 = 4 marks, L3 and\nSyllabus content L3 = 6 marks\n• Biological treatments including the use of anti-depressants (tricyclics, MAOIs and SSRIs)\nPlus, overall level at the\n• Ellis’s rational emotive behaviour therapy (REBT)\nbottom of the response as\nfollows:\nFor each bullet point award L1 to L3 depending on detail and accuracy. If bullet point not\n1 or 2 marks = L1\ncreditworthy annotate with NAQ.\n3 or 4 marks = L2", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p16.png" ] }, { "id": "9990-2025-on-31-q05", "question_id": "9990-2025-on-31-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 or 6 marks = L3\nMAOIs\n• Monoamine oxidase inhibitors (MAOIs) act to inhibit the enzyme monoamine oxidase.\nREBT – if outlines features of\n• Monoamine oxidase is responsible for breaking down and removing the neurotransmitters\nCBT only can achieve L1\nnoradrenaline, serotonin and dopamine, which means MAOIs prevent this breakdown and\nlevels of these neurotransmitters remain high in the brain.\n• Evidence shows MAOIs are effective.\n• MAOIs have been used since the 1950s but are usually only used now for depressive\ndisorder where other antidepressants (such as SSRIs) have been unsuccessful.\n• Numerous side-effects – headache, drowsiness, insomnia, constipation but more\nimportantly can interfere with other medication and certain foods high in tyramine (certain\ncheeses, red wine, fermented foods such as tofu). Can cause dangerously high blood\npressure (hypertensive crisis).\nEllis’s rational emotive behaviour therapy (REBT)\n• REBT is based on the principles of stoicism (we are only affected by our perception of\nexternal events rather than the events themselves)\n• In REBT therapist helps patient to understand the ABC model, where ‘B’ (belief) is most\nimportant part.\n• ABC model consists of ‘A’ Activating agent – what is the behaviour and/or attitude of the\npatient towards events in their lives, ‘B’ Beliefs – what is the belief of the patient toward the\nevent, and ‘C’ Cognitive – what types of thoughts does the patient have with regard to the\nevent.\n© Cambridge University Press & Assessment 2025 Page 16 of 49\n\n9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(a) • Ellis believes if a person has constant negative beliefs about events in their lives, they are\nlikely to suffer from depression.\n• The goal of therapy is to identify the unhelpful thoughts and replace them with more rational\nand constructive thoughts.\n• Main technique used is ‘disputing’ where the therapist questions irrational beliefs\n• As a result of therapy, patient can see setbacks and choose how to think and feel about\nthem.\n• REBT focuses on the present, with little desire to explore past (like psychoanalysis would\ndo)\n• Metanalysis by Lyons and Woods (1991) of 70 REBT studies, found those receiving REBT\nshowed significant improvement compared to control groups.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 17 of 49\n\n9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(b) Evaluate what psychologists investigating the treatment and management of mood 10\n(affective) disorders have discovered about:\n• MAOI anti‑depressants, and\n• Ellis’s rational emotive behaviour therapy (REBT),\nincluding a discussion of reductionism versus holism.\nEvaluation in your answer can include strengths, weaknesses and a discussion of issues\nand debates.\n© Cambridge University Press & Assessment 2025 Page 18 of 49\n\n9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(b) Named issue – reductionism versus holism\nBoth treatments could be seen a reductionist. MAOIs see the source of affective disorders being\nthe action of neurotransmitters, that are single fundamental units, rather than seeing the whole\nperson and need to treat other aspects of their depression such as thoughts. REBT sees\ndysfunctional thoughts as the cause of depression, and these could be seen as reductionist.\nHowever, REBT does recognise that although it is the beliefs about events that are key to\ndepression, the events themselves are important too. It could also be seen that MAOIs\nrecognise the role of multiple neurotransmitters rather than just one.\nApplication to everyday life\nBoth treatments have research evidence regarding efficacy. Evidence for effectiveness of MAOIs\nhas been around since the 1950s. As a drug, MOAIs are a relatively inexpensive treatments and\neasily available (although require a clinician to prescribe). It will impact somewhat on the\nindividual’s life with regard to side effects and the need to avoid certain foods. REBT is also very\neffective (meta-analysis by Lyons and Woods (1991) shows this). However, as it is a therapy\nrequiring one-to-one sessions this may not be as available to patients (compared to drug\ntherapies). It needs a specialized therapist and for the patient to be able to get to the therapist.\nThere may be some availability increasingly online, however it will tend to be more expensive\nthan drug treatments whether provided by medical services or privately. Some patients may\nsimply be unable to access it. In addition, REBT may not be suitable for all. It is quite a\nconfrontational therapy that may be difficult for a depressed patient to engage with (lack of\nmotivation or low self-esteem).\nIndividual and Situational\nMAOIs are an individual treatment as the depression is caused by levels of neurotransmitters,\nwhich are individual. However, the neurotransmitter levels themselves could be caused by\nsituational effects. Indeed, the link between levels of neurotransmitters and the existence of\nmental illness is correlational. Are the levels caused by the depression, or does the depression\ncause the levels? Similarly, REBT is individual in that the experience of depression depends\nupon the individual’s own beliefs about events. Yet the events themselves must, by their very\nnature, also affect the depression and these are situational. For example, for someone facing a\nhuge stressor such as redundancy, divorce or bereavement (all of which are situational),\ndepression is far more likely to arise however functionally a person thinks.\n© Cambridge University Press & Assessment 2025 Page 19 of 49\n\n9990/31 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(b) Determinism versus free-will\nBoth treatments are somewhat deterministic. MAOIs show biological determinism in that we\nhave no free will over the action of neurotransmitters. However, it could be seen that the\ndecision to take (or not) a drug is the action of free-will. REBT would argue that it is our personal\nperception of events (beliefs) that determine depression and so a change in thinking determines\nrecovery. Again, it is the patient’s own free will to accept and work in the therapy that will lead to\nrecovery.\nGeneralisations from findings\nResearch evidence regarding efficacy could be said to be generalisations and both treatments\nare effective. However, there will be individual differences in recovery or acceptance of\ntreatment. For many MAOIs are a drug treatment given because other drugs have been shown\nto have not helped. Side effects will affect some patients more than others. REBT is not easy to\nengage in due to its confrontational nature, so it is not suitable for all.\nOther possible issues/debates\nCultural differences\nNature versus nurture\nEthics\nNomothetic vs idiographic\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 20 of 49\n\n5 Abdul wants to purchase a chair from a website. The website is designed so that 4 Heuristics – yes and utility\ncomparisons between items are not easy to make. theory\nSuggest two decision-making strategies Abdul is likely to use when purchasing his chair.\nSyllabus reference:\nDecision-making strategies applied to internet shopping focusing on website design, including a\nstudy, e.g. Jedetski et al (2002).\nFor each suggestion:\n1 mark for naming/outlining a non-compensatory strategy\n1 mark for detail including context of buying a chair\nAnnotate with ticks to show where marks awarded.\nLikely content:\n• Customers more likely to use non-compensatory strategies when comparisons are not easy\nto make\n• Non-compensatory strategies include satisficing, elimination by aspects, lexigraphic\n• Satisficing is when first product that meets basic requirements is chosen and no further\nconsideration takes place.\n• Elimination by aspects is when the consumer uses a cut-off value for those that meet this, a\nsecond attribute is considered etc.\n• Lexigraphic is when the most important attribute is evaluated and if one item is seen to be\nsuperior in this attribute this stops the decision-making process.\n• Could also use partially compensatory strategies such as majority of conforming dimensions\nand frequency of good and bad features.\n• Anchoring – give most importance to first piece of information received.\nExamples:\nAbdul may decide that the most important feature of the chair is its design (1). When he looks on\nthe website, he sees a chair that has the most attractive design, he selects this chair and does\nnot consider any others (1). This is a lexigraphic non-compensatory strategy of decision-making.\nAbdul may think that a sturdy, comfortable-looking chair made of wood are his basic\nrequirements (1). He sees a chair that meets these basic requirements and selects that one (1).\nThis is satisficing (1).\n© Cambridge University Press & Assessment 2025 Page 21 of 49", "source_pages": [ 16, 17, 18, 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p16.png", "../answer-assets/9990_w25_ms_31-p17.png", "../answer-assets/9990_w25_ms_31-p18.png", "../answer-assets/9990_w25_ms_31-p19.png", "../answer-assets/9990_w25_ms_31-p20.png", "../answer-assets/9990_w25_ms_31-p21.png" ] }, { "id": "9990-2025-on-31-q06", "question_id": "9990-2025-on-31-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline what is meant by determinism, including an example from choice heuristics. 2\n1 mark – definition of determinism\n1 mark – link to a choice heuristic.\nAnnotate with ticks to show where marks awarded\nExample:\nDeterminism is the extent to which behaviour is due to internal or external factors (1). For\nexample, anchoring is a heuristic that says we pay attention to the first piece of information we\nreceive. This is deterministic because we do not appear able to exercise free will over this\nheuristic (1). This could be because choice heuristics, being mental shortcuts, are beneficial for\nus in making decisions (1).\n© Cambridge University Press & Assessment 2025 Page 22 of 49\n\n6(b) Explain one strength of using the determinism side of the determinism versus free-will 2\ndebate to understand choice heuristics.\n1 mark for strength of determinism\n1 mark for reference to choice heuristics.\nAnnotate with ticks to show where marks awarded\nLikely answers:\n• Determinism gives rise to causal explanations. Causal relationships can be investigated\nscientifically.\n• Determinism allows us to make predictions about peoples’ future behaviour.\n• Determinism allows us to make generalisations about behaviour and form laws\n(nomothetic).\n• Determinism in choice heuristics allows us to see the utility in them. They exist for the\npurpose of providing a short-cut in reaching decisions.\nExample:\nOne strength of determinism is that it can allow us to make predictions about peoples’ behaviour\n(1). For example, representative heuristics predict that if a product looks like a well-known high\nquality market leader then this determines that we will tend to think this new product is also high\nquality (1). This is also useful to product developers who will then tend to make sure their new\nproduct is as similar to say, the leading brand of Nike trainers, leading consumers to view those\ntrainers more favourably and buying them.\n© Cambridge University Press & Assessment 2025 Page 23 of 49", "source_pages": [ 22, 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p22.png", "../answer-assets/9990_w25_ms_31-p23.png" ] }, { "id": "9990-2025-on-31-q07", "question_id": "9990-2025-on-31-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Supermarket shoppers do not all behave in the same way. Shoppers can be categorised\ninto five types based on their different spatial behaviour patterns. Zelda visits all of the\naisles of the supermarket when she does her main shopping. However, Louis spends a\nshort time in the supermarket and visits only a few aisles.\n\n7(a)(i) Identify which type of shopper spatial behaviour pattern would be most appropriate to 2\ndescribe:\n• Zelda\n• Louis\nSyllabus content:\nShopper behaviour focusing on spatial movement patterns including types of trip (short, round,\ncentral and wave) and the five types of spatial behaviour patterns (specialist, native, tourist,\nexplorer, raider); the use of CCTV tracking, including a study, e.g. Gil et al. (2009).\nAward 1 mark for each correctly identified type of behaviour pattern.\nAnnotate with ticks to show where marks awarded\nLikely answers\n• Zelda – native or explorer (or ‘likes to explore’)\n• Louis – tourist or raider\n© Cambridge University Press & Assessment 2025 Page 24 of 49\n\n7(a)(ii) Frank is a different type of shopper from Zelda and Louis. He shows a different spatial 2 Frank should not be\nbehaviour pattern. described as undertaking\neither of the behaviour\nSuggest how Frank could behave in the supermarket. patterns identified in (i)\n1 mark – named/brief outline of behaviour Could also credit type of trip –\n1 mark – detailed outline of behaviour (clearly obvious about the type of spatial behaviour short, round, central, wave if\npattern) described for 1 mark\nThe type of spatial behaviour patterns does not need to be stated but the description needs to be\nclear as different to Zelda and Louis.\nAnnotate with ticks to show where marks awarded\nLikely answers:\nSpecialist – Focus on a few products but spending time on these (not necessarily purchasing),\nmostly to ‘top-up’ shopping or for non-foods\nNative (if not used for Zelda) – Long trip visiting relevant aisles and most likely leading to\npurchases\nTourist (if not used for Louis) – Fast-moving and not straying very far from the entrance. They\nlook to buy.\nExplorer (if not used for Zelda) – a very long trip, visiting all aisles and some more than once,\nspending a lot of time and money in the supermarket\nRaider (if not used for Louis) – Fast movements and decisions, perhaps looking at a ‘food for\ntonight’ mission.\nExamples:\nFrank is an explorer (1). He has a shopping list with him and his trip is very long (1). He visits\nevery aisle and spends a lot of money in the supermarket as this is his main shopping trip (1).\nFrank goes into the supermarket to look for a few specific items (1). He spends time considering\nhis purchases and may not actually buy many of the things he looks at (1). This is a specialist\n(1).\n© Cambridge University Press & Assessment 2025 Page 25 of 49\n\n7(b) Explain one problem that psychologists may have when investigating shoppers’ spatial 2\nmovement patterns.\n1 mark – basic problem\n1 mark – reference to shoppers’ spatial movement patterns\nAnnotate with ticks to show where marks awarded\nLikely problems\n• Demand characteristics – if people see that they are being investigated then they may\nchange their behaviour\n• Shoppers may demonstrate multiple shopper characteristics simultaneously – difficult to\nclassify\n• Shoppers could be a specialist in one store but a tourist in another – how representative is\nthe finding?\n• Ethics – making observations without consent\nExamples:\nOne problem with investigating shoppers’ behaviour patterns may be that shoppers do not\nbehave consistently over time or in different stores (1), this means that the findings may not be\nrepresentative / or may lack meaning (1). For example, in a supermarket that is familiar, a\ncustomer may be very predictable and always shop as a specialist but in another store behave\nas a raider (1). As a result finding could lack validity and usefulness (1).\nOne problem with investigating shoppers’ behaviour patterns is due to the ethics of lack of\nconsent (1) because the shopper has not given permission for their shopping behaviour to be\nobserved and measured (1). If consent had been asked for this would potentially mean that the\nshopper behaved differently leading to a lack of validity.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 26 of 49", "source_pages": [ 24, 25, 26 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p24.png", "../answer-assets/9990_w25_ms_31-p25.png", "../answer-assets/9990_w25_ms_31-p26.png" ] }, { "id": "9990-2025-on-31-q08", "question_id": "9990-2025-on-31-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "31", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about types of advertising and advertising 6 Annotations:\ntechniques: Add the levels to get the\n• The Yale model of communication, and mark awarded e.g. L1 and\n• A study about types of advertising media. L2 = 3 marks, L1 and L3 = 4\nmarks, L3 and L3 = 6 marks\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this question.\nPlus, overall level at the\nSyllabus content bottom of the response as\n• the Yale model of communication including five features. follows:\n1 or 2 marks = L1\n• advertising media including types of advertising media: printed, television, internet and\n3 or 4 marks = L2\nsmartphone; use of eye-tracking and EEG, including a study, e.g. Ciceri et al. (2020)\n5 or 6 marks = L3\nFor each bullet point awarded L1 to L3 depending on detail and accuracy\nThe Yale model of communication (including 5 features)\n1 Source of message – a message is more credible if coming from an expert or someone\ntrustworthy.\n2 Content of message – the aim of the message should be clear. A message where both\nsides of an argument are given is more effective in leading to attitude change than a one-\nsided argument. Use of statistics is likely to convince an audience too.\n3 Channel or mode of delivery – this often depends on the audience. Whether written, verbal,\nTV, social media is more effective may depend on, for example, the age of the audience.\n4 The audience – age can affect chances of being persuaded – younger people are more\neasily persuaded than the elderly; less educated are more likely to rely on an expert and so\nbe persuaded.\n5 Effect the message has – if the audience has paid attention and the message is persuasive\nenough it may lead to a change in attitudes of beliefs. The most effective messages lead to\nbehaviour changes and not just changes in thoughts and opinions.\nA study about types of advertising media\nCiceri et al. (2019)\n• Three different media were used – website displayed on a laptop, printed paper edition, and\nPDF file to be viewed on a tablet.\n© Cambridge University Press & Assessment 2025 Page 27 of 49\n\n8(a) • 25 static adverts were included in each version.\n• All displayed the same ‘mock’ newspaper.\n• 72 participants\n• Participants were asked to read the newspaper at own pace while eye tracking and EEG\nmeasurements taken. EEG designed to measure level of frustration felt by participants when\nseeing adverts.\n• Distraction task followed for an hour and then recognition (memory) task where participants\nwere shown 50 adverts (25 of the ones in the newspaper) and asked to say whether they\nhad seen each advert.\n• Eye tracking results showed significant difference in fixation time on adverts. Most time\nspent on tablet and least on website.\n• Eye tracking findings supported by the recognition task, where more accurate recall found\nfor those viewing tablet and least for those viewing website.\n• EEG results showed participants were less frustrated viewing adverts on tablet and paper\nbut more so on the website. This could be due to acceptance that adverts are part of a\nnewspaper but advertising on internet is irritating.\n• Overall, the results for the tablet and paper were not significantly different\nAlternative study – Sundar et al. (1998)\nInvestigated whether memory for an advertisement is related to the type of medium in which the\nadvert was viewed. Showed undergraduate students either a print newspaper front page or an\nonline version of the same content. Finds that print subjects remembered significantly more\nadvert material than online subjects.\nTo achieve L3 for the study about types of advertising media details of the procedure (types of\nadvertising and details of task/measurement) at least one result must be included.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 28 of 49\n\n8(b) Evaluate what psychologists have discovered about types of advertising and advertising 10 For each evaluation\ntechniques: point/issue/strength/weakness\n• The Yale model of communication, and /paragraph assess each and\n• A study about types of advertising media. record level on left hand side.\nincluding a discussion of objective and subjective data.\nUse AN for analysis and\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this question. CONT for specific detail.\nDepending on the examples studied by candidates their answers may vary.\nA range of issues could be used for evaluation. These include: Overall level awarded\nunderneath the candidate’s\n• Named issue – objective and subjective data – The Ciceri et al study collected a lot of response as follows – ‘best fit’\nobjective data in results of the recognition task (numerical), eye tracking and EEG. EEG from individual points e.g. if all\nresults were meant to measure frustration (with adverts) and it could be discussed as to L2 award L2 regardless of\nwhether this is a reasonable way to measure this factor. Advantages of objective data is that how many, e.g. 6 L2 = 4\nit is less open to bias and more reliable, however may fail to give the whole picture as marks.\nparticipants were not giving their own interpretations for findings. For the Yale model of\ncommunication, it could be argued that some of the five features have a subjective element If 1 L4 and 2 L3 award L4 (but\nsuch as what constitutes old/young in terms of effect on ability to change attitudes. give 7 rather than 8 marks).\nIf only 2 points but different\n• Application to everyday life – Yale model of communication applies readily to everyday\nlevels not usually sufficient for\nlife. Candidates could be developing some good examples here and analyse the degree to\nthe higher level overall,\nwhich Yale model works. A study of advertising media should also apply to everyday life.\ne.g. 1 L1 and 1 L2 = L1 (2\nFor example, in the Ciceri study, being aware that people happily accept adverts in PDFs\nand paper newspapers but not websites could be used to inform advertisers how to use marks).\nmedia intelligently, particularly for certain audiences. Perhaps leaflets that can be e.g. 1 L2 and 1 L3 = L2 (4\nmarks).\ndownloaded that contain adverts could be used rather than websites. Advertising should\noccur little on websites.\n• Cultural differences – Yale model of communication does lend itself well to cultural\ndifferences, as almost all of the 5 aspects have a cultural dimension. However, it could be\nseen as limited as it was developed in the West. Ciceri study was carried out in the West,\nbut use of advertising is ubiquitous.\n© Cambridge University Press & Assessment 2025 Page 29 of 49\n\n8(b) • Generalisations from findings – see cultural differences for generalising to different\ngroups. In terms of ecological validity, Yale model is designed to apply widely in the real\nworld. With the study, it could be that ecological validity may be low. With the Ciceri study\nparticipants wore eye tracking glasses and had EEGs taken that could potentially interfere\nwith results. All measures were very controlled. However, despite it being a lab experiment\nthe materials used were such that could occur in everyday life.\n• Validity – See generalisations from findings for ecological validity. Temporal validity should\nbe reasonably high as Ciceri study is recent and uses media that are increasingly common.\nYale model, despite being developed initially in 1953 to help understand wartime\npropaganda, was further refined in 1996 to look at attitude changes and face validity\nappears to be high.\nAdditional issues candidates may include\n• Experiments – controls, design\n• Individual and situational explanations\n• Determinism\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 30 of 49", "source_pages": [ 27, 28, 29, 30 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_31.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_31.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_31-p27.png", "../answer-assets/9990_w25_ms_31-p28.png", "../answer-assets/9990_w25_ms_31-p29.png", "../answer-assets/9990_w25_ms_31-p30.png" ] }, { "id": "9990-2025-on-32-q01", "question_id": "9990-2025-on-32-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Halema has been having depressed moods. Her psychiatrist thinks Halema has 4 Annotation – one tick per\neither depressive disorder (unipolar) or bipolar disorder. mark.\nSuggest two differences that may be seen in Halema’s behaviour that would help 1 mark for the difference\ndistinguish between depressive disorder (unipolar) and bipolar disorder. 1 mark for detail such as an\nexample.\nFor each difference List of symptoms = 1 mark if\nAward 2 marks for a suggestion with clear understanding of the difference between unclear that there are different\ndepressive disorder and bipolar disorder. episodes of these symptoms\nAward 1 mark for a basic answer for bipolar.\nLikely answers: Time -\n• Presence of manic episodes where mood is high only in bipolar disorder For example – 1 difference is\n• Periods of mixed episodes (mania and depression) in bipolar disorder only. that bipolar switches between\n• Descriptions of features of mania that would not be seen in depression (e.g. feeling mania and depression (1) and\nvery high and elated, feeling extremely irritable or touchy, reduced need for sleep) depression is just low mood\nOR no switching OR it is\nExamples: constant. (1)\nIf Halema has bipolar disorder, she is likely to experience manic episodes, where she is\nexcessively euphoric and energised (1). She may be extremely talkative and this will last at Symptoms –\nleast one week (1). However, with depressive disorder she will not have manic episodes\n(1). Difference is that bipolar\nincludes\nHalema could experience mixed episodes where her mood will cycle rapidly between mania/euphoria/extremely\ndepression and mania if she has bipolar disorder (1). If she has depressive disorder her irritable followed by\nmood will remain low for a significant length of time (1). She would experience difficulty in depression but unipolar is just\nconcentrating, recurrent thoughts about death, guilt, and/or sleep disturbances (1). loss of appetite, low mood,\nsleep disruption.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 10 of 42", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p10.png" ] }, { "id": "9990-2025-on-32-q02", "question_id": "9990-2025-on-32-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline learned helplessness as an explanation of depressive disorder. 2 Can credit reference to\nSeligman’s dog study if the\n1 mark = learned helplessness definition response outlines what is\n1 mark = how does this explain depressive disorder meant by learned\nhelplessness and/or states\nExample: how this explains depressive\nLearned helplessness explains depression as being the result of a perceived lack of disorder.\ncontrol over situations (1). Depression occurs when the person stops trying to help\nthemselves (1) because they believe nothing that they do will make things better (1).\nOther appropriate responses should also be credited.\n\n2(b) Explain how the learned helplessness explanation of depressive disorder is an 2\nindividual explanation.\n1 mark = what is an individual explanation\n1 mark = link to learned helplessness.\nExamples:\nThe learned helplessness explanation is individual (as opposed to situational) because the\nsufferer believes that they have a lack of control which makes them feel depressed\nbecause of their own personal experiences and thoughts (2).\nTwo individuals could find themselves in the exact same situation but one will feel they can\nexert control and escape the situation (1) whereas the other does not. The one who is\nhelpless has an individual view of the world that is different to that of other people (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 11 of 42", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p11.png" ] }, { "id": "9990-2025-on-32-q03", "question_id": "9990-2025-on-32-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Blake has schizophrenia. His psychiatrist suggests treating him with atypical 4 Both block dopamine\nantipsychotics rather than typical antipsychotics. receptors but atypical blocks\nthem for a shorter period of\nSuggest two reasons why atypical antipsychotics could be a suitable treatment for time which leads to less side\nBlake. effects.\nFor each reason: Must state why suggestion\n1 mark for identifying the reason. makes atypical a better\n1 mark for detail. choice compared to typical.\nLikely answers:\n• Atypical antipsychotics treat both positive and negative symptoms\n• Fewer/less severe side-effects\n• More effective than typicals\nAnswers could also be in terms of antipsychotics in general\n• Evidence of effectiveness.\n• Controlling positive and/or negative symptoms will make Blake more ready to accept\nother types of therapy such as CBT\nExamples:\nIf Blake’s psychiatrist prescribed typical antipsychotics, Blake is more likely to experience\nsevere side-effects such as tardive dyskinesia/movement disorder (1), where he would\nhave sudden jerky movements in his face and body (1). Such side effects may cause him\nto stop taking his medication (1). This is less likely to occur with atypical antipsychotics as\nside effects are less severe (1) meaning Blake would continue to receive the treatment he\nneeds.\nAtypical antipsychotics will tend to treat both positive and negative symptoms of\nschizophrenia (1). If Blake has found the negative symptoms of flattened affect and lack of\nmotivation (1) particularly problematic, the atypical antipsychotics are more likely to treat\nthese and so help Blake to feel better (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 42\n\n3(b) Explain one weakness of using antipsychotics to treat schizophrenia. 2 Simply stating that it will lead\nto relapse with no explanation\n1 mark for identifying the weakness. = 0.\n1 mark for explanation/example of the weakness.\nLikely weaknesses:\n• Patient may forget to take them, especially if feeling ‘well’ causing relapse\n• Passive treatment\n• Range of side effects, some of which can be at least debilitating, others very serious.\n• Chemical cosh\n• Can develop tolerance leading to breakthrough symptoms / positive symptoms most\nlikely to breakthrough. Negative symptoms can but return more slowly.\nExample:\nOne weakness of using antipsychotics to treat schizophrenia is that it is a passive\ntreatment (1). The patient is not really engaged in making themselves better but simply\ntaking a pill (1). This means that they could be seen as less invested in their own recovery\n(1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 42", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p12.png", "../answer-assets/9990_w25_ms_32-p13.png" ] }, { "id": "9990-2025-on-32-q04", "question_id": "9990-2025-on-32-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe the following treatments for anxiety disorders and fear-related disorders: 6 Annotations:\n• cognitive-behavioural therapy (CBT), and Add the levels to get the mark\n• applied tension focusing on treating blood/injection/injury phobia. awarded e.g. NAQ and L2 = 2\nmarks, L1 and L2 = 3 marks,\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this L1 and L3 = 4 marks, L3 and\nquestion. L3 = 6 marks\nSyllabus content: Plus, overall level at the\nTreatment and management of anxiety disorders and fear-related disorders – bottom of the response as\npsychological therapy (exemplified by the following key study): follows:\n• Cognitive-behavioural therapy (CBT) 1 or 2 marks = L1\n3 or 4 marks = L2\n• Applied tension focusing on treating blood/injection/injury phobia\nKey study on treating blood/injection/injury phobia using cognitive-behavioural therapy 5 or 6 marks = L3\n(CBT) with applied tension: Chapman and DeLapp (2013).\nIf the response describes\nCandidates would be expected to describe the therapies themselves. They can be credited\nChapman and DeLapp study\nfor referencing the study\non its own must clearly\nCognitive-behavioural therapy (CBT) identify which is CBT and\nwhich is Applied Tension in\nThis therapy is where the patient and therapist identify faulty thinking about the\nthe study for L3.\nobject/experience that the patient has a phobia about. The patient is taught relaxation\ntechniques and practices these between sessions when faced with the phobic object. The\npatient is also taught to think alternative thoughts about the phobic object when presented\nwith it (e.g., most dogs do not bite). In the case study, T was educated about how common\nphobias are and he created a fear hierarchy, which he worked through. Subjective Unit of\nDiscomfort Scale (SUDS), which was used to give ratings of his anxiety (from 0–100) at\ndifferent stages of the hierarchy exposure. CBT also encourages patients to practice\ncoming up with alternative thoughts between sessions.\n© Cambridge University Press & Assessment 2025 Page 14 of 42\n\n4(a) Applied tension\nDeveloped to help people who have a phobia of blood and/or needles and faint at the sight\nof them. This involves tensing the muscles in the body to raise blood pressure and makes\nit less likely the person will faint. In the case study, applied tension with T was used\ntogether with cognitive-behavioural therapy. Before treatment, T’s self-assessments\nshowed he had severe anxiety surrounding blood and injections. During the therapy\nsessions T was able to experience each stage of this fear hierarchy, without his SUDS\nbecoming too high. This ended with him having blood taken (SUDS of 40/100 initially, then\nsoon dropping to ‘nothing’) with only minimal applied muscle tension used. At 4-, 10-, and\n12-months post-treatment, T reported back on that he no longer showed fear or terror to\nmedical-related stimuli.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 15 of 42\n\n4(b) Evaluate following treatments for anxiety disorders and fear-related disorders: 10 For each evaluation\n• cognitive-behavioural therapy (CBT), and point/issue/strength/weakness\n• applied tension focusing on treating blood/injection/injury phobia, /paragraph assess each and\nincluding a discussion of generalisations. record level on left hand side.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this question. Use AN for analysis and\nA range of issues could be used for evaluation here. CONT for specific detail.\nThese include: Overall level awarded\n• Named issue – generalisations – There is a great deal of evidence for the success underneath the candidate’s\nof CBT in a range of mental illnesses. There is also evidence of the success for response as follows – ‘best fit’\napplied tension as a treatment for haemophobia (blood/injection phobia). It is possible from individual points e.g. if all\nthat applied tension does not work well (cannot be generalised to) other anxiety L2 award L2 regardless of\ndisorders or even other phobias. In terms of the study by Chapman and DeLapp this is how many, e.g. 6 L2 = 4\na single case study. It could be that another patient would not be treated as effectively marks.\nas T and not necessarily receive the same type of combined CBT / applied tension\ntreatment as T. However, unlike other phobias, blood and injection phobias can be If 1 L4 and 2 L3 award L4 (but\nquite debilitating in a number of individuals, particularly for those who need to undergo give 7 rather than 8 marks).\na lot of medical treatment so findings may be quite generalisable despite only being\nundertaken on one participant. If only 2 points but different\nlevels not usually sufficient for\nthe higher level overall,\n• Idiographic versus nomothetic – Use of this CBT / applied tension can be seen to\ne.g. 1 L1 and 1 L2 = L1 (2\nbe idiographic as it was a case study. However, there is no reason why it may not\napply to others with phobias and fear related disorders too, making this more marks).\nnomothetic. The use of the various questionnaires and assessments will be making e.g. 1 L2 and 1 L3 = L2 (4\nmarks).\nuse of standardised assessments which will have been based upon results from large\nnumbers of people, making these assessments nomothetic such as Beck Anxiety\nInventory (BAI), Beck Depression Inventory (BDI), and Blood-Injection Symptom Scale\n(BISS)\n• Case studies – Chapman and DeLapp is a case study of one individual. The\nadvantages of case studies are the acquisition of a great deal of data, enabling detail\nto be established. In this case this includes a variety of objective and quantitative\nmeasures, together with subjective data. However, case studies are not necessarily\neasy to generalise (see generalisations from findings).\n© Cambridge University Press & Assessment 2025 Page 16 of 42\n\n4(b) • Self-reports – A large number of questionnaires and assessments were used in the\nChapman and DeLapp study including Beck Anxiety Inventory (BAI), Beck Depression\nInventory (BDI), Blood-Injection Symptom Scale (BISS), Quality-of-Life Satisfaction\nQuestionnaire (Q-LES-Q), all of which allowed comparisons to be made before and\nafter treatment in an objective manner. In addition, the subjective Unit of Discomfort\nScale (SUDS), which was personalised to T, also enabled comparisons to be made.\nQualitative reports after the study gave information about the success of the treatment.\nHowever, questionnaires can carry a risk of participants exaggerating or downplaying\ntheir symptoms in a way that more biomedical assessments will not.\n• Longitudinal studies – As the case study was carried out over some 9 sessions and\nthen findings were further looked at for at least 12 months, this enabled change to be\nseen in T over an extended period of time. This is a strength because it is the same\nindividual being looked at and it could enable researchers to discover an optimum\nnumber of sessions for successful treatment.\nOther possible issues/debates\n• Nature versus nurture\n• Determinism vs Free will\n• Reductionism vs holism\n• Quantitative data\n• Psychometrics\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 17 of 42", "source_pages": [ 14, 15, 16, 17 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p14.png", "../answer-assets/9990_w25_ms_32-p15.png", "../answer-assets/9990_w25_ms_32-p16.png", "../answer-assets/9990_w25_ms_32-p17.png" ] }, { "id": "9990-2025-on-32-q05", "question_id": "9990-2025-on-32-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 Clive is the manager of a shopping mall. He is aware of the pleasure-arousal- 4 Max 3 marks if the response\ndominance (PAD) model. Clive wants to use a pleasant odour in the mall. does not make it clear that\nthere are two effects.\nSuggest two effects this pleasant odour could have on shoppers.\nNo marks for the effect that\nFor each suggestion: odour is pleasant (this is in\n1 mark for effect the Q), however can state\n1 mark for link to study or detail of effect on shoppers. pleasant odour will lead to the\nshopper buying more (1) or\nSyllabus reference: spending longer in the mall\nRetail atmospherics – the effects of odour on shopper pleasure-arousal-dominance, (1).\nincluding a study, e.g., Chebat and Michon (2003).\nLikely suggestions (do not have to agree with findings from Chebat and Michon):\n• Shoppers like the smell, causing arousal and spend longer in the mall (than without\nthe odour)\n• Shoppers spend more money\n• Shoppers will feel happier and more satisfied\n• Shoppers visit more outlets\n• Shoppers feel happier\n• Shoppers rate the shops in the mall as higher quality (than without odour)\nExamples:\nAs customers will find the odour pleasant, this would lead to them spending a greater\namount of time at the mall (1) than without the odour. Leading to them visiting more outlets\nand spending more money (1).\nCustomers will find the smell arousing and enjoy their shopping experience more (1). This\ncould lead to them coming back sooner than if there was no odour (1) and this could\nincrease profits due to a greater number of customers in the mall (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 18 of 42", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p18.png" ] }, { "id": "9990-2025-on-32-q06", "question_id": "9990-2025-on-32-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline the nomothetic approach, including an example from the effect of sound on 2 Collection of quantitative data\nconsumer behaviour. is acceptable as definition of\nnomothetic approach.\n1 mark – definition of nomothetic\n1 mark – example from effect of sound on consumer behaviour.\nExample:\nA nomothetic approach uses large samples of participants to establish general laws of\nbehaviour (1). For example, experimental evidence shows that the taste is perceived as\nless intense in noisy conditions than quiet ones (1).\nOther appropriate responses should also be credited.\n\n6(b) Explain one strength of using a nomothetic approach in psychology. 2 ‘Data is quantitative’ is not a\nstrength.\n1 mark for identifying strength.\n1 mark for detail linking strength to nomothetic approach. ‘Quantitative data means\ncomparisons are easier to\nLikely answers: make’ = 1\n• Use of large numbers of participants makes finding more likely to be generalisable\n• Findings that apply to large numbers of participants are likely to be more useful\nparticularly in terms of predictive value\n• The establishing of general laws of high predictive value makes psychology be seen\nas more scientific\n• Scientific and predictive theories can be seen to be more credible increasing the\nstatus of psychology\nExample:\nOne strength of using a nomothetic approach in psychology is that the laws established will\nhave come from a large number of participants (1). As a result, these laws will have high\npredictive value (1). This means they could potentially be used to help people, e.g.,\nresearch on the success of therapies that establishes that they work with large numbers of\npeople could be used with even more people, potentially making their lives better (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 19 of 42", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p19.png" ] }, { "id": "9990-2025-on-32-q07", "question_id": "9990-2025-on-32-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Nandi is a chef in a local restaurant. She is designing a menu and knows that food\nnames can affect customers’ menu item choice.\n\n7(a) Suggest how Nandi could use her knowledge about food names when designing a 4 Research has found many\nmenu for her restaurant. different types of food names\non menus effect customer\nSyllabus content: choice. A lot of the research\n• Menu design psychology – the effect of food name on menu item choice, including a findings/conclusions are\nstudy, e.g., Lockyer (2006). contradictory.\nAward 3–4 marks for a detailed description of how Nandi can use her knowledge about 1 mark – example of food\nfood names in context. name (max 2 marks)\nAward 1–2 marks for a basic description of how Nandi can use her knowledge about food\nnames. 1 mark – what name contains\ne.g. fresh, seasonal\nLikely suggestions may come from the study by Lockyer (2006) or from Wansink et al ingredients or simple to\n(2004). understand (2 marks max)\nExamples: 1 mark – effect of food name\nIf Nandi uses a French description for a soup dish such as consommé julienne (1) is likely on diner (something the diner\nto lead to it being rated less appealing by customers (1) than if the description is more might say – such as tastes\nseasonal such as spring vegetables garnished in a fresh clear soup (1). She should use delicious or a behaviour –\nthe second option as if customers find the item more appealing, they are more likely to more likely to order it. (max 2\norder it (1). marks)\nPlain statements about dishes such as seafood filet (1) will not be sold as much as those e.g. A name like ‘grandma’s\nwith more evocative names like Succulent Italian Seafood Filet (1). Customers are likely to homemade lasagna (1)\nrate the more descriptive name as more appealing to the eye (1), tasting better (1), feeling ‘sounds nostalgic so tastes\nsatisfied after eating it (1), and having more calories than the basic descriptions (1). All of good (1) and they will\nthese examples could lead to more sales for the more descriptive menu item (1). purchase it. (1)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 20 of 42\n\n7(b) Explain one problem with carrying out research into the effect of food names on 2\nmenu item choice.\n1 mark identifying/explaining the problem\n1 mark for link to effect of food names on menu item choice.\nLikely problems\n• Difficulties associated with design of study e.g., repeated measures or problems in\ngathering data from questionnaires and/or interviews\n• Cultural differences in eating out or selecting from a menu\n• Difficulties generalising from the sample and/or type of restaurant\n• If lab study, problems with applying results to real world\n• If results of research lead to increased sales could this be seen as exploiting\ncustomers leading to ethical issues\nExamples:\nOne problem could be the issue of generalisablity (1). For example, findings about food\nnames in, say a small café in France, may not apply to a large chain fast-food restaurant in\nIndia (1). This would limit the usefulness of the findings (1).\nOne problem could be that if an experiment is carried out on menu names, in order to\nreduce individual differences in the customers a repeated measures design is used (1).\nHowever, this means that if participants see both conditions in the study (both sets of\nnames of menu items) this causes a demand characteristic (1). Participant will realise what\nis being investigated and, albeit unwittingly, may change their response to appear more\nhelpful to the researcher (1). This would reduce the validity of the research findings (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 21 of 42", "source_pages": [ 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p20.png", "../answer-assets/9990_w25_ms_32-p21.png" ] }, { "id": "9990-2025-on-32-q08", "question_id": "9990-2025-on-32-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "32", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe explanations and examples of compensatory, non-compensatory and 6 Annotations:\npartially compensatory strategies of consumer decision-making. Add the levels to get the mark\nawarded e.g. NAQ and L2 = 2\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this marks, L1 and L2 = 3 marks,\nquestion. L1 and L3 = 4 marks, L3 and\nL3 = 6 marks\nThere are a number of possible consumer decision-making strategies that can be used by\nconsumers. Consumers may vary between strategies, depending on the purchase and the Plus, overall level at the\nindividual. bottom of the response as\nfollows:\nCompensatory 1 or 2 marks = L1\nA customer will allow the value of one attribute to compensate for another. For example, 3 or 4 marks = L2\nwhen buying a new car, the preferred model may compensate for a high mileage. 5 or 6 marks = L3\nRicharme (2005) described two compensatory strategies:\n• Equal weight strategy, where attributes are seen as being equally important (model\nof car and mileage are equally important). Mark compensatory/partially\n• Weighted additive strategy, where some attributes are more important e.g., valuing compensatory with one level\nthe low mileage much more highly than the make or model. AND\nNon-compensatory with\nNon-compensatory second level.\nEach attribute is evaluated individually (rather than one compensating for another). So,\nwhen buying a new car, even if it was a good price, the ideal model, and had a low To achieve full marks must\nmileage, it would be immediately rejected if it was not the correct colour. Simon suggests cover all 3.\nthree non-compensatory strategies:\n• Satisficing – the first product to meet the basic requirements is chose and no further Can credit details of the\nconsideration takes place e.g., if a new essential but basic item is needed, we might Jedestski et al. study for\nsimply buy the first one seen. compensatory/non-\ncompensatory level.\n• Elimination by aspects – this sets a ‘cut-off’ value for the most important attribute\nand allows everything that meets that attribute to remain under consideration. These\nremaining items are assessed against the next attribute and so on. For example, when\nbuying a washing machine, you might decide on the minimum capacity so anything of\nat least that capacity is considered, then you might consider another factor, such as\nchoice of washing programs, for the remaining washing machines.\n© Cambridge University Press & Assessment 2025 Page 22 of 42\n\n8(a) • Lexigraphic – the most important attribute is evaluated and if one item is considered\nsuperior in terms of this attribute, this immediately stops the decision-making process,\nand the item is chosen. If one item does not emerge as best on the most important\nattribute, then consideration moves to the next attribute etc. For example, you need to\nbuy a washing machine but have a large family so you will get the washing machine\nwith the biggest capacity, and won’t consider other factors.\nPartially compensatory\nThese are a middle group between compensatory and non-compensatory strategies. Two\nexamples are:\n• Majority of conforming dimensions – this strategy involves evaluating two products\nagainst all relevant attributes and keeping the one that does best. This one is then\ncompared to the next product and so on until there is only one product left. For\nexample, you might look at two washing machines and compare them on price, and\ndisregard the more expensive one, then compare the cheaper one with another\nwashing machine and so on.\n• Frequency of good and bad features – all products are compared to the appropriate\ncut-off values and the product that has the most positive features exceeding the cut-off\nvalues will be chosen. For example, comparing all washing machines on important\nfactors, such as capacity, efficiency and price, and choosing the one that seems best\nacross all factors.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 42\n\n8(b) Evaluate explanations and examples of compensatory, non-compensatory and 10 For each evaluation\npartially compensatory strategies of consumer decision-making, including a point/issue/strength/weakness\ndiscussion of application to everyday life. /paragraph assess each and\nrecord level on left hand side.\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this question.\nUse AN for analysis and\nA range of issues could be used for evaluation. These include: CONT for specific detail.\n• Named issue – application to everyday life – These strategies all lend themselves Overall level awarded\nwell to everyday life examples and can be considered of practical value. underneath the candidate’s\n– Application to everyday life must be evaluative and not descriptive. Giving an response as follows – ‘best fit’\nexample of one of the strategies using a product that customers purchase (e.g. from individual points e.g. if all\nlaptop, iPhone, BMW car) is descriptive. L2 award L2 regardless of\n– Practical applications are creditworthy – if a company can identify which strategy how many, e.g. 6 L2 = 4\nmost of their customers use, they can design their website to accommodate this marks.\ne.g. if compensatory allow customers to select different models of a product and\nsee a comparison of the feature where they differ and where they are the same. If 1 L4 and 2 L3 award L4 (but\n– However, it would be difficult to generalise as to whether the same customers use give 7 rather than 8 marks).\nthe same strategies all the time, or for only certain types of items (large,\nexpensive purchases as opposed to small less important items). Are customers If only 2 points but different\nconsistent in their use of strategies? What happens if purchase decisions are levels not usually sufficient for\nmade alone as opposed to jointly e.g., buying a family car. the higher level overall,\ne.g. 1 L1 and 1 L2 = L1 (2\n• Cultural differences – In some cultures there may be far more choices available marks).\ncompared to others. With fewer choices of items to purchase, this would compromise e.g. 1 L2 and 1 L3 = L2 (4\nthe types of strategies available to consumers. Levels of affluence within a community marks).\ncould also be factors. In some less affluent cultures, different decision-making could\nbe involved in purchasing food items than in others.\n• Reductionism versus holism – Making decisions are clearly quite complex\nprocedures. It can be helpful to reduce decision-making to a variety of classifications\nbut in doing so this may be losing the human and more whimsical aspects of everyday\nlife.\n© Cambridge University Press & Assessment 2025 Page 24 of 42\n\n8(b) • Determinism versus free-will – Having theories that are deterministic can be\nextremely helpful as it does allow predictions to be made. This could be helpful for\nsellers of, for example, washing machines or computers to know that people will tend\nto use certain predictable strategies. However, in decision-making there must be\naspects that are less predictable and open to free-will.\n• Idiographic versus nomothetic – All of the strategies for decision-making seem to\nbe geared towards establishing general laws and are thus nomothetic. This same\ndecision making could be explored idiographically by getting a consumer to explain\ntheir choices to an interviewer.\nAdditional issues candidates may include\n• Generalisations\n• Individual versus situational\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 25 of 42", "source_pages": [ 22, 23, 24, 25 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_32.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_32.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_32-p22.png", "../answer-assets/9990_w25_ms_32-p23.png", "../answer-assets/9990_w25_ms_32-p24.png", "../answer-assets/9990_w25_ms_32-p25.png" ] }, { "id": "9990-2025-on-33-q01", "question_id": "9990-2025-on-33-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "1 Hugh has obsessive-compulsive disorder (OCD). Hugh’s childhood was difficult. His 4 Biochemical explanation is\nmother had an obsession about germs, insisting on excessive cleanliness. creditworthy= high levels of\ndopamine and low levels of\nSuggest two different explanations of why Hugh has OCD. serotonin. Mixed evidence on\noxytocin. Can credit oxytocin\nSyllabus reference: dysfunction can lead to\nExplanations of OCD feelings of distrust and fear of\n• biological explanations: biochemical, genetic. stimuli that might pose a\n• psychological explanations: cognitive (thinking error), behavioural (operant conditioning), threat.\npsychodynamic\nCognitive = faulty thinking\nFor each suggestion about level of threat in\n\n1 mark – named/outlined explanation environment / regarding\n\n1 mark – detail/context of explanation certain objects/situations.\nAnnotate with ticks to show where marks awarded. Dopamine deficiency not\ncreditworthy\nExamples:\nBehavioural (operant conditioning)\nWhen he was a child, Hugh was rewarded for his clean behaviour by his mother, perhaps\nthrough praise (1). This reinforced a compulsion to clean (1), both positively by feeling he is\nclean and negatively because the obsession with germs is being relieved, albeit briefly (1).\nPsychodynamic\nDuring the anal stage, tension arose between Hugh and his mother (parents) wishing to control\nhis urination and defecation (1). To regain control Hugh may have either become anally retentive\nbecause of fear of the responses his parents would have (1). Hugh would have been fixated at\nthe anal stage leading to compulsive cleaning to deal with this earlier childhood trauma (1).\n© Cambridge University Press & Assessment 2025 Page 10 of 49\n\n1 Genetic\nHugh could have inherited OCD from his mother (1). High concordance rates between family\nmembers for OCD including Monzani et al. (2014) concordance rate for MZ 52% and DZ 21%\n(1), Lewis (1936) found 37% of OCD patients had parents with OCD and 21% siblings with OCD\n(1), pointing to evidence for the heritability of OCD. In addition, a number of genes such as\nPTPRD and SLITRK3 have been linked to OCD symptoms (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 11 of 49", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p10.png", "../answer-assets/9990_w25_ms_33-p11.png" ] }, { "id": "9990-2025-on-33-q02", "question_id": "9990-2025-on-33-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 2, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 4, "status": "available", "reason": null, "text": "2(a) Outline what is meant by ‘cultural differences’. 2\nDifferences between cultures\n1 mark – definition of culture = no credit\n1 mark – detail of how differences may occur / example of a difference.\nCandidates should define culture and describe how/why cultures differ. They may use an\nexample.\nAnnotate with ticks to show where marks awarded\nExamples:\n• Culture is a shared set of beliefs within a group (society) (1).\n• The set of beliefs may not be the same between different cultures (1).\n• Recognising that research conducted in one culture may not apply to another (1) because of\nthe difference in societal norms (1).\n• Different common practices in one society can affect findings and may not be applicable\nuniversally, e.g. One culture may view hearing voices as something desirable (hearing\nvoices of ancestors), whereas within another society this could be seen as a symptom of\nschizophrenia. (2)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 12 of 49\n\n2(b) Explain one reason why cultural differences could affect the diagnosis of an anxiety 2\ndisorder.\n1 mark – Basic reason given (could have little reference to anxiety disorder).\n1 mark – Reason with both cultural differences and anxiety disorder referenced.\nCandidates may focus on how cultural differences affect diagnosis of an anxiety disorder OR on\nthe implications of that diagnosis within their culture.\nAnnotate with ticks to show where marks awarded\nExamples:\nBeing aware of the background of the individual gives information as to how debilitating their\nanxiety disorder is likely to be in terms of failure to function adequately and deviation from social\nnorms (1). Diagnosing someone with a fear of snakes would be more significant (and\npresumably common) in a culture where snakes are more common and/or venomous (1). It will\ngive the clinician a better understanding of appropriate treatment (1).\nOne difference might be seen with the diagnosis of agoraphobia (1). In some cultures the fear of\nbeing outside the home could be linked to social norms of not leaving home frequently / being\nout alone (1). This could lead to agoraphobia as being seen as more acceptable in society (1).\nFear of flying is much more likely to be diagnosed in those from wealthier nations (1). If an\nindividual is unlikely to take a plane, then they are unlikely to be burdened by this phobia (1).\nMore affluent people would be affected more as plane flights needed for travel (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 13 of 49", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p12.png", "../answer-assets/9990_w25_ms_33-p13.png" ] }, { "id": "9990-2025-on-33-q03", "question_id": "9990-2025-on-33-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 3, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 6, "status": "available", "reason": null, "text": "3(a) Habiba has a phobia of flying insects. She is afraid of the noise they make, and is very 4 For full marks context of flying\nscared if one lands on her. Habiba’s therapist recommends that she is treated using insects must be included\nsystematic desensitisation.\nSuggest how Habiba’s therapist can use systematic desensitisation to treat Habiba’s\nphobia.\nAnnotate with ticks to show where marks awarded\n1 mark for outline/reference to each of the following\n• Teaching relaxation techniques\n• Creation of fear hierarchy (therapist and Habiba together)\n• Gradual exposure to least feared item whilst practicing relaxation (reciprocal inhibition)\n• Move on to next level of exposure, and again use relaxation\n• Over a number of sessions\n• Reference to flying insects/example\nExample:\nHabiba’s therapist teaches her relaxation techniques. These could include breathing exercises\nand visualization (1). Habiba and her therapist draw up a fear hierarchy. This could include, at\nthe lowest level, Habiba looking at a picture of a fly (1) the next level up could be hearing a\nbuzzing noise that is quite quiet and at the highest level a number of wasps flying around with\none actually landing close to Habiba (1). Habiba is exposed to a photo of a fly and she uses the\npracticed relaxation techniques so that she feels relaxed when looking at the picture (1) based\non the idea of reciprocal inhibition (you cannot feel both fear and relaxation at the same time)\n(1). Once relaxed at this lowest level, the therapist then exposes Habiba to the next level of\nstimulus and plays a quiet recording of a buzzing sound (1). Again, Habiba uses the techniques\nto relax whilst the sound is playing (1). This is repeated over a number of sessions (say 6) until\nHabiba is able to feel relaxed in the most fear-inducing step on her hierarchy (1).\n© Cambridge University Press & Assessment 2025 Page 14 of 49\n\n3(b) Explain one weakness of systematic desensitisation. 2 Unethical – not creditworthy.\n1 mark – basic weakness (could be true for other therapies)\n2 marks – detailed weakness that references systematic desensitisation.\nAnnotate with ticks to show where marks awarded\nLikely weakness from:\n• Requires the intervention of a therapist, which could make it difficult to obtain and/or costly\n• Takes place over several sessions and this requires commitment on behalf of patient\n• Patient may need to travel for treatment\n• Not suitable for some phobias\n• Treatment can be traumatic as involves exposure to feared stimulus – therefore the patient\nmay stop treatment.\nExample:\nOne weakness of using systematic desensitisation is that it requires commitment on the part of\nthe patient because it usually takes place over a number of sessions (1). Sometimes patients do\nnot have the financial resources or motivation to attend all of their sessions (1). Therapy is\nchallenging as it means the patient has to confront their phobia and be exposed to it (1) as a\nresult the therapy is not likely to be so successful as it hasn’t been completed (1).\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 15 of 49", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p14.png", "../answer-assets/9990_w25_ms_33-p15.png" ] }, { "id": "9990-2025-on-33-q04", "question_id": "9990-2025-on-33-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 4, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 16, "status": "available", "reason": null, "text": "4(a) Describe what psychologists investigating the treatment and management of mood 6 Annotations:\n(affective) disorders have discovered about: Add the levels to get the mark\n• MAOI anti‑depressants, and awarded e.g. NAQ and L2 = 2\n• Ellis’s rational emotive behaviour therapy (REBT). marks, L1 and L2 = 3 marks,\nL1 and L3 = 4 marks, L3 and\nSyllabus content L3 = 6 marks\n• Biological treatments including the use of anti-depressants (tricyclics, MAOIs and SSRIs)\nPlus, overall level at the\n• Ellis’s rational emotive behaviour therapy (REBT)\nbottom of the response as\nfollows:\nFor each bullet point award L1 to L3 depending on detail and accuracy. If bullet point not\n1 or 2 marks = L1\ncreditworthy annotate with NAQ.\n3 or 4 marks = L2", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p16.png" ] }, { "id": "9990-2025-on-33-q05", "question_id": "9990-2025-on-33-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 5, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "5 or 6 marks = L3\nMAOIs\n• Monoamine oxidase inhibitors (MAOIs) act to inhibit the enzyme monoamine oxidase.\nREBT – if outlines features of\n• Monoamine oxidase is responsible for breaking down and removing the neurotransmitters\nCBT only can achieve L1\nnoradrenaline, serotonin and dopamine, which means MAOIs prevent this breakdown and\nlevels of these neurotransmitters remain high in the brain.\n• Evidence shows MAOIs are effective.\n• MAOIs have been used since the 1950s but are usually only used now for depressive\ndisorder where other antidepressants (such as SSRIs) have been unsuccessful.\n• Numerous side-effects – headache, drowsiness, insomnia, constipation but more\nimportantly can interfere with other medication and certain foods high in tyramine (certain\ncheeses, red wine, fermented foods such as tofu). Can cause dangerously high blood\npressure (hypertensive crisis).\nEllis’s rational emotive behaviour therapy (REBT)\n• REBT is based on the principles of stoicism (we are only affected by our perception of\nexternal events rather than the events themselves)\n• In REBT therapist helps patient to understand the ABC model, where ‘B’ (belief) is most\nimportant part.\n• ABC model consists of ‘A’ Activating agent – what is the behaviour and/or attitude of the\npatient towards events in their lives, ‘B’ Beliefs – what is the belief of the patient toward the\nevent, and ‘C’ Cognitive – what types of thoughts does the patient have with regard to the\nevent.\n© Cambridge University Press & Assessment 2025 Page 16 of 49\n\n9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(a) • Ellis believes if a person has constant negative beliefs about events in their lives, they are\nlikely to suffer from depression.\n• The goal of therapy is to identify the unhelpful thoughts and replace them with more rational\nand constructive thoughts.\n• Main technique used is ‘disputing’ where the therapist questions irrational beliefs\n• As a result of therapy, patient can see setbacks and choose how to think and feel about\nthem.\n• REBT focuses on the present, with little desire to explore past (like psychoanalysis would\ndo)\n• Metanalysis by Lyons and Woods (1991) of 70 REBT studies, found those receiving REBT\nshowed significant improvement compared to control groups.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 17 of 49\n\n9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(b) Evaluate what psychologists investigating the treatment and management of mood 10\n(affective) disorders have discovered about:\n• MAOI anti‑depressants, and\n• Ellis’s rational emotive behaviour therapy (REBT),\nincluding a discussion of reductionism versus holism.\nEvaluation in your answer can include strengths, weaknesses and a discussion of issues\nand debates.\n© Cambridge University Press & Assessment 2025 Page 18 of 49\n\n9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(b) Named issue – reductionism versus holism\nBoth treatments could be seen a reductionist. MAOIs see the source of affective disorders being\nthe action of neurotransmitters, that are single fundamental units, rather than seeing the whole\nperson and need to treat other aspects of their depression such as thoughts. REBT sees\ndysfunctional thoughts as the cause of depression, and these could be seen as reductionist.\nHowever, REBT does recognise that although it is the beliefs about events that are key to\ndepression, the events themselves are important too. It could also be seen that MAOIs\nrecognise the role of multiple neurotransmitters rather than just one.\nApplication to everyday life\nBoth treatments have research evidence regarding efficacy. Evidence for effectiveness of MAOIs\nhas been around since the 1950s. As a drug, MOAIs are a relatively inexpensive treatments and\neasily available (although require a clinician to prescribe). It will impact somewhat on the\nindividual’s life with regard to side effects and the need to avoid certain foods. REBT is also very\neffective (meta-analysis by Lyons and Woods (1991) shows this). However, as it is a therapy\nrequiring one-to-one sessions this may not be as available to patients (compared to drug\ntherapies). It needs a specialized therapist and for the patient to be able to get to the therapist.\nThere may be some availability increasingly online, however it will tend to be more expensive\nthan drug treatments whether provided by medical services or privately. Some patients may\nsimply be unable to access it. In addition, REBT may not be suitable for all. It is quite a\nconfrontational therapy that may be difficult for a depressed patient to engage with (lack of\nmotivation or low self-esteem).\nIndividual and Situational\nMAOIs are an individual treatment as the depression is caused by levels of neurotransmitters,\nwhich are individual. However, the neurotransmitter levels themselves could be caused by\nsituational effects. Indeed, the link between levels of neurotransmitters and the existence of\nmental illness is correlational. Are the levels caused by the depression, or does the depression\ncause the levels? Similarly, REBT is individual in that the experience of depression depends\nupon the individual’s own beliefs about events. Yet the events themselves must, by their very\nnature, also affect the depression and these are situational. For example, for someone facing a\nhuge stressor such as redundancy, divorce or bereavement (all of which are situational),\ndepression is far more likely to arise however functionally a person thinks.\n© Cambridge University Press & Assessment 2025 Page 19 of 49\n\n9990/33 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n4(b) Determinism versus free-will\nBoth treatments are somewhat deterministic. MAOIs show biological determinism in that we\nhave no free will over the action of neurotransmitters. However, it could be seen that the\ndecision to take (or not) a drug is the action of free-will. REBT would argue that it is our personal\nperception of events (beliefs) that determine depression and so a change in thinking determines\nrecovery. Again, it is the patient’s own free will to accept and work in the therapy that will lead to\nrecovery.\nGeneralisations from findings\nResearch evidence regarding efficacy could be said to be generalisations and both treatments\nare effective. However, there will be individual differences in recovery or acceptance of\ntreatment. For many MAOIs are a drug treatment given because other drugs have been shown\nto have not helped. Side effects will affect some patients more than others. REBT is not easy to\nengage in due to its confrontational nature, so it is not suitable for all.\nOther possible issues/debates\nCultural differences\nNature versus nurture\nEthics\nNomothetic vs idiographic\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 20 of 49\n\n5 Abdul wants to purchase a chair from a website. The website is designed so that 4 Heuristics – yes and utility\ncomparisons between items are not easy to make. theory\nSuggest two decision-making strategies Abdul is likely to use when purchasing his chair.\nSyllabus reference:\nDecision-making strategies applied to internet shopping focusing on website design, including a\nstudy, e.g. Jedetski et al (2002).\nFor each suggestion:\n1 mark for naming/outlining a non-compensatory strategy\n1 mark for detail including context of buying a chair\nAnnotate with ticks to show where marks awarded.\nLikely content:\n• Customers more likely to use non-compensatory strategies when comparisons are not easy\nto make\n• Non-compensatory strategies include satisficing, elimination by aspects, lexigraphic\n• Satisficing is when first product that meets basic requirements is chosen and no further\nconsideration takes place.\n• Elimination by aspects is when the consumer uses a cut-off value for those that meet this, a\nsecond attribute is considered etc.\n• Lexigraphic is when the most important attribute is evaluated and if one item is seen to be\nsuperior in this attribute this stops the decision-making process.\n• Could also use partially compensatory strategies such as majority of conforming dimensions\nand frequency of good and bad features.\n• Anchoring – give most importance to first piece of information received.\nExamples:\nAbdul may decide that the most important feature of the chair is its design (1). When he looks on\nthe website, he sees a chair that has the most attractive design, he selects this chair and does\nnot consider any others (1). This is a lexigraphic non-compensatory strategy of decision-making.\nAbdul may think that a sturdy, comfortable-looking chair made of wood are his basic\nrequirements (1). He sees a chair that meets these basic requirements and selects that one (1).\nThis is satisficing (1).\n© Cambridge University Press & Assessment 2025 Page 21 of 49", "source_pages": [ 16, 17, 18, 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p16.png", "../answer-assets/9990_w25_ms_33-p17.png", "../answer-assets/9990_w25_ms_33-p18.png", "../answer-assets/9990_w25_ms_33-p19.png", "../answer-assets/9990_w25_ms_33-p20.png", "../answer-assets/9990_w25_ms_33-p21.png" ] }, { "id": "9990-2025-on-33-q06", "question_id": "9990-2025-on-33-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 4, "status": "available", "reason": null, "text": "6(a) Outline what is meant by determinism, including an example from choice heuristics. 2\n1 mark – definition of determinism\n1 mark – link to a choice heuristic.\nAnnotate with ticks to show where marks awarded\nExample:\nDeterminism is the extent to which behaviour is due to internal or external factors (1). For\nexample, anchoring is a heuristic that says we pay attention to the first piece of information we\nreceive. This is deterministic because we do not appear able to exercise free will over this\nheuristic (1). This could be because choice heuristics, being mental shortcuts, are beneficial for\nus in making decisions (1).\n© Cambridge University Press & Assessment 2025 Page 22 of 49\n\n6(b) Explain one strength of using the determinism side of the determinism versus free-will 2\ndebate to understand choice heuristics.\n1 mark for strength of determinism\n1 mark for reference to choice heuristics.\nAnnotate with ticks to show where marks awarded\nLikely answers:\n• Determinism gives rise to causal explanations. Causal relationships can be investigated\nscientifically.\n• Determinism allows us to make predictions about peoples’ future behaviour.\n• Determinism allows us to make generalisations about behaviour and form laws\n(nomothetic).\n• Determinism in choice heuristics allows us to see the utility in them. They exist for the\npurpose of providing a short-cut in reaching decisions.\nExample:\nOne strength of determinism is that it can allow us to make predictions about peoples’ behaviour\n(1). For example, representative heuristics predict that if a product looks like a well-known high\nquality market leader then this determines that we will tend to think this new product is also high\nquality (1). This is also useful to product developers who will then tend to make sure their new\nproduct is as similar to say, the leading brand of Nike trainers, leading consumers to view those\ntrainers more favourably and buying them.\n© Cambridge University Press & Assessment 2025 Page 23 of 49", "source_pages": [ 22, 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p22.png", "../answer-assets/9990_w25_ms_33-p23.png" ] }, { "id": "9990-2025-on-33-q07", "question_id": "9990-2025-on-33-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 7, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 6, "status": "available", "reason": null, "text": "7 Supermarket shoppers do not all behave in the same way. Shoppers can be categorised\ninto five types based on their different spatial behaviour patterns. Zelda visits all of the\naisles of the supermarket when she does her main shopping. However, Louis spends a\nshort time in the supermarket and visits only a few aisles.\n\n7(a)(i) Identify which type of shopper spatial behaviour pattern would be most appropriate to 2\ndescribe:\n• Zelda\n• Louis\nSyllabus content:\nShopper behaviour focusing on spatial movement patterns including types of trip (short, round,\ncentral and wave) and the five types of spatial behaviour patterns (specialist, native, tourist,\nexplorer, raider); the use of CCTV tracking, including a study, e.g. Gil et al. (2009).\nAward 1 mark for each correctly identified type of behaviour pattern.\nAnnotate with ticks to show where marks awarded\nLikely answers\n• Zelda – native or explorer (or ‘likes to explore’)\n• Louis – tourist or raider\n© Cambridge University Press & Assessment 2025 Page 24 of 49\n\n7(a)(ii) Frank is a different type of shopper from Zelda and Louis. He shows a different spatial 2 Frank should not be\nbehaviour pattern. described as undertaking\neither of the behaviour\nSuggest how Frank could behave in the supermarket. patterns identified in (i)\n1 mark – named/brief outline of behaviour Could also credit type of trip –\n1 mark – detailed outline of behaviour (clearly obvious about the type of spatial behaviour short, round, central, wave if\npattern) described for 1 mark\nThe type of spatial behaviour patterns does not need to be stated but the description needs to be\nclear as different to Zelda and Louis.\nAnnotate with ticks to show where marks awarded\nLikely answers:\nSpecialist – Focus on a few products but spending time on these (not necessarily purchasing),\nmostly to ‘top-up’ shopping or for non-foods\nNative (if not used for Zelda) – Long trip visiting relevant aisles and most likely leading to\npurchases\nTourist (if not used for Louis) – Fast-moving and not straying very far from the entrance. They\nlook to buy.\nExplorer (if not used for Zelda) – a very long trip, visiting all aisles and some more than once,\nspending a lot of time and money in the supermarket\nRaider (if not used for Louis) – Fast movements and decisions, perhaps looking at a ‘food for\ntonight’ mission.\nExamples:\nFrank is an explorer (1). He has a shopping list with him and his trip is very long (1). He visits\nevery aisle and spends a lot of money in the supermarket as this is his main shopping trip (1).\nFrank goes into the supermarket to look for a few specific items (1). He spends time considering\nhis purchases and may not actually buy many of the things he looks at (1). This is a specialist\n(1).\n© Cambridge University Press & Assessment 2025 Page 25 of 49\n\n7(b) Explain one problem that psychologists may have when investigating shoppers’ spatial 2\nmovement patterns.\n1 mark – basic problem\n1 mark – reference to shoppers’ spatial movement patterns\nAnnotate with ticks to show where marks awarded\nLikely problems\n• Demand characteristics – if people see that they are being investigated then they may\nchange their behaviour\n• Shoppers may demonstrate multiple shopper characteristics simultaneously – difficult to\nclassify\n• Shoppers could be a specialist in one store but a tourist in another – how representative is\nthe finding?\n• Ethics – making observations without consent\nExamples:\nOne problem with investigating shoppers’ behaviour patterns may be that shoppers do not\nbehave consistently over time or in different stores (1), this means that the findings may not be\nrepresentative / or may lack meaning (1). For example, in a supermarket that is familiar, a\ncustomer may be very predictable and always shop as a specialist but in another store behave\nas a raider (1). As a result finding could lack validity and usefulness (1).\nOne problem with investigating shoppers’ behaviour patterns is due to the ethics of lack of\nconsent (1) because the shopper has not given permission for their shopping behaviour to be\nobserved and measured (1). If consent had been asked for this would potentially mean that the\nshopper behaved differently leading to a lack of validity.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 26 of 49", "source_pages": [ 24, 25, 26 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p24.png", "../answer-assets/9990_w25_ms_33-p25.png", "../answer-assets/9990_w25_ms_33-p26.png" ] }, { "id": "9990-2025-on-33-q08", "question_id": "9990-2025-on-33-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 3, "variant": "33", "question_number": 8, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 16, "status": "available", "reason": null, "text": "8(a) Describe what psychologists have discovered about types of advertising and advertising 6 Annotations:\ntechniques: Add the levels to get the\n• The Yale model of communication, and mark awarded e.g. L1 and\n• A study about types of advertising media. L2 = 3 marks, L1 and L3 = 4\nmarks, L3 and L3 = 6 marks\nUse Table A: AO1 Knowledge and understanding to mark candidate responses to this question.\nPlus, overall level at the\nSyllabus content bottom of the response as\n• the Yale model of communication including five features. follows:\n1 or 2 marks = L1\n• advertising media including types of advertising media: printed, television, internet and\n3 or 4 marks = L2\nsmartphone; use of eye-tracking and EEG, including a study, e.g. Ciceri et al. (2020)\n5 or 6 marks = L3\nFor each bullet point awarded L1 to L3 depending on detail and accuracy\nThe Yale model of communication (including 5 features)\n1 Source of message – a message is more credible if coming from an expert or someone\ntrustworthy.\n2 Content of message – the aim of the message should be clear. A message where both\nsides of an argument are given is more effective in leading to attitude change than a one-\nsided argument. Use of statistics is likely to convince an audience too.\n3 Channel or mode of delivery – this often depends on the audience. Whether written, verbal,\nTV, social media is more effective may depend on, for example, the age of the audience.\n4 The audience – age can affect chances of being persuaded – younger people are more\neasily persuaded than the elderly; less educated are more likely to rely on an expert and so\nbe persuaded.\n5 Effect the message has – if the audience has paid attention and the message is persuasive\nenough it may lead to a change in attitudes of beliefs. The most effective messages lead to\nbehaviour changes and not just changes in thoughts and opinions.\nA study about types of advertising media\nCiceri et al. (2019)\n• Three different media were used – website displayed on a laptop, printed paper edition, and\nPDF file to be viewed on a tablet.\n© Cambridge University Press & Assessment 2025 Page 27 of 49\n\n8(a) • 25 static adverts were included in each version.\n• All displayed the same ‘mock’ newspaper.\n• 72 participants\n• Participants were asked to read the newspaper at own pace while eye tracking and EEG\nmeasurements taken. EEG designed to measure level of frustration felt by participants when\nseeing adverts.\n• Distraction task followed for an hour and then recognition (memory) task where participants\nwere shown 50 adverts (25 of the ones in the newspaper) and asked to say whether they\nhad seen each advert.\n• Eye tracking results showed significant difference in fixation time on adverts. Most time\nspent on tablet and least on website.\n• Eye tracking findings supported by the recognition task, where more accurate recall found\nfor those viewing tablet and least for those viewing website.\n• EEG results showed participants were less frustrated viewing adverts on tablet and paper\nbut more so on the website. This could be due to acceptance that adverts are part of a\nnewspaper but advertising on internet is irritating.\n• Overall, the results for the tablet and paper were not significantly different\nAlternative study – Sundar et al. (1998)\nInvestigated whether memory for an advertisement is related to the type of medium in which the\nadvert was viewed. Showed undergraduate students either a print newspaper front page or an\nonline version of the same content. Finds that print subjects remembered significantly more\nadvert material than online subjects.\nTo achieve L3 for the study about types of advertising media details of the procedure (types of\nadvertising and details of task/measurement) at least one result must be included.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 28 of 49\n\n8(b) Evaluate what psychologists have discovered about types of advertising and advertising 10 For each evaluation\ntechniques: point/issue/strength/weakness\n• The Yale model of communication, and /paragraph assess each and\n• A study about types of advertising media. record level on left hand side.\nincluding a discussion of objective and subjective data.\nUse AN for analysis and\nUse Table B: AO3 Analysis and evaluation to mark candidate responses to this question. CONT for specific detail.\nDepending on the examples studied by candidates their answers may vary.\nA range of issues could be used for evaluation. These include: Overall level awarded\nunderneath the candidate’s\n• Named issue – objective and subjective data – The Ciceri et al study collected a lot of response as follows – ‘best fit’\nobjective data in results of the recognition task (numerical), eye tracking and EEG. EEG from individual points e.g. if all\nresults were meant to measure frustration (with adverts) and it could be discussed as to L2 award L2 regardless of\nwhether this is a reasonable way to measure this factor. Advantages of objective data is that how many, e.g. 6 L2 = 4\nit is less open to bias and more reliable, however may fail to give the whole picture as marks.\nparticipants were not giving their own interpretations for findings. For the Yale model of\ncommunication, it could be argued that some of the five features have a subjective element If 1 L4 and 2 L3 award L4 (but\nsuch as what constitutes old/young in terms of effect on ability to change attitudes. give 7 rather than 8 marks).\nIf only 2 points but different\n• Application to everyday life – Yale model of communication applies readily to everyday\nlevels not usually sufficient for\nlife. Candidates could be developing some good examples here and analyse the degree to\nthe higher level overall,\nwhich Yale model works. A study of advertising media should also apply to everyday life.\ne.g. 1 L1 and 1 L2 = L1 (2\nFor example, in the Ciceri study, being aware that people happily accept adverts in PDFs\nand paper newspapers but not websites could be used to inform advertisers how to use marks).\nmedia intelligently, particularly for certain audiences. Perhaps leaflets that can be e.g. 1 L2 and 1 L3 = L2 (4\nmarks).\ndownloaded that contain adverts could be used rather than websites. Advertising should\noccur little on websites.\n• Cultural differences – Yale model of communication does lend itself well to cultural\ndifferences, as almost all of the 5 aspects have a cultural dimension. However, it could be\nseen as limited as it was developed in the West. Ciceri study was carried out in the West,\nbut use of advertising is ubiquitous.\n© Cambridge University Press & Assessment 2025 Page 29 of 49\n\n8(b) • Generalisations from findings – see cultural differences for generalising to different\ngroups. In terms of ecological validity, Yale model is designed to apply widely in the real\nworld. With the study, it could be that ecological validity may be low. With the Ciceri study\nparticipants wore eye tracking glasses and had EEGs taken that could potentially interfere\nwith results. All measures were very controlled. However, despite it being a lab experiment\nthe materials used were such that could occur in everyday life.\n• Validity – See generalisations from findings for ecological validity. Temporal validity should\nbe reasonably high as Ciceri study is recent and uses media that are increasingly common.\nYale model, despite being developed initially in 1953 to help understand wartime\npropaganda, was further refined in 1996 to look at attitude changes and face validity\nappears to be high.\nAdditional issues candidates may include\n• Experiments – controls, design\n• Individual and situational explanations\n• Determinism\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 30 of 49", "source_pages": [ 27, 28, 29, 30 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_33.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_33.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_33-p27.png", "../answer-assets/9990_w25_ms_33-p28.png", "../answer-assets/9990_w25_ms_33-p29.png", "../answer-assets/9990_w25_ms_33-p30.png" ] }, { "id": "9990-2025-on-41-q01", "question_id": "9990-2025-on-41-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Grant et al. (2008) treated gambling disorder in one of\ntwo double-blind placebo-controlled trials, in a university and treatment\ncentres.\n\n1(a)(i) Identify the drug used in each trial. 2\nSyllabus: 1.3.3 Key study on treating gambling disorder with drugs and\nplacebo: Grant et al. (2008).\nMarks: Award 1 mark for each correct answer.\nDefinitive answers:\n• Nalmefene (1 mark)\n• Naltrexone (1 mark)\nNB: trial does not need to be specified (e.g. trial 1 = nalmefene)\nNB: 0 marks for opioid antagonists.\n\n1(a)(ii) State the duration of each trial. 2\nMarks: Award 1 mark for each correct answer.\nDefinitive answers:\n• 16 weeks (1 mark)\n• 18 weeks (1 mark)\nNB: trial does not need to be specified (e.g. trial 1 = 16 weeks)\n\n1(b) Suggest why placebo-controlled trials were used in this study. 2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• to find out whether a drug treatment works better than a substance that\ndoes not have an active drug in it (1 mark)\n• to act as a control group or baseline to compare ‘with drug’ and ‘without\ndrug’ conditions (1 mark)\n• to provide a baseline for a comparison between drug and non-drug\nconditions (1 mark)\n• without it, it might lead to false conclusions about the effect of the drug (1\nmark)\n• without a placebo group, participants would know that they are receiving\nan active drug and this alone might result in a change in behaviour (1\nmark)\n• related to study: inclusion of nalmefene/naltrexone; treatment of gambling\ndisorder (+1 mark).\nNB: answer must refer to placebo for 2 marks.\n© Cambridge University Press & Assessment 2025 Page 8 of 35\n\n1(c) Explain one strength and one weakness of using multiple locations 4\nwithin this study.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail/elaboration/example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• participants might be different, perhaps making the study more\nrepresentative/generalisable (1 mark) such as those living close to a\nuniversity compared to those living near a treatment centre (2 marks)\n• a different location may provide a different outcome (1 mark) a study\nconducted in a laboratory (University of Minnesota) compared to a real-\nlife setting (out-patient psychiatric treatment centres) (2 marks)\nWeaknesses:\n• participants in one location might have different characteristics from\nparticipants in a different location (1 mark) in this study participants were\neither at a University (attended there/students) rather than those at\ntreatment centres (non-students) (2 marks)\n• different locations might attract different types of personalities which\nmight affect behaviour/results (1 mark) people perhaps might participate\nat a university rather than a treatment centre/might participate because it\nis a treatment centre (2 marks)\n© Cambridge University Press & Assessment 2025 Page 9 of 35", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_41-p08.png", "../answer-assets/9990_w25_ms_41-p09.png" ] }, { "id": "9990-2025-on-41-q02", "question_id": "9990-2025-on-41-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2(a) Outline one case study of schizophrenia. 2\nSyllabus 1.1.1 diagnostic criteria (ICD-11) of schizophrenia, including\nsymptoms (positive and negative). A case study of schizophrenia.\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nAnswers may include (other appropriate responses to be credited).\nThree case studies by Aneja (2018)\nCase 1: A 14-year-old boy, educated up to class 6, belonging to a family of\nmiddle socioeconomic status and residing in an urban area was brought with\ncomplaints of academic decline since 3 years and hearing voices for the past\n\n2 years. Father was aggressive. Mother and child lived with grandparents.\nChild aggressive/violent outbursts. Early onset schizophrenia\nCase 2: An 11-year-old boy, educated up to class 3, belonging to a rural\nfamily of lower socioeconomic status was brought with complaints of\nacademic decline since 2 years, repetition of acts, irritability since a year, and\nadoption of abnormal postures since 6 months.\nCase 3: A 7-year-old girl, student of second class, belonging to a high\nsocioeconomic status family living in an urban locality was brought with\ncomplaints of academic decline, irritability, and abnormal behaviour for the\npast 9 months.\nNB: any case study can be included; beware of anecdotal examples.\n\n2(b) Suggest why the data gathered from a person with schizophrenia might 2\nnot be reliable.\nMarks: Award 2 marks for an appropriate suggestion and applied to question\nwith detail/elaboration/example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• the person may not be consistent in responses (1 mark)\n• the person may not be able to remember what was said on previous\noccasions (1 mark)\n• the person may be taking regular medication which may mask what they\nreally think or feel (1 mark)\n• the person may report new things ‘voices in their head’ are telling them (1\nmark)\n• (+ 1 mark) and so any data gathered would not be reliable/ with\nappropriate example\nNB: ‘consistency’ needs to be included for 2 marks.\n© Cambridge University Press & Assessment 2025 Page 10 of 35\n\n2(c) Explain two strengths of using case studies to collect data on 4\nschizophrenia.\nMarks: up to 2 marks for each strength.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail/elaboration/example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• a case study can be used as a pilot study (1 mark)\n• a participant is studied as part of their everyday life (1 mark),\n• a single participant can be studied in depth/detail (1 mark)\n• a participant may present a unique set of symptoms (1 mark)\n• strengths applied to individual candidate example (+1 mark)\nQuestion Answer Marks", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_41-p10.png", "../answer-assets/9990_w25_ms_41-p11.png" ] }, { "id": "9990-2025-on-41-q05", "question_id": "9990-2025-on-41-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 The key study by Bridge et al. (1988) on reducing stress during medical\ntreatment divided the female participants into two experimental groups\nand one control group.\n\n5(a)(i) Outline the procedure followed by the ‘relaxation plus imagery’ 2\nexperimental group.\nSyllabus 3.4.3 Managing stress: Key study on relaxation and imagery in\nreducing stress during medical treatment: Bridge et al. (1988).\nMarks: Award 1 mark for correct point about relaxation (common to all\ngroups); award 1 mark for imagery (specific to this group)\nDefinitive answer:\n• both treatment groups (relaxation and relaxation plus imagery) were\ntaught a relaxation technique which by a process of direct concentration\nfocuses sensory awareness on a series of individual muscle groups.\n• patients were also given instructions for diaphragmatic breathing, which\nslows respiration, induces a calmer state, and reduces tension.\n• in addition to the breathing and relaxation, each patient in the relaxation\nplus imagery group was taught to imagine a peaceful scene of her own\nchoice as a means of enhancing the relaxation.\n\n5(a)(ii) Outline the experimental design that was used in this study. 2\nMarks: Award 1 mark for each correct point (2 marks max)\nDefinitive answer:\nIndependent measures design (1 mark) relaxation only, and relaxation and\nimagery participated in only one condition (2 marks).\n\n5(b) Suggest one problem if a different experimental design was used in this 2\nstudy, other than the one you outlined in part (a)(ii).\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail/elaboration/example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\nIf a repeated measures design was used:\n• knowledge of one technique would influence the next (1 mark) making\neither the relaxation or relaxation plus imagery redundant (2 marks).\n• treatment would go on for too long, potentially leading to attrition (1 mark)\nand so the sample would be too small to determine the effectiveness of\neither the relaxation/ relaxation plus imagery technique (2 marks)\n© Cambridge University Press & Assessment 2025 Page 14 of 35\n\n5(c) Explain one strength and one weakness of using a sample of female 4\nparticipants in studies on reducing stress.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail/elaboration/example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• stress reduction techniques can be tailored specifically for females rather\nthan a generic ‘one size fits all’ (1 mark) particularly useful if the\ntechnique is designed to help reduce their anxiety about their illness\n(2 marks)\n• stress reduction techniques can be tailored specifically for females with\n‘female illnesses’ (1 mark) in this study the participants had breast cancer\n(2 marks).\nWeakness\n• rather than one technique fits all, it would mean that a range of different\ntechniques would be needed (1 mark) that are appropriate for men (or\neven different age ranges/ different types of illness (2 marks).\n• The female/female illness techniques would not generalise depending on\nthe illness (1 mark) men can get breast cancer; but not ovarian (females\ndo not get prostate cancer) (2 marks).\nQuestion Answer Marks", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_41-p14.png", "../answer-assets/9990_w25_ms_41-p15.png" ] }, { "id": "9990-2025-on-41-q06", "question_id": "9990-2025-on-41-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Outline the methodology used in one study on improving adherence in 2\nchildren (e.g. Chaney et al. 2004).\nSyllabus 3.2.3 improving adherence. Improving adherence in children\nincluding a study, e.g. Chaney et al. (2004).\nMarks: Award for each correct feature (2 marks max)\nAnswers may include (other appropriate responses to be credited):\nFrom the Chaney et al. study:\n• a matched questionnaire-based survey (1 mark)\n• two interviews in the child/parents’ home conducted by the same\nperson (1 mark)\n• telephone interviews (at random) to check on medication from previous\nday (1 mark)\nNB: this is an ‘e.g.’ study so any appropriate alternative can receive credit.\nWatt et al’s ‘funhaler’ is a likely alternative (old syllabus).\n© Cambridge University Press & Assessment 2025 Page 15 of 35\n\n6(b) Suggest one ethical guideline that applies to the children in the study 2\nyou outlined in part (a).\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• children cannot give informed consent (1 mark) in the Chaney et al. study\nthe children were aged 1.5 to 6 years (2 marks)\n• children do not understand they have the right to withdraw, or will do so,\neven if it is explained to them (1 mark) which would apply to anyone\nunder 16 years undergoing trials for a new adherence technique\n(2 marks)\n\n6(c) Explain two weaknesses of using parents/guardians to collect data 4\nabout improving adherence in the children in their care. Do not refer to\nethics in your answer.\nMarks: Up to 2 marks for each weakness  2\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• a parent may not know whether the child is taking medication or not (they\nthink they do, but …) (1 mark) which means that any data gathered on\nusing the funhaler (or whatever example used) is not valid (2 marks)\n• a parent may want their child to be seen in a good light/ a parent may not\nbe honest in their answers (1 mark) and so they may say that the child is\nusing the (e.g. funhaler) when the child is not (2 marks)\n© Cambridge University Press & Assessment 2025 Page 16 of 35", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_41-p15.png", "../answer-assets/9990_w25_ms_41-p16.png" ] }, { "id": "9990-2025-on-41-q09", "question_id": "9990-2025-on-41-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using a structured observation to investigate the 10\neffectiveness of imaginal desensitisation for treating gambling disorder.\n• naturalistic or controlled observation\n• type(s) of data\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• structured or unstructured • sample and sampling technique\n• covert or overt • ethical guidelines\n• controlled or naturalistic • a procedure\n• participant or non-participant • type(s) of data, analysis of\n• number of observers (inter-rater data, use of descriptive\nreliability) statistics\n• behavioural categories • an aim or hypothesis\n• could include: event or time (directional or non-directional)/\nsampling null hypothesis\n• steps for making the study valid\nand reliable\n© Cambridge University Press & Assessment 2025 Page 21 of 35\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.3.3 Treatment and management of impulse control disorders.\nimaginal desensitisation, including a study, e.g. Blaszczynski and Nower\n(2003)\nDescription:\nImaginal desensitisation involves teaching progressive muscle relaxation and\nthen the person visualises themselves being exposed to the situation. This\ntriggers the drive to carry out the impulsive behaviour and the aim is to reduce\nthe strength of the drive. Blaszcznski and Nower (2003) found this technique\nwas particularly effective with gamblers. There are six steps in a typical\ntreatment sequence: Initiating the urge, planning to follow through on the\nurge, arriving at the venue, getting arousal and excitement with the behaviour,\nhaving ‘second thoughts’ about the behaviour and decreasing the\nattractiveness of the behaviour. Blaszcznski and Nower (2003) conducted\ninitial sessions with the therapist then conducted at home.\n0 marks for covert sensitisation.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 22 of 35\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the feature\nwas used, expanded or modified to make it appropriate to the plan.\nThe knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nExample: In (b)(i) I explained how gamblers are taught progressive muscle\nrelaxation with sessions specific to their type of gambling. Therefore in (a) I\nplanned that after many sessions a structured observation can be conducted\nin a naturalistic setting to see whether they still engage in their specific type of\ngambling.\n\n9(c)(i) Explain one reason for your choice of naturalistic observation or 2\ncontrolled observation.\nCandidates should use the choice of interpretation/scoring stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\nnaturalistic observation because\n• it is conducted in a real-world setting (1 mark) such as a gambling casino\nwhere gambling behaviour could be covertly observed (2 marks)\n• behaviours are likely to be normal (high in ecological validity) (1 mark)\nbecause the participant will not know they are being observed in the\ncasino and so effectiveness of treatment assessed (2 marks)\n• a full range of casino atmospherics are present (1 mark) so the\neffectiveness of the treatment in a real-world setting of a gambling casino\nis tested (2 marks)\ncontrolled observation because\n• it is conducted in a laboratory setting (1 mark) and so all variables such\nas the type of gambling, such as cards or machines, can be controlled (2\nmarks)\n• it is a ‘safe’ environment where the patient knows they are being\nobserved (1 mark) and that they cannot lose (or win) real money (2\nmarks)\n© Cambridge University Press & Assessment 2025 Page 23 of 35\n\n9(c)(ii) Explain one strength of using a structured observation in your study. 2\nCandidates should use the choice of covert observation stated in (a).\nAward 2 marks if an appropriate strength is given and justified.\nAward 1 mark if an appropriate strength is given but not justified.\nExample\n• a structured observation uses behaviour checklists so observers know\nexactly what they are looking for, it is more reliable than unstructured\nobservation (1 mark) related to study (2 marks)\n• a structured observation uses behaviour checklists two observers can\nindependently record behaviour and their reliability checked (1 mark)\nrelated to study (2 marks)\n• a structured observation can be used as a technique to measure the DV\nin an experiment (1 mark) related to study (2 marks)\n\n9(c)(iii) Explain one reason for your choice of type(s) of data. 2\nCandidates should use the type(s) of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan.\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\nQuestion Answer Marks\n© Cambridge University Press & Assessment 2025 Page 24 of 35", "source_pages": [ 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_41.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_41-p21.png", "../answer-assets/9990_w25_ms_41-p22.png", "../answer-assets/9990_w25_ms_41-p23.png", "../answer-assets/9990_w25_ms_41-p24.png" ] }, { "id": "9990-2025-on-41-q10", "question_id": "9990-2025-on-41-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "41", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a field experiment to investigate the effect on 10\nspending when playing classical music in different types of restaurant.\nYour plan must include details about:\n• controls\n• directional or non-directional hypothesis.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • type of data, analysis of data,\n• choice of experimental design. use of descriptive statistics\nIf appropriate: • an aim or hypothesis\n• counterbalancing, random (directional or\nallocation (RCT) non-directional)/ null\n• single blind/double blind hypothesis\n• other appropriate features • steps for making the study valid\nand reliable\n© Cambridge University Press & Assessment 2025 Page 25 of 35\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.1.2 Key study on musical style and restaurant customers’\nspending: North et al. (2003).\nDescription:\nNorth et al. (2003) field experiment in a restaurant to investigate the effect of\ntype of music on the amount of money spent. Conducted over 3 weeks so\neach of the three conditions of the IV (classical music, pop music and no\nmusic) tested on different days. 393 people ate in the restaurant over 3 weeks\nand listened to only one type of music (independent measures). The DV was\nactual spend in GBP broken down into starters, main course, dessert, coffee,\nbar drinks, and wine. Total spend also calculated. Most money was spent with\nclassical music £32.50, pop music £29.46 and no music £29.73. There was\nvery little difference in the amount spent on main course; greatest difference\nwas spending on coffee: classical £1.06, pop £0.80 and no music £0.53.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the feature\nwas used, expanded or modified to make it appropriate to the plan.\nThe knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nExample: Classical music can be played in an upmarket restaurant (similar to\nthe one in the North et al. study) and also played in a ‘fast-food’ restaurant\n(the IV). Like North et al. the amount of money spent on individual products\ncan be measured (the DV).\n© Cambridge University Press & Assessment 2025 Page 26 of 35\n\n10(c)(i) Explain one reason for your choice of controls. 2\nCandidates should use the controls stated in (a).\nAward 2 marks: appropriate reason is given and applied to the plan\nAward 1 mark: appropriate reason is given without being applied to the plan\nExample\n• so the study is valid; it is more likely that the DV has been caused by the\nIV (1 mark) applied to specific plan (2 marks)\n• situational variables are controlled such as noise, temperature and\nlighting (1 mark) applied to specific plan (2 marks).\n\n10(c)(ii) Explain one weakness of your choice of controls. 2\nCandidates should use the controls stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• if too many controls are applied the experiment loses ecological validity\n(1 mark) related to study (2 marks)\n• if too many controls are applied demand characteristics are perhaps more\nlikely (1 mark) related to study (2 marks).\n\n10(c)(iii) Explain one reason for your choice of directional or non-directional 2\nhypothesis.\nCandidates should use the directional/non-directional hypothesis stated in (a).\nAward 2 marks if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan and worded correctly.\nAward 1 mark if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan, but the wording is incomplete or partially incorrect.\nA reasonable attempt.\nAward 0 marks if the statement is not a directional or non-directional\nhypothesis or there is no attempt to apply it to the plan to the plan.\nExample:\n• a directional hypothesis was chosen because there was sufficient\npsychological knowledge to suggest the direction of the difference\n(1 mark) for example the study by X found that [insert example as\nappropriate] (2 marks)\n• a non-directional hypothesis was chosen because there was no evidence\nto suggest that group X would be more/better/score (1 mark) [related to\nspecific plan] (2 marks)\nNB: 2 marks can also be awarded for a basic reason and a fully operational\nhypothesis; 1 mark for a basic reason and a partially correct statement.\nNB: 0 marks for a null hypothesis.\n© Cambridge University Press & Assessment 2025 Page 27 of 35", "source_pages": [ 25, 26, 27 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_41.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_41.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_41-p25.png", "../answer-assets/9990_w25_ms_41-p26.png", "../answer-assets/9990_w25_ms_41-p27.png" ] }, { "id": "9990-2025-on-42-q01", "question_id": "9990-2025-on-42-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 From the key study by Lovell et al. (2006) on the treatment of\nobsessive-compulsive disorder (OCD):\n\n1(a) Outline two measures used in this study, other than the client 4\nsatisfaction questionnaire.\nSyllabus: 1.5.3 Key study on treatment of obsessive-compulsive disorder\nusing telephone administered cognitive-behavioural therapy (CBT): Lovell et\nal. (2006).\nMarks: Award 2 marks for a detailed outline (e.g. two or more features of the\nmeasure). Award 1 mark for a partial outline (e.g. one feature)\nAward 1 marks for identification of both; 0 marks for identification of only one.\nDefinitive answer (quote):\n• Yale Brown obsessive compulsive (Y-BOCS) checklist (self-report\nversion). This is a 10 item questionnaire; each question scores between 0\nand 4 (0 no symptoms, 4 severe symptoms). The total score range is 0–7\nvery mild, 8–15 mild, 16–23 moderate, 24–31 marked, and 32–40 severe.\nNB: the YBOCS can be administered by a clinician in a semi-structured, face-\nto-face interview. Lovell et al. used the self-report version, so no credit for\n‘interview’.\n• a secondary outcome measure was the Beck Depression Inventory.\n(21 items, 0–3 scale, 63 points max)\nNB: 0 marks for any question or what Y-BOCS/BDI is measuring (ie\nOCD/Depression)\n\n1(b) Suggest how the validity of one of these measures could be tested. 2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nNB does not need to use the terms criterion validity or construct validity.\n• concurrent validity by comparing the Y-BOCS/BDI to other measures of\nOCD (1 mark) and if the two scores have a strong correlation the\nY-BOCS/BDI could be said to be valid (2 marks)\n• construct validity by seeing if seeing if the Y-BOCS/BDI matches up with\ntheoretical ideas about what it is supposed to be measuring (1 mark) and\nif it does the Y-BOCS/BDI could be said to be valid (2 marks).\n• ecological validity: does the scale apply to real life (1 mark) do the\nquestions (on paper) reflect real life experiences of people with OCD\n(2 marks)\n• temporal validity: test the Y-BOCS/BDI over time (1 mark) to see if the\nperson shows any improvement (2 marks) e.g. reduction on obsessions\nor compulsions could be said to be valid (2 marks)\n© Cambridge University Press & Assessment 2025 Page 8 of 33\n\n1(c) Explain two strengths of using rating scales to assess the effectiveness 4\nof telephone-administered treatment of OCD.\nMarks: Up to 2 marks for each strength  2.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited).\n• a rating scale can be used to assess the same person over time (1 mark)\nto see if there is any improvement (or not) in their OCD after treatment\n(2 marks).\n• a rating scale can be used to compare one person with another (1 mark)\n• a rating scale can be used as a diagnostic/assessment tool (1 mark) to\ndetermine the features of the person’s OCD and the severity of it on a\nstandardised scale (2 marks).\nQuestion Answer Marks", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_42-p08.png", "../answer-assets/9990_w25_ms_42-p09.png" ] }, { "id": "9990-2025-on-42-q02", "question_id": "9990-2025-on-42-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2 Miller used a case study to support his ‘feeling-state theory’ of impulse\ncontrol disorders.\n\n2(a) Outline Miller’s feeling-state theory explanation of impulse control 2\ndisorders.\nSyllabus 1.3.2 explanations of impulse control disorders. cognitive: Miller’s\nfeeling-state theory.\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nDefinitive answer:\nThe feeling-state theory (Miller, 2010) argues that disorders are created when\nintense positive feelings (‘intense desire’) become linked with specific\nbehaviours (a ‘triggering event’), and this creates a state-dependent memory\nor a ‘feeling-state’.\nTo generate the same feeling-state, the person compulsively repeats the\nsame behaviour, even if it is detrimental. This re-enactment creates the\nimpulse- control disorder.\nNote: diagrams not needed (but do help)\n© Cambridge University Press & Assessment 2025 Page 9 of 33\n\n2(b) Suggest one way Miller could support his theory, other than with a case 2\nstudy.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited).\n• observation (features) of behaviour appropriate to the ICD being studied\n(1 mark) For example how much/how often a person engages in the\nparticular behaviour (2 marks)\n• interview (format/technique) by a person qualified to assess ‘feeling\nstates’ ICD’s (1 mark) with appropriate example (2 marks)\n• questionnaire (format/technique) constructed to assess feeling-states\n(1 mark) with appropriate example (2 marks)\n\n2(c) Explain two reasons why generalisations cannot be made about feeling- 4\nstates from one study.\nMarks: Up to 2 marks for each reason\nAward 2 marks for an appropriate reason stated and applied as required by\nthe question with detail / elaboration / example.\nAward 1 mark for an appropriate reason stated but not applied.\nAnswers may include (other appropriate responses to be credited):\n• feeling-states is only one explanation of ICD’s, there are other\nexplanations which may be more/less accurate (1 mark) such as\ncognitive, behavioural and psychodynamic (2 marks)\n• Miller also used the case study of John to support his explanation\n(1 mark). John is only one person and generalising from a case study is a\nproblem (2 marks)\n• there is only one study to support Miller’s theory, so it is lacking\nmethodological support (1 mark)\n• Miller’s theory is too general and it may not apply to all ICD’s (1 mark)\nMiller’s example is John with a gambling problem (2 marks)\nNB: no marks for cultural differences; ‘feeling states’ are\ninternal/psychological that everyone has.\n© Cambridge University Press & Assessment 2025 Page 10 of 33", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_42-p09.png", "../answer-assets/9990_w25_ms_42-p10.png" ] }, { "id": "9990-2025-on-42-q05", "question_id": "9990-2025-on-42-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 From the key study by Savage and Armstrong (1990) on the effect of\npractitioner style on patient satisfaction:\n\n5(a) Describe two ways that ethical guidelines were followed in this study. 4\nSyllabus 3.1.2 Key study for the effect of practitioner style on patient\nsatisfaction: Savage and Armstrong (1990).\nMarks: Award 2 marks for correct description. Award 1 mark for a partial\ndescription  2\nAward 1 mark for identification of any two appropriate guidelines.\nDefinitive answers:\n• informed consent: patients should not be studied without their\nagreement (1 mark). ‘We obtained patients' consent for the study by\ngiving all patients attending each surgery a written request to allow audio\ntape recording of the consultation as part of a research project. If the\npatient refused to take part or was ineligible for the above reasons the\nnext eligible patient to consult was selected.’ (2 marks)\n• psychological harm: patients should leave a study in the same state as\nthey were before starting (1 mark) (i) ‘Patients were also excluded if it\nwas thought that they would be upset by taking part in the study or would\nbe incapable of completing a part of it.’ (ii) ‘they were excluded if they\npresented with a life threatening condition or for administrative or\npreventive measures only’. (2 marks)\n• right to withdraw (1 mark) ‘30 failed to complete the initial assessment;\n110 failed to complete the assessment one week later’. (2 marks)\nNB: alternative answers can be credited if the ethical guideline followed is\nsupported with a legitimate example from the study.\n\n5(b) Suggest one way that data about satisfaction with the doctor could have 2\nbeen collected, other than by postal questionnaire.\nMarks: Award 2 marks for an appropriate suggestion and applied to study with\ndetail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• participants could have participated in a telephone interview (1 mark)\nwhich could ask exactly the same questions as the postal questionnaire\n(2 marks).\n• participants could have returned to the surgery to complete the\nquestionnaire (1 mark) so more likely data about consulting style would\nbe gathered rather than not returning a postal questionnaire (2 marks).\n© Cambridge University Press & Assessment 2025 Page 14 of 33\n\n5(c) Explain one strength and one weakness of collecting data on patient 4\nsatisfaction one week after the consultation, as done in this study.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail / elaboration / example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• one week is sufficiently close enough to the event for people to remember\ndetails of what happened (1 mark). This means that data gathered will be\nappropriate to consulting style (2 marks).\n• one week is appropriate for people to reflect on their experiences;\nrespond with thought not knee-jerk emotional response (1 mark). This\nmeans that data gathered will be appropriate to consulting style\n(2 marks).\nWeaknesses:\n• one week is perhaps too long and people might have forgotten important\ndetails (1 mark) this means that data gathered regarding consulting style\nwill be flawed (2 marks).\n• a week is a long time and things may happen to the person to prevent\nthem from responding; perhaps they drop out or are not available\n(1 mark) this means that data gathered regarding consulting style will be\nflawed (2 marks).\nQuestion Answer Marks", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_42-p14.png", "../answer-assets/9990_w25_ms_42-p15.png" ] }, { "id": "9990-2025-on-42-q06", "question_id": "9990-2025-on-42-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Outline how one study used fear arousal to promote health (e.g. Janis 2\nand Feshbach, 1953).\nSyllabus 3.5.1 fear arousal: use of fear to improve health, including a study,\ne.g. Janis and Feshbach (1953).\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nNB: this question uses an ‘e.g. study’ so any appropriate alternative should\nreceive credit.\nAnswers may include (other appropriate responses to be credited):\nJanis and Feshbach (1953) conducted a study on oral/dental hygiene. There\nwere four groups: a minimal fear group, a moderate fear group, a strong fear\ngroup and a control group. They assessed the effectiveness of each level of\nfear through self-report questionnaires given before, immediately after, and\n1 week after the fear presentations. It was found that although the strong fear\ngroup did arouse most fear, the minimal fear presentation was most effective\nin conformity to oral hygiene behaviour. The minimal fear presentation group\nshowed 36% agreement with the advice but agreement was just 8% with the\nstrong (scary) presentation, suggesting that low levels of fear are best.\n© Cambridge University Press & Assessment 2025 Page 15 of 33\n\n6(b) Suggest one way the fear arousal and providing information strategies 2\ncould be used together to promote fire safety behaviour.\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• fear of fire (fear arousal) could be shown and followed by ways to prevent\nfire (providing information) (1 mark)\n• example: by presenting an image/video to of a fire scare people and then\ninformation could be provided on (i) how to put out the fire; (ii) how to\nescape from the fire; (iii) actions that could be taken to prevent a fire.\n(2 marks)\nNote: 0 marks for unethical suggestions.\n\n6(c) Explain two weaknesses of using fear arousal to promote health. 4\nMarks: Up to 2 marks for each weakness.\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nNote: any ‘health related’ example creditworthy such as smoking, diet, dental,\netc.\nAnswers may include (other appropriate responses to be credited):\n• the level of fear created might be too much and people respond\nnegatively (1 mark)\n• the level of fear might be too mild and no-one responds sufficiently to\nhave any change in behaviour (1 mark)\n• using fear may scare people into action, but without information being\nprovided in addition, people would not know what to do to change\nbehaviour (1 mark)\n• any ‘health related’ example creditworthy such as smoking, diet, dental,\netc (+1 mark)\n© Cambridge University Press & Assessment 2025 Page 16 of 33", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_42-p15.png", "../answer-assets/9990_w25_ms_42-p16.png" ] }, { "id": "9990-2025-on-42-q09", "question_id": "9990-2025-on-42-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using a questionnaire to investigate thoughts about fires in 10\npeople diagnosed with pyromania.\nYour plan must include details about:\n• question format\n• questionnaire technique\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• technique (paper/pencil, • sample and sampling technique\nonline, postal) • ethical guidelines\n• format (open and/or closed) • a procedure\n• examples of questions • type of data, analysis of data,\n• question scoring/interpretation use of descriptive statistics\n• number of questions • an aim or hypothesis\n(directional or non-directional)/\nnull hypothesis\n• steps for making the study valid\nand reliable\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.3.1 diagnostic criteria (ICD-11) of impulse control disorders:\nKleptomania, pyromania & gambling disorder.\nDescription:\nPyromania is where a person has the urge to deliberately start a fire (and\noften to watch the fire or emergency services). Specifically, before setting the\nfire, the person must have felt some feelings of tension or arousal, must show\nthat attraction to fire, must feel a sense of relief or satisfaction from setting the\nfire and witnessing it, and must not have other motives for setting the fire.\nCharacteristics of addictions (Griffiths) may also be included.\nNote: ‘PSAS’ (like K-SAS) does not exist so 0 marks.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 20 of 33\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the feature\nwas used, expanded or modified to make it appropriate to the plan.\nThe knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nExample: Question format could be open, asking for example ‘Describe how\nyou feel after watching a fire’. This links the question format I used in (a) with\npsychological knowledge about feelings after watching a fire I outlined in\n(b)(i).\n\n9(c)(i) Explain one reason for your choice of question format. 2\nCandidates must use the question format stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample (other appropriate responses to be credited):\nopen questions:\n• the data gathered may be ‘rich’ and detailed (1 mark) related to plan\n(2 marks)\n• it allows participants the opportunity to express a range of feelings and\nexplain their behaviour (1 mark) related to plan (2 marks)\nclosed questions:\n• answers are in the same format for all participants (1 mark) related to\nplan (2 marks)\n• answers may be easy to score/analyse (1 mark) related to plan (2 marks)\n• relatively large numbers of participants can be questioned relatively\nquickly (1 mark) related to plan (2 marks)\nboth closed and open:\n• open and closed are used to gather both qualitative and quantitative data\n(1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 21 of 33\n\n9(c)(ii) Explain one weakness of your choice of question format. 2\nCandidates must use the question format stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample (other appropriate responses to be credited):\nOpen questions:\n• participants may not wish to express a range of feelings or explain their\nbehaviour (1 mark) related to plan (2 marks).\n• Answers may be more difficult to analyse because it is qualitative data\nwith no scale/fixed answers (1 mark) related to plan (2 marks)\nClosed questions:\n• participants have no opportunity to express a range of feelings or explain\ntheir behaviour stating ‘yes’ for example, does not allow participants to\nexplain how they feel (1 mark) related to plan (2 marks)\n• participants can only respond with the answer options they have which\nmight be forced (4-point scale) or limited (5-point scale) (1 mark) related\nto plan (2 marks)\nBoth open and closed:\n• longer data analysis (e.g. recording and categorising open answers; use\nof judges/raters?) (1 mark) related to plan (2 marks)\n© Cambridge University Press & Assessment 2025 Page 22 of 33\n\n9(c)(iii) Explain one reason for your choice of questionnaire technique. 2\nCandidates should use the questionnaire technique stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample (other appropriate responses to be credited):\nPaper/pencil\n• because they are face-to-face perhaps participants are more likely to\ncomplete the questionnaire and perhaps be more honest in their answers\n(1 mark) related to plan (2 marks).\n• paper/pencil because the researcher is there at the time watching and\nwaiting and so the environment is perhaps more likely to be controlled if\ndone in a laboratory with students for example (1 mark) related to plan\n(2 marks).\nOnline\n• online because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\na relatively restricted place (in street, laboratory) related to plan\n(2 marks).\n• online because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses (1 mark) related to plan (2 marks).\nPostal\n• postal because the sample size can be much larger and potentially much\nmore diverse than paper/pencil or face-to-face which is probably done in\nin a relatively restricted place (in street, laboratory) (1 mark) related to\nplan (2 marks).\n• postal because there is no researcher waiting, watching or influencing the\nperson in any way. The participant is more likely to be honest in their\nresponses (1 mark) related to plan (2 marks).\n© Cambridge University Press & Assessment 2025 Page 23 of 33", "source_pages": [ 20, 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_42.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_42-p20.png", "../answer-assets/9990_w25_ms_42-p21.png", "../answer-assets/9990_w25_ms_42-p22.png", "../answer-assets/9990_w25_ms_42-p23.png" ] }, { "id": "9990-2025-on-42-q10", "question_id": "9990-2025-on-42-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "42", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan an experiment to investigate differences between adult males and 10\nadult females in brand recognition.\nYour plan must include details about:\n• directional or non-directional hypothesis\n• descriptive statistics\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • type of data, analysis of data,\n• choice of experimental design. use of descriptive statistics\n• If appropriate: • an aim or hypothesis\n• counterbalancing, random (directional or\nallocation (RCT) non-directional)/ null\n• single blind/double blind hypothesis\n• other appropriate features • • steps for making the study\nvalid and reliable\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.5.3 Brand awareness and recognition. Brand recognition in\nchildren including how children acquire an understanding of advertising via\nlogo recognition, including a study, e.g. Fischer et al. (1991)\nDescription: Brand recognition is the extent to which a consumer can correctly\nidentify a product just by viewing the product’s logo, tag line, packaging or\nadvertising campaign. Some brands have become synonymous with their\nfunction: people ‘Hoover’ the carpet; have ‘Kellog’s’ for breakfast, for example.\nNB: question specifies ‘adult’ syllabus is children. Candidates may write about\nthe Fischer et al (1991) study (which is an ‘e.g.’ study).\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 24 of 33\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the feature\nwas used, expanded or modified to make it appropriate to the plan.\nThe knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nExample: As I outlined in (b)(i) brand recognition is the extent to which a\nconsumer can correctly identify a product just by viewing the product’s logo,\ntherefore the correct identification of a brand would be the dependent variable\nwhich I outlined in (a).\n\n10(c)(i) Explain one reason for your choice of directional or non-directional 2\nhypothesis.\nCandidates should use the directional/non-directional hypothesis stated in (a).\nAward 2 marks if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan and worded correctly.\nAward 1 mark if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan, but the wording is incomplete or partially incorrect.\nA reasonable attempt.\nAward 0 marks if the statement is not a directional or non-directional\nhypothesis or there is no attempt to apply it to the plan to the plan.\nExample:\n• a directional hypothesis was chosen because there was sufficient\npsychological knowledge to suggest the direction of the difference\n(1 mark) for example the study by X found that [insert example as\nappropriate] (2 marks)\n• a non-directional hypothesis was chosen because there was no evidence\nto suggest that group X would be more/better/score (1 mark) [related to\nspecific plan] (2 marks)\nNote: 2 marks can also be awarded for a basic reason and a fully operational\nhypothesis; 1 mark for a basic reason and a partially correct statement.\nNote: 0 marks for a null hypothesis.\n© Cambridge University Press & Assessment 2025 Page 25 of 33\n\n10(c)(ii) Explain one strength of your choice of type of experiment. 2\nCandidates should use the choice of experiment stated in (a).\nAward 2 marks: strength is given and applied to the plan\nAward 1 mark: strength is given without being applied to the plan\nExample\n• laboratory experiments have high levels of control, so the DV is more\nlikely to be caused by the IV (1 mark) example from part (a) of plan\n(2 marks)\n• field experiment perhaps more difficult to control but possible to have high\nlevels of ecological validity (1 mark) example from part (a) of plan\n(2 marks)\n\n10(c)(iii) Explain one reason for your choice of descriptive statistics. 2\nCandidates should use the descriptive statistics stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample\n• descriptive statistics describe (summarise) data via mean, median, mode,\nrange so outcomes can be easily identified (1 mark) related to study\n(2 marks)\n• descriptive statistics describe (summarise) data via a visual display bar\nchart, histogram, scattergraph (1 mark) related to study (2 marks).\n© Cambridge University Press & Assessment 2025 Page 26 of 33", "source_pages": [ 24, 25, 26 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_42.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_42.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_42-p24.png", "../answer-assets/9990_w25_ms_42-p25.png", "../answer-assets/9990_w25_ms_42-p26.png" ] }, { "id": "9990-2025-on-43-q01", "question_id": "9990-2025-on-43-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 1, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "1 The key study by Grant et al. (2008) treated gambling disorder in one of\ntwo double-blind placebo-controlled trials, in a university and treatment\ncentres.\n\n1(a)(i) Identify the drug used in each trial. 2\nSyllabus: 1.3.3 Key study on treating gambling disorder with drugs and\nplacebo: Grant et al. (2008).\nMarks: Award 1 mark for each correct answer.\nDefinitive answers:\n• Nalmefene (1 mark)\n• Naltrexone (1 mark)\nNB: trial does not need to be specified (e.g. trial 1 = nalmefene)\nNB: 0 marks for opioid antagonists.\n\n1(a)(ii) State the duration of each trial. 2\nMarks: Award 1 mark for each correct answer.\nDefinitive answers:\n• 16 weeks (1 mark)\n• 18 weeks (1 mark)\nNB: trial does not need to be specified (e.g. trial 1 = 16 weeks)\n\n1(b) Suggest why placebo-controlled trials were used in this study. 2\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• to find out whether a drug treatment works better than a substance that\ndoes not have an active drug in it (1 mark)\n• to act as a control group or baseline to compare ‘with drug’ and ‘without\ndrug’ conditions (1 mark)\n• to provide a baseline for a comparison between drug and non-drug\nconditions (1 mark)\n• without it, it might lead to false conclusions about the effect of the drug (1\nmark)\n• without a placebo group, participants would know that they are receiving\nan active drug and this alone might result in a change in behaviour (1\nmark)\n• related to study: inclusion of nalmefene/naltrexone; treatment of gambling\ndisorder (+1 mark).\nNB: answer must refer to placebo for 2 marks.\n© Cambridge University Press & Assessment 2025 Page 8 of 35\n\n1(c) Explain one strength and one weakness of using multiple locations 4\nwithin this study.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness:\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail/elaboration/example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• participants might be different, perhaps making the study more\nrepresentative/generalisable (1 mark) such as those living close to a\nuniversity compared to those living near a treatment centre (2 marks)\n• a different location may provide a different outcome (1 mark) a study\nconducted in a laboratory (University of Minnesota) compared to a real-\nlife setting (out-patient psychiatric treatment centres) (2 marks)\nWeaknesses:\n• participants in one location might have different characteristics from\nparticipants in a different location (1 mark) in this study participants were\neither at a University (attended there/students) rather than those at\ntreatment centres (non-students) (2 marks)\n• different locations might attract different types of personalities which\nmight affect behaviour/results (1 mark) people perhaps might participate\nat a university rather than a treatment centre/might participate because it\nis a treatment centre (2 marks)\n© Cambridge University Press & Assessment 2025 Page 9 of 35", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_43-p08.png", "../answer-assets/9990_w25_ms_43-p09.png" ] }, { "id": "9990-2025-on-43-q02", "question_id": "9990-2025-on-43-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 2, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "2(a) Outline one case study of schizophrenia. 2\nSyllabus 1.1.1 diagnostic criteria (ICD-11) of schizophrenia, including\nsymptoms (positive and negative). A case study of schizophrenia.\nMarks: Award 2 marks for a detailed outline. Award 1 mark for a partial\noutline.\nAnswers may include (other appropriate responses to be credited).\nThree case studies by Aneja (2018)\nCase 1: A 14-year-old boy, educated up to class 6, belonging to a family of\nmiddle socioeconomic status and residing in an urban area was brought with\ncomplaints of academic decline since 3 years and hearing voices for the past\n\n2 years. Father was aggressive. Mother and child lived with grandparents.\nChild aggressive/violent outbursts. Early onset schizophrenia\nCase 2: An 11-year-old boy, educated up to class 3, belonging to a rural\nfamily of lower socioeconomic status was brought with complaints of\nacademic decline since 2 years, repetition of acts, irritability since a year, and\nadoption of abnormal postures since 6 months.\nCase 3: A 7-year-old girl, student of second class, belonging to a high\nsocioeconomic status family living in an urban locality was brought with\ncomplaints of academic decline, irritability, and abnormal behaviour for the\npast 9 months.\nNB: any case study can be included; beware of anecdotal examples.\n\n2(b) Suggest why the data gathered from a person with schizophrenia might 2\nnot be reliable.\nMarks: Award 2 marks for an appropriate suggestion and applied to question\nwith detail/elaboration/example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• the person may not be consistent in responses (1 mark)\n• the person may not be able to remember what was said on previous\noccasions (1 mark)\n• the person may be taking regular medication which may mask what they\nreally think or feel (1 mark)\n• the person may report new things ‘voices in their head’ are telling them (1\nmark)\n• (+ 1 mark) and so any data gathered would not be reliable/ with\nappropriate example\nNB: ‘consistency’ needs to be included for 2 marks.\n© Cambridge University Press & Assessment 2025 Page 10 of 35\n\n2(c) Explain two strengths of using case studies to collect data on 4\nschizophrenia.\nMarks: up to 2 marks for each strength.\nAward 2 marks for an appropriate strength stated and applied as required by\nthe question with detail/elaboration/example.\nAward 1 mark for an appropriate strength stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• a case study can be used as a pilot study (1 mark)\n• a participant is studied as part of their everyday life (1 mark),\n• a single participant can be studied in depth/detail (1 mark)\n• a participant may present a unique set of symptoms (1 mark)\n• strengths applied to individual candidate example (+1 mark)\nQuestion Answer Marks", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_43-p10.png", "../answer-assets/9990_w25_ms_43-p11.png" ] }, { "id": "9990-2025-on-43-q05", "question_id": "9990-2025-on-43-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 5, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 10, "status": "available", "reason": null, "text": "5 The key study by Bridge et al. (1988) on reducing stress during medical\ntreatment divided the female participants into two experimental groups\nand one control group.\n\n5(a)(i) Outline the procedure followed by the ‘relaxation plus imagery’ 2\nexperimental group.\nSyllabus 3.4.3 Managing stress: Key study on relaxation and imagery in\nreducing stress during medical treatment: Bridge et al. (1988).\nMarks: Award 1 mark for correct point about relaxation (common to all\ngroups); award 1 mark for imagery (specific to this group)\nDefinitive answer:\n• both treatment groups (relaxation and relaxation plus imagery) were\ntaught a relaxation technique which by a process of direct concentration\nfocuses sensory awareness on a series of individual muscle groups.\n• patients were also given instructions for diaphragmatic breathing, which\nslows respiration, induces a calmer state, and reduces tension.\n• in addition to the breathing and relaxation, each patient in the relaxation\nplus imagery group was taught to imagine a peaceful scene of her own\nchoice as a means of enhancing the relaxation.\n\n5(a)(ii) Outline the experimental design that was used in this study. 2\nMarks: Award 1 mark for each correct point (2 marks max)\nDefinitive answer:\nIndependent measures design (1 mark) relaxation only, and relaxation and\nimagery participated in only one condition (2 marks).\n\n5(b) Suggest one problem if a different experimental design was used in this 2\nstudy, other than the one you outlined in part (a)(ii).\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail/elaboration/example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\nIf a repeated measures design was used:\n• knowledge of one technique would influence the next (1 mark) making\neither the relaxation or relaxation plus imagery redundant (2 marks).\n• treatment would go on for too long, potentially leading to attrition (1 mark)\nand so the sample would be too small to determine the effectiveness of\neither the relaxation/ relaxation plus imagery technique (2 marks)\n© Cambridge University Press & Assessment 2025 Page 14 of 35\n\n5(c) Explain one strength and one weakness of using a sample of female 4\nparticipants in studies on reducing stress.\nMarks: up to 2 marks for each strength and up to 2 marks for each weakness.\nAward 2 marks for an appropriate strength/weakness stated and applied as\nrequired by the question with detail/elaboration/example.\nAward 1 mark for an appropriate strength/weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nStrengths:\n• stress reduction techniques can be tailored specifically for females rather\nthan a generic ‘one size fits all’ (1 mark) particularly useful if the\ntechnique is designed to help reduce their anxiety about their illness\n(2 marks)\n• stress reduction techniques can be tailored specifically for females with\n‘female illnesses’ (1 mark) in this study the participants had breast cancer\n(2 marks).\nWeakness\n• rather than one technique fits all, it would mean that a range of different\ntechniques would be needed (1 mark) that are appropriate for men (or\neven different age ranges/ different types of illness (2 marks).\n• The female/female illness techniques would not generalise depending on\nthe illness (1 mark) men can get breast cancer; but not ovarian (females\ndo not get prostate cancer) (2 marks).\nQuestion Answer Marks", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_43-p14.png", "../answer-assets/9990_w25_ms_43-p15.png" ] }, { "id": "9990-2025-on-43-q06", "question_id": "9990-2025-on-43-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 6, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 8, "status": "available", "reason": null, "text": "6(a) Outline the methodology used in one study on improving adherence in 2\nchildren (e.g. Chaney et al. 2004).\nSyllabus 3.2.3 improving adherence. Improving adherence in children\nincluding a study, e.g. Chaney et al. (2004).\nMarks: Award for each correct feature (2 marks max)\nAnswers may include (other appropriate responses to be credited):\nFrom the Chaney et al. study:\n• a matched questionnaire-based survey (1 mark)\n• two interviews in the child/parents’ home conducted by the same\nperson (1 mark)\n• telephone interviews (at random) to check on medication from previous\nday (1 mark)\nNB: this is an ‘e.g.’ study so any appropriate alternative can receive credit.\nWatt et al’s ‘funhaler’ is a likely alternative (old syllabus).\n© Cambridge University Press & Assessment 2025 Page 15 of 35\n\n6(b) Suggest one ethical guideline that applies to the children in the study 2\nyou outlined in part (a).\nMarks: Award 2 marks for an appropriate suggestion stated and applied to\nstudy with detail / elaboration / example.\nAward 1 mark for an appropriate suggestion identified but not applied.\nAnswers may include (other appropriate responses to be credited):\n• children cannot give informed consent (1 mark) in the Chaney et al. study\nthe children were aged 1.5 to 6 years (2 marks)\n• children do not understand they have the right to withdraw, or will do so,\neven if it is explained to them (1 mark) which would apply to anyone\nunder 16 years undergoing trials for a new adherence technique\n(2 marks)\n\n6(c) Explain two weaknesses of using parents/guardians to collect data 4\nabout improving adherence in the children in their care. Do not refer to\nethics in your answer.\nMarks: Up to 2 marks for each weakness  2\nAward 2 marks for an appropriate weakness stated and applied as required\nby the question with detail / elaboration / example.\nAward 1 mark for an appropriate weakness stated but not applied.\nAnswers may include (other appropriate responses to be credited):\nWeaknesses:\n• a parent may not know whether the child is taking medication or not (they\nthink they do, but …) (1 mark) which means that any data gathered on\nusing the funhaler (or whatever example used) is not valid (2 marks)\n• a parent may want their child to be seen in a good light/ a parent may not\nbe honest in their answers (1 mark) and so they may say that the child is\nusing the (e.g. funhaler) when the child is not (2 marks)\n© Cambridge University Press & Assessment 2025 Page 16 of 35", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_43-p15.png", "../answer-assets/9990_w25_ms_43-p16.png" ] }, { "id": "9990-2025-on-43-q09", "question_id": "9990-2025-on-43-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 9, "topic": "Clinical Psychology", "topic_slug": "9990-topic-01-clinical-psychology", "marks": 24, "status": "available", "reason": null, "text": "9(a) Plan a study using a structured observation to investigate the 10\neffectiveness of imaginal desensitisation for treating gambling disorder.\n• naturalistic or controlled observation\n• type(s) of data\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• structured or unstructured • sample and sampling technique\n• covert or overt • ethical guidelines\n• controlled or naturalistic • a procedure\n• participant or non-participant • type(s) of data, analysis of\n• number of observers (inter-rater data, use of descriptive\nreliability) statistics\n• behavioural categories • an aim or hypothesis\n• could include: event or time (directional or non-directional)/\nsampling null hypothesis\n• steps for making the study valid\nand reliable\n© Cambridge University Press & Assessment 2025 Page 21 of 35\n\n9(b) For one piece of psychological knowledge on which your plan is based:\n\n9(b)(i) Describe this psychological knowledge. 4\nSyllabus: 1.3.3 Treatment and management of impulse control disorders.\nimaginal desensitisation, including a study, e.g. Blaszczynski and Nower\n(2003)\nDescription:\nImaginal desensitisation involves teaching progressive muscle relaxation and\nthen the person visualises themselves being exposed to the situation. This\ntriggers the drive to carry out the impulsive behaviour and the aim is to reduce\nthe strength of the drive. Blaszcznski and Nower (2003) found this technique\nwas particularly effective with gamblers. There are six steps in a typical\ntreatment sequence: Initiating the urge, planning to follow through on the\nurge, arriving at the venue, getting arousal and excitement with the behaviour,\nhaving ‘second thoughts’ about the behaviour and decreasing the\nattractiveness of the behaviour. Blaszcznski and Nower (2003) conducted\ninitial sessions with the therapist then conducted at home.\n0 marks for covert sensitisation.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n© Cambridge University Press & Assessment 2025 Page 22 of 35\n\n9(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the feature\nwas used, expanded or modified to make it appropriate to the plan.\nThe knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nExample: In (b)(i) I explained how gamblers are taught progressive muscle\nrelaxation with sessions specific to their type of gambling. Therefore in (a) I\nplanned that after many sessions a structured observation can be conducted\nin a naturalistic setting to see whether they still engage in their specific type of\ngambling.\n\n9(c)(i) Explain one reason for your choice of naturalistic observation or 2\ncontrolled observation.\nCandidates should use the choice of interpretation/scoring stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan\nExample:\nnaturalistic observation because\n• it is conducted in a real-world setting (1 mark) such as a gambling casino\nwhere gambling behaviour could be covertly observed (2 marks)\n• behaviours are likely to be normal (high in ecological validity) (1 mark)\nbecause the participant will not know they are being observed in the\ncasino and so effectiveness of treatment assessed (2 marks)\n• a full range of casino atmospherics are present (1 mark) so the\neffectiveness of the treatment in a real-world setting of a gambling casino\nis tested (2 marks)\ncontrolled observation because\n• it is conducted in a laboratory setting (1 mark) and so all variables such\nas the type of gambling, such as cards or machines, can be controlled (2\nmarks)\n• it is a ‘safe’ environment where the patient knows they are being\nobserved (1 mark) and that they cannot lose (or win) real money (2\nmarks)\n© Cambridge University Press & Assessment 2025 Page 23 of 35\n\n9(c)(ii) Explain one strength of using a structured observation in your study. 2\nCandidates should use the choice of covert observation stated in (a).\nAward 2 marks if an appropriate strength is given and justified.\nAward 1 mark if an appropriate strength is given but not justified.\nExample\n• a structured observation uses behaviour checklists so observers know\nexactly what they are looking for, it is more reliable than unstructured\nobservation (1 mark) related to study (2 marks)\n• a structured observation uses behaviour checklists two observers can\nindependently record behaviour and their reliability checked (1 mark)\nrelated to study (2 marks)\n• a structured observation can be used as a technique to measure the DV\nin an experiment (1 mark) related to study (2 marks)\n\n9(c)(iii) Explain one reason for your choice of type(s) of data. 2\nCandidates should use the type(s) of data stated in (a).\nAward 2 marks: reason is given and applied to the plan\nAward 1 mark: reason is given without being applied to the plan.\nExample:\n• quantitative data can be statistically analysed by researchers (1 mark)\nrelated to plan (2 marks)\n• qualitative data can allow participants to provide reasons for their answer\n(1 mark) related to plan (2 marks)\n• both quantitative and qualitative data can be gathered to provide ‘best of\nboth worlds’ (1 mark) related to plan (2 marks)\nQuestion Answer Marks\n© Cambridge University Press & Assessment 2025 Page 24 of 35", "source_pages": [ 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_43.pdf?download=true", "html": "9990-topic-01-clinical-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_43-p21.png", "../answer-assets/9990_w25_ms_43-p22.png", "../answer-assets/9990_w25_ms_43-p23.png", "../answer-assets/9990_w25_ms_43-p24.png" ] }, { "id": "9990-2025-on-43-q10", "question_id": "9990-2025-on-43-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 4, "variant": "43", "question_number": 10, "topic": "Consumer Psychology", "topic_slug": "9990-topic-02-consumer-psychology", "marks": 24, "status": "available", "reason": null, "text": "10(a) Plan a study using a field experiment to investigate the effect on 10\nspending when playing classical music in different types of restaurant.\nYour plan must include details about:\n• controls\n• directional or non-directional hypothesis.\nUse Table A: AO2 Application to mark candidate responses to this question.\nCredit both general features and specific features of the plan.\nThe specific features of the plan The general features of the plan\nshould include: should include (if appropriate):\n• type of experiment • sample and sampling technique\n• independent variable • ethical guidelines\n• dependent variable • a procedure\n• controls • type of data, analysis of data,\n• choice of experimental design. use of descriptive statistics\nIf appropriate: • an aim or hypothesis\n• counterbalancing, random (directional or\nallocation (RCT) non-directional)/ null\n• single blind/double blind hypothesis\n• other appropriate features • steps for making the study valid\nand reliable\n© Cambridge University Press & Assessment 2025 Page 25 of 35\n\n10(b) For one piece of psychological knowledge on which your plan is based:\n\n10(b)(i) Describe this psychological knowledge. 4\nSyllabus: 2.1.2 Key study on musical style and restaurant customers’\nspending: North et al. (2003).\nDescription:\nNorth et al. (2003) field experiment in a restaurant to investigate the effect of\ntype of music on the amount of money spent. Conducted over 3 weeks so\neach of the three conditions of the IV (classical music, pop music and no\nmusic) tested on different days. 393 people ate in the restaurant over 3 weeks\nand listened to only one type of music (independent measures). The DV was\nactual spend in GBP broken down into starters, main course, dessert, coffee,\nbar drinks, and wine. Total spend also calculated. Most money was spent with\nclassical music £32.50, pop music £29.46 and no music £29.73. There was\nvery little difference in the amount spent on main course; greatest difference\nwas spending on coffee: classical £1.06, pop £0.80 and no music £0.53.\nMarks Description\n3–4 The knowledge is appropriate. Relevant points are correctly\ndescribed in good detail.\n1–2 Basic points are identified with some elaboration and\nunderstanding. The answer lacks detail (a sentence or two).\n0 No creditable response\n\n10(b)(ii) Explain how you used two features of this psychological knowledge to 4\nplan your study.\nCandidates should explain how the psychological knowledge described in\n(b)(i) has informed their plan in part (a).\nFor each feature:\nMarks Description\n2 Suitable answer that relates a feature and explains how the feature\nwas used, expanded or modified to make it appropriate to the plan.\nThe knowledge has clearly been applied to the plan.\n1 Basic answer that identifies a feature\n0 No creditable response\nExample: Classical music can be played in an upmarket restaurant (similar to\nthe one in the North et al. study) and also played in a ‘fast-food’ restaurant\n(the IV). Like North et al. the amount of money spent on individual products\ncan be measured (the DV).\n© Cambridge University Press & Assessment 2025 Page 26 of 35\n\n10(c)(i) Explain one reason for your choice of controls. 2\nCandidates should use the controls stated in (a).\nAward 2 marks: appropriate reason is given and applied to the plan\nAward 1 mark: appropriate reason is given without being applied to the plan\nExample\n• so the study is valid; it is more likely that the DV has been caused by the\nIV (1 mark) applied to specific plan (2 marks)\n• situational variables are controlled such as noise, temperature and\nlighting (1 mark) applied to specific plan (2 marks).\n\n10(c)(ii) Explain one weakness of your choice of controls. 2\nCandidates should use the controls stated in (c)(i).\nAward 2 marks: weakness is given and applied to the plan\nAward 1 mark: weakness is given without being applied to the plan\nExample\n• if too many controls are applied the experiment loses ecological validity\n(1 mark) related to study (2 marks)\n• if too many controls are applied demand characteristics are perhaps more\nlikely (1 mark) related to study (2 marks).\n\n10(c)(iii) Explain one reason for your choice of directional or non-directional 2\nhypothesis.\nCandidates should use the directional/non-directional hypothesis stated in (a).\nAward 2 marks if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan and worded correctly.\nAward 1 mark if an appropriate directional or non-directional hypothesis is\ngiven, applied to the plan, but the wording is incomplete or partially incorrect.\nA reasonable attempt.\nAward 0 marks if the statement is not a directional or non-directional\nhypothesis or there is no attempt to apply it to the plan to the plan.\nExample:\n• a directional hypothesis was chosen because there was sufficient\npsychological knowledge to suggest the direction of the difference\n(1 mark) for example the study by X found that [insert example as\nappropriate] (2 marks)\n• a non-directional hypothesis was chosen because there was no evidence\nto suggest that group X would be more/better/score (1 mark) [related to\nspecific plan] (2 marks)\nNB: 2 marks can also be awarded for a basic reason and a fully operational\nhypothesis; 1 mark for a basic reason and a partially correct statement.\nNB: 0 marks for a null hypothesis.\n© Cambridge University Press & Assessment 2025 Page 27 of 35", "source_pages": [ 25, 26, 27 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_43.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_43.pdf?download=true", "html": "9990-topic-02-consumer-psychology/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_43-p25.png", "../answer-assets/9990_w25_ms_43-p26.png", "../answer-assets/9990_w25_ms_43-p27.png" ] }, { "id": "9990-2021-mj-11-q01", "question_id": "9990-2021-mj-11-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "1(a) State the lowest voltage shock that was labelled on the shock 1\ngenerator.\n1 mark for correct answer\n15 (volts)\n\n1(b) Describe the shock instructions the participant (teacher) was told to 3\nfollow when the victim (learner) gave an incorrect answer.\n1 mark per correct point made\nThey were told to give a shock to learner each time they gave an incorrect\nresponse;\nThis was done by pressing a switch/button\nThey were told to move one switch higher each time/increase by 15 V each\ntime;\nThey were told to say the voltage level;\nBefore giving that shock level;\n\n1(c) Milgram suggested one reason for obedience was the payment to the 1\nparticipant (teacher).\nSuggest one reason for obedience in this study, other than the\npayment.\n1 mark for a suggestion based on the study\ne.g.\nBeing in a university;\nThe experimenter’s prods;\nThe way the experimenter was dressed;\nThe authority figure;\n© UCLES 2021 Page 4 of 11", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p04.png" ] }, { "id": "9990-2021-mj-11-q02", "question_id": "9990-2021-mj-11-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "2(a) From the study by Piliavin et al. (subway Samaritans): 2\nOutline one aim of the study, other than to test the effect of race on\nhelping behaviour.\n2 marks full aim\n1 mark brief/partial aim\ne.g.\nTo investigate bystander behaviour in a realistic setting/where there is a\nclear view of victim (2 marks);\nTo investigate if a person is more likely to help an ill or drunk victim\n(2 marks);\nTo investigate bystander behaviour (1 mark);\nTo investigate diffusion of responsibility (1 mark) which states that the more\npeople present in an emergency the less likely they are to help (1 mark);\nTo test the idea of a Good Samaritan (1 mark);\n\n2(b) Describe one result about same-race helping in the cane (ill) condition. 2\n2 marks meaningful comparison\n1 mark no comparison\ne.g.\nThere was a slight tendency for same-race helping in this condition, but it\nwas not a significant result (2 marks)\nOverall, people were more likely to help an ill victim of their own race\ncompared to a different race (2 marks)\nWhite helpers were more likely to help a white victim compared to black\nhelpers (2 marks)\nBlack helpers were less likely to help a black victim compared to white\nhelpers (2 marks)\nOverall, people helped out same race more often (1 mark)\n\n2(c) Outline two comments made by participants who did not help the 2\nvictim.\n1 mark per comment\n‘It is for men to help him’;\n‘I wish I could help him’;\n‘I am not strong enough’;\n‘I never saw this kind of thing before’;\n‘I don’t know where to look’;\n‘You feel so bad when you don’t know what to do’;\n© UCLES 2021 Page 5 of 11", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p05.png" ] }, { "id": "9990-2021-mj-11-q03", "question_id": "9990-2021-mj-11-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Laney et al. (false memory): 3\nIdentify three features of the sample used in Experiment 2\n1 mark per correct point made\nn = 103;\nUndergraduates;\nUniversity of Washington;\nReceived course credit (for participation);\nMajority female;\nMean age 20 years;\nVolunteers;\n\n3(b) Suggest one real-world application based on the results of the study. 2\n1 mark for what the application is about\n1 mark for how it will be implemented/used\ne.g.\nThe false memory procedure could be used with children who are fussy\neaters (1 mark: what); they could be led to believe that they actually like\nhealthy food to improve their diets (1 mark: how);\nCan help children who are obese/have a poor diet (1 mark: what) by letting\nparents alter their child’s diet via a false memory (1 mark: how);\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p06.png" ] }, { "id": "9990-2021-mj-11-q04", "question_id": "9990-2021-mj-11-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "4(a) Describe one assumption of the learning approach, using an example 2\nother than the study by Pepperberg (parrot learning).\n1 mark assumption with no example\n2 marks assumption with an example\ne.g.\nWe learn through conditioning (1 mark). For operant we can get rewarded\nfor being good so we are likely to be good again (1 mark: example);\nSocial Learning helps to explain changes in behaviour (1 mark). We observe\nand imitate behaviours of aggressive role models and copy that aggression\n(1 mark: example);\nWe learn through classical conditioning (1 mark);\nWe learn from reinforcement/punishment (1 mark);\n© UCLES 2021 Page 6 of 11\n\n4(b)(i) Explain how one finding from the study by Pepperberg supports the 2\nassumption of the learning approach that you have described in (a).\n1 mark for finding\n1 mark for linking it to an assumption highlighted in 4(a). If it does not match\nassumption can still gain 1 mark for a correct result.\ne.g.\nAlex scored well above chance on tests for same/different with familiar\nobjects (76.6%) (1 mark: finding). This maybe because he was rewarded\n(conditioned) during training/testing (1 mark: link);\nAlex was able to comprehend same/different (1 mark: finding) after\nobserving a teacher and competing using the model/rival technique (1 mark:\nlink);\nHe could imitate words for colour/shape (1 mark: finding);\nHe was taught using the model/rival technique that uses positive\nreinforcement to motivate (1 mark: link);\n\n4(b)(ii) Explain how one finding from the study by Pepperberg does not 2\nsupport the assumption of the learning approach that you have\ndescribed in (a).\n1 mark for finding\n1 mark for explaining why there is no link to an assumption highlighted in\n\n4(a). If it does not match assumption can still gain 1 mark for a correct\nresult.\ne.g.\nAlex scored well above chance on tests of same/different with novel objects\n(82.3%) (1 mark: finding). He had not been conditioned/rewarded to know\nthese differences/was only rewarded after he got the answer correct (so this\ncannot explain why he was good at these) (1 mark: explain)\nQuestion Answer Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p06.png", "../answer-assets/9990_s21_ms_11-p07.png" ] }, { "id": "9990-2021-mj-11-q05", "question_id": "9990-2021-mj-11-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Saavedra and Silverman (button phobia): 1\nDuring diagnosis, the boy did not meet the DSM-IV criteria for one\ndisorder. Name this disorder.\n1 mark for correct answer\nOCD/Obsessive Compulsive Disorder\n\n5(b) Describe the Feelings Thermometer. 2\n1 mark per correct point made\nA hierarchy of disgust/fear;\nNine point scale/0–8;\n0 = no distress/8 = very distressed;\nUsed to rate his level of disgust/fear/distress/anxiety;\n© UCLES 2021 Page 7 of 11\n\n5(c) Outline one strength of this study. 2\n1 mark for identifying the strength\n1 mark for relating it to the Saavedra and Silverman study\ne.g.\nThere was a standardised procedure to the study to aid replicability/\nreliability (1 mark); for example, the treatment session lengths were 20 mins\nfor the boy (1 mark);\nThe study could be said to have high ecological validity (1 mark); This is\nbecause the therapy sessions were ‘real’, and the activities would happen in\nreal life (1 mark);\nThe study followed the ethical guideline of informed consent (1 mark); as\nboth the mum and boy gave this and knew exactly what the therapy was\nabout (1 mark);\nQuestion Answer Marks", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p07.png", "../answer-assets/9990_s21_ms_11-p08.png" ] }, { "id": "9990-2021-mj-11-q06", "question_id": "9990-2021-mj-11-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "6 Describe the procedure from the study by Bandura et al. (aggression) 5\nfrom when a participant entered the experimental room until the model\nbegan to assemble tinker toys.\n1 mark per correct procedural point\nThe participant was taken to one corner of the room;\nIt was a structured play area;\nThe child was seated (at a table);\nThe experimenter demonstrated to the child how to make pictures/potato\nprints/use stickers;\nOnce the child began ‘playing’, the experimenter took the model to the\nopposite corner;\nA variety of objects were located there (e.g. mallet, Bobo etc.);\nThe experimenter explained that these were for the model to play with;\nThe model was seated at their own table;\nThe experimenter then left the room;\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p08.png" ] }, { "id": "9990-2021-mj-11-q07", "question_id": "9990-2021-mj-11-q07", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "7(a) From the study by Baron-Cohen et al. (eyes test): 3\nDescribe the procedure used to select the target words and foils\nbefore the main study.\n1 mark per correct statement made\nPiloted on a group of eight judges;\nAt least five from the eight had to agree that the target word was most\nsuitable;\nNo more than two judges had to pick a single foil;\nItems that failed had new target words generated/was re-piloted with new\nwords;\n© UCLES 2021 Page 8 of 11\n\n7(b) Group 1 consisted of 15 adults recruited using adverts in a specialist 3\nmagazine.\nIdentify three other characteristics of Group 1.\n1 mark per characteristic\n(all) male;\n(diagnosed) with AS/HFA;\nMean age of 29.7 (years);\nNormal range IQ/mean IQ = 115;\nSame socioeconomic classes as Group 2;\nSame educational levels as Group 2;\nQuestion Answer Marks", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p08.png", "../answer-assets/9990_s21_ms_11-p09.png" ] }, { "id": "9990-2021-mj-11-q08", "question_id": "9990-2021-mj-11-q08", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "8(a) Research has shown that males’ brains respond to positive imagery 4\nmore than females’ brains.\nExplain two ways the study by Canli et al. (brain scans and emotions)\ndiffers from this research.\n1 mark for identifying a difference\n1 mark for describing the element of the study supporting the difference\ne.g.\nThe participants in the Canli study were not male (1 mark: identifying) as\nthey were all female (1 mark: describing)\nThe Canli study did not investigate positive imagery (1 mark: identifying) as\nthe images ranged from negative to neutral (1 mark: describing)\nThe sample was different (1 mark: identifying) Canli only used females in\ntheir study (1 mark: describing)\n© UCLES 2021 Page 9 of 11\n\n8(b) Explain one similarity and one difference between the study by Canli et 8\nal. (brain scans and emotions) and one other core study from the\nbiological approach.\n4 marks available for the similarity\n4 marks available for the difference\nCreditworthy points include: sample/sampling, ethics, quantitative data,\nbrain measurement techniques. There are others.\ne.g. difference\n4 marks\nCanli used an FMRI scan to be able to see brain activity whilst the\nparticipants watched the different emotional scenes. Dement and Kleitman\nused a different technique called an EEG that could only monitor brain wave\nactivity/patterns during sleep/dreaming.\n3 marks\nCanli used an FMRI scan to be able to see brain activity whilst the\nparticipants watched the different emotional scenes. Dement and Kleitman\nused a different technique called an EEG.\n2 marks\nCanli used an FMRI scan measure brain activity whilst Dement and\nKleitman used an EEG.\n1 marks\nBoth studies used different techniques to measure brain activity.\nThe similarity/difference is well explained using both studies 4 marks\nas examples.\nThe similarity/difference is well explained but only one study 3 marks\nis used as an example OR\nboth studies used briefly.\nThe similarity/difference is brief with an attempt at using at 2 marks\nleast one study as an example OR\nThe difference is well explained but there is no study\nevidence.\nThe similarity/difference is brief with no attempt at using 1 mark\nstudies as examples.\nNo creditworthy material. 0 marks\n© UCLES 2021 Page 10 of 11", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p09.png", "../answer-assets/9990_s21_ms_11-p10.png" ] }, { "id": "9990-2021-mj-11-q09", "question_id": "9990-2021-mj-11-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "9 Evaluate the study by Yamamoto et al. (chimpanzee helping) in terms 10\nof two strengths and two weaknesses. At least one of your evaluation\npoints must be about the use of quantitative data.\nSuitable strengths include:\nquantitative data, internal validity, reliability, ethics\nSuitable weaknesses include:\nquantitative data, external validity, generalisability, ethics\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 11 of 11", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_11-p11.png" ] }, { "id": "9990-2021-mj-12-q01", "question_id": "9990-2021-mj-12-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Milgram (obedience): 1\nState how many participants took part in the study.\n1 mark for correct answer\n40\n\n1(b) State the highest voltage shock that was labelled on the shock 1\ngenerator.\n1 mark for correct answer\n450 (volts)\n\n1(c) The participant (teacher) was given a ‘sample shock’. 3\nDescribe this procedure.\n1 mark per correct point made\nThis was always given before the teacher began their role;\nIt was always 45 v;\nThis was done by pressing (third) switch on generator;\nIt was applied to the wrist;\nIts source was a battery wired to the generator;\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p04.png" ] }, { "id": "9990-2021-mj-12-q02", "question_id": "9990-2021-mj-12-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "2(a) From the study by Bandura et al. (aggression): 2\nOutline what Bandura et al. meant by ‘imitative verbal aggression’.\n1 mark for the imitative part\n1 mark for the verbal aggression part\ne.g.\nThis is when the children/participant copied/imitated/repeated (1 mark)\nThe things that were said by the model/model’s verbal aggression (1 mark)\n\n2(b) Identify two examples that were recorded as imitative verbal 2\naggression.\n1 mark per example\n‘Sock him’;\n‘Hit him (down)’;\n‘Kick him’;\n‘Throw him (in the air)’;\n‘Pow’;\n© UCLES 2021 Page 4 of 10\n\n2(c) Describe one result about aggressive gun play in the aggressive 2\nexperimental groups.\n2 marks comparison/full result\n1 mark no meaningful comparison/brief result\ne.g.\nMales showed more aggressive (gun) play compared to females (2 marks)\nMales showed the most aggressive (gun) play in the aggressive male model\ncondition (2 marks)\nGirls showed the least aggressive (gun) play when the model was an\naggressive female (2 marks)\nMales showed more aggressive (gun) play (1 mark)\nFemales showed the least amount of aggressive (gun) play (1 mark)\nMore boys than girls showed (gun) play (0 marks as data is about the\naverage and not number of participants).\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p04.png", "../answer-assets/9990_s21_ms_12-p05.png" ] }, { "id": "9990-2021-mj-12-q03", "question_id": "9990-2021-mj-12-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Baron-Cohen et al. (eyes test): 3\nIdentify three features of the sample used for Group 4.\n1 mark per correct point made\nRandom sample;\nGeneral population;\nN = 14;\nNot diagnosed with AS/HFA;\nIQ matched with Group 1/mean IQ = 116;\nSame age distribution as Group 1/mean age = 28 years;\n\n3(b) Suggest one real-world application based on the results of this study. 2\n1 mark for what the application is about\n1 mark for how it will be implemented/used\ne.g.\nThe eyes test could be used as a diagnostic tool for AS/HFA (1 mark: what)\nThose who score low on the test may show a lack of theory of mind\n(1 mark: how)\nTeachers can use the eyes test to see which students struggle with social\ninteractions (1 mark: how)\nby giving these students extra lessons to help improve (1 mark: what)\n© UCLES 2021 Page 5 of 10", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p05.png" ] }, { "id": "9990-2021-mj-12-q04", "question_id": "9990-2021-mj-12-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "4(a) Describe two assumptions of the learning approach, using examples 4\nother than the study by Saavedra and Silverman (button phobia).\n2 marks assumption with an example (not from Saavedra and Silverman):\n1 mark for assumption + 1 mark for the examples\n1 mark assumption with no example\ne.g.\nWe learn through conditioning (1 mark).\nFor operant we can get rewarded for being good so we are likely to be good\nagain (1 mark: example)\nSocial Learning helps to explain changes in behaviour (1 mark)\nWe observe and imitate behaviours of an aggressive role models and copy\nthat aggression (1 mark: example)\nWe learn through classical conditioning (1 mark)\nWe learn from reinforcement/punishment (1 mark)\n\n4(b) Explain how one finding from the study by Saavedra and Silverman 2\n(button phobia) supports one of the assumptions of the learning\napproach that you have described in (a).\n1 mark for finding\n1 mark for linking it to an assumption highlighted in 4(a). If it does not match\nassumption can still gain 1 mark for a correct result.\ne.g.\nThe ratings of distress declined over session time (1 mark: finding)\nand during these the mother gave positive reinforcement to help shape his\nbehaviour (1 mark: link)\nby the end of the study the boy could handle buttons (1 mark: finding)\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p06.png" ] }, { "id": "9990-2021-mj-12-q05", "question_id": "9990-2021-mj-12-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Dement and Kleitman (sleep and dreams): 1\nFrom the dream-duration estimate part of the study:\nState how Dement and Kleitman chose whether to wake a participant\nafter 5 minutes or after 15 minutes of REM sleep.\n1 mark for correct answer\nAt random/randomly/equal chance of being either.\n© UCLES 2021 Page 6 of 10\n\n5(b) Describe the dream-duration estimates for the participant DN whose 2\nresponses did not follow the same pattern as others.\n1 mark per correct statement made\ne.g.\nDN was equally likely to get the 15 minute estimation right or wrong;\nHe got estimation of 15 minutes correct 50% of the time/5 times; ORA\nHe got estimation of 5 minutes correct 80% of the time/8 times; ORA\nHe often underestimated how long they were dreaming;\n\n5(c) Outline one strength of this study. 2\n1 mark for identifying the strength\n1 mark for relating it to Dement & Kleitman\ne.g.\nThere were controls on some participant/situational variables to aid cause\nand effect conclusions (1 mark)\nFor example participants were not allowed to drink alcohol/consume\ncaffeine prior to the study (1 mark)\nThere was a standardised procedure to the study to aid replicability/\nreliability (1 mark)\nFor example participants were not allowed to drink alcohol/consume\ncaffeine prior to the study (1 mark)\nIt was conducted in a laboratory so had good controls that increase\n(internal) validity (1 mark)\nQuestion Answer Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p06.png", "../answer-assets/9990_s21_ms_12-p07.png" ] }, { "id": "9990-2021-mj-12-q06", "question_id": "9990-2021-mj-12-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "6 From the study by Laney et al. (false memory): 5\nDescribe the procedure for Experiment 1 from when the participants\nreturned for Session 2 (approximately one week after Session 1) until\nthey completed the Food History Inventory.\n1 mark per correct procedural point made\nThey were given false feedback about Session 1;\nThey were told that their responses had been entered into a computer;\nIt had generated a food profile of early childhood;\nThese were presented as if ‘tailored to them’;\nOne part was the same for all participants (don’t need to name any to gain\nthe mark)(e.g. you disliked spinach);\nA critical item about asparagus was given (for Love group);\nControl group had three filler questions;\nAll had to respond about a ‘sweets at school’ item;\nAsked to imagine a setting where this experience might have happened/who\nwere you with?;\nThen they had to rate how much they felt it affected their adult personality;\nThe experimenter then collected the profiles;\n© UCLES 2021 Page 7 of 10", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p07.png" ] }, { "id": "9990-2021-mj-12-q07", "question_id": "9990-2021-mj-12-q07", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "7(a) From the study by Pepperberg (parrot learning): 3\nThe ‘model/rival technique’ was used where one human acted as a\ntrainer.\nDescribe this technique.\n1 mark per correct point made\nThe trainer presents objects to a second human/learner;\nThey ask questions about the objects;\nThe model/rival is praised/rewarded the correct answers;\nThey show disapproval for incorrect answers by the model/rival;\nThe second human acts as model for Alex/the bird;\nAnd as a rival for the trainer’s attention;\nThe role of model and rival were reversed;\n\n7(b) Describe what the secondary trainer did during the ‘test procedures’. 3\n1 mark per correct point made\nThis trainer would present Alex with an object;\nThese were varied but in a predetermined order;\nAsked a series of questions like ‘What colour?’ ‘What’s same?’ etc.; (need\nexample question);\nAlex got rewarded for correct/scolded for incorrect answer;\nAlex had to vocalise in English;\nSecondary questions were used to clarify answers (if necessary);\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p08.png" ] }, { "id": "9990-2021-mj-12-q08", "question_id": "9990-2021-mj-12-q08", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 12, "status": "available", "reason": null, "text": "8(a) Research in the laboratory has shown that people are more likely to 4\nhelp someone of a different race to themselves.\nExplain two ways the study by Piliavin et al. (subway Samaritans)\ndiffers from this research.\n1 mark for identifying a difference\n1 mark for describing the element of the study supporting the difference\ne.g.\nPiliavin’s study was not in a laboratory/controlled setting (1 mark: identify)\nas it took place in a subway car in New York (1 mark: describe)\nThe different race helping was not seen as much in Piliavin (1 mark: identify)\nas people were more likely to help same race victim when drunk\n(1 mark: describe)\n68% of spontaneous helpers of a white victim were white which is higher\nthan racial distribution in the car (1 mark: describe)\n© UCLES 2021 Page 8 of 10\n\n8(b) Explain one similarity and one difference between the study by Piliavin 8\net al. (subway Samaritans) and the study by Milgram (obedience).\n4 marks available for the similarity, e.g. ethics, situational, controls,\nquantitative data\n4 marks available for the difference, e.g. setting, participants, use of a\nstooge.\nCreditworthy points include ethics, situational, controls, quantitative data,\nsetting, participants, use of a stooge.\nSimilarity\ne.g. 4 marks\nBoth the Piliavin and Milgram studies have ethical issues of deception. In\nthe Milgram study, participants believed they were giving real electric\nshocks to a stranger who could not remember word pairs. In the Piliavin\nstudy, the participants were led to believe that the drunk or ill victim was\nactually in need of help.\ne.g. 3 marks\nBoth the Piliavin and Milgram studies have ethical issues of deception. In\nthe Milgram study, participants believed they were giving real electric\nshocks to a complete stranger who could not remember word pairs.\ne.g. 2 marks\nBoth the Piliavin and Milgram studies have ethical issues of deception, as in\nboth, participants never knew that the scenarios were fake.\ne.g. 1 mark\nBoth the Piliavin and Milgram studies had ethical issues.\nThe similarity/difference is well explained using both studies 4 marks\nas examples.\nThe similarity/difference is well explained but only one study 3 marks\nis used as an example OR\nboth studies used briefly.\nThe similarity/difference is brief with an attempt at using at 2 marks\nleast one study as an example OR\nThe similarity/difference is well explained but there is no\nstudy evidence.\nThe similarity/difference is brief with no attempt at using 1 mark\nstudies as examples.\nNo creditworthy material. 0 marks\n© UCLES 2021 Page 9 of 10", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p08.png", "../answer-assets/9990_s21_ms_12-p09.png" ] }, { "id": "9990-2021-mj-12-q09", "question_id": "9990-2021-mj-12-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "9 Evaluate the study by Schachter and Singer (two factors in emotion) in 10\nterms of two strengths and two weaknesses. At least one of your\nevaluation points must be about the use of quantitative data.\nSuitable strengths include: quantitative data, internal validity, reliability\nSuitable weaknesses include: quantitative data, external validity,\ngeneralisability, ethics.\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 10 of 10", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_12-p10.png" ] }, { "id": "9990-2021-mj-13-q01", "question_id": "9990-2021-mj-13-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Saavedra and Silverman about a boy with button 1\nphobia:\nState the age at which the boy’s button phobia began.\n1 mark for correct answer\n5 (years)\n\n1(b) State what happened to the boy’s ratings of distress from session 2 to 1\nsession 4.\n1 mark for correct answer\nThey increased/went up/got larger etc.\n\n1(c) Describe the disgust-related exposure sessions. 3\n1 mark per correct point made\nThey explored reasons why he felt buttons were disgusting;\nUsed self-control/cognitive strategies;\nHe had to imagine buttons falling on to him;\nHe had to imagine hugging his mother with buttons on her shirt;\nHe was asked how they looked/felt/smelled;\nHe then was asked to elaborate on how he felt;\nIt progressed from larger to smaller buttons;\nCognitive re-structuring was used when necessary;\n© UCLES 2021 Page 4 of 11", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p04.png" ] }, { "id": "9990-2021-mj-13-q02", "question_id": "9990-2021-mj-13-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "2(a) From the study by Pepperberg (parrot learning): 2\nOutline one aim of the study.\n2 marks full aim\n1 mark partial/brief aim\ne.g.\nTo test if an avian species can understand the concept of same and\ndifferent (2 marks);\nTo see if a bird knew same/different (1 mark);\nTo test same and different in a bird (0 marks);\n\n2(b) Describe one result from the tests on familiar objects. You must use 2\ndata in your answer.\n1 mark for the result\n1 mark for the use of data\nAlex’s score was 76.6% (99/129) for all trials (2 marks);\nAlex’s score was 69.7% (69/99) on first-trial-only (2 marks);\nAlex performed well above chance in this test (1 mark);\nAlex performed worse for familiar than for novel objects (1 mark);\n\n2(c) Outline one ethical guideline that was important for Pepperberg to 2\nconsider when designing this study.\n1 mark for identifying a guideline for the use of animals in research\n1 mark for linking it to the study\ne.g.\nHousing (1 mark)\nPepperberg had to ensure that Alex’s cage had enough space for him\n(1 mark)\nNumbers (1 mark)\nPepperberg only used one parrot/only planned to use one parrot (1 mark)\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p05.png" ] }, { "id": "9990-2021-mj-13-q03", "question_id": "9990-2021-mj-13-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Dement and Kleitman (sleep and dreams): 3\nIdentify three features of the sample used in this study.\n1 mark per correct statement made\nN = 9;\nAdults;\nPredominantly male;\nFive were studied intensely;\nFour were used to confirm results of main participants;\n© UCLES 2021 Page 5 of 11\n\n3(b) Suggest one real-world application based on the results of this study. 2\n1 mark for what the application is about\n1 mark for how it will be implemented/used\ne.g.\nThe EEG readings could be used to help people with sleep disorders\n(1 mark: what); Readings could be analysed to see how much time people\nare in REM/NREM (1 mark: how)\nCould help with the study of sleep disorders/insomnia (1 mark: what)\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p05.png", "../answer-assets/9990_s21_ms_13-p06.png" ] }, { "id": "9990-2021-mj-13-q04", "question_id": "9990-2021-mj-13-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "4(a) Describe two assumptions of the cognitive approach. 4\n2 marks full assumption\n1 mark brief assumption\ne.g.\nBehaviour and emotions can be explained in terms of the role of thinking\n(cognitive) processes like attention, memory and language (2 marks)\nBehaviour can be explained in terms of processes like memory/language\n(1 mark)\nSimilarities and differences between people can be understood via\ncognitions. These can be the way we process information/the way we store\ninformation (2 marks)\nSimilarities/differences between people can be understood via cognitions\n(1 mark)\n\n4(b) Explain how one finding from the study by Andrade (doodling) 2\nsupports one of the assumptions of the cognitive approach that you\nhave described in (a).\n1 mark for finding\n1 mark for linking it to an assumption highlighted in 4(a). If it does not match\nassumption can still gain 1 mark for a correct result.\ne.g.\nThe doodling group performed better on the monitoring task (compared to\nthe control) (1 mark: finding). This shows that differences between the\ngroups can be explained by cognitions/thinking processes, in this case, they\nwere dual processing information (1 mark: link); doodling allowed access to\noptimal levels of cognitive processing/reduced daydreaming (alternative\n1 mark: link)\n© UCLES 2021 Page 6 of 11", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p06.png" ] }, { "id": "9990-2021-mj-13-q05", "question_id": "9990-2021-mj-13-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Yamamoto et al. (chimpanzee helping): 1\nIdentify one object that a chimpanzee could have chosen, other than\nthe stick or straw.\n1 mark for the correct answer\nHose;\nChain;\nRope;\n(Paint) Brush;\nBelt;\n\n5(b) Describe the result from the chimpanzee Pan in the first ‘Can See’ 2\ncondition. You must data in your answer.\n1 mark for the result\n1 mark for using correct data\ne.g.\nPan did not offer a potential tool significantly more than a nontool (1 mark:\nresult); she offered the brush 79.5% on first trial attempts (1 mark: data)\n\n5(c) Outline one strength of this study. 2\n1 mark for identifying the strength\n1 mark for relating it to Yamamoto\ne.g.\nThe procedure was standardised so could be replicated/tested for reliability\n(1 mark strength). For example, the same seven tools were always used in\nevery trial (1 mark relating)\nAll of the trials were video recorded so could be replayed to check for\naccuracy (1 mark relating). Therefore, the results should be valid and free\nfrom any bias (1 mark strength)\n© UCLES 2021 Page 7 of 11", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p07.png" ] }, { "id": "9990-2021-mj-13-q06", "question_id": "9990-2021-mj-13-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "6 Describe the procedure of Experiment 2 in the study by Laney et al. 5\n(false memory) from when the participants began viewing slides of\nfood until the end of the study.\n1 mark per correct procedural point\nThey completed four ratings for each slide;\nThese were of common foods (don’t need to mention any to gain credit);\nEach slide was displayed for 30s;\nThey rated how appetizing/disgusting they felt the food was;\nThey also rated experience of photographer/artistic quality of photo;\nRatings were on an 8 point scale/rated from 1-8;\nThey then completed RQ/FPQ/FHI (for a second time);\nThey also completed a Memory or Belief? Questionnaire;\nThey were then debriefed about the study;\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p08.png" ] }, { "id": "9990-2021-mj-13-q07", "question_id": "9990-2021-mj-13-q07", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "7(a) From the study by Milgram (obedience): 3\nIdentify three features of the experimenter in this study.\n1 mark per correct point made\nMale;\nHigh school teacher (of Biology);\nEarly thirties;\nManner was impassive;\nAppearance was stern;\nDressed in (Grey) technician’s coat;\nProvided prods to continue the study (if the participant wanted to stop);\n\n7(b) At the start of the study, participants were told that ‘we know very little 3\nabout the effect of punishment on learning’.\nDescribe what else each participant was told before they were\nassigned to the role of teacher.\n1 mark per correct point made.\nThis is because almost no scientific studies have been conducted (on\nhuman beings);\nWe don’t know how much punishment is best for learning;\nWe also don’t know how much difference it makes as to who is giving the\npunishment;\nSo in this study we are bringing together people from different occupations\n(to test this out);\nSome of them will be teachers and some will be learners;\nWe want to know what effect different people have on each other as\nteachers and learners;\nAnd also what effect punishment will have on learning in this situation;\n© UCLES 2021 Page 8 of 11", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p08.png" ] }, { "id": "9990-2021-mj-13-q08", "question_id": "9990-2021-mj-13-q08", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "8(a) Research has shown that children who watch violent television 4\nprogrammes are less likely to be aggressive.\nExplain two ways the study by Bandura et al. (aggression) differs from\nthis research.\n1 mark for identifying a difference\n1 mark for describing the element of the study supporting the difference\ne.g.\nThe children did not watch a violent television programme (1 mark: identify)\nas they watched a live model being aggressive in a room (1 mark: describe)\nThe children did not become less aggressive in Bandura (1 mark: identify)\nthey became more aggressive especially with a same sex aggressive model\n(1 mark: describe)\n© UCLES 2021 Page 9 of 11\n\n8(b) Explain one similarity and one difference between the study by 8\nBandura et al. (aggression) and one other core study from the learning\napproach.\n4 marks available for the similarity\n4 marks available for the difference\nCreditworthy points include: modelling, quantitative data, case study, ethics,\nspecies, sample size, type of conditioning.\nDifference:\ne.g. 4 marks\nThe study of Pepperberg and Bandura used different species as the\nparticipant(s). The Pepperberg study used one African Grey Parrot (Alex).\nHowever, the Bandura study used (72) nursery children from a university\nnursery.\ne.g. 3 marks\nThe study of Pepperberg and Bandura used different species as the\nparticipant(s). The Pepperberg study used one African Grey Parrot (Alex).\ne.g. 2 marks\nThe study of Pepperberg and Bandura used different species as the\nparticipant(s) namely a bird and children.\ne.g. 1 mark\nThe studies of Pepperberg and Bandura used different species.\nThe similarity/difference is well explained using both studies 4 marks\nas examples.\nThe similarity/difference is well explained but only one study 3 marks\nis used as an example OR\nboth studies used briefly.\nThe similarity/difference is brief with an attempt at using at 2 marks\nleast one study as an example OR\nThe similarity/difference is well explained but there is no\nstudy evidence.\nThe similarity/difference is brief with no attempt at using 1 mark\nstudies as examples.\nNo creditworthy material. 0 marks\n© UCLES 2021 Page 10 of 11", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p09.png", "../answer-assets/9990_s21_ms_13-p10.png" ] }, { "id": "9990-2021-mj-13-q09", "question_id": "9990-2021-mj-13-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "9 Evaluate the study by Schachter and Singer (two factors in emotion) in 10\nterms of two strengths and two weaknesses. At least one of your\nevaluation points must be about ethics.\nSuitable strengths include: quantitative data, internal validity, reliability\nSuitable weaknesses include: quantitative data, external validity,\ngeneralisability, ethics\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 11 of 11", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_13-p11.png" ] }, { "id": "9990-2021-mj-21-q01", "question_id": "9990-2021-mj-21-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "1 In the study by Pepperberg (parrot learning), several features of the\nprocedure helped to improve reliability.\n\n1(a) State what is meant by ‘reliability’. 1\n1 mark for definition\nThe consistency of a procedure/task/measure;\nwhether the procedure/task/measure produces the same results with the\nsame people each time (it is used);\n• reliability is about consistency = 1 mark\n• to be reliable, measures must measure the phenomenon in the same\nway each time = 1 mark\n• whether a test produces the same results every time = 0 marks\n\n1(b) Suggest how one feature of the procedure helped to make this study 2\nreliable.\n1 mark for feature that helped reliability\n1 mark for link\nstandardised (questions)/question all equally hard; (feature)\nthe questions asked were always phrased ‘what’s same?’ or ‘what’s\ndifferent?’; (link)\nThere was no risk of improvement within a test; (feature)\nbecause the same materials were never presented again during a test; (link)\nonly (very) specific responses were accepted as correct; (feature)\ne.g. ‘colour’/‘shape’/‘mah mah’ for ‘matter’; (link)\nAlex could not guess; (feature)\nbecause his ‘first trial’ performance was measured; (link)\n© UCLES 2021 Page 4 of 15", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p04.png" ] }, { "id": "9990-2021-mj-21-q02", "question_id": "9990-2021-mj-21-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2 In the study by Andrade (doodling), one possible uncontrolled variable\nwas whether the participants had friends with the same names as the\npeople in the mock telephone call.\n\n2(a) Suggest one problem this uncontrolled variable might have caused. 2\n1 mark for problem\n1 mark for a detail\nOne point must be linked for full 2 marks\nLowers validity; (generic problem)\nas people with friends of the same name will recall better; (linked detail)\nmeans Andrade could not be certain that differences were caused by the IV;\n(generic problem)\nso it is not the effect of the doodling; (linked detail)\n\n2(b) Suggest how the problem you referred to (a) could be solved. 2\n1 mark for solution\n1 mark for a detail\nOne point must be linked for full 2 marks\nAsk people to name their friends; (linked solution)\n(at least a week) prior to the study/ask friends of the participants to name all\ntheir friends; (generic detail)\nEliminate people with friends of the same name; (linked solution)\nby interviewing them after the study; (generic detail)\nUse really unusual/made up names in the mock telephone call; (linked\nsolution)\nso that it is unlikely that anyone will have friends with those names; (linked\ndetail)\nuse another feature than names; (linked solution)\ne.g. use food names (of party foods); (linked solution)\n© UCLES 2021 Page 5 of 15", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p05.png" ] }, { "id": "9990-2021-mj-21-q03", "question_id": "9990-2021-mj-21-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "3(a) State what is meant by a ‘case study’. 2\n1 mark for each (of two) descriptive points (definitive)\none instance/one person/one individual/one unit;\nin detail/depth/descriptive/(lots of) qualitative data;\nDo not accept ‘lots of data’ – all methods collect lots of data\n\n3(b) One type of colour blindness is when people cannot tell the difference 3\nbetween the colours red and green.\nDescribe how a case study to investigate colour blindness could be\nconducted.\n3 marks for three points on how to conduct the study\n1 point must be directly linked to earn full 3 marks\nUse volunteer sampling to obtain a colour blind person; (link)\nadvertise for colour blind people online; (link)\nConduct interviews; (generic)\nto ask detailed questions about their past, e.g. how they found out that\nsensory experience was different; (link)\nPresent them with coloured stimuli and ask them what they see; (link)\nMake observations; (generic)\ne.g. see what colour they say when see they red/green objects around\nthem; (link)\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p06.png" ] }, { "id": "9990-2021-mj-21-q04", "question_id": "9990-2021-mj-21-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4 In the study by Yamamoto et al. (chimpanzee helping), quantitative 2\ndata was collected.\nSuggest one strength of collecting quantitative data in this study.\n1 mark for identifying strength (can be generic)\n1 mark for link\nit is objective/it is not subjective/it does not require interpretation =\n1 (advantage)\nso the measure of helping by each chimp will be consistent/reliable = 2nd\nmark link\nit is numerical = 1 (advantage)\nso helping scores can be easily compared/analysed/are more valid = 2nd\nmark link\n© UCLES 2021 Page 6 of 15", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p06.png" ] }, { "id": "9990-2021-mj-21-q05", "question_id": "9990-2021-mj-21-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 Explain one weakness of random sampling. 2\n1 mark for weakness\n1 mark for detail\nIt is limited by the population chosen;\na random sample of students of one school may not be representative of all\nschools;\nIt is limited by access to the population;\nrandomly selected people can be asked to participate, but some may not\n(and if similar, this causes bias);\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p07.png" ] }, { "id": "9990-2021-mj-21-q06", "question_id": "9990-2021-mj-21-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe structured observations and unstructured observations, 6\nusing any examples.\nDefinitions/detail: up to a maximum of 4 marks for each observational\ntechnique.\nExamples: maximum of 2 marks for each technique.\nExamples can include examples from any studies (core studies, other\nstudies, candidate’s own studies).\nMax 4 if no examples\nA structured observation records a limited range of behaviours; which must\nbe listed/defined; (definition)\nDetail:\n• structured observations use behaviour checklists;\n• so it is more reliable than unstructured observation;\n• they collect quantitative data;\n• they can be used as a technique to measure the DV in experiments;\nexamples:\n• Piliavin et al. help/not help;\n• Bandura et al. specific aggressive/non-aggressive actions/verbal\nresponses;\nAn unstructured observation records all behaviours; (definition)\nDetail:\n• Unstructured observations are often pilot studies;\n• And may collect qualitative data (and quantitative data);\n• Used to refine the range of behaviours for further study;\n• to identify/define behavioural categories to record;\nexamples:\n• Milgram responses when giving shocks;\n• Pepperberg Alex’s actions when ‘bored’;\n• Yamamoto et al. additional behaviour, e.g. peeping through hole;\n• Schachter and Singer responses to stooges;\n© UCLES 2021 Page 7 of 15", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p07.png" ] }, { "id": "9990-2021-mj-21-q07", "question_id": "9990-2021-mj-21-q07", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "7 Kira is conducting a correlational study looking for a relationship\nbetween level of creativity and the amount of time spent playing sport.\nKira could find a positive or a negative correlation.\n\n7(a) State whether Kira should use a directional or a non-directional 1\nhypothesis. Include a reason for your answer.\n1 mark for explanation of why it should be non-directional\n(no marks for just stating non-directional)\nnon-directional because she does not know whether there will be a positive\nor a negative correlation;\n\n7(b) State what Kira would find if there was a negative correlation. 1\n1 mark for explanation\nAs the amount of creativity went up, the amount of time spent playing sport\nwould go down; ORA\n\n7(c) Write a null hypothesis for Kira’s study. 1\n1 mark for a correlational null hypothesis\nIt must include both variables. Hypothesis does not have to be\noperationalised.\nThere will be no correlation/link/relationship between time spent playing\nsport and (level of) creativity;\nAny correlation/link/relationship between time spent playing sport and (level\nof) creativity is due to chance;\nExperimental hypotheses (or statements that are not hypotheses) = 0 marks\ne.g. There will be no difference between creativity in people who spent a\nlittle and a lot of time spent playing sport = 0\ne.g. There will be no difference between creativity and time spent playing\nsport = 0 marks\ne.g. Any difference between time spent playing sport and creativity is due to\nchance = 0 marks\nAlternative hypotheses = 0 marks\nThere will be a correlation/link/relationship between time spent playing sport\nand (level) of creativity; = 0\n© UCLES 2021 Page 8 of 15\n\n7(d) Kira finds a strong correlation. 2\nExplain whether Kira will know if one variable is causing the change in\nthe other variable.\n1 mark for explaining why not (no marks for just ‘no’)\n1 mark for link\nNo, because a correlation cannot demonstrate a causal relationship;\n(generic why)\nSo creativity could cause people to play more sport or playing more sport\ncould reduce creativity; (link)\nNo, because a third factor could cause the change in both variables;\n(generic why)\ne.g. schooling could cause both an increase in creativity and less time spent\nplaying sport; (link)\n© UCLES 2021 Page 9 of 15", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p08.png", "../answer-assets/9990_s21_ms_21-p09.png" ] }, { "id": "9990-2021-mj-21-q08", "question_id": "9990-2021-mj-21-q08", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "8 Ruth is planning an interview to investigate the emotional effect of\nbeing a wedding guest.\n\n8(a) Suggest one open question that Ruth could ask about the emotional 1\neffect of being a wedding guest.\n1 mark for an open question about emotions\nDescribe how being a wedding guest makes you feel;\nDescribe what emotions you experience when you see a wedding party;\nWhy does being a wedding guest make you happy?\n\n8(b) Suggest one closed question that Ruth could ask about the emotional 1\neffect of being a wedding guest.\n1 mark for a closed question about emotions with answer choices\nRate how you feel when you are a wedding guest on a scale of 1 (not\nhappy) to 1 (very happy);\nWhen you see a wedding party do you feel happy/sad/jealous/indifferent?\nyes/no;\n\n8(c) Explain how Ruth could ensure her procedure is ethical. 3\n1 mark for identification of what Ruth could do to ensure ethical procedure\n2 marks for further detail, 1 mark per point\nFor full 3 marks, at least one point should be linked\nEnable participants to give informed consent; (identification of generic point)\nSo they would know that they might be asked about weddings; (linked\ndetail)\nSo single people could choose not to participate if they didn’t want to;\n(linked detail)\nDebrief participants afterwards; (identification of generic)\nSo any harm done could be reversed; (generic detail)\nSo divorced participants could be reassured to return them to their previous\nstate; (linked detail)\nGive wedding guests the right to withdraw; (linked identification)\nSo if they were upset by a question they could ignore it; (generic detail)\nSo that people were not harmed; (generic detail)\nInvading privacy; (identification of generic point)\n© UCLES 2021 Page 10 of 15", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p10.png" ] }, { "id": "9990-2021-mj-21-q09", "question_id": "9990-2021-mj-21-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "9 Jabir is investigating the social lives of old people and is using a\nquestionnaire to measure their friendships.\n\n9(a) Jabir will use volunteer sampling but also wants to make his sample\nrepresentative of old people.\n\n9(a)(i) Jabir has identified three features of old people that are relevant to his 3\nstudy:\n• whether they live alone or not\n• whether they belong to any group or club\n• their exact age.\nSuggest why each of these features is relevant to Jabir’s study.\n1 mark per linked explanation ×3\nwhether they live alone or not:\npeople in care homes are surrounded by people they might call ‘friends’;\npeople living alone are more likely to have known the people nearby for\nyears, so call them friends;\nolder people who had more friends when they were young might be more\nlikely to opt for a care home (so look like they have more friends in old age);\nwhether they belong to any group or club:\nPeople with sources of people from groups (e.g. religious, clubs, sports)\nmay appear to have more friends;\nolder people who had more friends when they were young may be more\nlikely to join things (so look like they have more friends in old age);\ntheir exact age:\nOlder people’s friends might be dying more (so they would have fewer);\nOlder people might have vision/hearing/mobility problems (so may be less\nable to maintain friendships);\n\n9(a)(ii) Describe how Jabir could use volunteer sampling to obtain a sample. 3\n1 mark for each identification/detail point about how to obtain a volunteer\nsample.\nFor full 3 marks, at least one point should be linked to Jabir’s study.\nPlace adverts (in a newspaper/on the internet); (generic identification)\nIn old people’s homes; (linked identification)\non internet sites for old people/dementia/arthritis; (linked detail)\nAsk for volunteers for a study on friendships/deceive them about the aim;\n(generic detail)\n© UCLES 2021 Page 11 of 15\n\n9(a)(iii) Outline one reason why Jabir may exclude some old people from his 1\nsample.\n1 mark for reason (explained, not identified)\nIf they are deaf/blind/disabled as it may be hard for them to maintain\nfriendships;\nIf they are unwell/recently bereaved as it might be distressing for them;\nIf they have memory problems so are unable to accurately recall their\nfriendships;\nIf they have no family so have greater need of friends;\nIf they have a large, close family so have no need for friends;\n\n9(b) Suggest how Jabir could define the variable of ‘friendship’ in his 2\nstudy.\n1 mark for a basic operationalisation\n1 mark for detail\nHaving a person you can talk to;\nSomebody who helps you/who you help;\nWho you have known for more than X months/years;\nWho you trust;\nWho you would confide in;\nWho you see/talk to/communicate with regularly;\nWho is not a member of your family;\n© UCLES 2021 Page 12 of 15\n\n9(c) Jabir intends to collect all of his data in two days. 2\nSuggest one reason why this may reduce the validity of his findings.\n1 mark for the reason why\n1 mark for the effect on the validity of Jabir’s study\nMust be linked to Jabir’s study for 2 marks\nDeciding if someone is a friend may depend on whether you have\nseen/spoken to them recently; (why)\nSo the measure would be of recent contact not friendships; (effect)\nIf you feel lonely on the day you are tested you may not be able to\nremember any friends at all; (why)\nSo the measure would be of immediate feelings not friendships; (effect)\nOld people may not remember so may need more time to think of their\nfriends; (why)\nSo the measure would be of recall ability not friendships; (effect)\nShort of time/rushed; (why)\nbecause all the old people might sleep all afternoon so he could only collect\ndata in two mornings; (effect)\nsome of the old people might be busy those two days; (why)\nso he would have a limited/biased sample; (effect)\nNo time to interpret = 0 (irrelevant because about analysis of data not\ncollection)\n\n9(d) Suggest one weakness of using a questionnaire for Jabir’s study. 3\n3 marks for suggested weakness.\nFor full 3 marks, answer must be linked to Jabir’s study.\nOld people may have difficulty reading/concentrating; (link)\nSo they may appear to have fewer friends; (link)\nWhich reduces validity; (generic)\nPeople may not return questionnaires; (generic)\nSo the overall number of participants could be low; (generic)\nSo would not reflect the variability of friendships in old people, lowering\ngeneralisability; (link)\nSome types of people may be less likely to return questionnaires; (generic)\ne.g. people with lots of friends might be too busy to send them back; (link)\nWhich would create bias in the data; (generic)\nBecause the respondents might lie/They might give socially desirable\nanswers; (generic)\nTo hide the fact they have no friends; (link)\nSo it would reduce validity/so it would look like old people have more friends\nthan they really do;\n© UCLES 2021 Page 13 of 15", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p11.png", "../answer-assets/9990_s21_ms_21-p12.png", "../answer-assets/9990_s21_ms_21-p13.png" ] }, { "id": "9990-2021-mj-21-q10", "question_id": "9990-2021-mj-21-q10", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Nuan wants to test the idea that the way words are presented affects\nrecall. She predicts that people will recall more words from a list they\nhear than from a list they see.\n\n10(a) Describe how Nuan could conduct a laboratory experiment to test the 10\nidea that the way words are presented affects recall.\nThree majors for a laboratory experiment are:\nWhat: – will be recorded, i.e. DV recall of the list (operationalisation: scoring)\nHow: – IV hearing or seeing a list (operationalisation: how it is presented\nvisually and orally)\n– controls (e.g. limiting distractions, time allowed to study list)\nThe minors are:\n• where – location of participants when data is collected (i.e. lab)\n• who – participants\nOther details for replication:\n• experimental design (any are appropriate here)\n• sampling technique\n• sample size\n• description of how data will analysed, e.g. use of measures of central\ntendency and spread, bar charts\n• ethical issues\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 14 of 15\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational/participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2021 Page 15 of 15", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_21-p14.png", "../answer-assets/9990_s21_ms_21-p15.png" ] }, { "id": "9990-2021-mj-22-q01", "question_id": "9990-2021-mj-22-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1(a) State what is meant by an ‘open question’. 1\n1 mark for definition\n(questionnaire, interview or test) items that produce qualitative data;\nQuestions allowing participants give answers in full / detailed / in depth;\nQuestions with (no categories or choices so participants have) freedom to\nexpress themselves / answer in their own words;\nQuestions that ask ‘describe…’ = 1\nQuestions that (ask participants to) ‘explain why’ = 1\nAn open question is not closed = 0\nA question without fixed choices = 0\nA question without fixed choices that asks participants to describe = 1\n\n1(b) Outline one open question from the study by Dement and Kleitman 1\n(sleep and dreams).\n1 mark for open question or description of nature of question\nDement and Kleitman – Asked to describe their dream (into a tape\nrecorder);\nHowever (from Dement and Kleitman):\nEg ‘Did you have a dream’ is a closed Q; Reporting ‘5 or 15 minutes’ is a\nclosed Q = 0 marks\nDid you dream? Yes/No? = 0\nDid you dream about: animals, people, food? = 0\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p04.png" ] }, { "id": "9990-2021-mj-22-q02", "question_id": "9990-2021-mj-22-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 In the study by Baron-Cohen et al. (eyes test), two of the groups of\nparticipants used were:\nGroup 1 – AS/HFA participants\nGroup 4 – participants from the general population.\n\n2(a) State two similarities between the participants in Group 1 and Group 4. 2\n1 mark for a similarity × 2\nBoth groups were all male;\n(Both were) adults / similar age (28 and 29.5 respectively);\n(They were matched for) IQ (116 and 115 respectively);\n(Both were) small groups (14 and 15 respectively);\nAge = 1\nIQ = 1\nAdults = 1\nMale / same gender = 1\nonly 14/15 (of them) = 1\n© UCLES 2021 Page 4 of 15\n\n2(b) State one difference between how Group 1 and Group 4 were selected, 1\nother than being diagnosed with AS/HFA.\n1 mark for a difference\nGroup 1 were volunteers or self-selected and Group 4 were randomly\nselected;\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p04.png", "../answer-assets/9990_s21_ms_22-p05.png" ] }, { "id": "9990-2021-mj-22-q03", "question_id": "9990-2021-mj-22-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 The study by Piliavin et al. (subway Samaritans) raised ethical issues 4\nof ‘right to withdraw’ and ‘deception’.\nExplain why the study by Piliavin et al. raised these ethical issues.\n1 mark for description }\n1 mark for link } × 2\nRight to withdraw: participants can leave a study at any time (and remove\ntheir data) / should not be pressurised to continue (if they don’t want to);\n(generic)\nPiliavin et al.’s participants could not withdraw as they did not know there\nwere observers in the subway carriage; (link)\nPiliavin et al.’s participants could not withdraw as they believed the\nvictim/drunk/cane/ill man was real; (link)\nParticipants couldn’t leave the train/carriage/subway because they didn’t\nknow they were in a study = 2\nDeception: participants should not be (deliberately) misinformed / lied to /\ngiven false information; (generic)\nPiliavin et al.’s participants were deceived about the role of the\nstooges/victim/drunk/cane/ill man; (link)\nThe participants didn’t know the victims / drunk and ill men weren’t real = 2\n© UCLES 2021 Page 5 of 15", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p05.png" ] }, { "id": "9990-2021-mj-22-q04", "question_id": "9990-2021-mj-22-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 In the study by Pepperberg (parrot learning) the sample was only one 4\nparrot, Alex. This parrot could have differed from other parrots of the\nsame species.\nExplain how two possible differences could have affected\nPepperberg’s study.\n1 mark for difference + 1 mark for effect on study × 2\nAlex could have been more intelligent;\nWhich would have made grey parrots seem that they could understand\nconcepts when they couldn’t;\nAlex could have been less intelligent;\nWhich would have made grey parrots seem slower to understand concepts\nthan they really are;\nAlex was kept in a laboratory / wasn’t in the wild;\nAlex had already been studied (for years) / had heard a lot of human\nspeech;\nSo had experiences that would have made his responses different from wild\nparrots;\nSo he might have been less frightened of shapes / more familiar with\ndifferent materials so perform better;\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p06.png" ] }, { "id": "9990-2021-mj-22-q05", "question_id": "9990-2021-mj-22-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "5 The mean and the mode are measures of central tendency.\n\n5(a) Explain why the mean could be a better measure of central tendency 2\nthan the mode.\n1 mark for a brief/muddled explanation\n2 marks for a clear/detailed explanation\nThe mean uses values whereas the mode only looks at frequency (2)\nThe mean uses the values of all of the data points but the mode doesn’t (1)\nThe mean uses all of the data (points) but the mode doesn’t (0)\nThe mean represents all the data, the mode doesn’t / the mean is more\nrepresentative (1)\nThe mean represents all the data, the mode only represents the frequency /\nmost common (2)\nThe mean uses (the values of) all the scores so considers extreme scores\n(outliers) (1)\nThe mean uses (the values of) all the scores so considers extreme scores\n(outliers) but mode does not consider these (2)\nDescription of how to calculate the mean = 0\nThe mean finds out the average = 0 [the mode finds a kind of average too]\n© UCLES 2021 Page 6 of 15\n\n5(b) Explain why a researcher may have to use the mode instead of the 1\nmean.\n1 mark for explanation\nWhen data is nominal / is in categories / is only totals / comes from yes or\nno (closed) questions / not on a continuous scale;\nTo reduce the influence of outliers;\n© UCLES 2021 Page 7 of 15", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p06.png", "../answer-assets/9990_s21_ms_22-p07.png" ] }, { "id": "9990-2021-mj-22-q06", "question_id": "9990-2021-mj-22-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe participant observation and non-participant observation, 6\nusing any examples.\nDefinitions/detail: up to a maximum of 4 marks for each observational\ntechnique.\nExamples: maximum of 2 marks for each technique.\nExamples can include examples from any studies (core studies, other\nstudies, candidate’s own studies).\nMax 4 if no examples.\nparticipant observation:\nresearcher watches as part of the ongoing activity; appears to be like the\nparticipants in social role; (definition)\nparticipants may or may not be aware of being observed / can be covert or\novert; (detail)\n(often) allows more information from interactions; (detail)\nInteraction can give greater insight into reasons for behaviours observed;\n(detail)\nPiliavin et al. – the observers appeared to be passengers; (core study\nexample)\nNote: Piliavin et al.’s victims/models were not observing (so not examples of\nparticipant observers)\nIf an observer joins in with children’s games to record their behaviour; (own\nexample)\nSaavedra and Silverman: the researchers saw the boy performing the\nin vivo button tasks; (core study example)\nNote: Schachter and Singer’s stooges were not observers (so not an\nexample of participant observation)\nnon-participant observation:\nobserver not involved in situation being studied; uses camera / one-way\nmirror / distanced from social group; (definition)\nparticipants may or may not be aware of being observed / can be covert or\novert; (detail)\n(often unobtrusive) so fewer demand characteristics; (detail)\nObserver can be objective because not involved in the emotions of the\nsocial situation of the participants; (detail)\nBandura et al. used a one-way mirror to observe the children’s aggression;\n(core study example)\nMilgram: observations were made through a one-way mirror; (core study\nexample)\nSchachter and Singer’s participants were being observed through a one-\nway mirror; (core study example)\n© UCLES 2021 Page 8 of 15", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p08.png" ] }, { "id": "9990-2021-mj-22-q07", "question_id": "9990-2021-mj-22-q07", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "7 Two friends, Zvi and Bill, are conducting a natural experiment. They\nare collecting data by observing whether young or old people are more\nlikely to become frustrated when trying to get on a busy train.\n\n7(a)(i) Suggest how the friends could operationalise their independent 1\nvariable.\n1 mark for suggestion of operationalisation\n40 and under, 41 and over;\n(Young =) under 20, (old =) over 60;\n‘young people and old people’ = 0 marks\n\n7(a)(ii) For the way you suggested in (a)(i): 2\nExplain one strength of operationalising the independent variable in\nthis way.\n1 mark for explanation, 1 mark for detail\nIt would be easy to distinguish who was young and who was old;\nbecause the categories are very different / people’s appearance changes a\nlot between the two age groups;\nBecause people wouldn’t have to state their actual age;\nso (more ethical because) less invasion of privacy;\n‘under 20 and over 50 are easy to tell apart; so objective/reliable/valid’ = 2\n‘operationalisation allows for replication’ = 0 [because generic, needs to\naddress ‘in this way’ in the question]\n\n7(b) Explain what is meant by a ‘dependent variable’, using Zvi and Bill’s 2\nstudy as an example.\n1 mark for explanation\n1 mark for link\nThe DV is the variable being measured; (explanation)\nFrustration (e.g. as ‘pushing’); (link)\nThe DV is what changes under the influence of the IV; (explanation)\nFrustration; (link)\n© UCLES 2021 Page 9 of 15\n\n7(c) The friends agree that they should collect data over several days but\nhave different plans for when they should do this.\n\n7(c)(i) Zvi plans to collect data at the same time each day. 2\nExplain one strength of Zvi’s plan.\n1 mark for strength\n1 mark for link\nCollecting data at the same time will improve standardisation/reliability;\nBecause other variables that could affect frustration, such as how busy the\nbusy train is, will be constant;\nIt would control for variables such as how tired people are;\nMaking the findings more valid as this won’t mask the effect of age;\n\n7(c)(ii) Bill plans to collect data over a range of different times each day. 2\nExplain one strength of Bill’s plan.\n1 mark for strength\n1 mark for link\nCollecting data at different times will increase validity;\nby being sure that the only factor affecting frustration is age and not when\npeople travel (e.g. busy times or not);\nCollecting data at different times will increase generalisability;\nAs participant variables might vary over the day, e.g. (only younger\npassengers being) frustrated after work but not before;\nTo get a more varied sample / make results more generalisable / make\nfindings more representative;\nE.g. to avoid bias due to factors other than age (e.g. work, travelling alone\nor in pairs, time of travel);\n© UCLES 2021 Page 10 of 15", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p09.png", "../answer-assets/9990_s21_ms_22-p10.png" ] }, { "id": "9990-2021-mj-22-q08", "question_id": "9990-2021-mj-22-q08", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Jacy is conducting a laboratory experiment to investigate the effect of\neating chocolate on mood. She predicts that eating chocolate will\nmake people happier than not eating chocolate. She has 20\nparticipants.\n\n8(a) Explain why Jacy is able to make a causal prediction. 2\n1 mark for explanation\n1 mark for link\nBecause (she is conducting an experiment so) she can be certain that the IV\nis the cause of changes in the DV;\nAnd Jacy is measuring happiness, the DV, in IV conditions of chocolate or\nnone; (link)\nIn experiments confounding variables are controlled so the IV must be the\ncause of changes in the DV;\nIn this case the only factor affecting mood should be the eating of chocolate;\n(link)\nBecause she is doing an experiment not a correlation = 0 [because not an\nexplanation]\nBecause she is doing an experiment not a correlation so is controlling /\nisolating variables not just measuring them = 1\n\n8(b) Jacy gave each participant a number from 1 to 20. She has a hat which\ncontains cards that are numbered from 1 to 20. She takes 10 cards\nfrom the hat and uses the 10 people with those numbers as her control\ngroup. She uses the remaining 10 participants as her experimental\ngroup.\n\n8(b)(i) Name the process Jacy is using in this part of her study. 1\n1 mark for naming random allocation / assignment / randomisation\n(definitive)\nRandom = 0\nRandom sampling = 0\n© UCLES 2021 Page 11 of 15\n\n8(b)(ii) Explain one strength of this part of Jacy’s procedure. 3\n1 mark for a brief/muddled strength of random allocation\n2 marks for a clear/detailed generic strength of random allocation\n3 marks for a clear/detailed and linked strength of random allocation\nSo no other factors / participant variables / individual differences could affect\nthe study = 1\nSo no other factors / participant variables / individual differences e.g. being\nbad tempered affect mood = 2\nBy allocating people randomly between the two levels of the IV, different\n(starting) moods should be spread evenly between the two conditions = 3\nSo people have an equal chance of being in the control group or\nexperimental group = 1\nSo people have an equal chance of being in the control group or\nexperimental group to even out individual differences = 2\nSo people in the sample have an equal chance of being in the control group\nor the chocolate group to even out individual differences = 3\n\n8(c) Explain the experimental design that Jacy is using. 2\n1 mark for explanation of independent measures / independent groups\n(does not have to be named)\n1 mark for link\n(An independent measures design is) where different participants perform in\neach level of the IV;\nJacy has different participants in the control and chocolate groups /\nparticipants either eat chocolate or do not;\nMarks are for explanation. No marks if nothing other than the identification\nof independent measures.\nIndependent = 0\nIndependent measures = 0\nIndependent groups = 0\nQuestion Answer Marks", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p11.png", "../answer-assets/9990_s21_ms_22-p12.png" ] }, { "id": "9990-2021-mj-22-q09", "question_id": "9990-2021-mj-22-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "9 Dr Lee is measuring two variables, tiredness and generosity, on scales\nof 0 to 10. He finds a strong positive correlation between the two\nvariables.\n\n9(a) Sketch a graph on the axes below using crosses to show the pattern of 4\nDr Lee’s results. You must label the axes.\n1 mark for both ‘tiredness’ and ‘generosity’ as axis labels\n1 mark for 0–10 on both axes (can just be 0 and 10)\n1 mark for points/crosses in a positive correlation pattern\n1 mark for line (of ‘best fit’) for a positive correlation\n© UCLES 2021 Page 12 of 15\n\n9(b) Write a null hypothesis for Dr Lee’s study. 1\n1 mark for a null hypothesis\nAny correlation/link/relationship between tiredness and generosity is due to\nchance;\nThere will be no correlation/relationship/link between tiredness and\ngenerosity;\nAlternative hypotheses / Experimental hypotheses / reference to\n‘differences’ / experimental nulls = 0\nThere will be no correlation/relationship/link between the variables = 0\nThere will be no correlation/relationship/link with generosity = 0\nAny correlation with tiredness is due to chance = 0\n\n9(c) Suggest one advantage of using correlations compared to 2\nexperiments.\n1 mark for a brief/muddled advantage\n2 marks for a clear/detailed advantage\nComparison to experiments does not have to be explicit, but this can add\ndetail\nCorrelations can be used to investigate variables that cannot be\nmanipulated;\ne.g. because it would be unethical;\ne.g. because it would be impractical;\nbut in an experiment this would be essential to create the IV / controls;\nCorrelations can investigate variables that cannot be manipulated, because\nit would be unethical = 2\nCorrelations can find relationships so can suggest further research = 0\nCorrelations can find relationships so can suggest variables to study in\nfurther research (whereas experiments must know these variables in\nadvance);\nCorrelations can find relationships so can suggest controls for further\nstudies (whereas experiments must know these controls in advance);\nCorrelations can find relationships so can suggest variables to study and\ncontrols to make further experiments effective = 2\n© UCLES 2021 Page 13 of 15", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p12.png", "../answer-assets/9990_s21_ms_22-p13.png" ] }, { "id": "9990-2021-mj-22-q10", "question_id": "9990-2021-mj-22-q10", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Seth is planning a study to investigate the communication and\nemotion in a family. The family consists of a mother, father,\ngrandmother and one son. They live in a remote house and do not\ninteract with other people often.\n\n10(a) Describe how Seth could conduct a case study to investigate the 10\ncommunication and emotion in this family.\nThree majors for a case study are:\n(a) technique used to collect data asked (e.g. two or more of interview,\nobservations, questionnaire e.g. multiple sessions, detailed)\n(b) content e.g. questions about relationships and emotions (e.g.\nopen/closed questions, examples, observe relationships and emotions in\ndifferent combinations of the family)\n(c) use of data e.g. identifying how data might be used, what sources will\ngive qualitative and quantitative data (e.g. how open questions will be\ninterpreted, how relationships and emotions will be analysed, triangulation\nor how quantitative data will be scored/analysed/used)\nThe minors are:\nwhere: location of participants when being studied (e.g. remote house)\nWho: family who live in a remote house\nOther details for replication:\n• ethical issues\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 14 of 15\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational / participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2021 Page 15 of 15", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_22-p14.png", "../answer-assets/9990_s21_ms_22-p15.png" ] }, { "id": "9990-2021-mj-23-q01", "question_id": "9990-2021-mj-23-q01", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1(a) State what is meant by the ‘aim’ of a study. 1\n1 mark for explanation\nit tells you the purpose of the investigation / what the study intends to find\nout or show; (explanation)\n\n1(b) Outline one aim from the study by Piliavin et al. (subway Samaritans). 1\n1 mark for aim\n• to investigate whether models affect altruism / to record the time it takes\nto help;\n• to test whether race affects helping / to count numbers helping black or\nwhite victims;\n• to compare helping by males and females;\n• to test whether ‘reason’ (ill/drunk) affects helping / to count numbers\nhelping ill or drunk victims;\n• to test bystander effect / diffusion of responsibility\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p04.png" ] }, { "id": "9990-2021-mj-23-q02", "question_id": "9990-2021-mj-23-q02", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2 The study by Canli et al. (brain scans and emotions) raised ethical 4\nissues of ‘right to withdraw’ and ‘protection from harm’.\nExplain why the study by Canli et al. raised these ethical issues.\n1 mark for description + 1 mark for link x2\nRight to withdraw: participants can leave a study at any time; for example if\nthey are uncomfortable or distressed; and remove their data; without loss of\npayment; they should not be pressurised to continue;\nRight to withdraw may not be apparent if the participant is unaware that they\nare participating; and may suffer harm as a consequence;\nCanli et al.’s participants could not easily withdraw from the fMRI machine\n(as they are hard to get out of, e.g. if they became claustrophobic / because\ntheir heads were held still by the bite bar); (link)\nThey were in a scanner; so couldn’t leave if they wanted; = 2\nProtection from harm: a participant should not be exposed to any greater\nphysical or psychological risk than would be expected in their day-to-day\nlife;\nCanli et al. used an fMRI machine which carries risks for people whose\nbodies contain metal objects (and a participant might not have known this,\nso have been at risk);\nCanli et al. (deliberately) exposed participants to negative images, (which\nmay have been distressing); (link)\nCanli et al. (apparently) did not use positive images afterwards to reverse\nthe potential mood change; (link)\nThey saw scary/unpleasant images; which could have cause harm; = 2\n© UCLES 2021 Page 4 of 15", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p04.png" ] }, { "id": "9990-2021-mj-23-q03", "question_id": "9990-2021-mj-23-q03", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 In the study by Laney et al. (false memory) random allocation was\nused.\n\n3(a) Explain what is meant by ‘random allocation’, using this study as an 2\nexample.\n1 mark for definition, 2nd mark for link\nRandom allocation is a way to divide participants between levels of the\nindependent variable such that any participant has an equal chance of being\nin any condition; (definition)\nLaney’s participants were in the ‘love’ (asparagus) / false memory group or\nthe control group; (link)\nLaney’s participants were in the ‘love’ (asparagus) / false memory group or\nthe control group by chance; 2\nParticipants are put in experimental or control group without bias = 0\n(because could be stratified allocation)\n\n3(b) Explain one strength of using random allocation in this study. 2\n1 mark for strength, 1 mark for link\nRandom allocation reduces the effect of confounding variables such as\nindividual differences; (strength)\nThe participants could have really loved asparagus or not (so would be\nspread between the groups); (link)\nThe participants could have differed in gullibility to false memories (so would\neven across groups); (link)\n© UCLES 2021 Page 5 of 15", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p05.png" ] }, { "id": "9990-2021-mj-23-q04", "question_id": "9990-2021-mj-23-q04", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4 In the study by Bandura et al. (aggression), children were shown a 2\nroom full of attractive toys to play with but were told they were for\nother children.\nExplain one of the two reasons Bandura et al. gave for doing this.\n1 mark for a brief muddled explanation, 2 marks for a clear/detailed\nexplanation\nFrom the paper:\nTo make them angry/jealous/annoyed/aroused;\nSo they were all equally likely to be aggressive;\nSo they were likely to be aggressive in the next room;\nTo ensure the children in the nonaggressive condition were feeling\naggressive = 1\nTo ensure the low(ered) aggression children could be demonstrated in the\nnonaggressive condition = 2\nTo ensure they were likely to be aggressive/aroused = 1\nTo ensure performance of aggressive behaviour was not reduced by having\nwatched aggression / catharsis = 2\n© UCLES 2021 Page 6 of 15", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p06.png" ] }, { "id": "9990-2021-mj-23-q05", "question_id": "9990-2021-mj-23-q05", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "5 Two studies are using different methods to investigate the topic of\ndreaming in deaf people:\n• Dr Kahlil is studying Joseph, who is deaf and has dreams about\npeople using sign language.\n• Dr Hart is studying six deaf people and six hearing people to\ncompare the length of their REM periods.\n\n5(a) Explain which one of these investigations is a case study. 2\n1 mark for reasoning (no mark for just stating ‘Dr Kahlil’)\n1 mark for link/detail/comparison\nThe first study / Dr Kahlil’s because he is studying one person; (reasoning)\nHe only studies Joseph; (link)\nThe first study / Dr Kahlil’s because he is studying in depth; (reasoning)\nHe studies sign language dreams in detail; (link)\nDr Kahlil’s because he studies one participant whereas Dr Hart compares\ntwo groups = 2 (comparison)\n\n5(b) Explain one strength of using a case study to investigate this topic. 2\n1 mark for strength of a case study\n2 mark strength of a case study linked to topic (not simply to ‘Joseph’)\nCollects in depth data / reasons why;\nSo can better understand deaf people’s / sign language dreams;\nCase studies produce detailed data about rare cases = 1 mark (generic\nstrength)\nAnalysing the dreams of deaf people may be difficult because they may\ndream differently from hearing people and in a case study care can be taken\nto ensure the researcher’s interpretation matches what the participant\nmeant = 2 marks (linked strength)\nCase studies can use several different techniques / triangulation (raising\nvalidity) = 1 mark (generic strength)\nCase studies of deaf people can use different techniques such as interviews\n(in sign language), written dream diaries and EEGs which will be helpful to\nensure interpretations are valid = 2 marks (linked strength)\nMore data/results = 0 [case studies gain in depth data not ‘more data’]\n© UCLES 2021 Page 7 of 15", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p07.png" ] }, { "id": "9990-2021-mj-23-q06", "question_id": "9990-2021-mj-23-q06", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe positive correlations and negative correlations, using any 6\nexamples.\n1 mark for what a correlation is – looks for relationships / links between\nvariables\n1 mark for each definition, up to a maximum of 2, for each type of\ncorrelation\n1 mark for each example that is linked to one issue, up to a maximum of 2,\nfor each type of correlation.\nExamples can be from any studies (core studies, other studies, candidate’s\nown psychological studies).\nMax 4 if no examples\nMax 5 if only positive / only negative\npositive correlation:\nwhere two variables increase in the same direction / as one\nvariable increases the other does too / directly proportional;\nhas a coefficient between 0 and +1; (definition)\nDement and Kleitman found a positive correlation between dream duration\nand dream narrative word count;\nCanli et al. found a left amygdala positive correlation: the greater the\nactivation, the stronger the memory;\nPiliavin et al. proposed a positive correlation between number of bystanders\n‘diffusion of responsibility’: the greater the number of bystanders, the greater\nthe diffusion of responsibility;\nnegative correlation:\nwhere two variables increase in opposite directions / as\none variable increases the other decreases / inversely\nproportional;\nhas a coefficient between 0 and –1; (definition)\nBaron-Cohen et al. found a negative/inverse correlation\nbetween eyes test score and AQ;\nCanli et al. found a negative correlation: the greater the emotional intensity\n(of the stimulus) the weaker the memory;\nPiliavin et al’s. proposed correlation between number of bystanders and\n‘diffusion of responsibility’ can be described as a negative correlation: the\nmore bystanders there are, the lower the speed/frequency of helping;\nOther ideas might be:\nPositive:\ntime spent watching TV and aggression;\nNegative:\nhours of sleep and ability to concentrate;\ntime spent in therapy and level of symptoms;\n© UCLES 2021 Page 8 of 15", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p08.png" ] }, { "id": "9990-2021-mj-23-q07", "question_id": "9990-2021-mj-23-q07", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "7 Jane is planning a laboratory experiment with two groups of\nparticipants. One group speaks one language fluently and the other\ngroup speaks two or more languages fluently. Jane thinks this may\naffect her dependent variable of how well they learn ‘nonsense’ words.\nThese are words that read like real words but have no meaning.\n\n7(a) Jane has two possible ways to measure her dependent variable:\n• by timing how quickly the participant can recall 10 nonsense\nwords correctly\n• by counting the number of spelling errors made when recalling\n10 nonsense words.\n\n7(a)(i) Explain one strength of one of Jane’s measures of her dependent 2\nvariable.\n1 mark for justification of candidate’s choice of measure (no mark for just\nchoosing one of the measures)\n1 mark for link / context\nTiming / number of spelling errors is objective/valid/quantitative; (strength)\ni.e. comparisons of speed of response to / errors in nonsense words\nbetween one and two-language groups; (link)\nTiming / counting errors is objective; (strength)\nSo Jane can’t make be biased in her judgments (of time); (link)\nJane so she must be testing what she claimed to;\nBecause they’ve not learned the words if they can’t spell them; (link)\n\n7(a)(ii) Explain one weakness of the measure of the dependent variable that 2\nyou have referred to in (a)(i).\n1 mark for a brief muddled weakness\n2 marks for a clear/detailed weakness\nhow quickly the participant can respond:\ntiming may not be valid as a measure because people learn words at\ndifferent speeds;\nso the times would depend on individual differences / participant variables\nnot number of languages spoken;\nnumber of spelling errors:\nnumber of errors may not be valid as a measure because people differ in\nspelling ability anyway;\nso the errors would depend on individual differences / participant variables\nnot number of languages spoken;\n© UCLES 2021 Page 9 of 15\n\n7(b) Suggest one way that Jane can operationalise ‘speaking a language 2\nfluently’.\n1 mark for a brief muddled operationalisation\n2 marks for a clear/detailed operationalisation\nSpeaking easily and without many pauses = 2\nBeing able to understand = 1\nBeing able to understand well enough to deal with a native speaker in\nconversation = 2\nCoping with everyday life in that language = 1\nCoping with everyday life in that language, such as being able to buy food /\nwork / study / understand a film = 2\nHaving a qualification = 1\ne.g. British Council Certificate / IGCSE English\n\n7(c) Jane used an independent measures design in her experiment. 2\nExplain one reason why it would have been better for Jane to use a\nmatched pairs design than an independent measures design.\n1 mark for reason (comparison may be explicit or implicit)\n1 mark for link (e.g. variable relevant to ability to learn/recall words or speed\nof response)\nMatched pairs designs reduce/eliminate participant variables; (reason)\nIn Jane’s experiment these might be reaction time / age / intelligence (which\ncould affect ability to learn nonsense words / respond quickly/accurately to\nquestions); (link)\n© UCLES 2021 Page 10 of 15", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p09.png", "../answer-assets/9990_s21_ms_23-p10.png" ] }, { "id": "9990-2021-mj-23-q08", "question_id": "9990-2021-mj-23-q08", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Kofi is planning an observation of aggression in sport. He will attend a\nrange of different sporting events to record aggressive behaviour. At\nfirst, Kofi is not certain what kinds of behaviours he will see.\nCredit reference to players or spectators throughout Q8.\n\n8(a)(i) Explain why, at first, Kofi uses an unstructured observation. 2\n1 mark for explanation\n1 mark for link\nas he wouldn’t know which behaviour categories to use = 1\nto decide which behaviours to choose (to observe next) = 1\nto decide which aggressive behaviours to choose (to observe next) = 2\nto decide which behaviours to choose for each sport = 2\nBecause he can record all the different behaviours = 1 (generic explanation)\nas he doesn’t know what aggressive behaviours he will see / will see in\ndifferent sports; (link)\n\n8(a)(ii) After watching different sports, Kofi can now use a structured 2\nobservation.\nExplain one strength of using a structured observation in Kofi’s study.\n1 mark for strength\n1 mark for link\nHe would have an objective / reliable list of the different behaviours (in\nadvance); (generic strength)\nthis is important so he can concentrate on the aggression he sees and just\ntally so he observes better; (link)\nHe would have a specific list of the different aggressive behaviours; (link)\nThis is better as he can focus on observing and check listing (rather than\nwriting details); (generic strength)\nThe list of behaviours makes comparison easier; (generic strength)\nSo he can compare (the same thing about) different sports; (link)\n© UCLES 2021 Page 11 of 15\n\n8(b) Kofi has decided to be a covert observer.\n\n8(b)(i) Suggest one strength of being a covert observer in this study. 2\n1 mark for strength\n1 mark for link\nHis role as an observer would not be apparent / he would be hidden/\ndisguised; (strength)\nand other spectators could limit their aggression (or exaggerate it) if they\nthought they were being observed (making the results less valid); (link)\nParticipants won’t change behaviour / respond to demand characteristics /\nshow social desirability; (strength)\nSo their aggression levels will be normal; (link)\n\n8(b)(ii) Suggest one weakness of being a covert observer in this study. 2\n1 mark for weakness\n1 mark for link\nKeeping your role hidden might make it hard to see; (weakness)\nSo he may not be able to access all the aggression that is happening\n(making the results less valid); (link)\nNo consent / participants are deceived / denied right to withdraw / potential\nharm; (weakness)\nThe players / spectators unaware of observation / need right to avoid being\nobserved / might be distressed if they find out they have been watched;\n(link)\nQuestion Answer Marks", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p11.png", "../answer-assets/9990_s21_ms_23-p12.png" ] }, { "id": "9990-2021-mj-23-q09", "question_id": "9990-2021-mj-23-q09", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Naia wants to interview young people about how environmental issues\nmake them feel. She wants to collect data about emotional responses\nto issues such as recycling. She has decided to conduct a structured\ninterview.\n\n9(a) Suggest one open question Naia could ask about emotions. 1\n1 mark for open question\nDescribe how do environmental issues make you feel = 1\nDo you recycle or not, and why? = 0\n\n9(b) Suggest one closed question Naia could ask about emotions. 1\n1 mark for closed question with answer choices\nWhen you see litter / waste how upset do you feel on a scale of 1 (not at all)\nto 10 (very)? = 1\nWhich of the following do you recycle: paper, plastic, metal, glass? = 0\n© UCLES 2021 Page 12 of 15\n\n9(c) Suggest one weakness of using a structured interview in Naia’s study. 2\n1 mark for weakness 1 mark for link\nIt means she cannot ask questions to follow up on a participant’s answer;\n(weakness)\nHer understanding of their emotions will be incomplete if she needed more\ninformation from them; (link)\nShe couldn’t explore individual interests in environmental issues; (link)\n\n9(d) One participant says that Naia’s questions are too personal. 4\nExplain two ethical guidelines that are important to overcome this\nproblem.\nDo not refer to protection from harm or right to withdraw in your\nanswer.\n1 mark for ethical problem + 1 mark for link/detail/solution x2\nNo mark for simply naming guideline/issue\nInformed consent: participants must understand the aims/procedure;\nand agree to the aim / procedure (but they didn’t);\nNaia’s participants expected questions on environmental issues and\nemotions, which isn’t very personal; (link)\nparticipants should understand and agree to the aim/procedure but perhaps\nthey weren’t brief;\nNaia should have told them the questions included ones on their emotions,\nwhich can be personal; (link)\nDebriefing: participants should be returned to their previous state after\nparticipation, but they weren’t;\nNaia’s participants were still upset by the questions about environmental\nissues and emotions; (link)\nPrivacy: participants must not feel that personal thoughts are being invaded\nso the questions must change;\nNaia could ask what participants think other people are doing / not doing\nabout environmental issues; (link)\ne.g. ask ‘do you disapprove when your neighbours don’t separate their\nrubbish for recycling? (link)\n© UCLES 2021 Page 13 of 15", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p12.png", "../answer-assets/9990_s21_ms_23-p13.png" ] }, { "id": "9990-2021-mj-23-q10", "question_id": "9990-2021-mj-23-q10", "subject": "9990", "year": 2021, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Riley notices that children at his school appear to be nicer to each\nother at morning play time than at afternoon play time.\n\n10(a) Describe how Riley could conduct a natural experiment to investigate 10\nwhen the children are nicer.\nThree majors for a natural experiment are:\n(a) What: – IV: morning and afternoon play time (e.g. exact times, how\nmany days, experimental design)\n(b) How: – DV: levels of kindness (e.g. behavioural categories, sampling\nmethod)\n(c) Where: – school (playground, classroom, field, location of observer,\nparticipant observer, e.g. in play)\nThe minors are:\nwho: school-aged children\nhow: controls\nOther details for replication:\nsampling technique\nsample size\nethical issues re. children\ndescription of how data will analysed, e.g. use of averages / bar charts\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 14 of 15\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study\nmight be done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational / participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2021 Page 15 of 15", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2021-May-June/ms/9990_s21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-May-June/9990_s21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s21_ms_23-p14.png", "../answer-assets/9990_s21_ms_23-p15.png" ] }, { "id": "9990-2021-on-11-q01", "question_id": "9990-2021-on-11-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Bandura et al. (aggression): 1\nState the number of participants used in this study.\n1 mark for correct answer\n72 / 36 males and 36 females\n\n1(b) Describe how the participants were rated on their aggressive behaviours 2\nbefore the experimental conditions.\n1 mark per correct statement. 1 mark available for naming a scale\nRated on four scales/five point scales;\nBy experimenter and nursery school teacher;\nScales = physical aggression / verbal aggression / aggression towards\ninanimate objects / aggression inhibition (2 named for 1 mark);\nThey were rated independently.\n\n1(c) Outline one conclusion from this study. 2\n2 marks full conclusion\n1 mark brief/partial conclusion\ne.g. 2 marks\nChildren will imitate aggression because they have observed it from someone\nthat they can relate to / a model;\nChildren will imitate aggressive behaviour even when a model is no longer\npresent;\nChildren are more likely to imitate aggression/behaviours observed from a\nsame-sex model;\nChildren who observe/witness aggressive behaviour are more likely to\nreplicate/imitate that behaviour;\nGender affects the type of aggression imitated, as boys more physical/girls\nmore verbal;\ne.g. 1 mark\nPeople will imitate aggression;\nAggression can be learnt from observation;\nBoys tend to imitate physical aggression more / girls tend to imitate verbal\naggression more;\ne.g., 0 marks\nBoys produced the highest level of mallet aggression when the model was\naggressive and male (result);\nThere are other creditworthy responses.\n© UCLES 2021 Page 4 of 11", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p04.png" ] }, { "id": "9990-2021-on-11-q02", "question_id": "9990-2021-on-11-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "2(a) From the study by Andrade (doodling): 3\nDescribe the psychology being investigated in this study.\n1 mark per correct statement made\ne.g.\nLooking at whether doodling aids (cognitive) concentration/memory/attention;\nArousal levels need to be maintained to be able to concentrate;\nCognitive processing of dual tasks compete for the same levels of\nperformance;\nThis may slow down our overall cognitive processing speed;\nBoredom plays a role in paying attention to information;\nInformation processing when asked to do ‘two things at once’/multitasking;\nRemoves attention / takes away concentration / acts as a distraction (a\nsecond task);\nThere are other creditworthy responses.\n\n2(b) Outline one strength of this study in relation to the experimental design 2\nused.\n1 mark for identifying a strength\n1 mark for linking it to independent measures (in context of Andrade)\ne.g.\nThere is a potential reduction in demand characteristics (1 mark); as the\nparticipants were only allowed to doodle or not, they would not have worked\nout the aim of the study (1 mark);\nThe two groups could be compared without any risks of order/practice/\nboredom effects (1 mark);\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p05.png" ] }, { "id": "9990-2021-on-11-q03", "question_id": "9990-2021-on-11-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Canli et al. (brain scans and emotions): 2\n(a) Outline the sampling technique used in this study.\n1 mark available for identifying the sampling technique\n1 mark per correct description\ne.g.\nVolunteer/self-selected (1 mark)\nThis is when the participants choose to be part of a study (1 mark). They may\nrespond to an advertisement (1 mark)\n© UCLES 2021 Page 5 of 11\n\n3(b) Outline two questions that participants were asked during the 2\nrecognition test.\n1 mark per question\nHave you seen this picture/scene before?\n(if yes) do you remember it with certainty or less certainty / is it familiar or not\nfamiliar?;\n\n3(c) Describe the correlation between participants’ intensity ratings and 2\nnormative arousal ratings.\n1 mark available for identifying the type of correlation\n1 mark per correct description of correlation/direction of scores\ne.g.\nPositive correlation (1 mark);\nAs one score went up so did the other (1 mark), so as the intensity rating\nincreased so did the arousal rating (1 mark)\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p05.png", "../answer-assets/9990_w21_ms_11-p06.png" ] }, { "id": "9990-2021-on-11-q04", "question_id": "9990-2021-on-11-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Piliavin et al. (subway Samaritans): 5\nDescribe what the victim did during a trial.\n1 mark per correct procedural point\nAlways stood at the pole;\nIn the critical area;\nAfter passing the first station (70s in);\nThe victim was to stagger forward and collapse;\nThey remained supine / face up / laid there until receiving help;\nIf no help received they were helped up by the model;\nThey then left the car at the next station.\n\n4(b) Identify one weakness of this study. 1\n1 mark for the identification\ne.g.\nLacks generalisability (1 mark)\nGeneralisability (0 marks)\nDifficult to replicate (1 mark)\nReplication (0 marks)\nDifficult to control (extraneous) variables (1 mark)\nControl of variables (0 marks)\nBroke ethical guideline of deception / informed consent / harm / debriefing (1\nmark)\nEthical issues (0 marks)\nThere are other creditworthy responses.\n© UCLES 2021 Page 6 of 11", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p06.png" ] }, { "id": "9990-2021-on-11-q05", "question_id": "9990-2021-on-11-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "5(a) From the study by Laney et al. (false memory): 2\nIdentify two characteristics of the sample used in Experiment 2.\n1 mark per correct characteristic identified\nUndergraduates/students;\nMainly female;\nMean age c.20 years.\n\n5(b) Explain one reason why the Food Costs Questionnaire may not 2\naccurately measure the most someone is willing to pay for a food item in\na grocery store.\n1 mark for a problem\n1 mark for linking it to the study\ne.g.\nWhat people say they will do on a questionnaire may not ‘mirror’ their\nbehaviour (1 mark); therefore just because they would spend a certain\namount of money does not mean that actually will (1 mark);\nThe sample of students might not be used to grocery shopping (1 mark) so\nthey might not be able to even guess how much they would expect to pay\n(1 mark);\nIt is a subjective measure (1 mark);\nOnly a transient measure / less valid (1 mark);\nWhen in an actual shop, the products may be more appealing (1 mark);\nThere are other creditworthy responses including individual experiences, fixed\nchoices for payments, different shops have different prices, people change\ntheir minds, not in a grocery store.\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p07.png" ] }, { "id": "9990-2021-on-11-q06", "question_id": "9990-2021-on-11-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "6(a) The study by Pepperberg (parrot learning) is based on social learning 4\ntheory.\nDescribe social learning theory.\n1 mark per correct point made\nSocial Learning is when someone observes the behaviour of someone else /\npay attention to behaviour;\nThey retain this information for use at a later date;\nThe organism/person/animal must feel capable of replicating that behaviour;\nThe person/animal will imitate the behaviour they have observed;\nThey need to be motivated via vicarious reinforcement;\n© UCLES 2021 Page 7 of 11\n\n6(b) Outline how one result from this study supports social learning theory. 2\n1 mark for appropriate result, then\n1 mark for explaining how it links to Social Learning Theory\ne.g.\nAlex scored well above chance on tests for same/different with familiar objects\n(76.6%) (1 mark). This may be because he had witnessed the model/rival\nlearning about same/different (1 mark).\nQuestion Answer Marks", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p07.png", "../answer-assets/9990_w21_ms_11-p08.png" ] }, { "id": "9990-2021-on-11-q07", "question_id": "9990-2021-on-11-q07", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "7(a) Steve has learned about the study by Dement and Kleitman (sleep and 2\ndreams). He believes that the study is ethical.\nOutline what is meant by the ethical guideline of ‘informed consent’.\n2 marks for a full answer\n1 mark for brief/partial answer\ne.g.\nThis is when a participant is given enough information before a study begins\nso they can decide whether they would like to participate (or not) (2 marks)\nThis is when a person decides if they want to take part in a study (1 mark)\nTelling participants information about the study before it starts (1 mark)\n\n7(b) Outline why Steve is correct that this study is ethical, using evidence in 4\nyour answer.\nUp to 1 mark for outlining one ethical guideline directly relevant to Dement &\nKleitman\nUp to 4 marks for using evidence to show that Dement & Kleitman was ethical\ne.g.\nConfidentiality was maintained in this study (1 mark outline);\nThe results only used initials to identify participants (1 mark evidence);\nThey were not deceived as they knew that their sleep/dreams were getting\nmonitored (1 mark evidence);\nThe participants were not forced to tell their dream narratives so it can be\nargued that privacy was given (1 mark evidence);\nEEGs do not pose any risk to people so physical protection was adhered to in\nthe study (1 mark)\n© UCLES 2021 Page 8 of 11", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p08.png" ] }, { "id": "9990-2021-on-11-q08", "question_id": "9990-2021-on-11-q08", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 12, "status": "available", "reason": null, "text": "8(a) Outline the debate about individual and situational explanations in 4\npsychology, using an example other than the study by Milgram\n(obedience).\n1 mark = defining individual + 1 mark example\n1 mark = defining situational + 1 mark example\ne.g.\nThe individual explanation states that we behave because of our personality\n(1 mark). For example, people helped in the Piliavin study because of their\npersonality / they are altruistic (1 mark example)\nThe situational explanation states that we behaviour because of the\nenvironment we find ourselves in (1 mark). For example, people helped in the\nPiliavin study because they were stuck in the subway car and could not\nescape (1 mark example)\n© UCLES 2021 Page 9 of 11\n\n8(b) Explain what psychologists have learned about obedience using two 8\nresults from the study by Milgram.\ne.g.\nPeople will follow destructive orders from a person in authority\nPeople will inflict harm on an innocent person if told to\nSome people do resist authority figures when it comes to obedience\nIt is not only Germans in WW2 who were blindly obedient to authority figures\nLevel Criteria Marks\n4 The result presented has a meaningful comparison 4\nand the candidate clearly explains what we have\nlearned about the named concept\n3 The result presented has a meaningful comparison 3\nand there is a brief attempt at explaining what we\nhave learned about the named concept;\nThe result presented has no meaningful comparison\nbut the candidate clearly explains what we have\nlearned about the named concept\n2 The result presented has a meaningful comparison 2\nbut there is no attempt at explanation;\nThe result presented is not clear or no result but\nthere is an attempt at explaining what we have\nlearned about the named concept\n1 The result presented has no meaningful comparison 1\nor there is a basic attempt at explaining\n0 No creditworthy answer 0\ne.g.\nLevel 4: People will follow destructive orders from a person in authority. In the\nstudy all participants went to 300 V and then 65% went to 450 V.\nPeople will show signs of distress when engaging in destructive obedience.\nParticipants in the study showed sweating, nervous laughing, biting of lip,\nviolent seizures (2 named needed).\nLevel 3: People will follow destructive orders from a person in authority. 65%\nof participants went to 450 V.\nPeople will show signs of distress when engaging in destructive obedience.\nParticipants in the study showed sweating, nervous laughing, biting of lip,\nviolent seizures (1 named needed).\nLevel 2: People will follow destructive orders from a person in authority OR in\nthe study all participants went to 300 V and then 65% went to 450 V OR\nPeople will follow destructive orders as 65% gave the maximum voltage\nLevel 1: People will follow destructive orders; people will follow authority\nfigures; people get distressed following orders / being obedient\n© UCLES 2021 Page 10 of 11", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p09.png", "../answer-assets/9990_w21_ms_11-p10.png" ] }, { "id": "9990-2021-on-11-q09", "question_id": "9990-2021-on-11-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "9 Evaluate the study by Baron-Cohen et al. (eyes test) in terms of two 10\nstrengths and two weaknesses. At least one of your evaluation points\nmust be about generalisations.\nSuitable strengths include: quantitative data, validity, reliability\nSuitable weaknesses include: generalisations, validity, ethics\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 11 of 11", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_11-p11.png" ] }, { "id": "9990-2021-on-12-q01", "question_id": "9990-2021-on-12-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Saavedra and Silverman about a boy with a button 1\nphobia:\nState who provided the boy with positive reinforcement during the\nBehavioural Exposures stage of his therapy.\n1 mark for the correct answer\nHis mum/mother.\n\n1(b) Name two stimuli that were rated 4 or lower on the boy’s Disgust/Fear 2\nHierarchy.\n1 mark per correct stimuli\nLarge denim jean buttons;\nSmall denim jean buttons;\nClip-on denim jean buttons;\nColoured large plastic buttons;\nClear large plastic buttons.\n\n1(c) Outline one conclusion from this study. 2\n2 marks detailed conclusion; 1 mark partial/brief conclusion\ne.g.\nDisgust does play a crucial role in the development and maintenance of a\n(button) phobia (2 marks);\nImagery exposure can have a positive long-term effect on reducing distress\nlinked to phobias (2 marks);\nA phobia can be treated with positive reinforcement and imagery / behaviour\nexposure (2 marks);\nPeople can be successfully treated for phobias (1 mark);\nThe boy could begin to wear the buttons on his uniform (0 marks: result)\n© UCLES 2021 Page 4 of 12", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p04.png" ] }, { "id": "9990-2021-on-12-q02", "question_id": "9990-2021-on-12-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "2(a) From the study by Pepperberg (parrot learning): 3\nDescribe the psychology being investigated in this study.\n1 mark per correct statement made.\ne.g.\nSocial Learning is when someone observes the behaviour of someone else /\npay attention to behaviour;\nThey retain this information for use at a later date;\nThe organism/person/animal must feel capable of replicating that behaviour;\nThe need to be motivated via vicarious reinforcement;\nOperant conditioning is when an animal/person learns by the consequences\nof its behaviour;\nIf a behaviour is followed by a reward they are more likely to repeat;\nIf a behaviour is followed by punishment then they are less likely to repeat;\nLooked at the cognitive skill of distinguishing same and different;\nThere are other creditworthy responses.\n\n2(b) Outline one strength of this study in relation to validity. 2\n1 mark for identifying a strength; 1 mark for linking it to Pepperberg\ne.g.\nResearcher bias was limited (1 mark). For example, the principal trainer on\nthe test trials had not trained Alex at all (1 mark: link);\nThere were a number of controls, for example, the objects used in training/\ntrials (1 mark: link). Therefore, it was easier to establish cause and effect\n(1 mark);\nThe procedure was standardised (0 marks: reliability);\n© UCLES 2021 Page 5 of 12", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p05.png" ] }, { "id": "9990-2021-on-12-q03", "question_id": "9990-2021-on-12-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "3(a) Before the study by Canli et al. (brain scans and emotions), other 4\npsychologists had found a relationship between amygdala activation\nand memory.\nCanli et al. reported three alternative reasons for this relationship,\nother than amygdala activation causing the formation of memories.\nOutline two of these alternative reasons.\n2 marks full/detailed reason given; 1 mark brief reason given\ne.g. 2 marks\nSome individuals are just more responsive to emotional experiences than\nothers in terms of personality type;\nSome individuals when being brain scanned experience enhanced\nemotional experiences / respond more to emotional stimuli;\nThe amygdala is dynamic in the way it responds to emotional experiences\non an individual level\ne.g. 1 marks\nIndividuals differ when it comes to emotions;\nPeople’s personalities affect emotions;\nBrain scanning makes some people emotional;\n\n3(b) Describe the correlation between participants’ intensity ratings and 2\nvalence ratings.\n1 mark available for identifying the type of correlation;\n1 mark per correct description of correlation/direction of scores\ne.g.\nNegative correlation (1 mark);\nAs one score went up the other went down (1 mark), so as the intensity\nrating increased, the valence rating decreased (1 mark)\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p06.png" ] }, { "id": "9990-2021-on-12-q04", "question_id": "9990-2021-on-12-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Yamamoto et al. (chimpanzee helping): 3\nDescribe the familiarisation phase of this study.\n1 mark for every correct statement made\nThere were eight trials per chimpanzee;\nEach lasted for 5 minutes;\nOnly one trial per day / spread over eight days;\nWere allowed to freely manipulate any tool;\nNo tool use situation was created for them.\n© UCLES 2021 Page 6 of 12\n\n4(b) Outline the two possible outcomes that ended a trial. 2\n1 mark per correct outcome ×2\nRecipient (chimpanzee) succeeded in getting the juice reward;\nWhen 5 minutes had passed without appropriate tool transfer.\n\n4(c) Identify one methodological weakness of this study. 1\n1 mark for the identification\ne.g.\nLacks ecological validity (1 mark)\nEcological validity / not a natural setting (0 marks)\nLacks generalisability (1 mark)\nGeneralisability / sample size (0 marks)\nUsed repeated measures that could have cause practice effect (1 mark)\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p06.png", "../answer-assets/9990_w21_ms_12-p07.png" ] }, { "id": "9990-2021-on-12-q05", "question_id": "9990-2021-on-12-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "5(a) From the study by Schachter and Singer (two factors in emotion): 2\nIdentify two features of the sample used in this study.\n1 mark per feature:\n(predominantly) volunteers;\nn = 184;\nMales;\nTaking introductory psychology class;\nUniversity of Minnesota;\nStudents/undergraduates;\nGained course credit (for participation).\n© UCLES 2021 Page 7 of 12\n\n5(b) One of the questions that the participants were asked about their 2\nmood was ‘How good or happy would you say you feel at present?’\nExplain one reason why this question may not measure mood\naccurately.\n1 mark for a problem\n1 mark for linking it to the study\ne.g.\nWhat people say they will do on a questionnaire may not ‘mirror’ their\nbehaviour (1 mark); therefore just because they said they were happy or\ngood does not mean that is what they actually felt (1 mark)\nIt is a subjective measure (1 mark); participants will interpret happy/good in\ndifferent ways (1 mark);\nIt is a subjective measure (1 mark);\nOnly a transient measure / less valid (1 mark);\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p07.png", "../answer-assets/9990_w21_ms_12-p08.png" ] }, { "id": "9990-2021-on-12-q06", "question_id": "9990-2021-on-12-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "6(a) The study by Baron-Cohen et al. (eyes test) is based on Theory of 4\nMind.\nDescribe what is meant by ‘Theory of Mind’.\n1 mark per point about Theory of Mind\n1 mark can be awarded for an appropriate example or part of the procedure\nof a study (e.g. Eyes Test, Sally-Anne Test or that people with AS/HFA lack\nToM) that is used as an elaboration.\nThis refers to our ability to attribute mental states to ourselves and others;\nThese can be desires, emotions etc.;\nIt is linked to empathy which is the ability to understand how other people\nare feeling/thinking;\nThis can be done by imagining what the other person is feeling/thinking /\nputting ourselves in the shoes of others;\nIt is also about how we use this knowledge to explain the actions of other\npeople;\nIt is also about how we use this knowledge to predict the actions of others;\nWe use this knowledge to understand that people may have different ideas\nand hold different emotions to us;\nIt can be tested using the Eyes Test where people have to judge the\nemotions of others’ by looking at eyes only (example mark)\n© UCLES 2021 Page 8 of 12\n\n6(b) Suggest one real-world application based on the procedure of this 2\nstudy.\n1 mark for what the application is about\n1 mark for how it will be implemented/used\ne.g.\nThe Eyes Test can be used to help diagnose autism as people who score\nlow on the test have difficulty processing emotions of others’ (2 marks: what\nand how);\nThe Eyes Test can be used to help diagnose autism (1 mark: what);\nQuestion Answer Marks", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p08.png", "../answer-assets/9990_w21_ms_12-p09.png" ] }, { "id": "9990-2021-on-12-q07", "question_id": "9990-2021-on-12-q07", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "7(a) Jamie has learned about the study by Milgram (obedience). He 2\nbelieves that the study is unethical.\nOutline what is meant by the ethical guideline of ‘informed consent’.\n2 marks for a full answer\n1 mark for brief/partial answer\ne.g.\nThis is when a participant is given enough information before a study begins\nso they can decide whether they would like to participate (or not) (2 marks);\nThis is when a person decides if they want to take part in a study (1 mark);\nTelling participants information about the study before it starts (1 mark);\n\n7(b) Outline why Jamie is correct that this study is unethical, using 4\nevidence in your answer.\nUp to 1 mark for outlining one ethical guideline directly relevant to Milgram\nUp to 4 marks for using evidence to show that Milgram was unethical\ne.g.\nThe participants were deceived about the procedure (1 mark outline);\nThey did not know that they were not giving electric shocks to a learner\n(1 mark evidence);\nMany showed signs of anxiety and stress when giving the shocks so were\npsychologically harmed (1 mark evidence);\nThey were given prods if they wanted to stop so they were not really allowed\nto withdraw (1 mark evidence);\nThere are other creditworthy responses.\n© UCLES 2021 Page 9 of 12", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p09.png" ] }, { "id": "9990-2021-on-12-q08", "question_id": "9990-2021-on-12-q08", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "8(a) Outline the debate about individual and situational explanations in 4\npsychology, using an example from the study by Dement and Kleitman\n(sleep and dreams).\n1 mark = defining individual + 1 mark example (from Dement and Kleitman)\n1 mark = defining situational + 1 mark example (from Dement and Kleitman)\ne.g.\nThe individual explanation states that we behave because of our personality\n(1 mark). For example, the participants had different success at estimating\ndream duration (1 mark D+K);\nThe situational explanation states that we behaviour because of the\nenvironment we find ourselves in (1 mark). For example, being in the\nlaboratory may have caused some of the strange dreams (1 mark D+K);\nThere are other creditworthy responses.\n© UCLES 2021 Page 10 of 12\n\n8(b) Explain what psychologists have learned about sleep and dreams 8\nusing two results from the study by Dement and Kleitman. Do not refer\nto the debate about the individual and situational explanations in your\nanswer.\ne.g.\nPeople tend to dream more in REM sleep compared to NREM sleep;\nDirection of eye movement in REM relates to dream content so it is not\nrandom;\nPeople may well dream in ‘real time’;\nLevel Criteria Marks\n4 The result presented has a meaningful comparison 4\nand the candidate clearly explains what we have\nlearned about the named concept\n3 The result presented has a meaningful comparison 3\nand there is a brief attempt at explaining what we\nhave learned about the named concept;\nThe result presented has no meaningful comparison\nbut the candidate clearly explains what we have\nlearned about the named concept\n2 The result presented has a meaningful comparison 2\nbut there is no attempt at explanation;\nThe result presented is not clear or no result but\nthere is an attempt at explaining what we have\nlearned about the named concept\n1 The result presented has no meaningful comparison 1\nor there is a basic attempt at explaining\n0 No creditworthy answer 0\ne.g.\nLevel 4: People tend to dream more in REM sleep than they do in NREM\nsleep. Around 80% of dreams were recalled when woken in REM compared\nto 7% when woken in NREM;\nDirection of eye movement in REM relates to dream content so it is not\nrandom. Vertical movement was linked to playing basketball whilst\nhorizontal movement was linked to throwing tomatoes;\nLevel 3: People tend to dream more in REM sleep. Around 80% of dreams\nwere recalled when woken in REM compared to 7% when woken in NREM;\nDirection of eye movement in REM relates to dream content. Vertical\nmovement was linked to playing basketball whilst horizontal movement was\nlinked to throwing tomatoes;\n© UCLES 2021 Page 11 of 12\n\n8(b) Level 2: Around 80% of dreams were recalled when woken in REM\ncompared to 7% when woken in NREM;\nDirection of eye movement in REM relates to dream content so it is not\nrandom;\nLevel 1: People tend to dream more in REM sleep;\nOne participant dreamt about throwing tomatoes;\nQuestion Answer Marks", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p10.png", "../answer-assets/9990_w21_ms_12-p11.png", "../answer-assets/9990_w21_ms_12-p12.png" ] }, { "id": "9990-2021-on-12-q09", "question_id": "9990-2021-on-12-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "(9) Evaluate the study by Bandura et al. (aggression) in terms of two 10\nstrengths and two weaknesses. At least one of your evaluation points\nmust be about the use of quantitative data.\nSuitable strengths = reliability (standardisation), quantitative data, validity;\nchildren showing less demand characgteristics\nSuitable weaknesses = ecological validity, ethics, generalisability,\nquantitative data\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation\nand selection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a\nlimited understanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 12 of 12", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_12-p12.png" ] }, { "id": "9990-2021-on-13-q01", "question_id": "9990-2021-on-13-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study Andrade (doodling): 1\nState the number of participants used in this study.\n1 mark for correct answer\n40\n\n1(b) Identify two features of the mock telephone message that was played 2\nto the participants.\n1 mark per correct answer\nRecorded on (audio) cassette;\nMonotone voice / monotonous/boring/dull;\n227 words per minute;\nLasted for 2.5 minutes;\nComfortable listening volume / different volume for each participant;\nIt contained eight names of people attending party;\nIt contained three names (and cat) not attending the party;\nIt contained eight place names.\n\n1(c) Outline one conclusion from this study. 2\n2 marks full conclusion\n1 mark partial/brief conclusion\ne.g.\nPeople concentrate better / their memory is better when allowed to doodle\nas it focuses their attention / stops them getting distracted (2 marks);\nPeople can pay attention to information even when engaged in dual-\nprocessing (tasks) (2 marks) Doodling aids concentration/memory (1 mark);\nParticipants recalled more names in the doodling condition (0 marks: result);\nThere are other creditworthy responses.\n© UCLES 2021 Page 4 of 14", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p04.png" ] }, { "id": "9990-2021-on-13-q02", "question_id": "9990-2021-on-13-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "2(a) From the study by Yamamoto et al. (chimpanzee helping): 3\nDescribe the psychology being investigated in this study.\n1 mark per correct point. An example from the study can gain 1 mark.\ne.g.\nAltruism (1 mark) was investigated which is helping another organism out\nwithout any benefit to themselves (1 mark);\nFor example, one chimp gave another chimp a straw to drink the juice even\nthough the chimp giving the straw never got the juice (1 example mark);\nThe study was about prosocial behaviour which is about helping others who\nmay need it (1 mark);\nEmpathy (1 mark) was looked into which is understanding the emotional\nstate of another organism (by imagining themselves in ‘their shoes’)\n(1 mark);\n\n2(b) Outline one strength of this study in relation to validity. 2\n1 mark for identifying a strength\n1 mark for linking it to Yamamoto\ne.g.\nThere were many controls so they could be confident it was the IV affecting\nthe DV (1 mark); controls included same tools, so it was type of condition\naffecting helping behaviour (1 mark: link);\nThere were many controls that helped reduce the effects of extraneous\nvariables (1 mark);\nRepeated measures design was used to limit the effect of participant\nvariables (1 mark);\nThere are other creditworthy responses.\n© UCLES 2021 Page 5 of 14", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p05.png" ] }, { "id": "9990-2021-on-13-q03", "question_id": "9990-2021-on-13-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Milgram (obedience): 2\nOutline the sampling technique used in this study.\n1 mark available for identifying the sampling technique\n1 mark per correct description\ne.g.\nVolunteer (1 mark)\nThis is when the participants choose to be part of a study (1 mark). They\nmay respond to an advertisement (1 mark)\n\n3(b) State two characteristics of the victim (learner) used in this study. 2\n1 mark per correct characteristic\nMale;\n47 years old / in his 40s;\nAccountant;\nIrish/American;\nMild-mannered/friendly;\nLikeable;\nWhite.\n\n3(c) When the participant (teacher) pressed a switch on the shock 2\ngenerator, there were several changes.\nDescribe two changes on the shock generator after the participant\npressed a switch, other than a bright red light illuminating.\n1 mark per correct point made\nAn electric buzzing sound happened;\nAn (electric) blue light labelled energizer lit up;\nThe dial on generator swung to the right;\nVarious relay clicks were heard.\n© UCLES 2021 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p06.png" ] }, { "id": "9990-2021-on-13-q04", "question_id": "9990-2021-on-13-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Canli et al (brain scans and emotions): 5\nDescribe the procedure of the study when the participants were having\ntheir brain scans.\n1 mark per correct procedural point made\nThey viewed 96 scenes;\nThrough a mirror / back-projection screen;\nEach picture had a rating for arousal / valence;\nThe order of the scenes was randomised;\nEach picture was presented for a 2.88 s / a few seconds;\nIn between each scene the participants fixated on a cross/interstimulus\ninterval of 12.96 s;\nThey were told to view the picture the entire time it was projected / on\nscreen;\nWhen fixation cross appeared they had to rate their arousal / emotional\nintensity;\nOn a 4-point scale / from 0–3\nThey did this by pressing a button (with their right hand).\n\n4(b) Identify one methodological weakness of this study. 1\n1 mark for the identification\ne.g.\nLacks ecological validity (1 mark)\nEcological validity (0 marks)\nLacks generalisability (1 mark)\nGeneralisability (0 marks)\nThere are other creditworthy responses.\n© UCLES 2021 Page 7 of 14", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p07.png" ] }, { "id": "9990-2021-on-13-q05", "question_id": "9990-2021-on-13-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "5(a) From the study by Baron-Cohen et al. (eyes test): 2\nGroup 3 included both males and females. Identify two other\ncharacteristics of Group 3.\n1 mark per correct characteristic\nUndergraduates/students;\nPredominantly science degrees;\nAssumed to have high IQ / A grade A-Levels;\nNot AS/HFA.\n\n5(b) Each participant’s attribution of mental state was tested by their 2\nselection of a word to describe the pair of eyes in a photograph.\nExplain one reason why this test may not accurately measure\nattribution of mental state.\n1 mark for a problem\n1 mark for linking it to the study\ne.g.\nThe pictures were of static eyes (1 mark); When we are attributing mental\nstates, we see moving eyes / facial expressions (1 mark); we use body\nlanguage to help us gauge mental states in the real world (1 mark\nalternative);\nPeople could have guessed all of the answers correctly (1 mark).\nThere are other creditworthy responses, including emotive words are\nsubjective, emotions can be culturally specific.\n© UCLES 2021 Page 8 of 14", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p08.png" ] }, { "id": "9990-2021-on-13-q06", "question_id": "9990-2021-on-13-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "6(a) The study by Schachter and Singer is based on the two-factor theory 4\nof emotion.\nDescribe what is meant by the two-factor theory of emotion.\n1 mark per correct point made:\ne.g.\nOne factor is the physiological arousal of a person;\nThe other factor is the cognition that allows a person to make sense of a\nsituation;\nSo, when someone becomes aroused, they look to the environment for cues\nto help explain how they are feeling;\nTherefore, emotional experiences are a combination of physiology and\ncognition;\nThis is true for when a person has no immediate explanation of their\nemotional arousal;\nThere are other creditworthy responses.\n\n6(b) Outline how one result from this study supports the two-factor theory 2\nof emotion.\n1 mark for appropriate result, then\n1 mark for explaining how it links to the two-factor theory of emotion.\ne.g.\nThe Epi Ign/Epi Mis groups scored higher on their emotional states\ncompared to the Epi Inf (1 mark);\nThis showed that they were more susceptible to the stooge’s mood as they\nhad no explanation of their emotions (compared to Epi Inf who did) (1 mark).\n© UCLES 2021 Page 9 of 14", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p09.png" ] }, { "id": "9990-2021-on-13-q07", "question_id": "9990-2021-on-13-q07", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "7(a) Lizzie has learned about the study by Laney et al. (false memory). She 2\nbelieves that the study is unethical.\nOutline what is meant by the ethical guideline of informed consent.\n2 marks for a full answer\n1 mark for brief/partial answer\ne.g.\nThis is when a participant is given enough information before a study begins\nso they can decide whether they would like to participate (or not) (2 marks)\nThis is when a person decides if they want to take part in a study (1 mark)\nTelling participants information about the study before it starts (1 mark)\n\n7(b) Outline why Lizzie is correct that the study is unethical, using 4\nevidence in your answer.\nUp to 1 mark for outlining one ethical guideline directly relevant to Laney et\nal.\nUp to 4 marks for using evidence to show that Laney et al. was unethical\ne.g.\nThe participants were deceived (1 marks).\nThey had been told that they were completing the questionnaires to look into\nthe relationship between personality and food preference (1 mark);\nThe study was actually about implanting false memories about asparagus (1\nmark);\nThey were also deceived that the feedback given to them on return was\nfactual (1 mark);\nLaney did not get informed consent as the participants were not told it was\nabout false memories (1 mark);\nParticipants may have been psychologically stressed by the idea of being\n‘tricked’ (1 mark);\nThere are other creditworthy responses.\n© UCLES 2021 Page 10 of 14", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p10.png" ] }, { "id": "9990-2021-on-13-q08", "question_id": "9990-2021-on-13-q08", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "8(a) Outline the nature versus nurture debate in psychology, using an 4\nexample other than the study by Bandura et al. (aggression) as an\nexample.\n1 mark = defining nature + 1 mark example\n1 mark = defining nurture + 1 mark example\ne.g.\nNature means a behaviour that we are born with / genetic / hard-wired\n(1 mark). For example, intelligence has a genetic component that is passed\non through generations (1 mark example).\nNurture means a behaviour that has been learned by an organism after birth\n(1 mark); For example, in the study by Pepperberg Alex learned same/\ndifferent through observing a model/rival (1 mark example).\n© UCLES 2021 Page 11 of 14\n\n8(b) Explain what psychologists have learned about aggression using two 8\nresults from the study by Bandura et al.\ne.g.\nChildren do learn aggression through social learning; Children learn more\nfrom observing then imitating a same-sex model; Aggression is more likely\nto be about nurture rather than nature; Models are powerful influencers of\naggressive behaviour; Boys more likely to be aggressive compared to girls;\nLevel Criteria Marks\n4 The result presented has a meaningful comparison and 4\nthe candidate clearly explains what we have learned\nabout the named concept\n3 The result presented has a meaningful comparison and 3\nthere is a brief attempt at explaining what we have\nlearned about the named concept;\nThe result presented has no meaningful comparison\nbut the candidate clearly explains what we have\nlearned about the named concept\n2 The result presented has a meaningful comparison but 2\nthere is no attempt at explanation;\nThe result presented is not clear or no result but there\nis an attempt at explaining what we have learned about\nthe named concept\n1 The result presented has no meaningful comparison or 1\nthere is a basic attempt at explaining\n0 No creditworthy answer 0\ne.g.,\nLevel 4: Children were more likely to learn/replicate aggression from a\nmodel of the same-sex. Boys were more likely to replicate the verbal\naggression from a male model than a female model.\nChildren will replicate aggressive behaviours observed from a model.\nParticipants in the aggressive condition were significantly more likely to\nreplicate physical/verbal aggression compared to those in the\nnonaggressive condition / control group.\nLevel 3: Children were more likely to learn/replicate aggression from a\nmodel of the same-sex. Boys were more likely to replicate the verbal\naggression from a male model.\nChildren will replicate aggressive behaviours observed from a model.\nParticipants in the aggressive condition were significantly more likely to\nreplicate physical/verbal aggression\n© UCLES 2021 Page 12 of 14\n\n8(b) Level 2: Children were more likely to learn/replicate aggression from a\nmodel of the same-sex OR boys were more likely to replicate the verbal\naggression from a male model than a female model.\nChildren will replicate aggressive behaviours observed from a model OR\nParticipants in the aggressive condition were significantly more likely to\nreplicate physical/verbal aggression compared to those in the\nnonaggressive condition / control group\nLevel 1: Children will replicate aggressive behaviours; models influence\naggressive behaviour;\n© UCLES 2021 Page 13 of 14", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p11.png", "../answer-assets/9990_w21_ms_13-p12.png", "../answer-assets/9990_w21_ms_13-p13.png" ] }, { "id": "9990-2021-on-13-q09", "question_id": "9990-2021-on-13-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "9 Evaluate the study by Piliavin et al. (subway Samaritans) in terms of 10\ntwo strengths and two weaknesses. At least one of your evaluation\npoints must be about the use of qualitative data.\nSuitable strengths include: Qualitative data, quantitative data, reliability,\nvalidity (ecological)\nSuitable weaknesses include: Ethics, field experiments, validity,\ngeneralisations\nLevel Criteria Marks\n4 • Evaluation is comprehensive. 8–10\n• Answer demonstrates evidence of careful\nplanning, organisation and selection of material.\n• Analysis (valid conclusions that effectively\nsummarise issues and arguments) is evident\nthroughout.\n• Answer demonstrates an excellent understanding\nof the material.\n3 • Evaluation is good. 6–7\n• Answer demonstrates some planning and is well\norganised.\n• Analysis is often evident but may not be\nconsistently applied.\n• Answer demonstrates a good understanding of\nthe material.\n2 • Evaluation is mostly appropriate but limited. 4–5\n• Answer demonstrates limited organisation or\nlacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and\ndemonstrates a limited understanding of the\nmaterial.\n1 • Evaluation is basic. 1–3\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of\nthe material.\n0 No response worthy of credit. 0\n© UCLES 2021 Page 14 of 14", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_13-p14.png" ] }, { "id": "9990-2021-on-21-q01", "question_id": "9990-2021-on-21-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "1(a) Explain why a questionnaire is a self-report method, including an 2\nexample from a core study in your answer.\n1 mark for explanation (that the data comes directly from the participant /\ne.g. as participant writes)\n1 mark for example\nReference for core study is not sufficient, must give example of\nquestionnaire by title or description\nReference for core study must match example identified\nwritten questions to collect data from participants; (explanation)\nSelf reports collect data directly from the participant; (explanation)\nE.g. Baron-Cohen et al. used the AQ/IQ tests;\nE.g. Schachter and Singer gave participants questionnaires to assess\nmood;\nE.g. Laney et al gave the restaurant questionnaire / FHI / FPQ / memory or\nbelief questionnaire (MBQ);\n\n1(b) Explain one strength of using questionnaires in research. 2\n1 mark for a brief/muddled strength\n2 marks for a clear/detailed strength\nParticipants are alone so they are less likely to give socially desirable\nanswers; (brief) which increases the validity of the results; (2nd mark, detail)\nSo the results are more likely to be honest/true answers; (detail)\nMany participants can answer at the same time, so a big sample can be\nobtained; (brief) Which increases the generalisability of the results; (2nd\nmark, detail) So the results will be based on and apply to a greater variety of\npeople; (detail)\nEach participant is asked exactly the same questions, which increases\nstandardisation; (brief)\nThis makes the study more valid/makes analysis easier/comparison\npossible; (2nd mark, detail)\nCan collect data about thoughts/feelings which cannot be observed;\n(brief)\nE.g. could observe someone frowning but a questionnaire could ask if they\nwere cross or puzzled; (2nd mark, detail)\nEasier for participants to stop answering/withdraw; (brief)\nBecause they are not with an interviewer; (2nd mark, detail)\nThey are (more) valid (than interviews) = 0 cheap/easy = 0\n© UCLES 2021 Page 4 of 15", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p04.png" ] }, { "id": "9990-2021-on-21-q02", "question_id": "9990-2021-on-21-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 Dement and Kleitman (sleep and dreams) compared dream duration 2\nestimates for 5-min and 15-min REM periods.\nWrite a null hypothesis for this part of the study.\n1 mark for a muddled (experimental) null hypothesis\n2 marks for a clear (experimental) null hypothesis\nThe hypothesis does not have to be operationalised for 2 marks\nAny difference between estimates of dream duration for different length\nREM periods is due to chance = 2\nThere will be no difference between dream duration estimates for different\nlength REM periods = 2\nDream duration for different length REM periods will be the same = 1\nThere will be no difference between dream duration and length of REM\nperiod = 0\nAny correlation between estimates of dream duration for different length\nREM periods is due to chance = 0\nThere will be no correlation between dream duration estimates and length of\nREM period = 0\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p05.png" ] }, { "id": "9990-2021-on-21-q03", "question_id": "9990-2021-on-21-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 In the study by Bandura et al. (aggression), inter-rater reliability was\nmeasured.\n\n3(a) Outline what is meant by ‘inter-rater reliability’. 1\n1 mark for outlining\nThe extent to which two raters/researchers (coding the same data) produce\nthe same records;\nWhen multiple raters are consistent (with each other);\n© UCLES 2021 Page 5 of 15\n\n3(b) Describe one part of the procedure that improved inter-rater reliability 3\nin this study.\n1 mark for description (of procedure that increased inter-rater reliability)\n1 mark for detail\n1 mark for link\nUsing scales that were objective; (description)\nfour 5-point rating scales; (description) used in initial assessment of\naggression; (detail/link) by experimenter and nursery school teachers\n(detail/link)\nthe observation scales were piloted; and the scoring system amended;\n(description + detail)\nDuring the pretest…subjects imitated…components of the model's behavior\nbut not the complete act, or they directed the imitative aggressive response\nto some object other than…Bobo… scored…as partially imitative behavior;\n(link)\nThe behaviour categories were clearly/operationally defined; (description)\nMallet aggression: strikes objects other than Bobo aggressively with mallet;\nSits on Bobo: lays Bobo on its side and sits on it but does not aggress\ntoward it; Punches Bobo: strikes, slaps, or pushes doll aggressively;\nNonimitative physical and verbal aggression: physically aggressive acts\ndirected toward objects other than Bobo; hostile remarks except for those in\nthe verbal imitation category e.g. \"Shoot the Bobo,\" \"Cut him,\" \"Stupid ball,\"\n\"Knock over people,\" \"Horses fighting, biting\"; Aggressive gun play: shoots\ndarts or aims the guns and fires imaginary shots at objects in the room;\n(detail + link)\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p05.png", "../answer-assets/9990_w21_ms_21-p06.png" ] }, { "id": "9990-2021-on-21-q04", "question_id": "9990-2021-on-21-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 In the study by Piliavin et al. (subway Samaritans), observers counted 4\nthe total number of victims helped. The results were that 62 ‘cane’\nvictims and 19 ‘drunk’ victims were helped.\nDraw a bar chart of these results. You must label the axes.\n1 mark; units (number of helpers/number of\nvictims helped) on y-axis\n1 mark: number of victims helped (for frequency)\non y-axis\n1 mark: ‘type of victim’ on x-axis\n1 mark: ‘cane’/’ill’ and ‘drunk’ as categories on x-\naxis\n1 mark: correct plotting of 19 drunk and 62 cane\nMust have separate bars for full 4 marks\ntype of victim\n© UCLES 2021 Page 6 of 15", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p06.png" ] }, { "id": "9990-2021-on-21-q05", "question_id": "9990-2021-on-21-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In a study on memory, participants had to recall a story. The 2\nresearchers measured memory by rating the accuracy of each\nparticipant’s recall of the story on a 10-point scale.\nSuggest one weakness of using this scale to measure memory.\n1 mark for generic weakness\n2 marks for linked weakness of this rating scale\nRating scales can be subjective; (generic weakness)\ne.g. one researcher’s view of ‘9’ for recall may demand better recall than\nanother researcher’s ‘9’; (link)\n10 points does not give enough discrimination (between memory ability);\n(generic weakness)\nA participant’s recall might need to be judged as in between two points;\n(link)\nThe participants may lie = 0 (NAQ)\nThe participants may not understand the story = 0 (NAQ)\nResponses about other aspects of the study, e.g. the use of a story as a test\nof memory = 0 [irrl]\nScale is quantitative and qualitative data is needed = 0 [NAQ]\nScale is quantitative and qualitative data is needed to know why only some\nof the story was recalled = 0 [NAQ]\n© UCLES 2021 Page 7 of 15", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p07.png" ] }, { "id": "9990-2021-on-21-q06", "question_id": "9990-2021-on-21-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe laboratory experiments and field experiments, using any 6\nexamples.\n1 mark for each definition, up to a maximum of 4, for each type of\nexperiment.\n1 mark for each example that is linked to one issue, up to a maximum of 2,\nfor each type of experiment.\nExamples can include examples from any studies (core studies, other\nstudies, candidate’s own studies).\nMax 4 if only about one type of experiment\nLaboratory experiment:\nhas (manipulated) IV and (measured) DV; (definition)\nhappens in an artificial environment; (definition)\nSo there can be many controls; (definition)\nCanli et al.: randomised the order of the pictures, thus controlling for\nfamiliarity of type;\nCanli et al.: controlled for participant concentration by having a fixation\ncross;\nDement and Kleitman: controlled for factors affecting sleep as participants\ntold not to drink alcohol/caffeine;\nSchachter and Singer: controlled the stooges’ behaviours as they were\nscripted;\nAndrade: controls also given paper and pencil; all doodling condition given\nsheets to constrain doodling;\nBaron-Cohen et al.: access to a glossary controlled for understanding of the\nwords;\nLaney et al.: controlled for processing of feedback by giving additional\nquestions (imagine the setting);\nYamamoto et al.: same tool familiarisation process;\nPepperberg: controlled for familiarity of trainer during testing;\nBandura et al.: IV was gender of child / aggressive or non-aggressive model\nand DV was aggression;\nField experiment:\nhas (manipulated) IV and (measured) DV; (definition)\nhappens in the normal environment for the activity being investigated;\n(definition)\nSo there can be some/few controls; (definition)\nPiliavin et al. changed the stooge/victim (cane or drunk);\nPiliavin et al. measured the number of helpers/speed of helping;\nPiliavin et al. controlled the actions/clothing of the stooge;\n© UCLES 2021 Page 8 of 15", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p08.png" ] }, { "id": "9990-2021-on-21-q07", "question_id": "9990-2021-on-21-q07", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Bruce is planning a case study of a famous woman known worldwide\nfor her helpfulness.\n\n7(a) Explain one strength of the case study research method. 2\n1 mark for identifying a strength\n1 mark for detail (can be linked)\nOne person is generally chosen for some special characteristic; (ID)\ne.g. a rare condition so something can be investigated that it would be\nimpossible to study otherwise; (detail)\nCan study in depth/detail; (ID)\ndetailed data means that complex issues can be explored (providing a\nmuch richer understanding) / which is better than just recording a single DV\nin an experiment; (detail)\n© UCLES 2021 Page 9 of 15\n\n7(b) Explain two weaknesses of the case study research method, using 4\nBruce’s study as an example.\n1 mark for weakness }\n1 mark for link } ×2\nBruce may interpret her comments differently than another researcher/may\ninterpret subjectively; (weakness)\nBruce’s personal viewpoint, is that she is exceptionally helpful, so will\ninterpret data this way; (weakness + link)\nThe woman Bruce is studying is exceptionally helpful, so his findings won’t\napply to normal helping; (link)\nSo low generalisability; (weakness: 2nd mark only)\nBruce believes she is helpful, so will interpret his results that way;\n(weakness + link)\nSo low reliability; (weakness: 2nd mark only)\nDifficult to keep confidentiality (if case is rare); (weakness)\nShe will be hard to disguise as famous; (link)\nRisk of invading privacy as study is in-depth / due to familiarity with\nresearcher; (weakness)\nAs she is famous the researcher may already know things about her so the\nquestions may be too personal; (link)\nAs she is famous there may be rumours about her so she may be\nembarrassed by questions; (link)\nCase studies are overt so she may be affected by social desirability;\n(weakness)\nAnd pretend to be even more helpful to look good to Bruce; (link)\nShe is only one person (not representative of the population) so low\ngeneralisability; (weakness without link)\nCase studies are hard to replicate; (weakness without link)\nLow generalisability/validity/reliability/objectivity = 0 [if only term]\nQuestion Answer Marks", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p09.png", "../answer-assets/9990_w21_ms_21-p10.png" ] }, { "id": "9990-2021-on-21-q08", "question_id": "9990-2021-on-21-q08", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Nola is investigating whether there is a correlation between hours of\nsleep and how much a person argues. She thinks that people who\nsleep less may argue more. Her friend Tim is making suggestions\nabout her procedure.\n\n8(a) Nola and Tim have different ideas for recording participants’ hours of\nsleep per night:\n© UCLES 2021 Page 10 of 15\n\n8(a)(i) Suggest one ethical reason why Nola’s idea is better than Tim’s idea. 2\n1 mark for an unlinked or brief suggestion about ethics,\n2 marks for a clear and linked suggestion about ethics\nSleeping at home gives better privacy; (brief)\nWill be alone to sleep at home; (link)\nSleeping at home is more ethical because participants might find being in a\nstrange place / knowing there are researchers around distressing so sleep\npoorly / which is harmful; (clear and linked) = 2 marks\n\n8(a)(ii) Suggest one practical reason why Nola’s idea is better than Tim’s idea, 2\nother than avoiding the need to use a laboratory.\n1 mark for an unlinked or brief practical suggestion\n2 marks for a clear and linked practical suggestion\nSleeping at home is higher in (ecological) validity / They will behave more\nnaturally / higher mundane realism; (brief)\nSleep at home has more ecological validity; sleep time will be typical / likely\nto show correlation to arguing if there is one; (clear, linked)\n\n8(a)(iii) Suggest one practical reason why Tim’s idea is better than Nola’s idea. 2\n1 mark for an unlinked or brief practical suggestion\n2 marks for a clear and linked practical suggestion\nTiming sleep at home is hard to do / Timing sleeping in a lab is easier to do;\n(brief)\nLab is more standardised/controlled; (brief)\ne.g. people at home might get angry because of other people; (link)\nHard to time sleep at home; participant might make errors / lie / not know\nwhen they fell asleep / awoken in night; (clear and linked)\n\n8(b) Nola finds the correlation she expected, that people who sleep less 2\nargue more.\nExplain why Nola cannot know whether sleeping less causes people to\nargue more.\n1 mark for a generic explanation\n1 mark for a link\nIt’s a correlation so she cannot judge causation; (generic)\nIt’s a correlation so she cannot judge whether sleep deprivation is what\ncauses argumentativeness, it could be that argumentative people do not\nsleep as well; (explanation and link = 2)\nShe is only considering two factors/there might be a third factor; e.g. stress/\nwork/illness; (generic then link = 2)\n© UCLES 2021 Page 11 of 15", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p10.png", "../answer-assets/9990_w21_ms_21-p11.png" ] }, { "id": "9990-2021-on-21-q09", "question_id": "9990-2021-on-21-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "9 Naomi is designing an observation of helping behaviour at an entrance\nto a library that has a door which is difficult to open She intends to\nobserve people carrying many books and will record the gender of\neach person who helps to open the door.\n\n9(a) Naomi could either be a participant observer or a non-participant\nobserver.\n\n9(a)(i) Suggest one advantage of her being a participant observer. 2\n1 mark for advantage\n1 mark for link\nShe would be able to be very close; (advantage)\nSo could see or hear whether the book-carrier / library user / stooge\nsolicited the helping; (link)\nBeing involved means she won’t affect the participants’ behaviour;\n(advantage)\nIf she was an onlooker who wasn’t involved, people might feel they have to\nhelp; (link)\n\n9(a)(ii) Suggest one advantage of her being a non-participant observer. 2\n1 mark for advantage\n1 mark for link\nIf she wasn’t involved she would be more objective; (advantage)\nBecause if she was involved she might see ‘helping’ that didn’t really exist;\n(link)\nReference to covert/hidden is irrelevant\n\n9(b) Explain the type of data Naomi is collecting. 2\n1 mark for identifying quantitative\n1 mark for justification [mark is independent of correct identification]\nQuantitative;\nBecause they can be male or female helpers; (justification)\nBecause she is counting the number of each gender helper; (justification)\nCounting helping; (justification)\nif someone held the door open or not; (justification)\nThe total times they helped; (justification)\nBecause it is the number of each gender; (justification)\nif someone held the door open = 0 (not quantitative)\n© UCLES 2021 Page 12 of 15\n\n9(c) Situational variables could affect Naomi’s results.\n\n9(c)(i) State what is meant by a ‘situational variable’. 1\n1 mark for definition\na confounding variable that is due to the influence of the environment;\nsomething about the environment/setting that affects the DV other than the\nIV;\nuncontrolled variable that is due to the situation = 0 [REP]\n\n9(c)(ii) Suggest how one situational variable could affect Naomi’s results. 3\n1 mark for situational variable\n2 further marks for effect on results (likely to be linked but do not have to be)\nIf the library is busy (or not); (situational variable)\nWhether it is the start/end of the day; (situational variable)\nWhat the weather is like / if it is raining; (situational variable)\nIf the library is busy; people may be more likely to help; because they see\nother people helping / not because of gender;\nIf it is the start of the day; people may help more; because they haven’t\nbeen at work yet / not because of gender;\nIf it is raining; people may be less likely to help; because they don’t want to\nget wet / not because of gender;\nIf it is raining; people may be less likely to help; which lowers validity;\n© UCLES 2021 Page 13 of 15", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p12.png", "../answer-assets/9990_w21_ms_21-p13.png" ] }, { "id": "9990-2021-on-21-q10", "question_id": "9990-2021-on-21-q10", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Brendan is planning to use a semi-structured interview in a study\nabout road users. He intends to use a sample of people who are\nwalking (pedestrians). Brendan will investigate the pedestrians’\nfeelings, thoughts and actions towards other road users, e.g. other\npedestrians, cyclists and drivers.\n\n10(a) Describe how Brendan could conduct a study using a semi-structured 10\ninterview to investigate participants’ feelings, thoughts and actions\ntowards other road users.\nThree majors for a semi-structured interview are:\na content of questions asked (topics, examples: feelings, thoughts,\nactions)\nb interview structure detail (both fixed and variable questions,\nwriting/recording answers, fillers)\nc style of questions asked (open, closed, correct example for each)\nThe minors are:\nwhere – location of participants when being interviewed\nwho – participants (people who are road users)\nOther details for replication:\n• lie questions\n• filler questions\n• sampling technique\n• sample size\n• description of how data will analysed, e.g. use of averages/bar charts\n• ethical issues\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 14 of 15\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational/participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2021 Page 15 of 15", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_21-p14.png", "../answer-assets/9990_w21_ms_21-p15.png" ] }, { "id": "9990-2021-on-22-q01", "question_id": "9990-2021-on-22-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "1 From the study by Schachter and Singer (two factors in emotion):\n\n1(a) Identify the sampling technique used in this study. 1\n1 mark for identification of volunteer (sampling) (definitive)\n\n1(b) Explain how this sampling technique was used in this study. 2\n1 mark per point × 2\nParticipants were taken from a subject pool / who volunteered to be\nparticipants in studies;\nof Minnesota / university (introductory psychology course) students;\nand gained two extra points in their final exam (for every hour they spent in\na study);\n\n1(c) One ethical strength of this study was that health checks were done. 2\nExplain why this is an ethical strength.\n1 mark for identifying strength\n1 mark for detail\nAvoided harm / avoided risks to participants; (strength)\nSo they would not be harmed by the injection / the effects of adrenaline;\n(detail)\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p04.png" ] }, { "id": "9990-2021-on-22-q02", "question_id": "9990-2021-on-22-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 From the study by Bandura et al. (aggression):\n\n2(a) Identify the sample and the population in this study, using the 1\nfollowing information:\nThe findings of this study on 72 children were generalised to suggest\nthat all children learn aggression through observation.\n1 mark for identifying both sample and population from the stem\nSample = 72 (children)\nPopulation = (all) children\n© UCLES 2021 Page 4 of 13\n\n2(b) Explain one reason why generalisations should not be made from the 2\n72 participants in this study, other than because of their age.\n1 mark for identifying reason\n1 mark for linked detail\nThe sample was not representative (e.g. all children from same\nbackground); (reason)\nfrom one nursery; (linked detail)\nOnly children from Stanford/a university; (reason/detail)\n(Stanford / a university has) predominantly people from wealthy / middle\nclass / high IQ families; (linked detail)\nThere were lots of conditions/levels of the IV; (reason)\nSo only 6 children per condition/level of the IV (which isn’t many); (linked\ndetail)\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p04.png", "../answer-assets/9990_w21_ms_22-p05.png" ] }, { "id": "9990-2021-on-22-q03", "question_id": "9990-2021-on-22-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3 In a study investigating the emotions associated with birthdays,\nqualitative and quantitative data are being collected. A possible\nproblem with some of this data is subjectivity.\n\n3(a) State what is meant by ‘subjectivity’. 1\n1 mark for definition\n(The effect of) a personal viewpoint (on data collection);\nThe effect of the researcher’s feelings/beliefs/experiences on data collection\n/ interpretation;\n\n3(b) Suggest one way that qualitative data could be collected for this study. 2\n1 mark for qualitative way\n1 mark for detail linked to emotions and birthdays (e.g. questions – must be\nopen).\nquestionnaire; (way)\nasking questions such as ‘Describe how you feel on your birthday’; (link)\ninterview; (way)\nasking questions such as ‘Explain why you feel happy at other people’s\nbirthday parties’; (link)\nusing open questions; (way)\ne.g. ‘Tell me about the emotions you experience on your friend’s last\nbirthday’; (link)\n© UCLES 2021 Page 5 of 13", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p05.png" ] }, { "id": "9990-2021-on-22-q04", "question_id": "9990-2021-on-22-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4 In the study by Baron-Cohen et al. (eyes test), standard deviations 2\nwere calculated on the Autism Spectrum Quotient (AQ) scores and are\nshown in Table 4.1.\nAS/HFA IQ-matched\ngroup group\nstandard deviation of AQ scores 6.0 2.9\nExplain what the information in Table 4.1 indicates about the results of\nthese two groups.\n1 mark for explanation of standard deviation\n1 mark for link\nThe bigger the standard deviation, the more spread out the scores in the\ndata set (are around the mean); (explanation) ORA\nSo the AS/HFA group were more variable in their AQ scores than the IQ\nmatched group; (link) ORA\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p06.png" ] }, { "id": "9990-2021-on-22-q05", "question_id": "9990-2021-on-22-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "5 Explain what is meant by ‘operationalisation’ in relation to the 3\ndependent variable and independent variable, using the study by\nPiliavin et al. (subway Samaritans).\n1 mark for definition\n2 marks for links\nOperationalisation means clearly defining a variable; (definition)\nOperationalisation when variables are defined so that they can be\naccurately manipulated/measured/replicated; (definition)\nPiliavin et al. defined the IV e.g. the ‘type’ of victim by what they carried, a\nbottle in a bag or a cane; (link)\ne.g. the model present or absent; (link)\nAnd spontaneous helping / the DV as intervening to help before the model\ndid; (link)\n© UCLES 2021 Page 6 of 13", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p06.png" ] }, { "id": "9990-2021-on-22-q06", "question_id": "9990-2021-on-22-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe reliability and validity, using any examples. 6\n1 mark for each definition/detail, up to a maximum of 4, for each issue.\n1 mark for each example that is linked to one issue, up to a maximum of 2,\nfor each issue.\nExamples can include examples from any studies (core studies, other\nstudies, candidate’s own studies).\nReliability: is the consistency of a procedure, task or measure; (definition)\ni.e. whether it produces the same results with the same people each time it\nis used; (definition)\n(Different types of reliability e.g.) inter-rater reliability which is how similarly\ntwo researchers record the same results;\nAnd intra-rater reliability, whether one researcher is consistent over time;\nTest-retest measures the reliability of a test or instrument over time by\nchecking that two tests the same / similar data produce similar results;\nSplit-half measures the reliability of items within a test by looking at whether\nhalf the test produces similar results to the other half;\nBandura et al.’s study had high reliability because they all used the same\nscales;\nBandura et al.’s observers had a high inter-rater reliability with a coefficient\nof .89 for the initial testing of aggression / .9 (or more) for the observations;\nPepperberg’s study had low reliability because the sessions took different\nlengths of time;\nValidity: is the extent to which a test or task measures what is claims to\nmeasure; (definition)\ni.e. whether it truly represents reality; (definition)\n(Different types of validity e.g.) ecological validity which is whether results\ngeneralise beyond the setting of the study;\nControls/standardisation make experiments more valid;\nMilgram’s study had high validity because the participants believed they\nwere killing someone / showed genuine signs of tension;\nMilgram’s study had low validity because the situation was in a laboratory\nand it was unlikely that Yale would let people die for an experiment\nMilgram’s study had low validity as electrocuting someone you cannot see is\nvery different from the situation German concentration camp guards were in\n(and this is what Milgram was trying to test);\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p07.png" ] }, { "id": "9990-2021-on-22-q07", "question_id": "9990-2021-on-22-q07", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "7 Zayn is conducting a laboratory experiment to investigate the effects\nof lighting on attention. The participants’ attention will be tested using\na listening task in either bright light or dim light.\n\n7(a) Identify the independent variable in Zayn’s study. 1\n1 mark for identifying the IV of light (level)/bright lighting or dim lighting\n© UCLES 2021 Page 7 of 13\n\n7(b) Identify the dependent variable in Zayn’s study. 1\n1 mark for identifying the DV of attention/score on the attention task\n\n7(c)(i) State one relevant variable that Zayn should control in his study. 1\n1 mark for a control\nAmount of noise;\nHow much sleep the participant has had the night before;\nDrinking alcohol/caffeine;\n\n7(c)(ii) Suggest how Zayn could control the variable you suggested in (c)(i). 1\n1 mark for how\nNoise: use a sound-proof room;\nPrevious amount of sleep: ask them to sleep for a fixed time the day before;\nAlcohol/caffeine: ask them to abstain the day before;\n\n7(c)(iii) Explain why Zayn should control the variable you suggested in (c)(i). 1\n1 mark for why\nNoise: because noise could keep them awake;\nPrevious amount of sleep: because they would be more or less attentive;\nAlcohol/caffeine: because they would be more/less attentive;\n\n7(d) Explain one practical reason why it is better for Zayn to test attention 2\nusing a listening task rather than a visual task.\n1 mark for generic reason (e.g. validity)\n1 mark for link\nThe light level would affect how easy it was to see the visual task; (link)\nSo the difference in the results wouldn’t be due to the IV of task type;\n(generic reason)\nIt would be harder to do the visual task in dim lighting; (link)\nThis would reduce validity; (generic reason)\nYou can close your eyes but you can’t close your ears; (link) (reason)\nso it would be a more valid test; (generic reason)\n© UCLES 2021 Page 8 of 13\n\n7(e) Suggest one weakness of Zayn using a laboratory experiment to study 2\nattention.\n1 mark for a generic weakness\n1 mark for a link (study on paying attention)\nIt lacks ecological validity; (generic)\nPeople usually have a reason to pay attention e.g. in lessons / to a good film\n(but wouldn’t in a laboratory);\nThey know they are being studied / there will be demand characteristics;\n(generic)\nSo they will try harder to pay attention;\nQuestion Answer Marks", "source_pages": [ 7, 8, 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p07.png", "../answer-assets/9990_w21_ms_22-p08.png", "../answer-assets/9990_w21_ms_22-p09.png" ] }, { "id": "9990-2021-on-22-q08", "question_id": "9990-2021-on-22-q08", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "8 Gwyn is conducting a study about obedience to traffic rules. She\nbelieves that hot weather makes people angry so they disobey rules.\nEach day she has recorded the daily temperature and counted the\nnumber of speeding offences in her town. Gwyn has categorised the\ndata in Table 8.1 according to temperature.\nTemperature (°C) 19–20 21–22 23–24 25–26 27–28\nNumber of speeding 6 10 9 13 17\noffences\n\n8(a) Draw a histogram of Gwyn’s data. You must label the axes. 3\n1 mark: ‘number of speeding offences’ on y-axis\n1 mark: ‘temperature’ on x-axis\n1 mark: correct plotting of data for full 3 marks\n\n8(b) Outline what Gwyn can conclude from her data. 1\n1 mark for a conclusion\nHotter weather makes people more angry;\nPeople speed more when the weather is warmer;\n© UCLES 2021 Page 9 of 13\n\n8(c) A colleague says that several situational variables may be important in\nGwyn’s study and that she should have controlled them.\n\n8(c)(i) Explain how one situational variable could have affected Gwyn’s 2\nresults.\n1 mark for situational variable\n1 mark for effect on results\nThere may be more/less traffic on the road when it is hot; (situational\nvariable)\nwhich would make people speed more; (effect)\nit may be harder to brake effectively in hotter weather; (situational variable)\nmaking it harder for people to slow down; (effect)\n\n8(c)(ii) Suggest how Gwyn could have reduced the effect of the situational 1\nvariable that you referred to in (c)(i).\n1 mark for way to reduce effect\nTraffic: count cars and only collect data on days of similar traffic density;\nBraking: only collect data from cars with good brakes;\nQuestion Answer Marks", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p09.png", "../answer-assets/9990_w21_ms_22-p10.png" ] }, { "id": "9990-2021-on-22-q09", "question_id": "9990-2021-on-22-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Hazel is conducting an overt, participant observation to identify\nfactors that affect the emotions of residents in a home for elderly\npeople. She is a volunteer at the home, so the residents know her.\n\n9(a) Explain one practical reason why it is useful that the residents know 2\nHazel.\n1 mark for practical reason\n1 mark for explanation\nthe participants are more likely to behave normally; (practical reason)\nbecause Hazel is a volunteer so they are used to her being there; (detail)\nbecause the residents know Hazel well / will feel comfortable with her;\n(detail)\nit will reduce the effects of social desirability; (practical reason – 2nd mark\nonly for term)\nthe residents might change their behaviour if the observer was unfamiliar\nbut they know Hazel; (detail)\nso it will make the results more valid; (practical reason – 2nd mark only for\nterm)\n© UCLES 2021 Page 10 of 13\n\n9(b)(i) Explain one ethical problem caused by the residents knowing Hazel. 2\n1 mark for ethical problem (e.g. privacy, harm, right to withdraw)\n1 mark for link\nThere is a risk of invading privacy; (ethical problem)\nresidents might expose emotions because they know Hazel that they\nwouldn’t want to reveal in a study; (link)\nThere is a risk of psychological harm; (ethical problem)\nif Hazel observes emotions that the residents wouldn’t want to be seen, they\nmay become distressed; (link)\nThere is a reduced right to withdraw; (ethical problem)\nresidents might feel unable to walk away if they are expressing emotions\nbecause Hazel knows them; (link)\n\n9(b)(ii) Suggest two ways that Hazel could overcome the ethical problem that 4\nyou explained in (b)(i).\n1 mark for a generic solution + 1 mark for link } ×2\nprivacy: make the right to withdraw clear; (generic)\ne.g. put a sign up in the home saying residents can go to their rooms\nwhenever they like; (link)\npsychological harm: debriefing; (generic)\ne.g. if Hazel sees a resident becoming distressed she should reassure\nthem; (link)\nright to withdraw: reminders that they can leave at any time; (generic)\ne.g. each day Hazel arrives she should remind the residents they don’t have\nto be watched; (link)\n© UCLES 2021 Page 11 of 13", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p10.png", "../answer-assets/9990_w21_ms_22-p11.png" ] }, { "id": "9990-2021-on-22-q10", "question_id": "9990-2021-on-22-q10", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Jilpa plans to explore how personalities vary. She thinks that people’s\npersonalities can have several characteristics, for example, how\nserious/playful, talkative/quiet or optimistic/pessimistic they are.\n\n10(a) Describe how Jilpa could conduct a study using a structured interview 10\nto investigate a range of characteristics in people’s personalities.\nThree majors for a structured interview study are:\na: What – content of questions asked (detail: i.e. topics, examples:\nserious/playful, talkative/quiet or optimistic/pessimistic or any other e.g.\nshy/outgoing)\nb: How – the interview is structured (detail: e.g. same questions to all /\nsame question order / predetermined / timing/interviewer’s dress, tone, face-\nto-face)\nc: How – style of questions asked (detail: e.g. open/closed; quantitative/\nqualitative; filler questions\nThe minors are:\nWhere – location of participants when being interviewed\nWho – participants\nOther details for replication:\n• lie questions\n• sampling technique\n• sample size\n• how data will be gathered\n• description of how closed questions will be scored\n• description of how quantitative data from closed questions will analysed\n• description of how open questions will be interpreted\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and\ncomprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 12 of 13\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational/participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2021 Page 13 of 13", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_22-p12.png", "../answer-assets/9990_w21_ms_22-p13.png" ] }, { "id": "9990-2021-on-23-q01", "question_id": "9990-2021-on-23-q01", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "1(a) Outline what is meant by ‘fatigue effects’. 2\n1 mark for definition\n1 mark for detail\nA decline in participants’ performance caused by experiencing an experimental\ntask/situation more than once; (definition)\nIt can result from tiredness/boredom; (detail)\nThe reduction in performance on the DV is not affected by the IV (reduces\nvalidity); (detail)\n\n1(b) In the study by Pepperberg (parrot learning), fatigue effects could have 2\noccurred.\nState two examples of the parrot’s behaviour that suggest fatigue effects\ndid occur.\n1 mark per way\nStopped vocalising / refused to answer question;\nPreened;\nBecame restless;\nRequested a different item;\nAsked to change location / go to gym / said ‘wanna go see…’;\n© UCLES 2021 Page 4 of 14", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p04.png" ] }, { "id": "9990-2021-on-23-q02", "question_id": "9990-2021-on-23-q02", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "2 Explain why opportunity sampling may not produce a representative 1\nsample.\n1 mark for explanation\nPeople taken by availability are likely to be similar;\nWhen the experimenter chooses participants they may be biased;\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p05.png" ] }, { "id": "9990-2021-on-23-q03", "question_id": "9990-2021-on-23-q03", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "3 Studies using animals should follow the ethical guideline of ‘deprivation 2\nand aversive stimuli’. The study by Yamamoto et al. (chimpanzee helping)\nfollowed this ethical guideline.\nExplain one feature of this study that ensured the chimpanzees were not\nexposed to deprivation/aversive stimuli.\n1 mark for generic explanation of how to follow deprivation/aversive stimuli. (one\nor other)\n1 mark for link\ndeprivation refers to not making animals do without necessities; (generic)\naversive stimuli refers to not exposing animals to unpleasantness; (generic)\nethical approval from (Kyoto) university means the chimpanzees were cared for\n(not deprived); (link)\nthe chimpanzees were given rewards not punished/deprived; (generic)\njuice drink (reward); (link)\n© UCLES 2021 Page 5 of 14", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p05.png" ] }, { "id": "9990-2021-on-23-q04", "question_id": "9990-2021-on-23-q04", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "4(a) In the study by Canli et al. (brain scans and emotions), several types of 4\nquantitative data were collected, including data from fMRI (functional\nMagnetic Resonance Imaging).\nDescribe two quantitative measures in this study, other than the data from\nfMRI.\n1 mark for identifying quantitative measure + 1 mark for detail × 2\nRating of emotional arousal/intensity;\nOn a scale of 0 = not / low to 3 = extremely emotionally intense / high;\nMemory / recall / recognition of slides / scenes;\nNumber / percentage of slides remembered, familiar or forgotten;\n\n4(b)(i) For one of the quantitative measures you described in (a): 2\nExplain one reason why it may be a valid measure.\n1 mark for reason, 1 mark for detail\nRating of emotional intensity:\nIt is a linear scale indicating greater intensity;\nWhereas data about remembered, familiar or forgotten was nominal/categorical\nso less informative;\nScale is standardised;\nEach individual would be able to consistently say one stimulus was more (/less)\nintense;\nNumber/percentage of slides remembered, familiar or forgotten:\nRecalling a slide/scene is objective / not subjective;\nEither it was forgotten/remembered/familiar or it wasn’t;\nNo interpretation is required like there is for the rating scale;\n\n4(b)(ii) Explain one reason why it may not be a valid measure. 2\n1 mark for reason, 1 mark for detail\nP may lie;\nNumber/percentage of slides remembered, familiar or forgotten:\nIt does not allow for graded responses;\nSomething might be remembered/familiar somewhat or very well and this cannot\nbe recorded;\nRating of emotional intensity:\nIt is subjective / not objective;\nSo interpretation of the scale is required by the participant, so there may be\nindividual differences in use;\n© UCLES 2021 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p06.png" ] }, { "id": "9990-2021-on-23-q05", "question_id": "9990-2021-on-23-q05", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "5 In the cognitive approach, studies often need to deceive participants. 1\nExplain why deception was necessary in the study by Andrade (doodling).\n1 mark for need for deception\nIf the participants had known about the surprise memory test they would have\ndeliberately remembered the place names;\nTo avoid demand characteristics = 0\nTo avoid demand characteristics so the participants didn’t deliberately doodle /\nmake an effort to remember names / focus on the names in the message;\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p07.png" ] }, { "id": "9990-2021-on-23-q06", "question_id": "9990-2021-on-23-q06", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe covert observations and overt observations, using any examples. 6\nUp to 4 marks for detail for each type of observation\nmax 2 examples per type of observation.\nExamples can include examples from any studies (core studies, other studies,\ncandidate’s own studies).\nOvert observation: the role of the observer is obvious to the participants; such\nas if they are holding a clipboard;\nThis can improve validity as it is easier to collect data / to be close to the\nparticipants;\nIt raises few ethical issues as participants are aware so can give consent;\nSaavedra and Silverman: the boy knew the researchers were watching him\nduring the in vivo button tasks; (example)\nCovert observation: the participants are unaware of role / existence of the\nobserver;\ne.g. if disguised as a member of the social group; or physically hidden;\nsuch as using CCTV / a one-way mirror;\nThis improves validity as participants cannot to be affected by being observed;\nso demand characteristics / social desirability are reduced;\nBandura et al.’s observers were covert because they used a one-way mirror to\nwatch the children; (example)\nPiliavin et al.’s observers were covert because they pretended to be\npassengers to watch on the subway; (ex)\nSchachter and Singer’s observers were covert because they used a one-way\nmirror; (example)\nMilgram: observations were covert because they were made through a one-way\nmirror; (example)\nYamamoto et al.: chimpanzees videoed (using three cameras); (example)\n© UCLES 2021 Page 7 of 14", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p07.png" ] }, { "id": "9990-2021-on-23-q07", "question_id": "9990-2021-on-23-q07", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "7(a) Dhia is investigating when children learn to understand differences 2\nbetween shapes. She is comparing children aged 4 years and 8 years. Dhia\nwill test their ability by asking them to sort wooden shapes into triangles,\nsquares or circles.\nSuggest two ways that Dhia could measure a child’s performance on this\ntest.\n1 mark for a way × 2\nHow quickly they sort (all) the shapes;\nHow many shapes they sort correctly / How many errors they make in sorting;\nNumber of each type of shape: triangles, squares or circles;\n\n7(b) Ethical guidelines suggest that even when consent has been given by a 2\nparent, a child should still be asked if they want to participate in a way that\nthey will understand.\nSuggest how Dhia could attempt to obtain consent from the children in a\nway that they will understand.\n1 mark for making informing and gaining agreement child-friendly\n2nd mark for suggested technique e.g. wording or further detail\nShe should ask using easy words/language; (1st mark)\nasking if they want to play a game; (1st or 2nd mark)\ne.g. say ‘Please can you sort these shapes out for me’ (1st mark) ‘you don’t have\nto if you don’t want to.’ (2nd mark)\ne.g. say ‘Will you play a shape sorting game with me’; (1st mark) ‘or would you\nrather play on your own?’ (2nd mark)\n\n7(c) Children may express their right to withdraw in different ways from adults. 2\nSuggest how Dhia might know that a child wants to withdraw from her\nexperiment.\n1 mark for brief suggestion, 1 mark for detail or second suggestion\nThe child might get up / walk away from the study / walk out of the room; (brief\nsuggestion)\nStop participating / refuse to continue; (brief suggestion)\nbecause they are afraid/bored (detail)\nand child might look distressed/cry/scream/shout; (detail)\nas they want to find someone familiar; (detail)\n© UCLES 2021 Page 8 of 14\n\n7(d) The 4-year-old children had been learning about shapes at school the week 3\nbefore Dhia’s study.\nExplain the possible effect of this on Dhia’s findings.\n1 mark for identifying reduction in validity, 1 mark for detail, 1 mark for link\nIt will make her conclusion less valid; (identification)\nBecause the 4-year olds will have learned to tell the shapes apart; (link) ‘They\nwould be able to sort’ = 1\nBecause the DV would be affected by a variable other than the IV; (generic\ndetail)\nBecause the trip was only for the 4-year old children and not the 8-year old\nchildren; (linked detail)\nLearning about shapes could improve scores so they’d look better at shapes for\ntheir age; (linked detail)\n© UCLES 2021 Page 9 of 14", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p08.png", "../answer-assets/9990_w21_ms_23-p09.png" ] }, { "id": "9990-2021-on-23-q08", "question_id": "9990-2021-on-23-q08", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "8(a) Bai is conducting a correlational study about pain and hours of daylight. 2\nHe thinks that people experience more pain on days when there is less\nsunlight. He has asked for volunteers from a specialist centre for back\npain. Bai plans to collect his data about pain using a questionnaire.\nExplain one reason why it may be better for him to use an interview to\ncollect this data.\n1 mark for reason (generic)\n1 mark for link\nSome people might not return questionnaires, biasing the data; (reason)\nPeople with worse back pain might find writing their answers more difficult than\ntalking; (link)\nInterviews can tailor questions to individuals; (reason)\nInterviews can explain questions to individuals; (reason)\nInterviewer can build a relationship with the interviewee / develop trust; (reason)\nSo obtain more information about their pain / exposure to sunlight;\nSo Bai would be able to ask questions about the particular pain different patients\nfeel / what they do when the weather is fine/dull; (link)\nInterviewer gains information from non-verbal cues / facial expressions / gestures\n/ grimacing (to indicate pain);\nCan use more open questions / collect more qualitative data = 0\n\n8(b)(i) Suggest one disadvantage of using participants from a specialist centre for 2\nback pain.\n1 mark for disadvantage\n1 mark for detail\nThe patients will all be in pain;\nSo the findings may not generalise / may not be representative;\nto people with only mild pain / people from other areas;\nThe patients are attending a pain clinic, so are being treated;\nThe treatment may mean their pain doesn’t fluctuate enough to see a pattern;\nThey all have back pain;\nThe findings may not generalise (to other sorts of pain);\nIt might be unethical because it makes them think about their pain;\nThis could cause harm as they may be more distressed;\n© UCLES 2021 Page 10 of 14\n\n8(b)(ii) Suggest one alternative source of participants. Justify your answer. 2\n1 mark for source of participants\n1 mark for justification\nThe participants could include normal people who are experiencing occasional\npain;\nWhich would have greater generalisability to the whole population;\nA group of patients who are awaiting appointments / treatment;\nThen there are not receiving therapy / painkillers;\nThe participants could come from a hospital;\nThis would give a range of different sorts of pain;\nPatients from a GP surgery;\nA list could be used to get a more representative random sample;\n\n8(c) Sketch a graph of the results Bai expects to find on the axes below. 3\nYou must label the axes.\n1 mark for both ‘pain’ and ‘daylight’ as axis labels\n1 mark for units (hours / brightness / light level) on daylight scale\n1 mark for negative correlation (points or line of ‘best fit’)\n© UCLES 2021 Page 11 of 14", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p10.png", "../answer-assets/9990_w21_ms_23-p11.png" ] }, { "id": "9990-2021-on-23-q09", "question_id": "9990-2021-on-23-q09", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "9(a) Mitesh is investigating the effect of doodling on recall of animal noises. He 2\nprovides pencils and doodling paper for all participants and tells them that\nthey will hear a recording of animal noises that they will have to recall.\nMitesh notes which participants doodle while they listen to the recording.\nSuggest how Mitesh could encourage participants to doodle, other than by\ntelling them to doodle.\n1 mark for brief suggestion\n1 mark for detail or second suggestion\nHe could provide paper with marked shapes; (suggestion)\nWhich he could tell them is to keep themselves amused (by doodling); (detail)\nHe could tell them the noises are boring; (suggestion)\nSo they might want to do something to keep themselves amused; (detail)\nMake the recording long; (suggestion)\nMake the recording repetitive; (suggestion)\nSo they get bored; (detail)\n\n9(b) The participants who doodled recalled more animal noises than the 2\nparticipants who did not doodle. However, Mitesh cannot conclude that\ndoodling causes better recall.\nSuggest one reason why Mitesh cannot conclude that doodling causes\nbetter recall.\n1 mark for a brief/generic reason\n2 marks for a clear and linked reason\nMitesh did not control who doodled; (brief)\nSo natural doodlers might have better memories anyway; (clear and linked)\nParticipants were not randomly allocated to conditions; (brief and generic)\nPeople who doodle may have better auditory memory / memory for noises (than\nnon-doodlers); (clear and linked)\nIt might be improved concentration/attention (listening) that causes better recall;\n(brief)\nAnd doodling improves concentration/attention (listening); (clear and linked)\n\n9(c) Mitesh did not deceive his participants. 2\nExplain why it was necessary for him to debrief his participants.\n1 mark for explanation (may be generic), 1 mark for link\nParticipants should always be returned to the condition in which they entered the\nexperiment; (explanation)\nHis participants may have felt discouraged if they didn’t recall many noises, he\nneeded to correct this; (link)\nParticipants not told the aim was to test the effect of doodling on recall; they\nneeded to be informed; = 2 (linked explanation)\n© UCLES 2021 Page 12 of 14", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p12.png" ] }, { "id": "9990-2021-on-23-q10", "question_id": "9990-2021-on-23-q10", "subject": "9990", "year": 2021, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a) Mandy wants to investigate the effects of phobias on the way people 10\nsocialise, such as how friendly they are and the social groups or clubs they\nbelong to.\nDescribe how Mandy could conduct a study using a questionnaire to\ninvestigate the effects of phobias on the way people socialise.\nThree majors for a questionnaire are:\na content of questions (examples: phobic symptoms, social life)\nb style of questions asked (e.g. open/closed)\nc people with phobias (source, sampling)\nThe minor is:\nwhere: location of participants when completing the questionnaire / how it is\ndistributed\nOther details for replication:\n• lie questions\n• filler questions\n• sample size\n• description of how closed questions will be scored\n• description of how open questions will be interpreted\n• ethical issues\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable;\n• Response may have a minor omission;\n• Use of psychological terminology is accurate and comprehensive;\nLevel 2 (5–7 marks)\n• Response is in some detail;\n• Response has minor omission(s);\n• Use of psychological terminology is accurate;\nLevel 1 (1–4 marks)\n• Response is basic in detail;\n• Response has major omission(s);\n• If response is impossible to conduct max 2;\n• Use of psychological terminology is mainly accurate;\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2021 Page 13 of 14\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might be\ndone differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational/participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3-4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2021 Page 14 of 14", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2021-Oct-Nov/ms/9990_w21_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2021-Oct-Nov/9990_w21_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w21_ms_23-p13.png", "../answer-assets/9990_w21_ms_23-p14.png" ] }, { "id": "9990-2022-mj-11-q01", "question_id": "9990-2022-mj-11-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "1(a) From the study by Bandura et al. (aggression): 1\nState the number of participants used in each of the experimental\ngroups in this study.\n1 mark for the correct answer\n6 or 24\n\n1(b) Outline how the participants were allocated to one of the conditions in 2\nthis study.\n1 mark for:\nBy adding (summing) the scores on the (four) aggression scales OR\nUsing the aggression ratings given by the teacher/experimenter.\nPlus 1 mark for either of the following:\nParticipants were arranged in triplets/matched in groups;\nParticipants assigned at random (to one of the conditions/groups).\n\n1(c) Identify one example of imitative verbal aggression shown in this study. 1\n1 mark for a correct example\nSock him;\nHit him down;\nKick him;\nThrow him in the air;\nPow.\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p04.png" ] }, { "id": "9990-2022-mj-11-q02", "question_id": "9990-2022-mj-11-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Canli et al. (brain scans and emotions): 2\nScenes from the International Affective Picture System stimuli set were\nused. Each scene had been rated in two ways.\nName these two ways.\n1 mark per correct answer\nValence;\nArousal.\n© UCLES 2022 Page 4 of 12\n\n2(b) Describe one methodological weakness of this study. 2\n1 mark for the methodological weakness.\n1 mark for linking to the study.\ne.g.\nThe tasks lacked mundane realism (1 mark). Rating pictures whilst having a\nbrain scan/fMRI is not an everyday task (1 mark).\nThere could be issues of generalisability (1 mark). The sample consisted of\nonly females so the findings may not be generalizable (to emotions in males).\n(1 mark).\nOther creditworthy weaknesses include: use of self-reports, ecological validity,\neveryday application, repeated measures, volunteer sample.\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p04.png", "../answer-assets/9990_s22_ms_11-p05.png" ] }, { "id": "9990-2022-mj-11-q03", "question_id": "9990-2022-mj-11-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Laney et al. (false memory): 3\nDescribe the sample used in Experiment 1 of this study.\n1 mark per correct point made\nn=128;\nStudents/undergraduates;\nUniversity of California;\nReceived course credit (for participation);\nMostly female (77%);\nMean age of 20.8 years.\n\n3(b) Describe one result from the ‘Memory or Belief?’ questionnaire in 2\nExperiment 1 of this study.\n2 marks full result (with meaningful comparison).\n1 mark partial/brief result (no meaningful comparison).\ne.g.\nMore participants in the Love group reported having a memory of loving\nasparagus compared to the Control group (2 marks);\nMore participants in the Love group reported having a belief of loving\nasparagus compared to the Control group (2 marks);\nMore participants in the Control group reported never having a memory of\nloving asparagus compared to the Love group (2 marks);\nThe Love group reported more memories of loving asparagus (1 mark);\n© UCLES 2022 Page 5 of 12", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p05.png" ] }, { "id": "9990-2022-mj-11-q04", "question_id": "9990-2022-mj-11-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Milgram (obedience): 4\nDescribe the experimenter feedback given to a participant if they did not\nwant to continue with this study.\n1 mark per correct point made.\nThe experimenter responded with a series of (four) prods;\nThese were standardised/scripted;\nFor example, please continue / please go on was the first (1 mark available\nfor any example)\nIf the first prod was unsuccessful / the participant insisted to stop / participant\nrefused to continue, then the experimenter moved on to the next one (and so\non);\nThe tone was firm (but not impolite);\nThe prods were started again if the participant showed reluctance to continue;\nThere were special prods if physical injury was asked about;\nExperimenter stated that shocks are painful but no damage would happen;\nIf the participant still refused a final prod was used;\nExperimenter stated that whether they liked it or not, all words must be\nlearned;\nThey were told that if the learner did not answer / absence of answer then a\nshock needed to be given;\nIf the final prod was unsuccessful / participant stopped reading words, then\nthe study ended.\n\n4(b) Studies in social psychology can be used to help teachers in the 2\nclassroom.\nSuggest how this study could be used to help a teacher with a\ndisobedient class. Your suggestion must be ethical.\n1 mark for what the real-world application is.\n1 mark for stating how it would be done based on the procedure of Milgram.\ne.g.\nA teacher could change the way they dress (1 mark: what) by wearing clothes\nthat show authority like a technician’s coat (1 mark: how).\nThe class could be encouraged to be more obedient vocally (1 mark: what) as\nthe teacher can give out commands in a firm tone/stern voice (1 mark: how).\nThere are other creditworthy responses.\n© UCLES 2022 Page 6 of 12", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p06.png" ] }, { "id": "9990-2022-mj-11-q05", "question_id": "9990-2022-mj-11-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Baron-Cohen et al. (eyes test): 2\nOutline one aim of this study.\n2 marks full aim/detailed aim.\n1 mark brief aim.\ne.g., 2 marks\nTo test people on a revised Eyes Test to see if some of the original deficits\nwere no longer seen;\nTo see if females would score higher on the Eyes Test compared to males;\nTo see if people with AS/HFA lack/have a Theory of Mind;\nTo investigate if there would be a relationship between AQ and Eyes Test\nscores;\nTo investigate whether people with AS/HFA are impaired on the (revised\nversion of the) Eyes Test;\nTo investigate whether the Eyes Test can differentiate between a person with\nAS/HFA and a person without AS/HFA.\ne.g., 1 mark\nTo improve the Eyes test;\nTo test for Theory of Mind.\nThere are other creditworthy responses.\n\n5(b) Explain one reason why the procedure was standardised in this study. 3\n1 mark for identifying a reason.\n1 mark for explaining why it is a reason.\n1 mark for linking it to the study (can only be awarded if a reason has been\nexplained).\nIt would allow the study to be more easily replicated (1 mark).\nTherefore, it could be tested for reliability (1 mark).\nFor example, knowing what was contained in the eyes test (e.g. how many\npairs of eyes) means that he study can be replicated exactly (1 mark).\nIt would increase the (internal) validity of the study (1 mark).\nTherefore, cause and effect are (more) likely to be seen (1 mark).\nFor example, knowing it was autism affecting scores on the eyes test/AQ (1\nmark).\nIt can help to reduce extraneous/uncontrolled variables (1 mark).\nSo that we know it is probably having autism or not – the IV (1 mark) causing\nthe change ability to pass the eyes test/AQ – the DV (1 mark).\nThere are other creditworthy responses.\n© UCLES 2022 Page 7 of 12", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p07.png" ] }, { "id": "9990-2022-mj-11-q06", "question_id": "9990-2022-mj-11-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "6 The debate about individual and situational explanations relates to the 4\nstudy by Pepperberg (parrot learning).\nOutline what is meant by this debate. Include one example from the\nindividual explanation and one example from the situational explanation\nfrom the study by Pepperberg.\n1 mark for the individual side of argument; 1 mark for example from study.\n1 mark for the situational side of argument; 1 mark for example from study.\ne.g. definitions\nThe individual side refers to behaviours from factors within the person\n(dispositional);\nThe situational side refers to behaviour from factors in the external\nenvironment.\ne.g. examples\nAlex may have learned some of the same/different concepts because of his\n‘personality’ type, e.g. being more sociable (individual);\nAlex may have learned some of the same/different concepts because of the\nmodel/rival technique and being placed in that scenario to learn (situational).\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p08.png" ] }, { "id": "9990-2022-mj-11-q07", "question_id": "9990-2022-mj-11-q07", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "7 From the study by Yamamoto et al. (chimpanzee helping): 4\nDescribe the procedure for the ‘Cannot See’ condition.\n1 mark per correct point made.\nTo be awarded maximum marks, one mark must come from the ‘up to 2\nmarks for the following’ section.\nup to 2 marks for the following:\nThe wall between them was opaque;\nExcept for a small window that could only be accessed if a chimpanzee\npurposely wanted to look through it (to help).\nup to 3 marks for the following:\nEach chimpanzee was either a helper or recipient;\nThere was a task that needed a stick/straw to solve;\nOne chimpanzee was in a ‘box’ with a juice reward out of reach;\nOne chimpanzee had a tray of seven objects;\nThe recipient chimpanzee could place their hand through the hole (to request\na tool);\nThe helper could give the recipient an object through the hole;\nThe chimpanzees were in adjacent/separate booths.\n© UCLES 2022 Page 8 of 12", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p08.png" ] }, { "id": "9990-2022-mj-11-q08", "question_id": "9990-2022-mj-11-q08", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "8(a) From the study by Andrade (doodling) 2\nOutline how monitoring performance was scored.\n1 mark for each correct component.\n(The number of) correct names minus (the number of) false alarms (2 marks:\nboth components correct and the minus is mentioned);\n(The number of) correct names minus the number of places (1 mark: one\ncomponent correct);\nThe number of correct answers minus (the number of) false alarms (1 mark:\none component correct).\n\n8(b) Two friends, Seth and Jamie, are discussing this study in terms of 4\ngeneralisability.\nSeth believes the study does have generalisability but Jamie believes\nthe study does not have generalisability.\nOutline why you think either Seth or Jamie is correct, using evidence\nfrom the study.\n1 mark per correct point made. Go with the intentions of the candidate.\ne.g., Seth\nThe participants came from a wide age range (18-55 years) (1 mark) which\nmeans that the sample could represent a wide age range of people in the real\nworld in relation to concentration (1 mark). Also, the sample size was (quite)\nlarge being 40 (1 mark) with a range of ages and gender to increase the\nlikelihood of it being generalisable (1 mark).\nThe study could be generalisable to everyday life as people could be allowed\nto doodle at work to help them concentrate more (1 mark).\ne.g., Jamie\nThe sample size was small for both conditions (1 mark) and there were only 5\nmales across the 2 groups (1 mark) so the findings about concentration and\nmemory may only apply to females (1 mark). Also, they were all from a\nMedical Research group (1 mark) meaning that they might all have similar\ninterests/motivations to be part of the study (1 mark) so the sample was not\nvery diverse (1 mark). The overall sample is not that large at n=40 (1 mark).\nIt might not be able to be generalised to everyday life as some people in jobs\nmay not have the opportunity to doodle in the workplace (1 mark). Also, as it\nwas conducted in a laboratory, the behaviour of participants might be less\nrealistic/generalisable to the real world (1 mark).\nThere are other creditworthy responses.\n© UCLES 2022 Page 9 of 12", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p09.png" ] }, { "id": "9990-2022-mj-11-q09", "question_id": "9990-2022-mj-11-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the psychology being investigated in the study by Saavedra 4\nand Silverman (button phobia).\n1 mark for each correct statement about generic psychology.\nExample from the study by Saavedra and Silverman can gain credit (max 1).\ne.g.\nPhobias are an irrational fear of an object/situation;\nClassical conditioning is when we learn by association;\nA person comes to perceive (evaluate) a previously neutral object or an event\nnegatively;\nThe person negatively evaluates the object/event without anticipating any\nthreat/danger;\nThis negative evaluation elicits a feeling of disgust rather than fear;\nOperant conditioning is when you learn by consequences;\nIf you are rewarded you are more likely to repeat that behaviour;\nDiffers from Classical Conditioning as the person is being cognitively active by\nthinking about disgust and consequences rather than being a passive\norganism (2 marks);\nThe boy was being treated for his phobia of buttons (1 mark: example);\nThere are other creditworthy responses.\n© UCLES 2022 Page 10 of 12\n\n9(b) Explain whether each ethical guideline below was broken in the study by 8\nSaavedra and Silverman (button phobia):\n Confidentiality\n Informed consent\n Privacy\n Protection from psychological harm\nUse the following levels marking for each guideline separately.\nLevel Descriptor Marks\n2 The answer explicitly describes the ethical guideline 2\nand the example is contextualised from the named\nstudy\nOR The ethical guideline is implicit from the use of a\nwell-argued example contextualised from the named\nstudy.\n1 The answer explicitly describes the ethical without 1\ncorrect contextualisation/no contextualisation\nOR The ethical guideline is implicit from the use of a\nbrief example contextualised from the named study\nOR The ethical guideline is incorrectly described but\nthe contextualised example from the named study is\ncorrect.\n0 The description of the ethical guideline is incorrect 0\nand/or the contextualised example is incorrect\nOR no answer given.\nConfidentiality\nAny data should not be identifiable as a single participants’ responses/\nparticipants’ data must not be named as theirs;\nWe do not know the name of the participant, just that he was part of a Child\nAnxiety Program in Florida (not broken).\nInformed consent\nParticipants should be given sufficient information about the study in order to\nchoose if they want to participate or not;\nBoth the child and mother gave full consent to take part in the procedures\ninvolved in the therapy (not broken).\nPrivacy\nParticipants should not be forced to reveal things about themselves they\nwould not normally reveal / should have the right to not complete a certain\ntask within the study;\nThe child did have to reveal which buttons he was scared of, and he may\nhave felt embarrassment whilst doing this (broken).\n© UCLES 2022 Page 11 of 12\n\n9(b) Protection from psychological harm\nParticipants should leave the study in the same psychological state as they\nentered / Participants should not be potentially harmed by the procedure of a\nstudy;\nThe child was exposed to buttons he was frightened of which may have\ncaused mental distress to him (broken).\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p10.png", "../answer-assets/9990_s22_ms_11-p11.png", "../answer-assets/9990_s22_ms_11-p12.png" ] }, { "id": "9990-2022-mj-11-q10", "question_id": "9990-2022-mj-11-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Dement and Kleitman (sleep and dreams) in terms 10\nof two strengths and two weaknesses. At least one of your evaluation\npoints must be about qualitative data.\nStrengths include: use of qualitative data (validity), reliability, application to\nreal world.\nWeaknesses include: generalisability, validity (external), social desirability.\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 12 of 12", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_11-p12.png" ] }, { "id": "9990-2022-mj-12-q01", "question_id": "9990-2022-mj-12-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "1(a) From the study by Piliavin et al. (subway Samaritans): 1\nState the approximate number of participants used in this study.\n1 mark for correct answer\n4450.\n\n1(b) Trials on a given day were always in the same victim condition. 1\nState how the victim condition was chosen.\n1 mark for correct answer\n(Teams were told to) alternate (the conditions across days).\n\n1(c) Identify two differences between the models used in this study. 2\n1 mark per correct difference\nAge;\nClothes worn / attire;\nLocation (before helping) / adjacent vs critical;\nSpeed at which they gave help (if no one helped) / early vs late.\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p04.png" ] }, { "id": "9990-2022-mj-12-q02", "question_id": "9990-2022-mj-12-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Pepperberg (parrot learning): 2\nName two items that were always available to Alex the parrot without\nhim having to request them.\n1 mark per correct item named\nWater;\nSunflower seeds;\nDried corn;\nKibble;\nOats;\nSafflower.\n© UCLES 2022 Page 4 of 12\n\n2(b) Describe one methodological weakness of this study. 2\n1 mark for the methodological weakness.\n1 mark for linking to the study.\ne.g.\nThe tasks lacked mundane realism (1 mark). Stating what is same/different\nabout two objects not found in the wild is not an everyday task (1 mark).\nThe study was only conducted on one parrot (1 mark), so this makes it difficult\nto generalise (to other parrots) (1 mark).\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p04.png", "../answer-assets/9990_s22_ms_12-p05.png" ] }, { "id": "9990-2022-mj-12-q03", "question_id": "9990-2022-mj-12-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Dement and Kleitman (sleep and dreams): 3\nOne feature of the sample in this study was that they were all adults.\nIdentify three other features of the sample used in this study.\n1 mark per correct point made\nMostly male / 7 males;\n2 females;\n9 in total;\n5 studied intensively;\n4 used minimally to confirm results.\n\n3(b) Describe one result about dream recall from REM awakenings in the first 2\nhalf of the night compared to the second half of the night.\n2 marks full result with specific group mentioned.\n1 mark partial/brief result with no specific group mentioned.\ne.g., group of 5 participants studied intensely\nThere were (slightly) more dreams recalled in the first half compared to the\nsecond half for the 5 participants that were studied intensely (2 marks);\nThere were (slightly) more dreams recalled in the first half (compared to the\nsecond half) (1 mark).\ne.g., entire sample\nThere were more dreams recalled in the second half compared to the first half\nfor the entire sample (2 marks);\nThere were more dreams recalled in the second half (compared to the first\nhalf) (1 mark).\n© UCLES 2022 Page 5 of 12", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p05.png" ] }, { "id": "9990-2022-mj-12-q04", "question_id": "9990-2022-mj-12-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) At the end of the study by Milgram (obedience), the experimenter used 4\nan ‘interview and dehoax’ procedure with his participants.\nDescribe this procedure.\n1 mark per correct point made\nAt the end of the study each participant was debriefed;\nThey were asked to rate how painful they thought the shocks were;\n(On a scale) out of 14 / 14 point scale / 14 = most painful;\nOpen-ended questions were asked / asked them how there were feeling;\nProjective measures were used;\nAttitude-scales were employed;\nThe participant met Mr Wallace / stooge;\nTo show that no harm had happened / re-assure the participant that no harm\nhad occurred;\nThis was conducted in a friendly manner;\nThe participant was allowed to ask any further questions.\n\n4(b) Studies in social psychology can be used to help managers in the 2\nworkplace.\nSuggest how the study by Milgram could be used to help a manager\nwith disobedient workers. Your suggestion must be ethical.\n1 mark for what the real-world application is.\n1 mark for stating how it would be done based on the procedure of Milgram.\ne.g.\nA manager could get workers to be more obedient in the workplace by\nchanging what they wear / wear clothes that appear to be authoritative (1\nmark: what) by wearing clothes that show this authority like a technician’s coat\n(1 mark: how).\nWorkers could be encouraged to be more obedient vocally (1 mark: what) as\nan authority figure can give out commands in a firm tone / stern voice (1 mark:\nhow).\nThere are other creditworthy responses.\n© UCLES 2022 Page 6 of 12", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p06.png" ] }, { "id": "9990-2022-mj-12-q05", "question_id": "9990-2022-mj-12-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Canli et al. (brain scans and emotions): 2\nOutline one aim of this study.\n2 marks full aim.\n1 mark partial/brief aim.\ne.g.\nTo investigate whether the amygdala is sensitive to different levels of\nexperienced emotional intensities (2 marks);\nTo investigate whether the degree of emotional intensity affects the role of the\namygdala in enhancing memory (2 marks);\nTo investigate the role of the amygdala in memories (1 mark).\nThere are other creditworthy responses.\n\n5(b) Explain one reason why the procedure was standardised in this study. 3\n1 mark for identifying a reason.\n1 mark for explaining why it is a reason.\n1 mark for linking it to the study (only be awarded if a reason has been\nexplained).\nIt would allow the study to be more easily replicated (1 mark);\nTherefore, it could be tested for reliability (1 mark);\nFor example knowing how long the picture was presented for means exact\nreplication is possible (1 mark).\nIt would increase the (internal) validity of the study (1 mark);\nTherefore, cause and effect are (more) likely to be seen (1 mark);\nFor example knowing it was the emotion of the picture causing brain activity\n(1 mark).\nIt can help to reduce extraneous/uncontrolled variables (1 mark);\nSo that we know it is probably the IV of emotion (1 mark) causing the change\nin brain activity – the DV (1 mark).\nThere are other creditworthy responses.\n© UCLES 2022 Page 7 of 12", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p07.png" ] }, { "id": "9990-2022-mj-12-q06", "question_id": "9990-2022-mj-12-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "6 Outline what is meant by the ‘learning approach’ in psychology. Include 4\nexamples from the study by Saavedra and Silverman (button phobia) in\nyour answer.\nUp to two marks for outlining the learning approach (through an assumption or\ndescription).\nUp to two marks for examples from Saavedra and Silverman only.\ne.g. learning approach\nWe learn through conditioning;\nThis may be through rewards and punishment / operant conditioning;\nWe can also learn through observation and imitation / social learning;\nWe can also learn by association / classical conditioning.\ne.g. examples\nThe boy may have been scared because of the incident in the classroom with\nthe bowl of buttons;\nHe was rewarded at times when he showed progress of not being scared by\nhis mother.\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p08.png" ] }, { "id": "9990-2022-mj-12-q07", "question_id": "9990-2022-mj-12-q07", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "7 From the study by Laney et al. (false memory): 4\nDescribe the Restaurant Questionnaire.\n1 mark per correct point made.\nAssessed desire to eat 32 dishes;\nThere was a critical item of ‘(sautéed) asparagus (spears)’;\nFormatted to look like a menu;\nFive categories/courses of dish;\nAppetisers, soups, salads, entrees (main course), sides and desserts [name\nany 2 of these for 1 mark];\nThey had to imagine they were out for a special dinner;\nThen decide how likely they would order each item;\nThey had to not take into account the price of the dish;\nEach choice was rated from 1–8; 8 point scale;\n1 = definitely no / 8 = definitely yes.\n© UCLES 2022 Page 8 of 12", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p08.png" ] }, { "id": "9990-2022-mj-12-q08", "question_id": "9990-2022-mj-12-q08", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "8(a) From the study by Schachter and Singer (two factors in emotion): 2\nOutline the category of ‘initiates new activity’ for the behaviour of\nparticipants in the Euphoria condition.\n1 mark per correct point made.\nThis is when creative euphoria was exhibited (by the participant);\nThese were behaviours not shown by the stooge;\nAn example would be jumping on a table / laughing / spun hula hoop on neck\n/ opened window / threw paper basketballs at passers-by.\n\n8(b) Two friends, Maryam and Zara, are discussing this study in terms of 4\nreliability.\nMaryam believes the study does have reliability but Zara believes the\nstudy does not have reliability.\nOutline why you think either Maryam or Zara is correct, using evidence\nfrom the study.\n1 mark per point made, with:\nUp to 2 marks for any relevant finding(s)/part of study/example from study\nUp to 3 marks for outlining.\ne.g. Maryam\nThere were parts of the study that were standardised (1 mark). There was a\nset script that had to be followed (1 mark) like the one for the experimenter\nwhen talking about the injection (1 mark) so this means other researchers\ncould replicate the study (1 mark).\nThe study also had good levels of inter-observer reliability (1 mark). The\nobservers produced a score of +0.88 (which indicates high agreement) (1\nmark).\ne.g. Zara\nThere were parts of the study that were difficult to standardise (1 mark). The\nstooge did have a set way they were supposed to act but this may not have\nbeen the same each time (1 mark) therefore each participant might have got a\nslightly different set of behaviours/comments (1 mark) so this means that\nreplication may be difficult to achieve (1 mark).\nThere was large variation in some participant variables (1 mark). For example,\nsome did not react to the adrenaline and were removed from the study (1\nmark) and there was variation in reaction to the adrenaline across the\nparticipant group (1 mark).\nThere are other creditworthy responses.\n© UCLES 2022 Page 9 of 12", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p09.png" ] }, { "id": "9990-2022-mj-12-q09", "question_id": "9990-2022-mj-12-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the psychology being investigated in the study by Bandura et 4\nal. (aggression).\n1 mark for each correct statement.\nExamples from the study by Bandura et al. can gain credit (max 1).\ne.g.\nPeople pay attention to / observe the behaviour of a role model;\nThey watched a model being aggressive/non-aggressive towards a Bobo Doll\n(example mark);\nThey then retain that information in their memory;\nThey will the imitate/reproduce the behaviour if they feel capable;\nIf they witnessed the model get rewarded (vicarious) then they are more likely\nto repeat / try to repeat;\nThe imitation is seen as more probable if the role model is of the same sex\n(as the observer);\nLearned behaviour can be displayed in a situation where the model is not\npresent.\nThere are other creditworthy responses.\n© UCLES 2022 Page 10 of 12\n\n9(b) Explain whether each ethical guideline below was broken in the study by 8\nBandura et al. (aggression)\n Confidentiality\n Deception\n Protection from physical harm\n Protection from psychological harm\nUse the following levels marking for each guideline separately.\nLevel Descriptor Marks\n2 The answer explicitly describes the ethical guideline 2\nand the example is contextualised from the named\nstudy\nOR The ethical guideline is implicit from the use of a\nwell-argued example contextualised from the named\nstudy.\n1 The answer explicitly describes the ethical without 1\ncorrect contextualisation/no contextualisation\nOR The ethical guideline is implicit from the use of a\nbrief example contextualised from the named study\nOR The ethical guideline is incorrectly described but\nthe contextualised example from the named study is\ncorrect.\n0 The description of the ethical guideline is incorrect 0\nand/or the contextualised example is incorrect\nOR no answer given.\nConfidentiality\nAny data should not be identifiable as a single participants’ responses/\nparticipants’ data must not be named as theirs;\nThe identities of the children were not revealed – all we know is that they\nattended a Nursery at Stanford (and their age range) (not broken).\nDeception\nA participant should not be deceived without a strong justification / only if\nrevealing the deception would not cause discomfort;\nThe children were deceived as they never knew they were being watched in\nthe experimental room (broken).\nProtection from physical harm\nParticipants should leave the study in the same physical state as they\nentered;\nThe children witnessed and then repeated aggressive behaviours and these\nwere not ‘reversed’ before leaving the study (broken);\nThe child might have got harmed when hitting the Bobo Doll / playing with\nother toys like a mallet (broken).\n© UCLES 2022 Page 11 of 12\n\n9(b) Protection from psychological harm\nParticipants should not be potentially distressed/stressed by the procedure of\na study;\nThe children may have been scared of watching a model acting aggressively\ntowards the Bobo doll (broken);\nThe children might have had longer term psychological effects of watching\naggression/violence (broken).\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p10.png", "../answer-assets/9990_s22_ms_12-p11.png", "../answer-assets/9990_s22_ms_12-p12.png" ] }, { "id": "9990-2022-mj-12-q10", "question_id": "9990-2022-mj-12-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Yamamoto et al. (chimpanzee helping) in terms of 10\ntwo strengths and two weaknesses. At least one of your evaluation\npoints must be about laboratory experiments.\nStrengths include: validity (internal), reliability, quantitative data, ethics.\nWeaknesses include: ethics, validity (external), generalisability.\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 12 of 12", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_12-p12.png" ] }, { "id": "9990-2022-mj-13-q01", "question_id": "9990-2022-mj-13-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "1(a) From the study by Baron-Cohen et al. (eyes test): 1\nState the number of participants diagnosed with AS/HFA in this study.\n1 mark for correct answer\n15.\n\n1(b) The AS/HFA participants were the only group asked to make two 1\njudgements about each photograph. One of these judgements was\nabout the emotion in the photograph.\nName the other judgement this group was asked to make about each\nphotograph.\n1 mark for correct answer\nGender/sex.\n\n1(c) Identify the two ways that the revised eyes test increased the range of 2\nscores a participant could obtain.\n1 mark per correct way identified\nIncreased to 36 pairs of eyes\nGave four response options.\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p04.png" ] }, { "id": "9990-2022-mj-13-q02", "question_id": "9990-2022-mj-13-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "2(a) In the study by Yamamoto et al., the chimpanzee helper had access to a 2\ntray containing seven objects. Two of these objects were the straw and\nthe stick.\nName two objects the chimpanzee helper could choose, other than the\nstraw and the stick.\n1 mark per correct object named\nHose;\nChain;\nRope;\nBrush;\nBelt.\n© UCLES 2022 Page 4 of 13\n\n2(b) Describe one methodological weakness of this study. 2\n1 mark for the methodological weakness.\n1 mark for linking to the study.\ne.g.\nThe tasks lacked mundane realism (1 mark). A chimpanzee does not have to\nreach for a juice box in a real life situation (1 mark).\nThere could be issues of generalisability (1 mark). There were only five pairs\nof mother-child pairings and these may not represent chimpanzees in the wild\n(1 mark).\nOther creditworthy responses include: repeated measures, used in previous\nstudies, familial altruism.\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p04.png", "../answer-assets/9990_s22_ms_13-p05.png" ] }, { "id": "9990-2022-mj-13-q03", "question_id": "9990-2022-mj-13-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Dement and Kleitman (sleep and dreams): 3\nDescribe the sample used in this study.\n1 mark per correct point made\nAdults;\nMostly male / 7 males;\n2 females;\n9 in total;\n5 studied intensively;\n4 used minimally to confirm results.\n\n3(b) Describe one result about no dream recall from REM awakenings in the 2\nfirst half of the night compared to the second half of the night.\n2 marks full result with specific group mentioned.\n1 mark partial/brief result with no specific group mentioned.\ne.g., group of 5 Ps studied intensely\nThere were (slightly) less no dream recalls in the first half compared to the\nsecond half for the 5 participants that were studied intensely (2 marks);\nThere were (slightly) less no dreams recalls in the first half (compared to the\nsecond half) (1 mark).\ne.g., entire sample\nThere were more no dream recalls in the first half compared to the second\nhalf for the entire sample (2 marks);\nThere were more no dreams recalls in the second half (compared to the first\nhalf) (1 mark).\n© UCLES 2022 Page 5 of 13", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p05.png" ] }, { "id": "9990-2022-mj-13-q04", "question_id": "9990-2022-mj-13-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Milgram (obedience): 4\nDescribe the procedure after the ‘preliminary run’ until the participant\npressed the 300-volt shock level switch.\n1 mark per correct point made.\nThe participants are presented with a (second) list of words / read out a series\nof words;\nThey were asked to read a word and four response options;\nWhen the list is complete, the participant is asked to repeat from the\nbeginning;\nThey are asked to give a shock every time an incorrect word is given;\nNo answer / absence of answer was to be treated as incorrect;\nIf an answer was correct they would move on to the next word;\nThis must continue until the learner has learned all word pairs;\nThey were told to start at 15v;\nAnd increase the shock level one step / 15v;\nProds were used if the participant refused to continue / to firmly ask the\nparticipant to continue.\n\n4(b) Studies in social psychology can be used to help government officials. 2\nSuggest how the study by Milgram could be used to help a government\nofficial make the general public follow a new public safety guideline.\nYour suggestion must be ethical.\n1 mark for what the real-world application is.\n1 mark for stating how it would be done based on the procedure of Milgram.\ne.g.\nA government official could get the general public to be more obedient by\nchanging clothing (1 mark: what); wearing clothes that show authority like a\ntechnician’s coat (1 mark: how).\nThe general public could be encouraged to be more obedient vocally (1 mark:\nwhat) as an authority figure can give out commands in a firm tone / stern\nvoice (1 mark: how).\nMilgram found that an authoritative figure was obeyed (1 mark: what) so the\ngovernment official needs to be stern and firm to show their authority so the\npublic follow new guidelines / get scientists to wear lab coats to show their\nauthority when giving a vaccine for instance (1 mark: how).\nThere are other creditworthy responses.\n© UCLES 2022 Page 6 of 13", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p06.png" ] }, { "id": "9990-2022-mj-13-q05", "question_id": "9990-2022-mj-13-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Pepperberg (parrot learning): 2\nOutline one aim of this study.\n2 marks full aim.\n1 mark partial/brief aim.\ne.g.\nTo test if an avian species / parrot can understand the concept of same and\ndifferent (2 marks);\nTo see if a bird knew same/different (1 mark);\nTo test animal cognition in a parrot (1 mark)\nTo test same and different (0 marks).\n\n5(b) Explain one reason why the procedure was standardised in this study. 3\n1 mark for identifying a reason.\n1 mark for explaining why it is a reason.\n1 mark for linking it to the study (can only be awarded if a reason has been\nexplained).\nIt would allow the study to be more easily replicated (1 mark);\nTherefore, it could be tested for reliability (1 mark);\nFor example, having a set model/rival procedure means exact replication is\npossible (1 mark).\nIt would increase the (internal) validity of the study (1 mark);\nTherefore, cause and effect are (more) likely to be seen (1 mark);\nFor example, knowing it was if object was novel causing a correct answer (1\nmark)\nIt can help to reduce extraneous/uncontrolled variables (1 mark);\nSo that we know it is probably the IV of whether the object was familiar or\nnovel (1 mark);\ncausing the change in response to What’s same / What’s different – the DV (1\nmark) [if this is split: IV affecting DV then the description, still 2 marks].\n© UCLES 2022 Page 7 of 13", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p07.png" ] }, { "id": "9990-2022-mj-13-q06", "question_id": "9990-2022-mj-13-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "6 Outline what is meant by the ‘cognitive approach’ in psychology. 4\nInclude examples from the study by Andrade (doodling) in your answer.\nUp to two marks for outlining the cognitive approach (through an assumption\nor description).\nUp to two marks for examples from Andrade only.\ne.g. cognitive approach\nIt is about the way we process information;\nIt is about how our memory works;\nWe process information in the same way: input–process–output;\nWe think/process like a computer.\ne.g. examples\nPeople were able to process information from a telephone message without\nfocusing on it;\nParticipants could recall more names when they were doodling so they could\nselectively attend;\nTested if doodling affect memory recall.\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p08.png" ] }, { "id": "9990-2022-mj-13-q07", "question_id": "9990-2022-mj-13-q07", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 From the study by Schachter and Singer (two factors in emotion): 4\nDescribe the procedure in the Euphoria condition from immediately after\nthe participant was injected, until the stooge started their routine.\n1 mark per correct point made.\nThe doctor/physician left the room;\nThe experimenter returned to the room;\nWith a stooge who was introduced as another participant / the stooge also\nentered the room;\nThey were told they had had Suproxin shots/injection;\nThey would be taking some vision tests;\nThey had to wait 20 mins for the Suproxin to enter the bloodstream;\nThe room they were in had deliberately been left in disarray;\nThe experimenter apologised for the ‘mess’;\nThey were told that if they needed any paper, pencils etc. to help themselves;\nOnce the experimenter had left, the stooge introduced himself again.\n© UCLES 2022 Page 8 of 13", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p08.png" ] }, { "id": "9990-2022-mj-13-q08", "question_id": "9990-2022-mj-13-q08", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "8(a)(i) From the study by Bandura et al. (aggression): 1\nIdentify one example of ‘imitative verbal aggression’ said by the\nparticipants.\n1 mark for correct example given.\nSock him;\nHit him (down);\nKick him;\nThrow him (in the air);\nPow.\n\n8(a)(ii) Identify one example of ‘imitative non-aggressive verbal response’ said 1\nby the participants.\n1 mark for correct example given.\nHe keeps coming back (for more);\nHe sure is (a) tough (fella).\n© UCLES 2022 Page 9 of 13\n\n8(b) Two friends, Arturo and Gloria, are discussing this study in terms of 4\nvalidity.\nArturo believes the study does have validity but Gloria believes the\nstudy does not have validity.\nOutline why you think either Arturo or Gloria is correct, using evidence\nfrom the study.\n1 mark per point made, with:\nUp to 2 marks for any relevant finding(s)/part of study/example from study\nUp to 3 marks for outlining.\ne.g., Arturo\nThere were strict controls in the study meaning cause-effect could be\nestablished (1 mark). Pre-aggression levels were matched across conditions\nto help conclude if the behaviour of the model was affecting (imitative)\naggressive behaviours (1 mark). It was laboratory based so it reduces the\neffects of extraneous variables (1 mark). Participants were matched on\naggression levels so this participant variable was controlled for (1 mark). Also,\nthey did not know they were being watched so demand characteristics were\nlow (1 mark).\ne.g., Gloria\nThe task given to the participants lacked mundane realism (and validity) (1\nmark). This is because they had to sit and watch an adult model playing with\ntoys (and not participate) which is not an everyday activity (1 mark). It was in\na laboratory so low ecological validity / was an artificial environment (1 mark).\nThe set-up did not reflect a real-life setting as the children were deliberately\nfrustrated / being watched through a one-way mirror (1 mark).\nThere are other creditworthy responses.\n© UCLES 2022 Page 10 of 13", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p09.png", "../answer-assets/9990_s22_ms_13-p10.png" ] }, { "id": "9990-2022-mj-13-q09", "question_id": "9990-2022-mj-13-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the psychology being investigated in the study by Laney et al. 4\n(false memory).\n1 mark for each correct statement.\nExamples from the study by Laney et al. can gain credit (max 1).\ne.g.\nPeople may have memories for events etc. that never actually happened;\nTesting if positive false memories could be created as previous studies\nfocused on negative ones;\nPeople can reconstruct memories of events that have real and false memories\nin them;\nThese could alter our perception of childhood memories (or any memory);\nPeople can fill in the gaps using false information;\nThe information can be post-event that gets embedded in the actual memory;\nThey can be either negative (a crime) or positive (liking asparagus).\nThere are other creditworthy responses.\n© UCLES 2022 Page 11 of 13\n\n9(b) Explain whether each ethical guideline below was broken in the study by 8\nLaney et al. (false memories)\n Confidentiality\n Deception\n Informed consent\n Protection from psychological harm\nUse the following levels marking for each guideline separately.\nLevel Descriptor Marks\n2 The answer explicitly describes the ethical guideline 2\nand the example is contextualised from the named\nstudy\nOR The ethical guideline is implicit from the use of a\nwell-argued example contextualised from the named\nstudy.\n1 The answer explicitly describes the ethical without 1\ncorrect contextualisation/no contextualisation\nOR The ethical guideline is implicit from the use of a\nbrief example contextualised from the named study\nOR The ethical guideline is incorrectly described but\nthe contextualised example from the named study is\ncorrect.\n0 The description of the ethical guideline is incorrect 0\nand/or the contextualised example is incorrect\nOR no answer given.\nConfidentiality\nAny data should not be identifiable as a single participants’ responses/\nparticipants’ data must not be named as theirs;\nAll we know is that they were students from Washington / California University\n(not broken).\nDeception\nA participant should not be deceived without a strong justification / only if\nrevealing the deception would not cause discomfort;\nThe participants were deceived into thinking that a computer report about their\nchildhood when they liked asparagus (broken).\nInformed Consent\nParticipants should be given sufficient information about the study in order to\nchoose if they want to participate or not;\nParticipants were not told anything about the study being on false memories\n(broken).\nProtection from psychological harm\nParticipants should leave the study in the same psychological state as they\nentered / Participants should not be potentially stressed by the procedure of a\nstudy;\nCompleting questionnaires about food or looking at slides of food should\nprobably not agitate people too much mentally (not broken).\n© UCLES 2022 Page 12 of 13", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p11.png", "../answer-assets/9990_s22_ms_13-p12.png" ] }, { "id": "9990-2022-mj-13-q10", "question_id": "9990-2022-mj-13-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Piliavin et al. (subway Samaritans) in terms of two 10\nstrengths and two weaknesses. At least one of your evaluation points\nmust be about quantitative data.\nStrengths include: quantitative data, validity (external), real world application,\nreliability, generalisability.\nWeaknesses include: validity, reliability, ethics, generalisability.\nLevel 4 (8–10 marks)\n Evaluation is comprehensive.\n Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n Evaluation is good.\n Answer demonstrates some planning and is well organised.\n Analysis is often evident but may not be consistently applied.\n Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n Evaluation is mostly appropriate but limited.\n Answer demonstrates limited organisation or lacks clarity.\n Analysis is limited.\n Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n Evaluation is basic.\n Answer demonstrates little organisation.\n There is little or no evidence of analysis.\n Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 13 of 13", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_13-p13.png" ] }, { "id": "9990-2022-mj-21-q01", "question_id": "9990-2022-mj-21-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "1(a) From the study by Bandura et al. (aggression): 2\nDescribe how the quantitative data was collected in this study.\n1 mark for observation\n1 mark for how quantitative data was collected (frequency/number) linked to study\ne.g., Observation of number of times a child copied the model = 2\ne.g., ‘Observers scored the total number of aggressive and non-aggressive response categories’ = 2\nAggressive acts were counted = 1 mark (accept as frequency)\nAggression scored prior to testing on (four) five-point rating scales = 1\n\n1(b) Suggest one advantage of using quantitative data in this study. 2\n1 mark advantage\n1 mark link\nIt can be analysed mathematically / statistically = 1 (advantage)\nSo they could calculate the percentage of children copying aggressive / non aggressive models = 1 (link)\nThey could compare mean aggression of boys and girls = 1 (link)\nNumber of times child hits bobo = 1 (link)\nIt is objective = 1 advantage\nSo objective  statement of more/less / compare in relation to Bandura’s data = 2\n© UCLES 2022 Page 5 of 20", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p05.png" ] }, { "id": "9990-2022-mj-21-q02", "question_id": "9990-2022-mj-21-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 A study has the experimental hypothesis ‘Older people will forget more often than younger people’. This is a 2\n‘directional hypothesis’ rather than a ‘non-directional hypothesis’.\nExplain what makes this a ‘directional hypothesis’.\n1st mark for definition of directional and/or non-directional hypotheses\n2nd mark for explaining that it says which age group will forget more (explanation in context)\nBecause it says which way the difference (but not direction) will go / that one group will forget more = 1 (definition)\nBecause it says older people will forget more = 1 (explanation in context)(ORA)\nIt would say one age group would forget more than the other if it were non-directional = 2 (explanation in context)\nBecause it states the direction of the difference = 0 (repetition of stem ‘direction’)\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p06.png" ] }, { "id": "9990-2022-mj-21-q03", "question_id": "9990-2022-mj-21-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3(a) A problem in experimental studies is the presence of uncontrolled variables. One uncontrolled variable in the 1\nstudy by Andrade (doodling) was how likely each participant was to daydream.\nDescribe what is meant by an ‘uncontrolled variable’.\n1 mark for meaning\n(problem) variables that have not been / cannot be successfully eliminated = 1\nvariables that (lower validity because they) affect one level of the IV (more than the other) = 1\n\n3(b) Explain why the uncontrolled variable of daydreaming was a problem in this study. 2\n1 mark for why it was a problem (can be generic)\n1 mark for link\nDaydreaming could affect the DV making it hard to see the effect of the IV / could lower validity = 1 (generic)\nDaydreaming affects concentration making it hard to see the effect of the IV = 2 (linked problem)\nThe DV could be affected so the IV of doodling would be hidden = 2 (linked problem)\nDoodling may reduce daydreaming so increases attention rather than directly helping recall = 2 (problem  link)\n© UCLES 2022 Page 6 of 20", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p06.png" ] }, { "id": "9990-2022-mj-21-q04", "question_id": "9990-2022-mj-21-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4(a)(i) A correlational study tested the idea that the amount of time spent using a phone is linked to quality of sleep. 1\nState the relationship between the variables measured in this study, if a positive correlation was found.\n1 mark for linked statement of relationship\nWhen people spend more time using their phone they have better quality sleep = 1 (OWTTE)\nWhen people spend less time using their phone they have worse quality sleep = 1 (OWTTE)\nPeople who use their phone have poor/better sleep quality = 0 (describing a difference not a correlation)\n\n4(a)(ii) State the relationship between the variables measured in this study, if a negative correlation was found. 1\n1 mark for linked statement of relationship\nPeople who more time using their phone they have poorer quality sleep = 1 (OWTTE)\nPeople who spend less time using their phone they have better quality sleep = 1 (OWTTE)\nAs the number of hours spent on the phone goes up (down) the quality of sleep goes up (down) = 1 (OWTTE)\nPeople who use their phone have poor/better sleep quality = 0 (describing a difference not a correlation)\nThere is no correlation between (more/less) phone use and (poor/good) sleep = 0 (null hypothesis)\n© UCLES 2022 Page 7 of 20\n\n4(b) Suggest one reason why it was more appropriate to conduct a correlational study rather than an experiment to 2\ntest this idea.\n1 mark for reason (may be practical or ethical)\n1 mark for linked detail\nBecause it may be unethical to manipulate one/both variables; (generic suggestion)\nTelling people to use their phone more or less might annoy/upset them; (suggestion)\nThis would break the guideline of ‘protection from harm’; (linked detail)\nIt might worsen their sleep because they are annoyed at having been told (not phone use); (linked detail)\nIt would be less distressing if level of phone use and sleep quality were measured (and correlated); (linked detail)\nBecause it may be impractical to manipulate one/both variables; (generic suggestion)\nFor the study to work the aim would have to be hidden from them; (suggestion)\nOtherwise they would expect to change their sleep, causing demand characteristics; (linked detail)\nWhich would be hard to do because people are very attached to their phones; (linked detail)\nNo need for deception / no difficulty if phone use and sleep quality were measured (and correlated); (linked detail)\nBecause the study is looking for a relationship (between two variables) not a causation; (generic suggestion)\n© UCLES 2022 Page 8 of 20", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p07.png", "../answer-assets/9990_s22_ms_21-p08.png" ] }, { "id": "9990-2022-mj-21-q05", "question_id": "9990-2022-mj-21-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "5(a) In the study by Piliavin et al. (subway Samaritans), one way that data was collected was by listening to the 2\ncomments made by subway passengers. Differences were reported in relation to the type of victim the comments\nreferred to.\nDescribe one of these differences.\n1st mark for identifying the difference\n2nd mark for correct direction of difference\nThere was a difference in comments made in relation to black and white victims = 1\nMore comments were made when the victim was white than when they were black = 2\nAccept: There was a difference in comments made in relation to ‘drunk’ and ‘cane’ victims = 1\nAccept: More comments were made when the victim was ‘drunk’ than when they had a cane = 2\nAccept: There was a difference in comments made in relation to white cane/drunk then black cane/drunk =1\nAccept: More comments were made when the victim was white cane/drunk then black cane/drunk = 2\n\n5(b) Suggest one problem the observers could have had when listening to the comments made by subway 1\npassengers.\n1 mark for problem\nThey might have been noticed (so stopped the people talking) = 1\nBecause they said nothing themselves they may have inhibited others / made others say more) = 1\nBy not recording the comments, they may have mis-remembered what was said = 1\nBy trying not to be noticed it might have been difficult to hear what was said properly = 1\nSpeaking in a different language = 1\n© UCLES 2022 Page 9 of 20", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p09.png" ] }, { "id": "9990-2022-mj-21-q06", "question_id": "9990-2022-mj-21-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe what is meant by a ‘semi-structured interview’ and an ‘unstructured interview’, using any examples. 6\n1 mark for each point of detail\n1 mark for each example that is linked to one type of interview (maximum of 2 marks in total).\nExamples can include examples from studies using such questionnaire/interviews, or of ways they could be used.\nMax 4 if only semi-structured or only unstructured interviews.\nMax 4 if no examples\nsemi-structured:\ninterviews follow some set questions\nthe interviewer can add some questions in response to the participant’s responses;\ne.g. Schachter and Singer interviewed participants and asked ‘How are you feeling?’;\nunstructured:\ninterviews are much more flexible;\nthe interviewer can add questions in response to the participant’s responses;\ntend to use more open questions / ask for descriptions / detail / produce more qualitative data;\ne.g., Piliavin et al. the observers spoke to the person next to them on the train after the incident / the observers tried to\nelicit comments from passengers sitting next to them on the train;\ne.g., Dement and Kleitman sometimes went to the participants to ask them more questions about each dream;\n© UCLES 2022 Page 10 of 20", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p10.png" ] }, { "id": "9990-2022-mj-21-q07", "question_id": "9990-2022-mj-21-q07", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "7(a) Rhiain is investigating how much time babies spend in REM sleep. She thinks that bigger babies will spend more 1\ntime in REM sleep than smaller babies.\nState the aim of Rhiain’s study.\n1 mark for aim\nTo investigate how much time different size babies spend in dream sleep;\nTo test whether big babies spend more time in REM sleep than small babies; (ORA)\nTo investigate whether there is a correlation between baby weight/size and time in REM;\nTo investigate how much time babies spend in REM sleep = 0 [incomplete – no comparison]\n\n7(b) One technique that Rhiain could use to measure REM sleep duration is an EEG (electroencephalograph).\n\n7(b)(i) Suggest one disadvantage of using this technique in Rhiain’s study. 2\n1 mark for suggestion (may be named guideline or linked idea, practical or ethical)\n1 mark for link\nElectrodes may not fit a baby’s head well; (suggestion: practical)\nBabies’ heads are smaller than adults so the wires/electrodes may come unstuck more easily; (link)\nLow ecological validity; (suggestion: practical)\nBecause lab is not a baby’s normal sleeping environment; (suggestion OR link)\nPotential for harm; (suggestion: ethical)\nthe ponytail could be distressing; (suggestion OR link)\nElectrodes uncomfortable for the baby; (suggestion OR link)\nNo right to withdraw; (suggestion: ethical)\nIf the baby found the electrodes / the ponytail uncomfortable it could only cry; (link)\n© UCLES 2022 Page 11 of 20\n\n7(b)(ii) Suggest why using one other technique to measure REM sleep duration would be more appropriate in this study. 3\n2 marks for suggestion (suggestion  detail)\n1 mark for why it is better\nOr\n1 mark for suggestion\n2 marks for why it is better (reason why  detail)\nBy observing the baby’s eye movements (behind its eyelids) once it is asleep; (suggestion)\nThis would not cause distress / much need to withdraw / problems with recording; (why better)\nSo the data more valid reflecting real sleep patterns rather than disturbed/inaccurate ones; (why better)\nUse CCTV to record the baby’s eye movements (behind its eyelids); (suggestion)\nThis would not cause distress / much need to withdraw / problems with recording; (why better)\nSo data more valid as reflecting real sleep patterns / could be rewatched to improve reliability; (why better)\nIt would be better to use a technique that did not involve attaching something to the baby’s head; (suggestion)\nBecause putting something on a baby’s head might affect sleep duration; (why better)\nSmall babies might be more affected by things stuck on their heads than big babies; (why better)\n\n7(c) Rhiain also wants to know whether babies who are in REM sleep are having dreams but the babies cannot answer 2\nquestions about the content of their dreams.\nSuggest how Rhiain could observe the babies during REM sleep to investigate the content of their dreams.\n1 mark for suggestion\n1 mark for detail\nBy recording/observing the direction (not just the duration) of their eye movements; (suggestion)\nIf their eyes move in different directions this would suggest they are tracking things in their dreams; (detail)\nBy recording any noises they make; (suggestion)\nThe noises may be linked to their dream content; (detail)\nBy recording any facial expressions they make; (suggestion)\nThe expressions, such as smiling, may be linked to their dream content; (detail)\n© UCLES 2022 Page 12 of 20", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p11.png", "../answer-assets/9990_s22_ms_21-p12.png" ] }, { "id": "9990-2022-mj-21-q08", "question_id": "9990-2022-mj-21-q08", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 11, "status": "available", "reason": null, "text": "8(a) Kylo is planning a case study to investigate the importance of a pet / domesticated animal in the life of an elderly 4\nperson.\nWhen choosing his sample of one elderly person he has several decisions to make.\nSuggest who Kylo should look for as a participant, including:\n the pet / domesticated animal they have and why the elderly person has this animal\n one other decision he must make when choosing his participant.\nDo not refer to sampling techniques in your answer.\nAnimal and why it is there: Accept any animal species.\n2 marks for explanation of why the animal is there:\n1 mark for suggestion\n1 mark for detail\nA cat because it is a pet; (suggestion)\nIt is there to keep the old person company / the purring is relaxing; (detail)\nA cow because they want milk; (suggestion)\nThis is a source of food; (detail)\nA dog because it is a pet / as a guard dog; (suggestion)\nto get them out of the house / to keep them fit / to protect them; (detail)\nOther decision about the participant (not pet related):\n2 marks for explanation of a decision about the person / participant:\n1 mark for suggestion\n1 mark for detail\nAccept any reasonable suggestion. Most likely:\nHow old they are / what counts as ‘elderly’; (suggestion)\nMust be over 40 (years old); (detail)\nWhether they are male or female; (suggestion)\nThe sexes may differ in their reasons for having a domestic animal; (detail)\nWhether they live alone; (suggestion)\nLike ‘family’; (detail)\n© UCLES 2022 Page 13 of 20\n\n8(b)(i) Suggest one technique Kylo could use to collect data from his participant in his case study. 3\n1 mark for suggestion\n1 mark for link\n1 mark for detail (of suggestion OR link)\nObservation; (suggestion)\nUse a structured observation of the participant and his pet with behavioural categories; (link)\nSuch as whether he pats it / milks it / talks to it; (detail/link)\n(covert) Observation; (suggestion)\nwhere the observer is hidden; (detail)\nE.g. by watching the participant and their animal through a window; (link)\nUse a non-participant observation; (suggestion)\nof the participant and his pet so Kylo doesn’t touch with the pet; (link)\nbecause this might disrupt the participant’s interactions with the pet; (detail)\nInterview; (suggestion)\nUse an unstructured interview of the participant and his pet with varied questions; (detail)\nSuch as ‘Describe how important your animal is to you’; (link)\nQuestionnaire; (suggestion)\nType of question; (detail)\nAbout the animal and person; (link)\n© UCLES 2022 Page 14 of 20\n\n8(b)(ii) Explain one advantage of the technique you suggested in (b)(i). 2\n1 mark for suggested advantage\n1 mark for detail (likely to be linked, but not required)\nObservation:\nAccess information about the relationship the participant might not know / be able to express; (advantage)\nSuch as changes in expression on the participant’s face; (detail)\nCovert observation:\nBeing unseen means you get more natural behaviour; (advantage)\nFor example, the participant might be embarrassed by their behaviour and stop if they can see you; (detail)\nNon-participant:\nNot being part of the pair means you won’t distract the owner / the animal; (advantage)\nFor example, you might disturb the animal you are near them; (detail)\nQuestionnaire/Interview:\nYou would be able to ask for the reasons behind their interactions with the animal; (advantage)\nSuch as why they pat them; (detail)\n© UCLES 2022 Page 15 of 20\n\n8(b)(iii) Explain one disadvantage of the technique you suggested in (b)(i). 2\n1 mark for suggested disadvantage\n1 mark for detail (link)\nObservation:\nCan only access information about the relationship which can be seen; (disadvantage)\nSo the underlying reasons for patting the animal / talking to it cannot be investigated; (detail)\nCovert / Non-participant observation:\nBeing unseen / away from the participants may mean you cannot see/hear clearly; (disadvantage)\nSo you may miss important features of the interaction with the animal such as eye contact; (detail)\nQuestionnaire/Interview:\nThe participant may give socially desirable answers about their interactions with the animal; (disadvantage)\nSuch as lying because they are embarrassed about how often they talk to the animal; (detail)\nQuestion Answer Marks", "source_pages": [ 13, 14, 15, 16 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p13.png", "../answer-assets/9990_s22_ms_21-p14.png", "../answer-assets/9990_s22_ms_21-p15.png", "../answer-assets/9990_s22_ms_21-p16.png" ] }, { "id": "9990-2022-mj-21-q09", "question_id": "9990-2022-mj-21-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "9(a) Rory is investigating factors that affect feeding behaviour in animals. 1\nRory has chosen to observe the feeding behaviour of some fish.\nSuggest one problem Rory could have when observing these fish.\n1 mark for linked suggestion\nThe fish might be stressed by human presence / Rory / Seeing movement / hearing noises = 1\nThe fish might change their behaviour because of human presence / Rory / movement / noises = 1\nThey might swim behind things / very quickly / around each other making it hard for Rory to see them = 1\n© UCLES 2022 Page 16 of 20\n\n9(b) Rory will keep these fish in a container filled with water. 2\nSuggest one other feature related to ‘housing’ that Rory should consider.\nDo not refer to feeding in your answer.\n1 mark for suggestion\n1 mark for detail\nAmount of space/water / tank big enough; (suggestion)\nto avoid causing them pain or distress; (detail)\nSomewhere to hide / rocks/plants; (suggestion)\nBecause they could be distressed if there was nowhere to escape to; (detail)\nWater depth / freshness/temperature/salinity/depth/freshness/oxygenation; (suggestion)\nBecause different fish species have different needs / as this avoids causing them pain or distress; (detail)\n\n9(c) Explain why using fish will limit the generalisability of Rory’s findings. 2\n1 mark for explanation\n1 mark for detail\nBecause fish differ from other (animal) species / humans in intelligence/feelings/learning/habitat; (explanation)\nSo the findings wouldn’t generalise to other species that are more intelligent / that don’t live in water; (detail)\n© UCLES 2022 Page 17 of 20", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p16.png", "../answer-assets/9990_s22_ms_21-p17.png" ] }, { "id": "9990-2022-mj-21-q10", "question_id": "9990-2022-mj-21-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a) Gareth wants to investigate whether people are more friendly to one another after a positive public event, for 10\nexample, a festival or a celebrity wedding.\nDesign a natural experiment to test whether a positive public event makes people more friendly to one another.\nYou may use any positive public event.\nThree majors for a natural experiment are:\n(a) IV: before and after big positive public event (must not be manipulated) (detail = e.g., how long before/after)\n(b) DV: friendliness e.g., by observation, questionnaire, interview (detail = ‘friendly’ measures: e.g., of Qs, behavioural\ncategories)\n(c) Where: the event and its location, so where the data is collected (detail e.g., location of observers/interviewers)\nThe minors are:\ncontrols\nwho: participants attending positive event / not attending or before/after positive event\nAlso:\n sampling technique\n sample size\n description of how data will analysed, e.g. use of averages/bar chart\n ethical issues\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 18 of 20\n\n10(a) Mark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n Response is described in sufficient detail to be replicable (i.e., what and how).\n Response may have a minor omission (i.e., who or where).\n Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n Response is in some detail.\n Response has minor omission(s) (i.e., who and/or where).\n Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n Response is basic in detail.\n Response has major omission(s).\n If response is impossible to conduct max. 2.\n Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 19 of 20\n\n10(b) Identify one practical weakness/limitation with the procedure you have described in your answer to part (a) and 4\nsuggest how your study might be done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified. If the problem was an obvious omission in (a), fewer marks will have been\nawarded in (a), so they can be awarded here.\nProblems may, for example, be matters of:\nValidity\n operationalisation\n difficulty with lying / social desirability\n difficulty with response biases\nReliability\n inter-rater consistency\n intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be credited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER Explanation of why it is a problem\nOR Ineffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2022 Page 20 of 20", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_21-p18.png", "../answer-assets/9990_s22_ms_21-p19.png", "../answer-assets/9990_s22_ms_21-p20.png" ] }, { "id": "9990-2022-mj-22-q01", "question_id": "9990-2022-mj-22-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "1 State what is meant by ‘reliability’. 1\n1 mark for simple explanation\nConsistency of a procedure/task/measure/study/research = 1\nGetting the same results when the procedure is the same = 1\nTo be reliable, measures must measure the phenomenon in the same way each time = 1 mark\nConsistency of results/findings = 0\nReliability is about consistency = 0\nReplication = 0 [e.g. ‘Extent to which a study can be replicated’ = 0]\nBUT ‘Extent to which a study can be replicated and produces the same results’ = 1\nGetting the same results in different situations = 0\nQuestion Answers Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p05.png" ] }, { "id": "9990-2022-mj-22-q02", "question_id": "9990-2022-mj-22-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 Explain the difference between ‘qualitative data’ and ‘quantitative data’. 2\n2 marks for difference, most likely to be through two separate definitions\nQuantitative data is numerical / produces a count/totals in categories = 1\nQualitative data is descriptive/detailed / in depth = 1\nQuantitative is objective / qualitative is subjective = 0\n© UCLES 2022 Page 5 of 18", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p05.png" ] }, { "id": "9990-2022-mj-22-q03", "question_id": "9990-2022-mj-22-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "3(a) Schachter and Singer (two factors in emotion) was a laboratory experiment. 2\nThe participants in this study were all male. A new experiment could explore gender differences in the effect of\nepinephrine. However, the stooge may influence emotions differently in males and females.\nSuggest how a difference between the influence of the stooge on males and females could affect the results about\ngender differences in the effect of epinephrine.\n1 mark for suggestion\n1 mark for effect on results\nThe angry stooge might make females more/less angry (than it made males); (suggestion)\nSo females would appear to be more/less affected by epinephrine; (effect on results)\nThe happy stooge might make females more/less happy (than it made males); (suggestion)\nSo females would appear to be more/less affected by epinephrine; (effect on results)\nNote: If the response only talks about the gender of the stooge = 0 [NAQ]\nNote: If response restating aim = 0 e.g., ‘males and females react to / interact with the (male) stooge differently = 0\n© UCLES 2022 Page 6 of 18\n\n3(b)(i) A second new experiment could include a stooge who claims to feel ill because of the injection.\nSuggest how one participant variable could affect the results of this second new experiment.\n1 mark for suggestion of participant variable (e.g., personality, feeling ill already)\n1 mark for effect on results (e.g., more or less ill, NOT whether they helped or not)\nSome participants might feel ill anyway; (suggestion)\nThe stooge would have a bigger effect / the cognitive factor would look greater; (effect on results)\nParticipants might feel ill and withdraw; (suggestion)\nThis would make the results less valid (as the sample size would be smaller); (effect on results)\nAnxiety level; (suggestion)\nMore anxious participants might be more affected by the stooge / would feel more ill; (effect on results)\nNote: A participant variable that could also have affected the original Schachter and Singer study is acceptable.\n\n3(b)(ii) Explain one ethical problem with this second new experiment. 2\n1 mark for ethical problem (can be generic)\n1 mark for link\nFeeling ill is distressing; (link)\nSo little protection from harm; (ethical problem)\nThey will believe the ill stooge is sick; (link)\nSo they were deceived; (ethical problem)\nQuestion Answers Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p06.png", "../answer-assets/9990_s22_ms_22-p07.png" ] }, { "id": "9990-2022-mj-22-q04", "question_id": "9990-2022-mj-22-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "4 In the study by Baron-Cohen et al. (eyes test), eight problems of validity were identified with the original version of\nthe eyes test. Two of these problems were that:\n the task involved a forced choice between only two response options (the two words presented)\n the test included basic mental states.\n© UCLES 2022 Page 7 of 18\n\n4(a) Explain why each of these problems affected the validity of this study. 4\nThe task involved a forced choice between only two response options.\nThe test included basic mental states.\n1 mark for identifying validity problem} ×2\n1 mark for explanation }\nForced choice:\ncan be correct by chance / can guess / narrow score range so poor discrimination / ceiling effect; (validity problem)\nonly two choices of words, so likely to be correct on half of the trials; (explanation)\nbasic mental states:\nquestions very easy narrow score range / poor discrimination / ceiling effect / all participants get high scores; (validity\nproblem)\nthe basic mental states were too easy to answer; (explanation);\n\n4(b) Explain how solving one of these problems improved the validity of the eyes test. 2\n1 mark for identifying improvement\n1 mark for how it improves validity\nBoth marks must be about the same problem (i.e., only forced choice or basic and complex mental states)\nForced choice:\nMake more/4 choices; (improvement)\nSo reason is they can’t guess (so range reflects actual ability at detecting states); (how it improves validity)\nbasic and complex mental states:\nOnly use complex mental states; (improvement)\nTest detects greater range of abilities to detect mental states; (how it improves validity)\n© UCLES 2022 Page 8 of 18", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p07.png", "../answer-assets/9990_s22_ms_22-p08.png" ] }, { "id": "9990-2022-mj-22-q05", "question_id": "9990-2022-mj-22-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "5 In the study by Milgram (obedience), the sample included a wide range of occupations. 1\nName two of these occupations.\n1 mark for identifying two groups from this DEFINITIVE list:\nstudents, postal clerks, high school teachers, salesmen, engineers, and laborers\n© UCLES 2022 Page 9 of 18", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p09.png" ] }, { "id": "9990-2022-mj-22-q06", "question_id": "9990-2022-mj-22-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the use of ‘open questions’ and ‘closed questions’ in research, using any examples. 6\n1 mark for each definition, up to a maximum of 2, for each question type.\n1 mark for each linked example, from any studies (core, other, candidate’s own). Max 2 for each question type.\nMax 4 if only open or only closed questions.\nMax 4 if no examples.\nOpen questions:\nAllow participants to answer freely / give answers in their own words / provide detail / can elaborate;\nproduce qualitative data;\n(more) subjective.\nExamples may include Describe…, Explain how, why…, X, why? …\nTo earn credit, examples of questions must not be closed questions with no options.\nAndrade: Half the participants were then asked to recall the names of party-goers and, when they had done that, of the\nplaces mentioned.\nDement and Kleitman: (if they could recall a dream) they had been asked to relate their dream content;\nDement and Kleitman: When the participant finished speaking some were asked about a particular point of the dream;\nLaney: experiences with asparagus as a child\nClosed questions:\nParticipants answer from fixed options / only chose the answer / alternative answers are provided;\nproduce quantitative data;\n(more) objective;\nDement and Kleitman: Participants were first instructed to state whether or not they had been dreaming;\nCanli et al.: Subjects chose from four buttons to indicate emotional arousal on a scale from 0 (“not emotionally intense at\nall”) to 3 (“extremely emotionally intense”)\nCanli et al.: In the unexpected recognition test participants were asked whether they had seen each picture before;\nLaney: rating scales on RQ and FHI;\nCanli et al.: For scenes judged as previously seen, subjects reported whether they remembered with certainty\n(“remember”) or had a less certain feeling of familiarity (“know”).\nBaron-Cohen et al.: IQ test\nBaron-Cohen et al.: AQ\nBaron-Cohen et al.: Eyes test\n© UCLES 2022 Page 10 of 18", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p10.png" ] }, { "id": "9990-2022-mj-22-q07", "question_id": "9990-2022-mj-22-q07", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "7 Geoffrey is conducting structured interviews about people’s use of social media. He is investigating how much\ntime people spend on social media and how positive they feel about it.\n\n7(a) Geoffrey finds that the time people spend on social media is normally distributed. 3\nSketch the shape of this normal distribution using the axes below.\nYou must label the axes.\n1 mark for symmetrical normal distribution shape\n1 mark for ‘time spent on social media’ on x-axis\n1 mark for ‘frequency’ / ‘The number of people (who spend different amounts of time on social media)’;\n‘The number of people who feel positive people feel about social media’ = 0 [irrl]\n\n7(b) Geoffrey finds that some participants give interesting responses, but he does not explore\ntheir use of social media further.\n\n7(b)(i) Explain one practical reason why using a structured interview means that Geoffrey cannot explore these 2\nparticipants’ use of social media further.\n1 mark for explanation\n1 mark for linked detail\nCannot add extra questions / has to stick to standard questions; (explanation)\nWhich may not cover the interesting issue raised; (link)\nGeoffrey couldn’t ask more about social media than was in his original questions; (link)\n© UCLES 2022 Page 11 of 18\n\n7(b)(ii) Explain one ethical reason why Geoffrey may choose not to explore these participants’ use of social media 3\nfurther.\n1 mark for ethical explanation\n1 mark for detail\n1 mark for link\nProtection from harm; (explanation)\nmight feel uncomfortable answering questions; (detail)\nprivacy; (explanation)\nmay not want to answer questions about personal lives; (detail)\npeople might be using social media for reasons they don’t want to explain; (link/detail)\nthey may be embarrassed / they may be telling lies on social media/the posts may be illegal; (link/detail)\nQuestion Answers Marks", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p11.png", "../answer-assets/9990_s22_ms_22-p12.png" ] }, { "id": "9990-2022-mj-22-q08", "question_id": "9990-2022-mj-22-q08", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Faolan is investigating teachers’ attitudes and behaviours towards students doodling. She has conducted a semi-\nstructured interview and has observed the teachers in the classroom.\n\n8(a)(i) Faolan asks each teacher to rate how annoyed they feel when a student in their class doodles. 1\nSuggest a scale that Faolan could use to measure how annoyed the teachers are.\n1 mark for any numerical or word scale.\n1 = not at all annoyed, 10 = very annoyed;\n© UCLES 2022 Page 12 of 18\n\n8(a)(ii) Explain one problem with the scale that you have suggested in (a)(i), including how this would affect the results. 2\n1 mark for explaining problem (identifying validity/reliability etc. is not enough, not ‘explaining’)\n1 mark for link to results\nThere is not exact mid-point to the scale (5 and 6 are in the middle); (problem)\nSo if they wouldn’t feel cross or not cross, they wouldn’t be able to answer; (link to results)\nPeople may interpret the scale in different ways; (problem)\nFor example, ‘6’ might be quite cross for one teacher and hardly cross at all for another; (link to results)\n\n8(b) Faolan is interested to know whether teachers show the same behaviours in the classroom when students doodle\nas they reported during the interview.\n\n8(b)(i) Suggest two reasons why the teachers’ interview responses may differ from their behaviour in the classroom. 4\nYour answers should not relate to the scale you suggested in (a)(i).\n1 mark for suggestion ×2\n1 mark for detail\nThe teachers may not be aware of how cross they get; (suggestion)\nSo might under/over-estimate their feelings (in the interview compared to in the classroom); (detail)\nThe teachers may not want to admit to Faolan how cross they get / may lie; (suggestion)\nSo might under-estimate their feelings (in the interview); (detail)\nThe teachers may be feeling very cross the day they are interviewed/observed; (suggestion)\nSo might be much more/less cross than normal; (detail)\n© UCLES 2022 Page 13 of 18\n\n8(b)(ii) If Faolan finds that teachers do not show the same behaviours in the classroom as they report during the 1\ninterview, this raises an ethical issue.\nSuggest why it could be difficult for Faolan to follow the ethical guideline of ‘protection from harm’ when she\nexplains her results to the participants.\n1 mark for suggestion\nThe teachers will be upset/cross because they are harsher/kinder than they thought they were;\nThe teachers may feel they have been tricked;\nThe teachers may be worried as they appear to have lied;\nQuestion Answers Marks", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p12.png", "../answer-assets/9990_s22_ms_22-p13.png", "../answer-assets/9990_s22_ms_22-p14.png" ] }, { "id": "9990-2022-mj-22-q09", "question_id": "9990-2022-mj-22-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Tulip is conducting a study on social behaviour in animals. She is investigating whether animals are more\nsociable when they are in a large laboratory cage or a small laboratory cage.\n\n9(a) Tulip has to decide which species to use. 2\nExplain how one ethical guideline relating to animals would affect her decision.\n1 mark for identifying a relevant guideline\n1 mark for explanation\nNo mark for which species chosen\n(Some animals/chimps are more likely to experience) distress; (guideline)\nE.g., if they are more intelligent (than rats); (explanation)\nSpecies (and strain) (says she needs a suitable type of animal/rats / small animals); (guideline)\nBecause they are less likely to suffer distress (in a small cage); (explanation)\nHousing (must be suitable for the animal chosen); (guideline)\nSo the small cages mustn’t be too small for them; (explanation)\n© UCLES 2022 Page 14 of 18\n\n9(b) Tulip is finding a median. She puts her scores in order. 1\nState what a researcher should do to find the median if there are two middle numbers.\n1 mark for explaining that when there are two middle scores they must be added together and divided by 2.\nAdd them up and halve the total;\nSum the two together and divide by 2;\n\n9(c) Explain how Tulip would find the range of the number of sociable behaviours of the animals in the small cage. 2\n1 mark for explanation of how to find out the range\n1 mark for link\nFind the largest number of sociable behaviours and the smallest number of sociable behaviours (from the small cage data)\n(and take one from the other) (and add one) = 2 (linked)\nTake the smallest number from the biggest number (and add one) = 1 (generic)\nFind the difference between the greatest and least number of social behaviours (per animal) = 2 (linked)\n\n9(d) Explain why it would be appropriate for Tulip to use counterbalancing if she chose a repeated measures 3\nexperimental design.\n1 mark for identification of ‘order effects’ (by name or description)\n1 mark for the nature of that effect on the animals\n1 mark for linked consequence for the study/results\nThere must be a link to this study for full 3 marks\nOrder effects; (identification)\nAnimals might be more tired (with repeated measures); (generic nature of effect)\nmore tired animals might show less sociable behaviours / be more aggressive; (linked consequence)\nAnimals might be more/less sociable the second time; (linked nature of effect)\nso if they were less sociable the second time because they had been in the smaller cages first, they would look less\nsociable in the big cages but this would not be a valid result; (linked consequence)\nyou wouldn’t be able to tell whether this was the effect of the IV or not; (unlinked consequence)\n© UCLES 2022 Page 15 of 18", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p14.png", "../answer-assets/9990_s22_ms_22-p15.png" ] }, { "id": "9990-2022-mj-22-q10", "question_id": "9990-2022-mj-22-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a) Enfys wants to investigate whether different types of shopper are more relaxed than others. For example, whether\nshoppers with trolleys/carts are more relaxed than shoppers with baskets.\nDescribe how Enfys could conduct a natural experiment to investigate whether some types of shopper are more\nrelaxed than other types of shoppers. You may choose to compare shoppers with trolleys/carts and baskets, or\nany other different types of shopper.\nThree majors for a natural experiment are:\n(a) IV: e.g., trolley/basket (How recorded e.g., by observing what the shopper chose or by asking which they used in a\nquestionnaire)\n(b) DV: e.g., relaxed (happy/tense/aggressive) (detail: behavioural categories, event/time sampling, questions)\n(c) Where: shop / type of shop (location of observer, e.g., hidden at till, disguised as a shopper / questionnaire given as\nparticipant leaves the shop)\nThe minors are:\nwho: shoppers (e.g., only adults?)\ncontrols\nOther details for replication:\nsampling technique\nsample size\nethical issues\ndescription of how data will analysed, e.g. use of averages/bar charts\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 18\n\n9990/22 Cambridge International AS & A Level – Mark Scheme May/June 2022\nPUBLISHED\nQuestion Answer Marks\n10a) Mark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n Response is described in sufficient detail to be replicable (i.e., what and how).\n Response may have a minor omission (i.e., who or where).\n Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n Response is in some detail.\n Response has minor omission(s) (i.e., who and/or where).\n Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n Response is basic in detail.\n Response has major omission(s).\n If response is impossible to conduct max. 2.\n Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 17 of 18\n\n10(b) Identify one practical weakness/limitation with the procedure you have described in your answer to part (a) and 4\nsuggest how your study might be done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified. If the problem was an obvious omission in (a), fewer marks will have been\nawarded in (a), so they can be awarded here.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• difficulty with lying / social desirability\n• difficulty with response biases\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be credited.\nMarks Comment\n3-4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER Explanation of why it is a problem\nOR Ineffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2022 Page 18 of 18", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_22-p16.png", "../answer-assets/9990_s22_ms_22-p17.png", "../answer-assets/9990_s22_ms_22-p18.png" ] }, { "id": "9990-2022-mj-23-q01", "question_id": "9990-2022-mj-23-q01", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "1 In the study by Andrade (doodling), parts of the procedure helped to reduce demand characteristics. 4\nDescribe two parts of the procedure that helped to reduce demand characteristics in this study.\n1 mark for part of procedure } ×2\n1 mark for reduction of demand characteristics }\nIndependent measures (to reduce exposure) / participants only saw one condition; (part of procedure)\nSo participants only saw either doodling or non-doodling conditions; (reduction of demand characteristics)\nDeception (so unaware therefore reduction of demand characteristics);\nThey were told to remember the names (but they had to recall the places too); (part of procedure)\nThey were told it was a study about memory not doodling; (part of procedure)\nThey were told it didn’t matter how many shapes they shaded; (part of procedure)\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p05.png" ] }, { "id": "9990-2022-mj-23-q02", "question_id": "9990-2022-mj-23-q02", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2(a) State the difference between an ‘aim’ and a ‘hypothesis’. 1\n1 mark for difference\nA hypothesis is testable, an aim is not (necessarily)\n\n2(b) A non-directional hypothesis for a study states that ‘Boys and girls differ in how aggressive they are’ but the 1\nresearcher has decided to use a directional hypothesis instead.\nSuggest a directional hypothesis for this study.\n1 mark for directional hypothesis.\nBoys will be more aggressive than girls = 1 (ORA)\nBoys are more aggressive than girls = 1 (ORA)\n© UCLES 2022 Page 5 of 18", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p05.png" ] }, { "id": "9990-2022-mj-23-q03", "question_id": "9990-2022-mj-23-q03", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "3 The study by Milgram (obedience) was not an experiment because there was no independent variable. Milgram\nlater compared the results of this study to the findings of the same procedure carried out in an old office block.\nThis comparison was an experiment.\n\n3(a) State the independent variable in this experiment. 1\n1 mark for IV : Location / lab versus office;\n\n3(b) State the dependent variable in this experiment. 1\n1 mark for DV: Shock level / voltage reached / level of obedience / whether they exceeded X volts;\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p06.png" ] }, { "id": "9990-2022-mj-23-q04", "question_id": "9990-2022-mj-23-q04", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "4(a) Explain what is meant by the ethical guideline of ‘species and strain’ in relation to animals in psychological 2\nresearch.\n1 mark for each relevant point of explanation\nUse a species/strain that will be least distressed; (note: ‘protection from harm’ = 0 (human guideline), unless means ‘pain’)\nUse a species that will feel less pain;\nUse a species that will serve the purpose of the experiment (so this is a compromise);\nLeast number of species = 0 Housing/food/water = 0\n© UCLES 2022 Page 6 of 18\n\n4(b) Describe how the ethical guideline of ‘housing’ affects what psychologists should and should not do when 3\nstudying animals\n3 marks for what psychologist should/should not do (this will encompass any definition of the guideline)\nShould house to provide essential needs for species/age/sex/ reproductive stage / activity level;\nE.g. warmth/cover;\nsufficient space for exercise/‘roaming’;\nsufficient space to avoid overcrowding / individual housing for solitary species;\nsmall enough nest sites to feel safe;\nto provide (suitable) food/water;\nclean infrequently (change of smell could be upsetting);\nlocate animals away from where they could become distressed (e.g. near natural predators);\ncreate a safe and healthy environment rather than trying to recreate the wild environment beyond what is necessary;\nQuestion Answer Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p06.png", "../answer-assets/9990_s22_ms_23-p07.png" ] }, { "id": "9990-2022-mj-23-q05", "question_id": "9990-2022-mj-23-q05", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "5 In the study by Schachter and Singer (two factors in emotion), the placebo condition was a control condition.\n\n5(a) Outline what is meant by a ‘control condition’. 1\nMeaning = 1 mark [must not be only an e.g. from Schachter and Singer e.g. saline / no epi, but ignore link if otherwise\ncorrect]\nParticipants in a group in an experiment where the independent variable is missing / a placebo group = 1\nParticipants that provide a baseline for comparison to an experimental group = 1\n© UCLES 2022 Page 7 of 18\n\n5(b) Explain the purpose of this control condition in this study. 2\nIdentification of control condition = 1 mark } must have a link for 2 marks\nPurpose of control condition = 1 mark }\nNo adrenalin/epinephrine / (only) saline = 1 (identification)\nBaseline/comparison = 1 (purpose)\nShows how the participants would behave towards the stooge without adrenalin = 1 (purpose)\nE.g. “Shows how participants would behave towards the stooge without adrenalin compared to with = 2 (identification +\npurpose)\n© UCLES 2022 Page 8 of 18", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p07.png", "../answer-assets/9990_s22_ms_23-p08.png" ] }, { "id": "9990-2022-mj-23-q06", "question_id": "9990-2022-mj-23-q06", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe ‘random sampling’ and ‘volunteer sampling’, using any examples. 6\n1 mark for each definition, up to a maximum of 2, for each technique.\n1 mark for each linked example, from any studies (core, other, candidate’s own). Max 2 for each sampling technique.\nMax 4 if no examples.\nMax 4 if only random or only volunteer sampling.\nFor example:\nRandom sampling:\nEach individual in the population has an equal chance of being selected;\ngetting a numbered list of people and putting the numbers in a hat / using a random number generator to select the sample\nby choosing out of a hat/the ones generated;\na study might use the list of all students in a school and select 30 from them;\nVolunteer sampling:\nUsing a request asking people to join in;\nby advert/email/post/online;\nBaron-Cohen et al. took volunteers from Autistic Society magazine / support group;\nSchachter and Singer used volunteers from the psychology course / University of Minnesota;\nLaney et al. used volunteers from a participant pool (at University of Washington);\nMilgram volunteers responding to advert;\nCanli 10 Right handed women were volunteers;\n© UCLES 2022 Page 9 of 18", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p09.png" ] }, { "id": "9990-2022-mj-23-q07", "question_id": "9990-2022-mj-23-q07", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "7 Mrs Colling is a headteacher/principal of a school and is planning an experiment to investigate whether rewards or\npunishments are best for improving students’ learning. The independent variable is whether students receive\nrewards or punishments.\n\n7(a)(i) Suggest two ways that Mrs Colling could ask teachers to reward students in their classes. 2\n1 mark per suggested way to reward ×2\nGive food;\nGive gift vouchers;\nGiving merit marks;\nGiving praise;\nWriting positive comments on their work;\nTelling the class to clap;\nThese are only suggestions, there will be many possible answers\n\n7(a)(ii) Explain which of the ways you suggested in (a)(i) would be a more valid manipulation of the independent variable 2\nin this experiment.\n1 mark for why chosen way is more valid [note: no mark for just stating the better way]\n1 mark for detail\nOR\n2 marks for two brief ways\nGiving merit marks:\nis better than praise as praise is variable (can be subtle or fulsome); (why better)\nbut the effect of each merit mark would be equivalent; (detail)\nWriting positive comments on their work:\nis better than telling the class to clap, because this might be embarrassing; (why better)\nso it would act as punishment (instead of a reward); (detail)\n© UCLES 2022 Page 10 of 18\n\n7(b) Mrs Colling is talking to teachers about what punishment to use. Two suggested punishments are:\n• missing breaktime every day for a week while standing outside the staffroom\n• making the student write a public letter of apology to the school.\nBoth suggested punishments are rejected by the teachers for ethical and practical reasons.\n\n7(b)(i) Suggest one ethical problem with one of these punishments. 2\n1 mark for identification of an ethical problem\n1 mark for detail\nMissing breaktime could do psychological harm; (identification)\nFor example, the student could get lonely; (detail)\nThe students wouldn’t have the right to withdraw from the study; (identification)\nBecause they would have to miss their breaktimes; (detail)\nThe public apology letter would break confidentiality; (identification)\nBecause everyone would know which student had been punished; (detail)\nThe public apology letter would break privacy; (identification)\nBecause the student’s misdemeanour might have been embarrassing; (detail)\nA public apology letter could do psychological harm; (identification)\nFor example, the student could get upset; (detail)\nA public apology letter could do physical harm; (identification)\nFor example, the student could lose sleep with worry; (detail)\n\n7(b)(ii) Suggest one practical problem with one of these punishments. 2\n1 mark for identification of a practical problem\n1 mark for detail\nMissing breaktime make them late for lessons; (identification)\nThen they would get more punishments; (detail)\nA public apology letter could be written by someone else (not the student); (identification)\nSo they would have avoided receiving any punishment; (detail)\n© UCLES 2022 Page 11 of 18", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p10.png", "../answer-assets/9990_s22_ms_23-p11.png" ] }, { "id": "9990-2022-mj-23-q08", "question_id": "9990-2022-mj-23-q08", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Ruby has conducted an experiment about language learning in animals using an animal called Delphine. Delphine\nhas learned to make noises with different meanings. Ruby has tested Delphine’s understanding of word types,\nincluding:\n• shapes\n• colours\n• food types\nTable 8.1.\nWord type shapes colours foods\nNumber of words understood 5 8 15\n\n8(a) Ruby’s results for the three word types are given in Table 8.1.\n\n8(a)(i) Draw a bar chart of these results. You must label the axes. 4\nMax 3 marks if not a bar chart (with separate bars)\n1 mark: axis label ‘number of correct words’ on y-axis\n1 mark: units (for frequency) on y-axis\n1 mark: axis label ‘word type’ on x-axis\n1 mark: shapes, colours, foods as categories on x-axis\n1 mark: correct plotting of numbers as above\n© UCLES 2022 Page 12 of 18\ntcerroc\nsdrow\nfo\nrebmuN\n\n8(a)(ii) State which measure of central tendency would be most appropriate for Ruby to use with this data. 1\n1 mark for mode (definitive)\n\n8(b) Ruby plans to include two more word categories. 1\nExplain why this would improve Ruby’s results.\n1 mark for explanation\nBecause it would show that the learning applies to a range of categories (so more valid/generalisable);\nWith more categories correct responses are less likely to arise by chance (making it more valid);\nIf this meant there were more results overall, it would make the findings more reliable;\n\n8(c) Ruby is concerned that sometimes she will not hear Delphine’s noises so wants to use a second observer to help\nher.\n\n8(c)(i) Outline two disadvantages of having a second observer. 2\n1 mark for outline of a disadvantage ×2\nThey will be new so less skilled at understanding the meaning of the noises;\nThe second observer may make different observations from Ruby / the results may lack inter-observer reliability;\nThe second observer would be unfamiliar and may disturb Delphine;\nQuestion Answer Marks", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p12.png", "../answer-assets/9990_s22_ms_23-p13.png" ] }, { "id": "9990-2022-mj-23-q09", "question_id": "9990-2022-mj-23-q09", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Dr Felix is conducting a natural experiment to test whether seeing television advertisements for a charity for older\npeople makes participants behave more positively towards them. He measures this by giving a questionnaire\nabout behaviour towards older people to a group of students. He gives the students the questionnaire one week\nbefore the advertisements appear on television and again the week after.\n© UCLES 2022 Page 13 of 18\n\n9(a) Explain what is meant by a ‘natural experiment’, using this study as an example. 2\n1 mark for explanation , 1 mark for link\nthe IV cannot be manipulated = 1 (explanation)\nthis was before or after exposure to the adverts = 1 (link)\nDr Felix could not control exposure to the adverts = 1 (link)\nso the two conditions of the experiment could not be controlled, they / the time had to be chosen = 1 (explanation)\n\n9(b) Suggest one problem with natural experiments, using this study as an example. 2\n1 mark for problem, 1 mark for link\nFewer controls are possible than in a laboratory experiment / cannot be sure (that only the) IV is affecting DV; (problem)\nMay be more positive as had nice old lecturer (not ads) / unhelpful as didn’t see adverts / not sure if adverts are cause;\n(link)\n\n9(c)\nDr Felix thinks it could be better to use covert observations rather than questionnaires to measure positive\nbehaviour towards older people. He could have several older people as stooges, pretending to struggle with their\nshopping, and he could observe how the students behave.\n\n9(c)(i) Suggest one advantage of using covert observation rather than questionnaires in this study. 2\n1 mark for advantage, 1 mark for link\nThe observer is hidden so they do not cause social desirability; (advantage)\nSo the students won’t say they would behave positively to old people just to be acceptable; (link)\nA covert observer wouldn’t cause demand characteristics; (advantage)\nSo the students won’t say positive things about old people just because they knew the aim; (link)\n© UCLES 2022 Page 14 of 18\n\n9(c)(ii) Suggest one disadvantage of using covert observation rather than questionnaires in this study. 2\n1 mark for disadvantage, 1 mark for link\nIt would be harder to gain consent; (disadvantage)\nBecause you wouldn’t ask to observe people but can ask to fill in a questionnaire; (link)\nIt would be impossible for participants to withdraw; (disadvantage)\nBecause they wouldn’t know about an observation but could refuse a questionnaire; (link)\n© UCLES 2022 Page 15 of 18", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p13.png", "../answer-assets/9990_s22_ms_23-p14.png", "../answer-assets/9990_s22_ms_23-p15.png" ] }, { "id": "9990-2022-mj-23-q10", "question_id": "9990-2022-mj-23-q10", "subject": "9990", "year": 2022, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Jimmy wants to investigate individual differences in dreams. He is interested in many differences between\nparticipants, such as whether each individual:\n• has consistent dream content\n• has meaningful dreams\n• dreams in colour.\n\n10(a) Describe how Jimmy could conduct a study using an interview to investigate at least two individual differences in 10\ndreams.\nThree majors for an interview are:\n(a) content of questions asked (detail: topics, examples about at least two individual differences)\n(b) interview structure detail (detail: evidence of structured/semi/unstructured, also face-to-face/online/telephone)\n(c) style of questions asked e.g. open and closed (detail: accurate examples of open and closed)\nThe minors are:\nwhere – location of participants when being interviewed\nwho – participants (people who recall their dreams)\nOther details for replication:\n• lie questions\n• filler questions\n• sampling technique\n• sample size\n• description of how data will analysed, e.g. use of averages/bar charts\n• ethical issues\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 18\n\n10(a) Mark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable (i.e. what and how).\n• Response may have a minor omission (i.e. who or where).\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s) (i.e. who and/or where).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 17 of 18\n\n10(b) Identify one practical weakness/limitation with the procedure you have described in your answer to part (a) and 4\nsuggest how your study might be done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified. If the problem was an obvious omission in (a), fewer marks will have been\nawarded in (a), so they can be awarded here.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• difficulty with lying / social desirability\n• difficulty with response biases\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be credited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER Explanation of why it is a problem\nOR Ineffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2022 Page 18 of 18", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2022-May-June/ms/9990_s22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-May-June/9990_s22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s22_ms_23-p16.png", "../answer-assets/9990_s22_ms_23-p17.png", "../answer-assets/9990_s22_ms_23-p18.png" ] }, { "id": "9990-2022-on-11-q01", "question_id": "9990-2022-on-11-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "1(a) From the study by Dement and Kleitman (sleep and dreams): 1\nState the number of participants who were ‘studied intensively’ in this\nstudy.\n1 mark for the correct answer.\n5\n\n1(b) Describe the procedure used to investigate dream recall in this study. 3\n1 mark per correct answer.\nAn (ordinary) doorbell sound was used to wake participants;\nThey were woken in REM or NREM sleep;\nIt was placed near the bed;\nThe participant had to speak into a recording device (next to the bed);\nThey had to state if they had dreamed (or not);\nIf they had, then they had to speak about the content;\nSometimes an experimenter would enter the room and ask them more\nquestions;\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p04.png" ] }, { "id": "9990-2022-on-11-q02", "question_id": "9990-2022-on-11-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Saavedra and Silverman (button phobia): 2\nName two stimuli that were rated 5 or higher on the boy’s Disgust/Fear\nHierarchy.\n1 mark per correct answer.\nHugging mom wearing large plastic buttons;\nHugging mom wearing regular/medium plastic buttons;\nMedium coloured plastic buttons;\nMedium clear plastic buttons;\nSmall coloured plastic buttons;\nSmall clear plastic buttons;\n\n2(b) Outline one conclusion from this study. 2\n2 marks detailed conclusion\n1 mark partial/brief conclusion\ne.g.\nDisgust does play a crucial role in the development and maintenance of a\n(button) phobia;\nImagery exposure can have a positive long-term effect on reducing distress\nlinked to phobias (2 marks);\nPeople can be successfully treated for phobias (1 mark);\nHe was able to wear his school uniform at follow-up (0 marks: result);\nThere are other creditworthy responses.\n© UCLES 2022 Page 4 of 12", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p04.png" ] }, { "id": "9990-2022-on-11-q03", "question_id": "9990-2022-on-11-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Baron-Cohen et al. (eyes test): 3\nDescribe the sample for Group 1 in this study.\nAdults;\nMale;\nDiagnosed with AS/HFA;\nN = 15;\nRecruited via advertisements in magazine/volunteer sample;\nSimilar socioeconomic class to Group 2;\nSimilar education background to Group 2;\nIQ 115/similar IQ for Group 4;\nMean age = 29.7 years;\n\n3(b) The original ‘Reading the Mind in the Eyes’ test had several problems. 2\nTwo of these problems were:\n• the test only used 25 pairs of eyes\n• some words in the test were difficult to understand.\nState how this study solved each of these problems with the revised\n‘Reading the Mind in the Eyes’ test.\n1 mark per correct ‘resolution’\nProblem 1: 25 pairs of eyes\n= there were 36 pairs of eyes used\nProblem 2: some words were difficult to comprehend\n= a glossary (of definitions) was available\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p05.png" ] }, { "id": "9990-2022-on-11-q04", "question_id": "9990-2022-on-11-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Laney et al. (false memory): 4\nDescribe the ‘Memory or Belief?’ questionnaire used in this study.\n1 mark per correct point.\nThey had to respond to three items on the FHI;\nIncluding the critical item about asparagus (loved asparagus the first time\nyou tried it);\nThey had three choices for their answer;\nSpecific memory of the event;\nHad a belief the event had happened;\nPositive it had never occurred;\nThey were encouraged to explain their answer choices;\n© UCLES 2022 Page 5 of 12\n\n4(b) Outline one weakness of the ‘Memory or Belief?’ questionnaire used in 2\nthis study.\n1 mark for identifying a weakness\n1 mark for linking it to the study\ne.g.\nMemories can be subjective experiences/may not contain all truths (1 mark);\ntherefore a participant stating that they had a specific memory about\nasparagus may not be true before the false memory was implanted\n(reducing validity) (1 mark: link).\nOther creditworthy weaknesses include: restricted choices, issues/potential\nlack of qualitative responses, social desirability.\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p05.png", "../answer-assets/9990_w22_ms_11-p06.png" ] }, { "id": "9990-2022-on-11-q05", "question_id": "9990-2022-on-11-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "5(a) From the study by Piliavin et al. (subway Samaritans): 3\nDescribe the results in the ‘no model’ condition when help was given.\nYou must use data in your answer.\n2 marks available for full result (with meaningful comparison)\n1 mark per partial/brief result (no meaningful comparison)\n1 mark for correct use of data (can be for one condition only)\ne.g.\nThere were the same rates of helping in the black victim with a cane\ncondition compared to the white victim with a cane (2 marks: comparison).\nThis was 100% (1 mark: data);\nThe rate of helping was higher in the white drunk victim condition compared\nto the black drunk victim condition (2 marks: comparison);\nThe ill victim was more likely to be helped compared to the drunk victim\n(2 marks: comparison)\nLeast help was given in the black drunk victim condition (1 mark: no\ncomparison)\nLeast help was given in the black drunk victim condition at a rate of 73%\n(1 mark: no comparison plus 1 mark: data);\nMales helped more (1 mark: no comparison);\nMales helped more as 90% of help came from males (1 mark: no\ncomparison plus 1 mark: data)\nThere was a tendency for same-race helping in the drunk condition (1 mark:\nno comparison);\nThere are other creditworthy responses.\n© UCLES 2022 Page 6 of 12\n\n5(b) Outline one methodological strength of this study. 2\n1 mark for identifying a strength\n1 mark for linking it to the study\ne.g.\nThe event used had high mundane realism (1 mark). A person collapsing on\na subway train is an event that can happen in the real world (1 mark);\nThere was a high level of standardisation so replicability is high (1 mark).\nVictims/models were given instructions on how to act so the study can be\ntested for reliability (1 mark);\nOther creditworthy strengths include: ecological validity, sample\ncharacteristics.\nQuestion Answer Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p06.png", "../answer-assets/9990_w22_ms_11-p07.png" ] }, { "id": "9990-2022-on-11-q06", "question_id": "9990-2022-on-11-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "6 The debate about nature versus nurture relates to the study by 4\nSchachter and Singer (two factors in emotion).\nOutline what is meant by this debate. Include one example for nature\nand one example for nurture from the study by Schachter and Singer.\n1 mark for the nature side of argument; 1 mark for example from study\n1 mark for the nurture side of argument; 1 mark for example from study\ne.g. definition\nNature means a behaviour that we are born with/genetic/hard-wired\n(1 mark).\nNurture means a behaviour that has been learned by an organism after birth\n(1 mark);\ne.g. examples\nSome participants may have reacted to the epinephrine as they were hard-\nwired to do so (nature);\nSome participants may have joined in the activities because of the\nenvironment of having the stooge act in a certain way (nurture)\n© UCLES 2022 Page 7 of 12", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p07.png" ] }, { "id": "9990-2022-on-11-q07", "question_id": "9990-2022-on-11-q07", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 Makena has a job creating advertisements for television. She wants to 4\nuse emotion to advertise a new product and asks you for advice.\nOutline the advice you would give to Makena, using your knowledge of\nthe study by Canli et al. (brain scans and emotions).\n1 mark per piece of evidence clearly based on the study by Canli et al.\ne.g.\nMakena could use imagery that she sees as being emotionally intense;\nShe could show imagery for around 3 secs (each) in the advertisement;\nShe could choose imagery for the product that has already been rated as\nhighly arousing;\nShe could choose imagery for the product that has already been rated as\nhaving high valence;\nThe imagery could be randomised each time the advertisement is shown;\nThe imagery could be chosen to link with the TV programme that the\nadvertisements follow (or other way around);\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p08.png" ] }, { "id": "9990-2022-on-11-q08", "question_id": "9990-2022-on-11-q08", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "8(a) Outline what is meant by the ethical guideline of ‘privacy’. 2\n2 mark for full definition;\n1 mark for partial/brief definition\nParticipants have the right to not reveal personal details that they would not\ndo in everyday life (2 marks);\nParticipants have the right to ignore questions/part of a study that they are\nuncomfortable with (2 marks)\nParticipants can ignore personal questions (1 mark);\nDon’t make them reveal too much (1 mark);\nNot revealing people’s names (0 mark: confidentiality);\n© UCLES 2022 Page 8 of 12\n\n8(b) From the Bandura et al. study (aggression): 4\nTwo friends, Adria and Don, are discussing this study in terms of\nethics.\nAdria believes the study is ethical but Don believes the study is not\nethical.\nOutline why you think either Adria or Don is correct, using evidence\nfrom the study.\n1 mark per point made, with:\nUp to 2 marks for any knowledge of relevant ethical guidelines.\nUp to 3 marks for explanation(s) or consequences(s) of breaking a\nguideline.\ne.g. Adria\nIt can be argued that the study followed the confidentiality guideline (1 mark:\nguideline). All we know is that the children were at Stanford University\nNursery and their age ranges (1 mark: explanation).\nIt can be argued that the children were protected from physical harm\n(1 mark: guideline). This is because the Bobo Doll is designed to be hit and\nis soft so would not injure a child (1 mark: explanation).\ne.g. Don\nIt can be argued that the study broke the ethical guideline of protection from\npsychological harm. (1 mark: guideline). The children witnessed an adult\nbeing aggressive so they may have been scared of this and did not leave\nthe study in the same psychological state as they entered (1 mark:\nexplanation).\nThere was a lack of informed consent taken (1 mark: guideline). The\nchildren/parents were not asked permission to take part in the study\n(1 mark: explanation)\n© UCLES 2022 Page 9 of 12", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p08.png", "../answer-assets/9990_w22_ms_11-p09.png" ] }, { "id": "9990-2022-on-11-q09", "question_id": "9990-2022-on-11-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the psychology being investigated in the study by Milgram 4\n(obedience).\n1 mark for each correct statement\nExamples from the study Milgram can gain credit (max 1)\ne.g.\nThe study was investigating if obedience is socialised;\nTesting out the situational hypothesis of the environment affecting our\nbehaviour;\nObedience is about how much we follow the orders of an authority figure;\nThe agentic state refers to when we give up our free will for the good of the\nauthority figure;\nThe autonomous state refers to when we follow our own morals and are not\nswayed by others;\nIn this study the effect of prods was looked at to see if people would give an\nelectric shock to a stranger (example mark);\nMoral strain is experienced when we follow an authority figure but do not\nagree with it;\n© UCLES 2022 Page 10 of 12\n\n9(b) Explain one similarity and one difference between the study by 8\nMilgram (obedience) and one other study from the social approach.\n4 marks available for the similarity, e.g. ethics, situational, controls,\nquantitative data\n4 marks available for the difference, e.g. species, setting, participants\nSimilarity\ne.g. 4 marks\nBoth the Milgram and Piliavin studies have ethical issues of deception. In\nthe Milgram study, participants believed they were giving real electric\nshocks to a complete stranger who could not remember word pairs. In the\nPiliavin study, the participants were led to believe that the drunk or ill victim\nwas actually in need of help.\ne.g. 3 marks\nBoth the Milgram and Piliavin studies have ethical issues of deception. In\nthe Milgram study, participants believed they were giving real electric\nshocks to a complete stranger who could not remember word pairs\ne.g. 2 marks\nBoth the Milgram and Piliavin studies have ethical issues of deception as in\nboth participants never knew that the scenarios were fake.\ne.g. 1 mark\nBoth the Milgram and Piliavin studies had ethical issues.\nLevel Descriptor Mark\n4 The similarity/difference is well explained using 4 marks\nboth studies as examples\n3 The similarity/difference is well explained but only 3 marks\none study is used as an example OR\nboth studies used briefly\n2 The similarity/difference is brief with an attempt at 2 marks\nusing at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence\n1 The similarity/difference is brief with no attempt at 1 mark\nusing studies as examples\n0 No creditworthy material 0 marks\n© UCLES 2022 Page 11 of 12", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p10.png", "../answer-assets/9990_w22_ms_11-p11.png" ] }, { "id": "9990-2022-on-11-q10", "question_id": "9990-2022-on-11-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Andrade (doodling) in terms of two strengths 10\nand two weaknesses. At least one of your evaluation points must be\nabout reliability.\nStrengths include: validity (internal), reliability, quantitative data\nWeaknesses include: validity (external), generalisability, ethics\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 12 of 12", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_11-p12.png" ] }, { "id": "9990-2022-on-12-q01", "question_id": "9990-2022-on-12-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "1(a) In the study by Pepperberg (parrot learning), Alex the parrot could 1\nchoose from three labels when asked ‘What’s same?’ about two\nobjects. Two of these labels were colour and shape.\nName the label that Alex could use to answer the ‘What’s same?’\nquestion in this study, other than colour and shape.\n1 mark for the correct answer\nMatter/mah-mah\n\n1(b) Describe the ‘model/rival’ procedure used in this study. 3\n1 mark per correct point made\nThere is a trainer and a model;\nThe trainer presents objects to a second human (model);\nThey ask questions about the objects;\nThey praise/reward the correct answers;\nThey show disapproval for incorrect answers;\nThe second human acts as a model for Alex/the bird;\nAnd as a rival for the trainer’s attention/rival Alex for attention;\nThe role of model and rival were reversed;\n© UCLES 2022 Page 4 of 14", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p04.png" ] }, { "id": "9990-2022-on-12-q02", "question_id": "9990-2022-on-12-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Dement and Kleitman (sleep and dreams): 2\nOutline one aim of this study.\n2 marks = full aim\n1 mark = partial aim\ne.g.\nTo investigate if dream recall differs between REM and nREM stages of\nsleep (2 marks);\nTo investigate dream recall and stages of sleep (1 mark);\nTo investigate if there was a (positive) correlation between estimates of\ndream duration and length of REM sleep (2 marks);\nTo investigate estimates of dream duration (1 mark);\nTo investigate if eye movement patterns were related to dream content\n(2 marks);\nTo investigate eye movement and dreams (1 mark);\n\n2(b) Outline one of the dreams reported where a participant was driving a 2\ncar.\n2 marks detailed outline; 1 mark brief outline\ne.g. 2 marks\nDriving a car and staring at the road ahead. At an intersection, a car\nappeared speeding at them. (2)\nDriving a car and staring at the road ahead. They saw a man on the road\nasking for a lift/on left. (2)\ne.g. 1 mark\nDriving a car and staring at the road ahead. (1)\nAt an intersection, a car appeared speeding at them. (1)\nThey saw a man on the road asking for a lift. (1)\n© UCLES 2022 Page 5 of 14", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p05.png" ] }, { "id": "9990-2022-on-12-q03", "question_id": "9990-2022-on-12-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Baron-Cohen et al. (eyes test): 3\nDescribe the sample for Group 2 in this study.\nAdults;\nFrom adult community classes (Exeter);\nFrom public library users (Cambridge);\nN = 122;\nOpportunity sample;\nSimilar socioeconomic class to Group 1 / wide range of occupations;\nSimilar education background to Group 1 / broad range of education levels;\nData on age only available from 88 participants;\nNeurotypical/not diagnosed with AS/HFA.\n\n3(b) The original ‘Reading the Mind in the Eyes’ test had several problems. 2\nTwo of these problems were:\n• the test only had two response options for each pair of eyes\n• some words in the test were difficult to understand\nState how this study solved each of these problems with the revised\n‘Reading the Mind in the Eyes’ test.\n1 mark per correct ‘solution’\nProblem 1: two response options\n= increased it to four response options / added two more options.\nProblem 2: some words were difficult to comprehend\n= a glossary (of definitions) was available.\n© UCLES 2022 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p06.png" ] }, { "id": "9990-2022-on-12-q04", "question_id": "9990-2022-on-12-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Laney et al. (false memory): 4\nDescribe the Food Costs Questionnaire used in this study.\n1 mark per correct point made\nParticipants had to indicate how much they were willing to pay;\nFor 21 food items in a grocery store;\nSeveral of these foods (including asparagus) had featured on earlier\nquestionnaires;\nThey did this by circling the price;\nFrom seven priced given options / eight options in total;\nThere was a ‘would never buy it’ option too;\nPrices were $1.90 / $2.50 / $3.20 / $3.80 / $4.40 / $5.00 / $5.70 (2 correct =\n1 mark maximum).\n\n4(b) Outline one weakness of the Food Costs Questionnaire used in this 2\nstudy.\n1 mark for a weakness\n1 mark for linking it to the study\ne.g.\nWhat people say they will do on a questionnaire may not ‘mirror’ their\nbehaviour (1 mark); therefore, just because they would spend a certain\namount of money does not mean that actually will (1 mark).\nIt is a subjective measure (1 mark)\nOnly a transient measure / less valid (1 mark)\nOther creditworthy examples include: social desirability, lack of qualitative\ndata, not used to groceries.\n© UCLES 2022 Page 7 of 14", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p07.png" ] }, { "id": "9990-2022-on-12-q05", "question_id": "9990-2022-on-12-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "5(a) The study by Schachter and Singer investigated two factors in 3\nemotion.\nAn Activity Index was used to collect results in the Euphoria condition.\nDescribe the results from the Activity Index for the Epinephrine\nInformed (Epi Inf) group compared to the placebo group. You must use\ndata in your answer.\n1 mark for stating which group scored highest/lowest\n1 mark for describing what the result meant\n1 mark for using data (can be just the data for one group)\ne.g.\nThe score on the Activity Index was higher for the Placebo / lower for the\nEpi Inf (1 mark) which meant the Placebo joined in more with the stooge or\nwere more euphoric / Epi Inf joined in less or were less euphoric (1 mark).\nThe average score was 12.72 (Epi Inf) and 16 (Placebo) (1 mark for either).\n\n5(b) Outline one methodological strength of this study. 2\n1 mark for identifying a strength\n1 mark for linking it to the study\ne.g.\nThere was a high level of standardisation, so replicability is high (1 mark).\nThe stooges were given instructions on how to act so the study can be\ntested for reliability (1 mark).\nQuantitative data were collected so it was objective / easy to compare\n(1 mark). The activity index generated a score to show how euphoric a\nparticipant was so all (four) conditions could be directly compared (1 mark).\nOther creditworthy strengths include: (internal) validity.\n© UCLES 2022 Page 8 of 14", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p08.png" ] }, { "id": "9990-2022-on-12-q06", "question_id": "9990-2022-on-12-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "6 The debate about individual and situational explanations relates to the 4\nstudy by Milgram (obedience).\nOutline what is meant by this debate. Include one example from the\nindividual explanation and one example from the situational\nexplanation from the study by Milgram.\n1 mark for the individual side of argument; 1 mark for example from study\n1 mark for the situational side of argument; 1 mark for example from study\ne.g. definitions\nThe individual side refers to behaviours from factors within the person\n(dispositional);\nThe situational side refers to behaviour from factors in the external\nenvironment.\ne.g. examples\nSome participants may have been more obedient because of their\n‘personality’ type, e.g. being more submissive (individual);\nSome participants refused to continue whilst others went to 450 v\n(individual);\nSome participants may have been more obedient because of the\nexperiment or prods given to make them continue shocking (situational);\nSome participants may have been more obedient due to the presence of an\nauthority figure (situational).\nThere are other creditworthy examples.\n© UCLES 2022 Page 9 of 14", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p09.png" ] }, { "id": "9990-2022-on-12-q07", "question_id": "9990-2022-on-12-q07", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "7 Omar organises a football team for children but they are sometimes 4\ntoo aggressive during games. He wants to reduce this aggressive\nbehaviour and asks you for advice.\nOutline the advice you would give to Omar, using your knowledge of\nthe study by Bandura et al. (aggression).\n1 mark per piece of evidence clearly based on the study by Bandura et al.\ne.g.\nOmar could bring in a trainer/model that is non-aggressive;\nThe children could be asked to watch the model as they play football (non-\naggressively);\nOmar can monitor physical aggression in boys as they are more likely to\ndisplay it;\nOmar could reward the model for their non-aggressive behaviour;\nAsk the parents to make the children watch non-aggressive TV / play non-\naggressive video games;\nOmar could make sure the children are not annoyed/frustrated before a\ngame (of football).\n© UCLES 2022 Page 10 of 14", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p10.png" ] }, { "id": "9990-2022-on-12-q08", "question_id": "9990-2022-on-12-q08", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "8(a) From the study by Piliavin et al. (subway Samaritans): 2\nName two features of the sample in this study.\n1 mark per correct feature:\nAbout 4450 participants;\nNew York City;\nSubway passengers;\n45% black / 55% white;\nOpportunity sampled;\nMean number of people per car was 43.\n\n8(b) Two friends, Saad and Amina, are discussing this study in terms of 4\ngeneralisability.\nSaad believes the study does have generalisability but Amina believes\nthe study does not have generalisability.\nOutline why you think either Saad or Amina is correct, using evidence\nfrom the study.\n1 mark per point made, with:\nUp to 2 marks for any relevant information from the study / facts about the\nsample.\nUp to 3 marks for explanation(s), including who can/cannot be generalised\nto.\ne.g. Saad\nThere was a very large amount of people who were participants / 4450\nparticipants (1 mark: information) representing a potential wide range of\noccupations/cultures/background (1 mark: information) so they could easily\nrepresent the helping behaviour of many other different people (1 mark:\nexplanation).\nThe sample was large with both genders represented (1 mark: information).\ne.g. Amina\nThey were all from one location on a subway (1 mark: information) which is\nrestrictive in terms of the type of people used in the sample (1 mark:\nexplanation). It might be that the results only apply to subway passengers\nand not rural-living people (1 mark: explanation) and it is possible that the\nsame people were ‘regulars’ on this route (1 mark: explanation).\nThey only used a sample from New York/Bronx (1 mark: information) so this\nmay not represent the helping behaviour of people with different cultural\ncustoms (1 mark: explanation).\nThey only used victims that were black or white (1 mark: information).\nThe victims were only males (1 mark: information).\n© UCLES 2022 Page 11 of 14", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p11.png" ] }, { "id": "9990-2022-on-12-q09", "question_id": "9990-2022-on-12-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the psychology being investigated in the study by Andrade 4\n(doodling).\n1 mark for each correct statement\n1 mark available for a general assumption of the cognitive approach\n1 mark available for a specific example from Andrade\ne.g.\nLooking at whether doodling aides (cognitive) concentration (example\nmark);\nArousal levels need to be maintained to be able to concentrate;\nCognitive processing of dual tasks;\nThat compete for the same levels of performance;\nBoredom plays a role in paying attention to information;\nInformation processing when asked to do ‘two things at once’;\nThe cognitive approach is about input-process-output (mark for\nassumption);\nThere are other creditworthy responses.\n© UCLES 2022 Page 12 of 14\n\n9(b) Explain one similarity and one difference between the study by 8\nAndrade (doodling) and one other study from the cognitive approach.\n4 marks available for the similarity, e.g. laboratory based, quantitative data;\nexperimental design\n4 marks available for the difference, e.g. participants (sample or\ndemographics); ethics\nSimilarity\ne.g. 4 marks\nBoth Andrade and Laney studies were experimental in nature. For example,\nboth studies had manipulated IVs. In the Andrade study there were two\nconditions of doodling and non-doodling. In Laney study there was also two\nconditions of love asparagus and a control.\ne.g. 3 marks\nBoth Andrade and Laney studies were experimental in nature. For example,\nboth studies had manipulated IVs. In the Andrade study there were two\nconditions of doodling and non-doodling.\ne.g. 2 marks\nBoth Andrade and Laney studies were experimental in nature. For example,\nboth studies had manipulated IVs.\ne.g. 1 mark\nBoth Andrade and Laney were experimental in nature.\nLevel Descriptor Marks\n4 The similarity/difference is well explained using 4\nboth studies as examples.\n3 The similarity/difference is well explained but only 3\none study is used as an example OR\nboth studies used briefly.\n2 The similarity/difference is brief with an attempt at 2\nusing at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt at 1\nusing studies as examples.\n0 No creditworthy material. 0\n© UCLES 2022 Page 13 of 14", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p12.png", "../answer-assets/9990_w22_ms_12-p13.png" ] }, { "id": "9990-2022-on-12-q10", "question_id": "9990-2022-on-12-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Canli et al. (brain scans and emotions) in terms 10\nof two strengths and two weaknesses. At least one of your evaluation\npoints must be about validity.\nStrengths include: validity (internal), reliability, quantitative data\nWeaknesses include: generalisability, validity (external), ethics\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 14 of 14", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_12-p14.png" ] }, { "id": "9990-2022-on-13-q01", "question_id": "9990-2022-on-13-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "1(a) From the study by Andrade (doodling): 1\nState the number of participants that were in the doodling group in this\nstudy.\n1 mark for the correct answer\n20\n\n1(b) Describe the mock telephone message used in this study. 3\n1 mark per correct point made\nRecorded on (audio) cassette;\nMonotone or calm voice / monotonous/dull/boring;\n227 words per minute;\nLasted for 2.5 minutes;\nComfortable listening volume / different volume for each participant;\nIt contained the names of eight people attending the party;\nThere were also the names of three people and a cat, who were not\nattending;\nEight place names were mentioned;\nOther irrelevant material was contained in the message;\n© UCLES 2022 Page 4 of 14", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p04.png" ] }, { "id": "9990-2022-on-13-q02", "question_id": "9990-2022-on-13-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Dement and Kleitman (sleep and dreams): 2\nOutline the relationship between the duration of time spent in REM\nsleep and the length of dream narrative in this study.\n2 marks for full outline\n1 mark for partial outline\ne.g. The longer a participant was in REM sleep, the longer their dream\nnarratives were (2 marks)\nPositive correlation (1 mark)\n\n2(b) Outline one conclusion from this study. 2\n2 marks for full answer\n1 mark for partial/brief answer\ne.g.\nPeople can judge the duration of their time in REM with accuracy (2 marks)\nDreams are not instant events but are reported/experienced in real time\n(2 marks)\nEye movements during sleep do correspond with the content of a dream\n(2 marks)\nEye movements match dreams (1 mark)\nDreaming happens more in REM (1 mark)\nPeople can judge REM length (1 mark)\n© UCLES 2022 Page 5 of 14", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p05.png" ] }, { "id": "9990-2022-on-13-q03", "question_id": "9990-2022-on-13-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Baron-Cohen et al. (eyes test): 3\nDescribe the sample for Group 3 in this study.\n1 mark per correct point\nAdults/students;\nStudying for undergraduate degrees / at Cambridge University;\nMajority studying science;\nN = 103;\nEqual male/female;\nAssumed to have high IQ;\nNot diagnosed with AS/HFA;\nMean age = 20.8 years.\n\n3(b) The original ‘Reading the Mind in the Eyes’ test had several problems. 2\nTwo of these problems were:\n• the test only used 25 pairs of eyes\n• the two response options in the test were semantic opposites.\nState how this study solved each of these problems with the revised\n‘Reading the Mind in the Eyes’ test.\n1 mark per correct ‘solution’\nProblem 1: 25 pairs of eyes\n= there were 36 pairs of eyes used\nProblem 2: the two response options were semantic opposites\n= three foils had similar ‘valence’ (emotion)\n© UCLES 2022 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p06.png" ] }, { "id": "9990-2022-on-13-q04", "question_id": "9990-2022-on-13-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "4(a) Prior to the experimental part of the study by Bandura et al. 1\n(aggression), the children were observed and rated for their baseline\naggressive behaviour.\nState where the children were observed in this part of the study.\n1 mark for correct answer\n(Stanford University) Nursery (School).\n\n4(b) State one person who observed the children in this part of the study. 1\n1 mark for correct answer\nExperimenter;\n(Nursery School) Teacher.\n\n4(c) Outline how the children were rated for their baseline aggressive 2\nbehaviour in this part of the study.\n1 mark per correct point\n1 mark available for naming one of the scales used\nRated on four different scales about aggression;\nAll five point ratings;\nScales = physical aggression / verbal aggression / aggression towards\ninanimate objects / aggression inhibition (name 2 for 1 mark)\nThey were rated independently;\nA composite score was given to all children / scores for scales were added\nup for each child;\n\n4(d) Outline one weakness of how the children were rated for their baseline 2\naggressive behaviour in this part of the study.\n1 mark for identifying a weakness\n1 mark for relating it to this part of the study\ne.g.\nIt is a subjective measure of aggression (1 mark); the teacher may already\nhave an incorrect idea about how aggressive a child is making it less valid /\nmay have a bias against one of the children making their score more\n‘aggressive’ (1 mark);\nIt is a subjective measure (1 mark);\nOnly a transient measure (1 mark).\nOther creditworthy weaknesses include: acting nicely at school, extraneous\nvariables, validity.\n© UCLES 2022 Page 7 of 14", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p07.png" ] }, { "id": "9990-2022-on-13-q05", "question_id": "9990-2022-on-13-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "5(a) The study by Schachter and Singer investigated two factors in 3\nemotion.\nAn Activity Index was used to collect results in the Euphoria condition.\nDescribe the results from the Activity Index for the Epinephrine\nMisinformed (Epi Mis) group compared to the placebo group. You\nmust use data in your answer.\n1 mark for stating which group scored highest/lowest\n1 mark for describing what the result meant\n1 mark for using data (can be just the data for one group)\ne.g.\nThe score on the Activity Index was higher for the Epi Mis / lower for the\nPlacebo (1 mark) which meant the Epi Mis joined in more with the stooge or\nwere more euphoric / Placebo joined in less or were less euphoric (1 mark).\nThe average score was 22.56 (Epi Mis) and 16 (Placebo) (1 mark for either).\n\n5(b) Outline one methodological weakness of this study. 2\n1 mark for identifying a weakness\n1 mark for linking it to the study\ne.g.\nThere was low mundane realism for this study (1 mark: identification), as the\nact of being injected and then being in a room with a stranger does not\nhappen in the real world (1 mark: relating);\nThe study had low ecological validity (1 mark: identification);\nThe study could have caused psychological harm (0 marks: not\nmethodological).\nOther creditworthy weaknesses include: sample/generalisability, difficult to\nstandardise stooge, use of independent groups.\n© UCLES 2022 Page 8 of 14", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p08.png" ] }, { "id": "9990-2022-on-13-q06", "question_id": "9990-2022-on-13-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "6 Outline what is meant by the ‘social approach’ in psychology. Include 4\nexamples from the study by Yamamoto et al. (chimpanzee helping) in\nyour answer.\nUp to two marks for outlining the social approach (through an assumption or\ndescription)\nUp to two marks for examples from Yamamoto only\ne.g. social approach\nWe are affected by the people/individuals around us;\nGroups / social context can affect our behaviour;\nWe identify with certain social groups / people.\ne.g. examples\nSome chimpanzees may have solved the problem because of the scenario\nof being able to see what the other chimpanzee needed to complete the\ntask;\nInfluenced by the behaviour of another chimpanzee who requested a tool to\nbe given to them.\n© UCLES 2022 Page 9 of 14", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p09.png" ] }, { "id": "9990-2022-on-13-q07", "question_id": "9990-2022-on-13-q07", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "7 A teacher, Nina, has some students who are having difficulty learning 4\na new skill. She wants to help these students to learn this new skill\nand asks you for advice.\nOutline the advice you would give to Nina, using your knowledge of\nthe study by Pepperberg (parrot learning).\n1 mark per piece of evidence clearly based on the study by Pepperberg\ne.g.\nOne teacher can act as a trainer/teacher to another adult;\nThey present objects and ask questions about the skill;\nThey are given praise / rewarded for correct skill acquisition (e.g. keep\nitem);\nThey show disapproval of incorrect skill acquisition (e.g. item taken away);\nThe children should be allowed to participate in any verbal exchanges / ask\nquestions;\nThe teacher and the model can swap roles;\nModel can show/demonstrate new skill to students;\nModel can compete with students / be a rival to the students.\n© UCLES 2022 Page 10 of 14", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p10.png" ] }, { "id": "9990-2022-on-13-q08", "question_id": "9990-2022-on-13-q08", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "8(a) Outline what is meant by the ethical guideline of ‘confidentiality’. 2\n2 mark for full definition\n1 mark for partial/brief definition\nAll data needs to be stored separately from personal data like the\nparticipants’ names (2 marks);\nAny identifiable feature of a participant must not be published (2 marks);\nDo not take personal details (1 mark);\nRevealing more than they would usually (0 marks: this is privacy).\n\n8(b) From the study by Canli et al. (brain scans and emotions): 4\nTwo friends, Willow and Leo, are discussing this study in terms of\nethics.\nWillow believes the study is ethical but Leo believes the study is not\nethical.\nOutline why you think either Willow or Leo is correct, using evidence\nfrom the study.\n1 mark per point made, with:\nUp to 2 marks for any relevant finding(s)/knowledge of ethical guidelines\nUp to 3 marks for explanation(s) or consequence(s) of breaking guideline\ne.g. Willow\nIt can be argued that the study followed the confidentiality guideline (1 mark:\nguideline). All we know is that the participants were right-handed females\n(1 mark: explanation). This means that it would be impossible to identify any\nof the participants who took part in the study (1 mark: explanation).\nInformed consent implied as volunteers (1 mark: guideline).\ne.g. Leo\nIt can be argued that the study broke the ethical guideline of protection from\npsychological harm. (1 mark: guideline). The participants had to look at\nsome imagery that could have been disturbing (1 mark: explanation) so did\nnot leave the study in the same psychological state as they entered (1 mark:\nexplanation).\nParticipants were deceived at certain points in the study (1 mark: guideline).\n© UCLES 2022 Page 11 of 14", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p11.png" ] }, { "id": "9990-2022-on-13-q09", "question_id": "9990-2022-on-13-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) In Experiment 2 of the study by Laney et al. (false memory), 4\nparticipants had to view twenty slides of common food.\nDescribe what participants were asked to do immediately after viewing\neach slide.\n1 mark for each correct point made\nThey had to rate each photograph on four scales;\nHow appetising/disgusting they found the photograph (1 mark for either of\nthese);\nWhether the photographer was novice, amateur or professional (2 needed\nfor mark);\nArtistic quality of the photo was rated / photography rated;\nThey were rated on an 8 point scale / from 1–8;\n1 = not at all, to 8 = very much (need both to gain this mark);\n© UCLES 2022 Page 12 of 14\n\n9(b) Explain one similarity and one difference between the study by Laney 8\net al. (false memory) and one other study from the cognitive approach.\n4 marks available for the similarity, e.g. laboratory based, quantitative data\n4 marks available for the difference, e.g. participants (sample or\ndemographics)\nSimilarity\ne.g. 4 marks\nBoth Andrade and Laney studies were experimental in nature. For example,\nboth studies had manipulated IVs. In the Andrade study there were two\nconditions of doodling and non-doodling. In Laney study there were also two\nconditions of love asparagus and a control.\ne.g. 3 marks\nBoth Andrade and Laney studies were experimental in nature. For example,\nboth studies had manipulated IVs. In the Andrade study there were two\nconditions of doodling and non-doodling.\ne.g. 2 marks\nBoth Andrade and Laney studies were experimental in nature. For example,\nboth studies had manipulated IVs.\ne.g. 1 mark\nBoth Andrade and Laney were experimental in nature.\nLevel Descriptor Marks\n4 The similarity/difference is well explained using 4\nboth studies as examples.\n3 The similarity/difference is well explained but only 3\none study is used as an example OR\nboth studies used briefly.\n2 The similarity/difference is brief with an attempt at 2\nusing at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt at 1\nusing studies as examples.\n0 No creditworthy material. 0\n© UCLES 2022 Page 13 of 14", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p12.png", "../answer-assets/9990_w22_ms_13-p13.png" ] }, { "id": "9990-2022-on-13-q10", "question_id": "9990-2022-on-13-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Milgram (obedience) in terms of two strengths 10\nand two weaknesses. At least one of your evaluation points must be\nabout generalisability.\nStrengths include: reliability, quantitative data\nWeaknesses include: validity (external), ethics, generalisability\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 14 of 14", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_13-p14.png" ] }, { "id": "9990-2022-on-21-q01", "question_id": "9990-2022-on-21-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 The study by Milgram (obedience) used a shock generator, which 2\nlooked real.\nExplain why it was necessary that the shock generator looked real.\n1 mark identification of reason (may be generic)\nIgnore REP e.g. ‘so they believed the situation was real’.\n1 mark detail (must have link).\nTo avoid demand characteristics / participants guessing the aim; (generic\nreason).\nOtherwise, participants might have gone to the full voltage / known they\ncouldn’t hurt anyone; (detailed link).\n© UCLES 2022 Page 4 of 19", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p04.png" ] }, { "id": "9990-2022-on-21-q02", "question_id": "9990-2022-on-21-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "2 Bill has two groups of children in his study and writes a directional\nhypothesis. It states that ‘Older children are more obedient than\nyounger children’. He then decides that this might not be correct and\nuses a non-directional hypothesis instead.\n\n2(a) Suggest a non-directional hypothesis for Bill’s study. 1\n1 mark for non-directional hypothesis (must be a testable statement, not an\naim, not a question).\nOlder and younger children will differ in their obedience;\nChildren of different ages will have different levels of obedience;\nThere is a difference in obedience between younger and older children;\nThere will be a correlation/relationship between age and obedience = 0 [not\nexperimental]\nThere will be no difference/correlation between age and obedience = 0 [null]\n\n2(b) State how Bill will find the mode for the age of the group of younger 1\nchildren.\n1 mark for how to find mode (linked).\nFind the most frequent age of (all) the (young) children (in years/months) =\n1\n\n2(c) Suggest two reasons why it could be ethically more difficult to 4\nmeasure obedience in children than in adults.\n1 mark for reason 2.\n1 mark for link to obedience.\nChildren cannot consent / are too young to give informed consent; (reason)\nSo, they might not know what ‘obedience’ means (so wouldn’t know what\nthey were agreeing to); (link)\nChildren are more at risk of harm / unaware of the risks / vulnerable to\npressure from adults / more easily upset than adults; (reason)\nSo may follow orders / be obedient even though it will upset them; (link)\nThis would put them at risk of harm as they may be obedient when they\nreally don’t want to be; (link)\nChildren may not be able to exercise their right to withdraw; (reason)\nAs they are taught to be obedient to adults; (link).\n© UCLES 2022 Page 5 of 19", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p05.png" ] }, { "id": "9990-2022-on-21-q03", "question_id": "9990-2022-on-21-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 Describe two features of a laboratory experiment. Use a different 4\nexample from the study by Schachter and Singer (two factors in\nemotion) for each feature.\n1 mark per feature 2.\n1 mark per link to Schachter and Singer study [can get this mark without the\nfeature mark].\nHas a manipulated independent variable; (feature)\nThey changed anger or euphoria (with a stooge) / changed adrenalin or\nsaline (by injection) / INF or MIS INF; (link)\nHas a measured dependent variable; (feature)\nThey scored angry or euphoric behaviour; (link)\nHas controls/standardisation; (feature)\nThe stooge was scripted; (link)\nInjection (of saline/adrenalin) seemed the same; (link).\n© UCLES 2022 Page 6 of 19", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p06.png" ] }, { "id": "9990-2022-on-21-q04", "question_id": "9990-2022-on-21-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "4 Baron-Cohen et al. (eyes test) presented the eyes test results on a\ngraph showing the percentage of participants who gained each score.\nThe graph is shown in Fig. 1.\n\n4(a) Label the axes on Fig. 1, using the answer spaces below. 2\n1 mark for correct X-axis label = ‘Eyes Test (score)’\n1 mark for correct Y-axis label = ‘Percentage of participants/subjects’\n\n4(b) Name the type of distribution shown in Fig. 1. 1\nNormal (distribution) = 1 mark (definitive).\n© UCLES 2022 Page 7 of 19", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p07.png" ] }, { "id": "9990-2022-on-21-q05", "question_id": "9990-2022-on-21-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "5 Participants in a study are learning to throw a ball through a hoop. 1\nSuggest how the variable of ‘learning’ could be operationalised in this\nstudy.\n1 mark for operational definition of operant conditioning of learning to throw\na ball through a hoop.\nTheir accuracy of getting the ball through the hoop increases;\nHow many balls go through the hoop on each trial;\nHow fast they can get (10) balls through the hoop;\nHow many minutes it takes before they get balls into the hoop accurately.\n© UCLES 2022 Page 8 of 19", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p08.png" ] }, { "id": "9990-2022-on-21-q06", "question_id": "9990-2022-on-21-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the ethical guidelines of ‘species and strain’ and ‘numbers’ in 6\nrelation to animals, using any examples.\nDefinitions/detail: up to a maximum of 4 marks for each guideline.\nExamples: maximum of 2 marks for each guideline.\nExamples can be from any studies (core studies, other studies, candidate’s\nown studies).\nMax. 4 if no examples or if only one type of the guidelines is described.\nSpecies and strain:\nThe species/strain which is least likely to become distressed should be\nchosen;\nThat is able to fulfil the requirements of the study (i.e. it is a compromise);\nEach species has different needs e.g. for warmth / cover / space for\nexercise / to avoid overcrowding;\nThe needs of each species may differ with age / sex / reproductive stage;\nDon’t use endangered species;\ne.g. Pepperberg used a parrot, which is a domesticated species so not\ndistressed by human interaction;\ne.g. Yamamoto et al. needed to use chimpanzees which may be distressed\nas helping is a complex concept.\nNumber:\nThe smallest number of animals possible should be used (so that the\nsmallest number of animals experience harm/distress);\nHowever, enough should be used to achieve valid/reliable results;\ne.g. Pepperberg only used 1 parrot / only Alex (which is good);\ne.g. Yamamoto et al. only used 5 / a small number of chimpanzees (which is\ngood).\n© UCLES 2022 Page 9 of 19", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p09.png" ] }, { "id": "9990-2022-on-21-q07", "question_id": "9990-2022-on-21-q07", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "7 Kate is using a questionnaire to investigate how participants could feel\nabout people who are older than them. The emotions she is\ninvestigating are:\n• boredom\n• empathy\n• fear\n• happiness.\n\n7(a)(i) Kate needs to define each of these emotions. 2\nSuggest how Kate could operationalise two of the emotions that she is\ninvestigating.\n1 mark for operationalisation 2 [Accept definition, operationalisation or\nmeasure] Does not have to be linked.\nboredom = (finding an older person) dull / uninspiring / not interesting;\nempathy = understanding feelings (how the older person feels);\nfear = being scared / worrying (that the older may harm you);\nhappiness = feeling positively (about the older person).\nThese are examples, there will be many acceptable definitions.\n\n7(a)(ii) For one of your suggestions in (a)(i): 1\nExplain why Kate could misinterpret this emotion when gathering data\nin her study.\n1 mark for explanation must be of one of the emotions from 7(a)(i) (NO mark\nfor restating emotion).\nboredom = dull:\nThe participants might be bored themselves, so appear to find the older\nperson boring;\nempathy = understand feelings:\nThe participants could be pretending to understand e.g. out of courtesy;\nfear = worry:\nFear might alternatively be based on worry for or about someone or\nsomething other than yourself;\nhappiness = feeling positive:\nParticipants may be happy for some other reason, so appear to be linking\nhappiness with the older person.\n© UCLES 2022 Page 10 of 19\n\n7(b) Kate measures how strongly the participants feel each emotion about\npeople who are older than them, using a score from 0–10.\n\n7(b)(i) Kate wants to find the median ‘happiness’ score. Outline how to find a 1\nmedian score.\n1 mark for explanation (can be generic).\nPut all the (happiness) scores in rank order / in a list from biggest to\nsmallest, the middle one is the median;\nFind the middle number of the scores in rank order;\nFind the middle number of the scores = 0\n\n7(b)(ii) Kate wants to use a graph to plot the median results for each of the 1\nfour emotions.\nName the most appropriate type of graph for Kate to use.\n1 mark for identification of bar chart/bar graph (definitive).\n\n7(b)(iii) Kate calculated the standard deviation of scores for each emotion. The 2\nstandard deviations are shown in Table 1.\nTable 1\nEmotion boredom empathy fear happiness\nStandard deviation 1.4 3.2 2.2 2.6\nExplain which emotion had the widest spread of scores.\n1 mark for identification of ‘empathy’ (definitive).\n1 mark for explanation (can be generic).\nEmpathy; (identification)\nBecause this has the largest/highest standard deviation (showing these\nscores had the most variation/dispersion); (explanation)\nBecause 3.2 is the biggest; (explanation).\n© UCLES 2022 Page 11 of 19", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p10.png", "../answer-assets/9990_w22_ms_21-p11.png" ] }, { "id": "9990-2022-on-21-q08", "question_id": "9990-2022-on-21-q08", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "8 Gill is planning a structured interview about disruptions to sleep\npatterns. She is investigating the effects of work, sport and family. She\nbegins by writing four questions:\nA Describe how your sleep pattern changes when extra family\nmembers stay for the night.\nB How long do you sleep after you have participated in sport\ncompared to when you have not participated in sport? More time /\nless time.\nC Is your sleep quality in the week compared to the weekend better,\nworse or about the same?\nD Explain how any other factors affect your sleep patterns.\n\n8(a) Identify one closed question from A to D. 1\n1 mark for B or C (definitive).\nAccept responses that have copied out the question instead of giving a\nletter.\n\n8(b) Identify one open question from A to D. 1\n1 mark for A or D (definitive).\nAccept responses that have copied out the question instead of giving a\nletter.\n© UCLES 2022 Page 12 of 19\n\n8(c) Gill plans two more questions to use in her structured interview: 2\nE Is your sleep better or worse if you eat a meal close to bedtime?\nBetter / worse.\nF Explain how your sleep pattern is affected if you work at night.\nSuggest one problem that Gill could have when using one of the new\nquestions.\n1 mark for identification of problem (may be generic).\n1 mark for link.\nNO mark for stating E or F.\n(E) Is your sleep better or worse if you eat a meal close to bedtime?\nBetter / worse:\n• (Because it is a closed question) the choices are limited / the response\noffers little understanding; (generic problem)\n• They may want to say ‘it makes no difference’ but this isn’t possible;\n(link)\n• (Because it is a closed question) they can’t elaborate their answer;\n(generic problem)\n• Participants may want to say ‘it depends on what / how much I eat’ but\ncouldn’t; (link)\n(F) Explain how your sleep pattern is affected if you work at night:\n• (Because it is an open question) their answer could need interpretation;\n(generic problem)\n• (Because it is an open question) the researcher could be subjective in\nunderstanding their answer; (generic problem)\n• If they say ‘I don’t do shift work very often so the effect is minor’, Gill\nwon’t know what the effect is; (link)\n• (invasion of) privacy; (generic problem)\n\n8(d) Gill’s friend reads the six questions and says it would be better if she\nconducted a semi-structured interview instead of her structured\ninterview.\n\n8(d)(i) Explain what makes Gill’s interview a structured interview. 1\n1 mark for only fixed questions / cannot ask extra questions / questions the\nsame for all participants = 1\n\n8(d)(ii) Suggest how Gill could change her structured interview into a semi- 1\nstructured interview.\n1 mark for suggestion.\nGill would make up new questions for each participant = 1\nUse questions based on what (each) participant said / make up new\nquestions that follow on (from their answers) = 1\n© UCLES 2022 Page 13 of 19\n\n8(e) Gill notices that people who look like they have not slept well often 3\nrefuse to take part in the study.\nExplain how this problem could affect the results of Gill’s study.\n1 mark for correct use of a term (e.g. low validity, sample bias,\nunrepresentative or less generalisable).\n1 mark for identification of the nature of the problem.\n1 mark for link explaining the effect on the results.\nThis makes the sample biased / unrepresentative / lowers validity / lowers\ngeneralisability; (term)\nThe participants/results will all be very similar; (generic problem)\nParticipants with poor sleep will be less frequent in the sample (than in the\nwhole population); (problem)\n(Using only people with good sleep) will make it seem that people sleep\nbetter than they really do; (linked effect).\n© UCLES 2022 Page 14 of 19", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p12.png", "../answer-assets/9990_w22_ms_21-p13.png", "../answer-assets/9990_w22_ms_21-p14.png" ] }, { "id": "9990-2022-on-21-q09", "question_id": "9990-2022-on-21-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Manas is a researcher at a drug company and is conducting an\nexperiment to test a new drug for patients who have phobias. The drug\nis a clear, tasteless liquid that should help the patients to relax during\ntherapy. Manas selects 10 patients who will take the new drug and 10\nother patients who will be given water, which is also clear and\ntasteless. The patients in both groups believe they are taking the new\ndrug.\n\n9(a) Identify the experimental condition and the control condition in this 1\nexperiment.\n1 mark for identifying both conditions (definitive answers).\nAnswers MUST be in the correct space (unless unambiguously indicated\notherwise).\nexperimental condition = (10 patients being given) the (new) drug\ncontrol condition = (10 patients being given) water/placebo.\n\n9(b) Manas has controlled two variables. The drug is:\n• a clear liquid\n• tasteless\n\n9(b)(i) Suggest two other controls that could be used in this experiment to 2\nkeep the experimental condition and the control condition as similar\nas possible.\n1 mark for a control 2.\nThe liquids should be labelled / presented in the same way (e.g. both in a\nbeaker);\nTaken at the same temperature;\nThe drug should have no smell / smell like water;\nThe liquids should look/taste the same = 0 marks (repetition from stem).\n\n9(b)(ii) Explain why it is important to keep the experimental condition and the 1\ncontrol condition as similar as possible.\n1 mark for generic explanation of the purpose of controls.\nTo ensure that any differences / changes in the DV (phobia reduction) are\ndue only to the IV (the drug).\n© UCLES 2022 Page 15 of 19\n\n9(c) Suggest two ethical problems with this experiment. 4\n1 mark for identification of problem 2.\n1 mark for link.\nInformed consent; (problem)\nBecause the participants do not know whether they are receiving the drug or\nnot; (link)\nParticipants must not know whether they are receiving the drug or not, so\nthey cannot give fully informed consent = 2\nDeception / they are being lied to; (problem)\nthey may believe they are getting the drug, which will not be true if they are\nin the control group; (link)\nProtection from harm (physical) / it might be dangerous; (problem)\nparticipants in the drug group may be physically harmed by the drug as it is\nstill being tested; (link)\nProtection from harm (psychological); (problem)\ncontrol participants may suffer in therapy if they try too hard if they think they\nare getting the drug; (link)\ncontrol participants may not make progress in therapy because they are\nonly getting water; (link).\n© UCLES 2022 Page 16 of 19", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p15.png", "../answer-assets/9990_w22_ms_21-p16.png" ] }, { "id": "9990-2022-on-21-q10", "question_id": "9990-2022-on-21-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Angelo wants to investigate how young children respond when\ntheir teachers are helpful. She has seen teachers being helpful to\nchildren in the classroom and in the playground.\n\n10(a) Describe how Dr Angelo can conduct an observational study to 10\ninvestigate the behaviour of children when their teachers are helpful.\nThree majors for an observational study are:\n(a) behaviours – that will be recorded e.g. two named (detail e.g.\ndefinition/operationalisation of behavioural categories) if structured.\n(b) observational technique – participant/non-participant (not interacting\nwith children; sitting away from class at back of room)\n• naturalistic/controlled (teacher helps by giving pointers on\nquestions; to every child / every 5 mins)\n• covert (hidden/unaware; dinner ladies / classroom assistant) / overt\n(c) further observational technique:\n• participant/non-participant (detail: how achieved, in one further\ncase)\n• naturalistic/controlled\n• covert/overt\nThe minors are:\nlocation of participants when data is collected (classroom/playground)\nparticipants (school children)\nAlso:\n• sampling technique\n• sample size\n• description of how tallying will be done\n• description of how data will be analysed, e.g. use of averages / bar\ncharts\n• ethical issues\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 17 of 19\n\n10(a) Mark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable (i.e. what\nand how).\n• Response may have a minor omission (i.e. who or where).\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s) (i.e. who and/or where).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 18 of 19\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified. If the problem was an obvious\nomission in (a), fewer marks will have been awarded in (a), so they can be\nawarded here.\nProblems may, for example, be matters of:\nValidity:\n• operationalisation\n• difficulty with lying / social desirability\n• difficulty with response biases\nReliability:\n• inter-rater consistency\n• intra-rater consistency\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\n\n10(b)\nmarks comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nPlus EITHER\nExplanation of why it is a problem.\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2022 Page 19 of 19", "source_pages": [ 17, 18, 19 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_21-p17.png", "../answer-assets/9990_w22_ms_21-p18.png", "../answer-assets/9990_w22_ms_21-p19.png" ] }, { "id": "9990-2022-on-22-q01", "question_id": "9990-2022-on-22-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 The hypothesis for a study is ‘Adults with children worry more than\nadults without children’.\n\n1(a) State whether this is a directional hypothesis or a non-directional 1\nhypothesis. Include a reason for your answer.\nAward 1 mark for the correct answer and a reason. No mark for stating\n‘directional’ alone.\ndirectional/one-tailed (hypothesis), because it says that the variable of\nworrying will be greater in one condition than the other = 1\ndirectional/one-tailed (hypothesis), because it says that the variable of\nworrying will be greater in some adults than others rather than just saying\nthey will be different = 1\n\n1(b) Write a null hypothesis for this study. 1\n1 mark for null hypothesis.\nThere will be no difference between worrying in adults with and without\nchildren; 1\nThere will be no difference in worrying between adults with and without\nchildren; 1\nAny difference between the worrying of participants with or without children\nis due to chance; 1\nOne or two-tailed alternative hypotheses, and correlational nulls, are\nincorrect.\nThere will be no difference between worrying in adults and children = 0\n(incorrect).\nThere is no correlation/relationship… = 0\n© UCLES 2022 Page 4 of 18", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p04.png" ] }, { "id": "9990-2022-on-22-q02", "question_id": "9990-2022-on-22-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 From the study by Yamamoto et al. (chimpanzee helping):\n\n2(a) Outline what is meant by ‘reliability’, using this study as an example. 2\n1 mark for simple explanation (generic).\n1 mark for link to reliability in Yamamoto.\nConsistency (of a procedure, task or measure) = 1 (explanation).\nE.g. All chimps pre-trained with apparatus so they would be equally good at\nthe task = 1 (link to reliability).\nWhen using the same procedure/study/experiment produces the same\nresults = 1 (explanation).\nPoor reliability because one chimp always gave the brush = 1 (link to\nreliability).\nPoor reliability because one chimp peeped over = 1 (link to reliability).\nTo be reliable, measures must test the phenomenon in the same way each\ntime = 1 mark (explanation).\nOnly the first offer counted so it was equally difficult for all chimps to offer\nhelp = 1 (link to reliability).\nIt was reliable as trials were consistent, 5 minutes max, so no chimp had\nlonger to help = 2 (explanation + link).\nReplication = 0\nGetting the same results (in different situations) = 0\n\n2(b) Suggest one way to improve reliability in this study. 1\n1 mark for simple explanation (linked).\nAny improvement to procedure/task/measurement to make it more\nconsistent e.g. types of chimpanzee, room conditions.\nUse same chimpanzee; same age chimpanzee (rather than mother/child).\nUse chimpanzees with same level of experience/knowledge.\nTest-retest/inter-rater reliability are measures of reliability not ways to\nimprove. Identification = 0. However, can be creditworthy if description fully\njustifies improvement.\n© UCLES 2022 Page 5 of 18", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p05.png" ] }, { "id": "9990-2022-on-22-q03", "question_id": "9990-2022-on-22-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "3 In the study by Pepperberg (parrot learning), quantitative data was\ncollected from the questions about ‘same’ and ‘different’.\n\n3(a) Outline what was observed to produce the quantitative data in this 1\nstudy.\n1 mark for categories (any two):\ncolour, shape, matter = 1\nwhether the parrot’s category response was correct (e.g. colour);\nHow many times Alex correctly chose same and different = 0\n\n3(b) Qualitative data can also be useful in studies. Pepperberg could have\ncollected qualitative data by observing the parrot.\n\n3(b)(i) Describe what is meant by ‘qualitative data’. 1\n1 mark for meaning.\nDescriptive data / in depth data / detailed data;\nWords / not numerical / subjective = 0\n\n3(b)(ii) Describe one behaviour that could have been observed to produce 1\nqualitative data in this study.\n1 mark for description of behaviour.\nVerbal behaviour (feedback by Alex);\nWhat the parrot was doing when it was fidgeting;\nWhere the parrot flew to when it flew away;\n\n3(b)(iii) Explain why qualitative data for the behaviour you identified in (b)(ii) 2\nwould have been useful in this study.\n1 mark for suggestion of why useful (can be generic).\n1 mark detail (must have a link for 2 marks).\nGives insight into avian thinking / how Alex understands the words he uses\n= 2\n[Fidgeting] It could indicate frustration; (suggestion).\nE.g. if the parrot fidgeted it might mean he didn’t really know the answer and\nwas guessing; (linked detail).\n[Fidgeting] It could indicate level of concentration; (suggestion).\nE.g. if the parrot wasn’t concentrating he might give the wrong answer even\nthough he understood; (linked detail).\n[Flying away / eating] It could limit whether the parrot was listening;\n(suggestion).\nE.g. if he was flying/eating he might not listen to the question so be unable\nto answer; (linked detail).\n© UCLES 2022 Page 6 of 18", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p06.png" ] }, { "id": "9990-2022-on-22-q04", "question_id": "9990-2022-on-22-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 In the study by Dement and Kleitman (sleep and dreams), brain activity 4\nduring sleep was recorded using an EEG (electroencephalograph).\nAnother way to record brain activity is with fMRI (functional magnetic\nresonance imaging).\nSuggest two reasons why using an EEG to record brain activity during\nsleep is a more appropriate choice than using an fMRI.\n1 mark for reason (comparison) } 2.\n1 mark for link to sleep } No link mark without reason.\nfMRI is very noisy; an EEG is silent; (reason).\nthis might stop then sleeping / disrupt their dreams; (link).\nEEG only needs wires, an fMRI is a whole big machine; (reason).\nso, an EEG is less distressing so more likely to sleep well; (link).\nfMRI is dangerous (if you have anything magnetic inside the body);\n(reason).\nlimits variety of participants / generalisability as people with metal in them\nmight sleep differently; (link).\nbeing in an fMRI can trigger claustrophobia; (reason).\nlimits variety of participants / generalisability as claustrophobics might sleep\nbetter/worse generally; (link).\nEEG can record REM and nREM; (reason).\nSo, gives better information about sleep than an fMRI; (link).\nDescription of EEG/fMRI = 0\n© UCLES 2022 Page 7 of 18", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p07.png" ] }, { "id": "9990-2022-on-22-q05", "question_id": "9990-2022-on-22-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In the study by Andrade (doodling), a median could have been 2\ncalculated for the results of the doodling group and the control group.\nOutline how a median could have been calculated for the number of\nnames recalled by each group in this study.\n1 mark for formula/description of median.\n1 mark for link.\nPut scores in numerical/rank order and find middle score (if 2 middles add\ntogether and halve); (median).\nUsing all the (name) recall scores of either doodlers or non-doodlers; (link).\nFor the doodling or control condition she would put all the name recall\nscores in order and find the middle one = 2 (median and link).\nPut scores in numerical/rank order, 2 middles add together and halve;\n(median).\n© UCLES 2022 Page 8 of 18", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p08.png" ] }, { "id": "9990-2022-on-22-q06", "question_id": "9990-2022-on-22-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the ethical guidelines of ‘deception’ and ‘confidentiality’, 6\nusing any examples.\n4 marks max per guideline for definition and detail.\n1 mark for each example that is linked to a guideline, up to a maximum of 2\nper guideline.\nExamples can include examples from any research (core studies, other\nstudies, candidate’s own studies).\nMax 4 if no examples or if only one of the guidelines is described.\nDeception: misinforming participants; failing to inform (1 for definition).\nConfidentiality: ensuring participants’ information is anonymous / safe / not\nmade public; (1 for definition).\nDeception:\n• participants should not be lied to / is when participants are lied to (about\nthe aim); (1 definition)\n• as this means they cannot give informed consent / may be distressed /\nmight have wanted to withdraw; (+1 detail)\n• e.g. in Milgram the participants were told they were doing a study about\nmemory/learning/punishment (when in fact is was about obedience) /\nwere told the shocks were real; (1 for e.g.)\n• but sometimes deception is essential to avoid demand characteristics;\n(+1 detail)\n• Milgram’s participants would have gone to 450V if they knew that the\nshocks were not real; (+1 e.g.)\n• Piliavin et al.’s participants thought the victim was really drunk/ill; (+\ne.g.)\n• Laney et al.’s participants were lied to about the ‘generated profile’\n(from the FHI); (+1 e.g.)\n• Laney et al.’s participants were misled about food preferences and\npersonality; (+1 e.g.)\n• If participants are deceived, they should be debriefed (although this\nmay not be possible in field experiments)\nConfidentiality:\n• Participants should not be individually identifiable/named; (1 definition)\n• participants can be identified by numbers instead of names; (+1 detail)\n• Nor should locations such as schools/workplaces; (+1 detail)\n• So the number of researchers with access to this should be limited; (+1\ndetail)\n• And records should be stored safely/securely; (+1 detail)\n• for example, we don’t know the name of Saavedra and Silverman’s boy:\n(+1 e.g.)\n• although we know some details e.g. Hispanic, age, it’s not enough to\nidentify him; (+1 e.g.)\n• the participants in Dement and Kleitman were identified by their initials;\n(+1 e.g.)\n© UCLES 2022 Page 9 of 18", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p09.png" ] }, { "id": "9990-2022-on-22-q07", "question_id": "9990-2022-on-22-q07", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Shula is investigating whether there are differences in the way that\nyounger and older people behave when they see each other. She is\nusing observations to record the following behaviours:\n• smiling\n• waving\n• shouting\n\n7(a) Explain whether Shula is conducting a structured observation or an 2\nunstructured observation.\n1 mark for explanation (generic).\n1 mark for link.\nThere is no mark for identifying ‘structured’.\nStructured because she is using behaviour categories; (explanation).\nThese are the three behaviours / used when people see each other /\nsmiling, waving, shouting; (link).\n\n7(b)(i) Explain why it would be better for Shula to conduct a covert 2\nobservation than an overt observation.\n1 mark for reason it would be better (generic).\n1 mark for link.\nThe participants would be unaware of her presence / would behave\nnormally; (reason).\nSo, they wouldn’t alter their behaviours when they see others because she\nwas there / they were being watched; (link).\n\n7(b)(ii) Suggest one problem with Shula conducting a covert observation. 2\n1 mark for problem (may be generic).\n1 mark for link.\nThe participants would not be able to give consent in a private place;\n(reason).\nBecause they wouldn’t know their greeting behaviour was being observed If\nthe greeting was in a non-public place; (link).\nBut is not a valid point if the meeting was in a public place because consent\nwould not be needed; (link).\nThe participants might move out of Shula’s view (because she couldn’t\nbreak cover); (reason).\nSo, her records of their greeting behaviour would be incomplete; (link).\nThe observer might not be able to clearly observe expressions; (reason).\nSo, her observations, smile or not, might not be accurate.\nThe participants would not be able to explain reason for behaviour (if asked)\nbecause not know being observed.\n© UCLES 2022 Page 10 of 18", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p10.png" ] }, { "id": "9990-2022-on-22-q08", "question_id": "9990-2022-on-22-q08", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "8 Mahi is studying the effect of music on emotions. In part of her study\nshe is collecting data from 20 participants about their emotional\nresponses to songs. She is using the following categories to observe\nemotional responses:\n• angry\n• bored\n• happy\n• relaxed\n\n8(a)(i) Suggest how Mahi could operationalise two of these categories of 2\nobserved emotional responses.\n1 mark for definition 2.\nAngry e.g. they are frowning;\nBored e.g. they are listless/fidgety/doodling;\nHappy e.g. they are smiling;\nRelaxed e.g. they are sitting in a slouched/lazy position;\nThese are examples, there will be many acceptable definitions.\n‘Observations’ must be observable for an observer (i.e. a person) not a\nmachine.\n\n8(a)(ii) For one of your suggestions for the operationalisation of a category in 1\npart 8(a)(i):\nExplain why Mahi could misinterpret or incorrectly categorise an\nobserved emotional response of a participant in her study.\n1 mark for explanation. NO mark for identifying the category.\nAngry = they are frowning:\nThey might be frowning because they don’t understand / because they\nhaven’t heard what someone said;\nBored = they are listless/fidgety/doodling:\nWe might fidget because we are in pain or itch (not because we are bored);\nHappy = are smiling:\nFor some people, smiling might just be ‘content’ (not happy);\nRelaxed = they are sitting in a slouched/lazy position:\nThey might just have a bad posture but not be relaxed / they might be bored\n(and not relaxed);\nThese are examples, there will be many acceptable responses.\n© UCLES 2022 Page 11 of 18\n\n8(b) Mahi is collecting data in the table below. This is the number of 3\nparticipants who showed each of the four emotional responses. She\nwants to display this data on a bar chart.\nObserved emotional responses\nangry bored happy relaxed\nNumber of participants showing\neach emotional response\nLabel the axes for the bar chart that Mahi will use to display her\nresults.\n1 mark: y-axis label number of participants/people.\n1 mark: y-axis units (for frequency: max 20).\n1 mark: x-axis label ‘observed emotional responses’ / ‘emotions’.\n1 mark: x-axis categories angry, bored, happy, relaxed (must have all 4).\n\n8(c) In a second study, Mahi’s participants will listen to different types of\nmusic. She expects that fast music will make the participants feel\nhappy and slow music will make them feel unhappy.\n\n8(c)(i) Explain one ethical problem with the design of this study. Do not refer 2\nto deception or confidentiality in your answer.\n1 mark for identifying a relevant ethical issue.\n1 mark for linked detail.\n(Failure to protect from psychological) harm; (ethical issue).\nBecause the people who hear a sad song may leave still sad; (linked detail).\n(no) Informed consent; (ethical issue).\nthe participants are consenting to listening to music, not the effect it will\nhave on them; (linked detail).\n© UCLES 2022 Page 12 of 18\n\n8(c)(ii) Suggest one way that Mahi could solve the ethical problem you 2\nexplained in part 8(c)(i).\n1 mark for identifying a solution to the ethical issue.\n1 mark for detail (e.g. details of implementing the solution or how it solves\nthe problem).\nAlways return the participants to a normal mood; (identification of solution).\nBy playing them fast music at the end of the study; (detail).\nInform the participants about the possible effect of the study; (identification\nof solution).\nBy asking them to consent to having their mood changed (but not saying\nhow); (detail).\nGain consent; (identification of solution).\nProtect from harm; (identification of solution).\n© UCLES 2022 Page 13 of 18", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p11.png", "../answer-assets/9990_w22_ms_22-p12.png", "../answer-assets/9990_w22_ms_22-p13.png" ] }, { "id": "9990-2022-on-22-q09", "question_id": "9990-2022-on-22-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Syd is using an experiment to test whether epinephrine affects sleep.\nHe has two groups of participants; one group receives an epinephrine\ninjection and the other group receives a saline injection. The\nparticipants do not know what their injection contains. Each\nparticipant is tested at a town centre laboratory on a different night\nover a 20-night period. The town centre is very busy at the weekend\nbut quiet during the week.\n\n9(a) Explain why it is important that participants do not know which 2\ncondition they are in during an experiment.\n1 mark for reason why.\n1 mark for detail (can be linked but does not have to be).\nSo that they are not affected by expectations / demand characteristics / do\nnot alter their behaviour; (reason).\nAs this would hide the effect of the IV on the DV / mean that causality could\nnot be determined; (detail).\nThis would mean Syd would not know if expectation or adrenalin was\naffecting their sleep; (linked detail).\n\n9(b) Identify Syd’s experimental design. Include a reason for your answer. 2\n1 mark for identifying independent groups design / measures (do not accept\n‘independent’ alone).\n1 mark for linked explanation.\nIndependent measures/groups; (identification of design).\nBecause the epinephrine and control groups have different people in them;\n(linked explanation).\n\n9(c) Suggest one participant variable that could affect Syd’s experiment. 2\n1 mark for suggesting a participant variable.\n1 mark for link (e.g. why it is important in Syd’s study / the effect if would\nhave on his results).\nPeople may react differently to adrenalin; (participant variable).\ndifferences in sleep between groups may be partly due to the different\nparticipants’ reaction; (detail).\nPeople may have different sleep needs/habits/patterns; (participant\nvariable).\ndifferences between groups may be due participants’ normal sleep rather\nthan epinephrine; (detail).\n© UCLES 2022 Page 14 of 18\n\n9(d) Suggest one situational variable that could affect Syd’s experiment. 2\n1 mark for suggesting a situational variable.\n1 mark for link (e.g. why it is important in Syd’s study / the effect it would\nhave on his results).\nPeople may be disrupted by the noise outside; (situational variable).\nDifferences between groups may be caused by when in the week they are\ntested; (detail).\nPeople may work harder at weekends, this may affect their sleep;\n(situational variable).\nDifferences in sleep between groups could be caused by when in the week\nthey are tested; (detail).\n© UCLES 2022 Page 15 of 18", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p14.png", "../answer-assets/9990_w22_ms_22-p15.png" ] }, { "id": "9990-2022-on-22-q10", "question_id": "9990-2022-on-22-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Mitchell wants to investigate how physically active people are, and\nhe believes that this may be related to how much they use social\nmedia.\n\n10(a) Describe how Dr Mitchell could conduct a correlational study to 10\ninvestigate the relationship between how physically active people are\nand how much they use social media.\nTo correlate data, the variables must be at least ordinal scales, being\nquantitative alone is not enough.\nThree majors for a correlational study are:\n(a) Variable 1 – how physically active people are (detail: correct\noperationalisation and quantification).\n(b) Variable 2 – use of social media (detail: correct operationalisation and\nquantification).\n(c) Technique 2 – for producing/collecting data i.e. procedure (detail: e.g.\ntests, observations, questionnaires).\nThe minors are:\n• location of participants when completing the questionnaire / how it is\ndistributed\n• participants, sampling technique\nAlso:\n• a statement about whether a positive or negative correlation is expected\n• sample size\n• description of how data will analysed, e.g. use of scattergram\n• ethical issues\nOther appropriate responses should also be credited.\n© UCLES 2022 Page 16 of 18\n\n10(a) Mark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable (i.e. what\nand how).\n• Response may have a minor omission (i.e. who or where).\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s) (i.e. who and/or where).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified. If the problem was an obvious\nomission in (a), fewer marks will have been awarded in (a), so they can be\nawarded here.\nProblems may, for example, be matters of:\nValidity:\n• operationalisation\n• difficulty with lying / social desirability\n• difficulty with response biases\nReliability:\n• inter-rater consistency\n• inter-rater consistency\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\n© UCLES 2022 Page 17 of 18\n\n10(b)\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nPlus EITHER\nExplanation of why it is a problem.\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit.\n© UCLES 2022 Page 18 of 18", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_22-p16.png", "../answer-assets/9990_w22_ms_22-p17.png", "../answer-assets/9990_w22_ms_22-p18.png" ] }, { "id": "9990-2022-on-23-q01", "question_id": "9990-2022-on-23-q01", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 Dement and Kleitman (sleep and dreams) investigated a correlation 2\nbetween the length of the dream narrative and the duration of the REM\nperiod.\nDescribe the correlation that was found.\n1 mark for direction of relationship\n1 mark for link\nPositive (correlation); (definitive)\nBetween the number of words (in the narrative) and the time/minutes of\nREM sleep; (link)\nThe longer the duration of REM, the longer the narrative; (link only)\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p05.png" ] }, { "id": "9990-2022-on-23-q02", "question_id": "9990-2022-on-23-q02", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2 A researcher is planning to investigate forgetting in very old people.\nHowever, measuring forgetting in very old people can be more\nethically and practically difficult than measuring forgetting in younger\npeople.\n\n2(a) Suggest one ethical reason why measuring forgetting in very old 2\npeople can be difficult.\n1 mark for ethical reason\n1 mark for link i.e. must be relevant to elderly people\nProtection from harm; (reason)\nElderly people are likely to be more vulnerable; (reason or link)\nSo may need additional protection if they find their forgetting distressing;\n(link)\nElderly people may be distressed about their forgetting; (reason)\nBecause it might reveal memories they don’t want to recall / might reveal the\nextent of their memory loss; (link)\nConsent; (reason)\nElderly people (e.g. with dementia) may lack the capacity to understand the\ndemands of the study; (reason or link)\nSo they may be unable to give (fully informed) consent to give information\nabout their forgetting; (link)\nPrivacy; (reason)\nElderly people are more reserved than younger people / they will see it as\nan invasion of privacy; (reason or link)\nSo they might find questions about the content of what they have forgotten\ntoo personal; (link)\n© UCLES 2022 Page 5 of 17\n\n2(b) Suggest one practical reason why measuring forgetting in very old 2\npeople can be difficult.\n1 mark for practical reason\n1 mark for link\nThe measure of forgetting may lack validity; (reason)\nBecause elderly people forget a lot, so they might not actually know what\nthey have forgotten; (link)\nOld people may have poor information processing / vision / hearing / speech\n/ dementia; (reason)\nSo the difference is not just age/forgetting/memory; (link)\nThe measure of forgetting may not be objective / may be affected by social\ndesirability; (reason)\nBecause elderly people may be selective about what incidents of forgetting\nthey reveal; (link)\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p05.png", "../answer-assets/9990_w22_ms_23-p06.png" ] }, { "id": "9990-2022-on-23-q03", "question_id": "9990-2022-on-23-q03", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 In the study by Laney et al. (false memory) two of the questionnaires\nused were the Food History Inventory (FHI) and the Restaurant\nQuestionnaire (RQ).\n\n3(a)(i) Each of these questionnaires included a ‘critical item’. 1\nExplain what is meant by a ‘critical item’.\n1 mark for explanation\nThe question/item that is used to collect data / that measures the DV\n\n3(a)(ii) Describe how the critical item in either the FHI or the RQ was 1\nmeasured.\n1 mark for scale\nOn a (rating) scale of 1–8;\n(FHI) from 1 = definitely did not happen to 8 = definitely did happen;\n(RQ) from 1 definitely yes to 8 definitely no;\n\n3(b) Explain the purpose of the items that are not critical items in the FHI 2\nand the RQ.\n1 mark for purpose\n1 mark for link\nFillers / to distract participants / to hide aim / to avoid demand\ncharacteristics; (purpose)\nSo participants believed it was about food preferences (and personality);\n(link)\nSo participants did not suspect it was about false memories; (link)\n© UCLES 2022 Page 6 of 17", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p06.png" ] }, { "id": "9990-2022-on-23-q04", "question_id": "9990-2022-on-23-q04", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4 A teacher records each student’s test results once a week. At the end 2\nof the year he calculates the mean of the test results for each student.\nDescribe how the mean would be calculated in this study.\n1 mark for formula/description of mean\n1 mark for link\nThe total of all the scores divided by number of scores (including any zeros)\n= 1 (mean)\nThe scores are each student’s test score and the number of scores is the\nnumber of weeks/tests = 1 (link)\nFor each student he would divide the total of all their test scores (for the\nyear) and divide this by the number of tests = 2 (mean and link)\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p07.png" ] }, { "id": "9990-2022-on-23-q05", "question_id": "9990-2022-on-23-q05", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "5 In the study by Yamamoto et al. (chimpanzee helping), a small sample\nof chimpanzees was tested.\n\n5(a) Explain one practical weakness of using this small sample. 2\n1 mark for identifying practical weakness.\n1 mark for explanation\nCannot generalise / unrepresentative; (from a small sample); (identification)\nThese (5) chimpanzees may have differed from the majority in terms of their\nhelpfulness; (explanation)\n\n5(b) Explain one ethical strength of using this small sample. 2\n1 mark for identifying ethical strength.\n1 mark for explanation\nFollows the guideline of ‘numbers’; (identification)\nOnly five / a few / limits number of individuals used; (explanation)\n© UCLES 2022 Page 7 of 17", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p07.png" ] }, { "id": "9990-2022-on-23-q06", "question_id": "9990-2022-on-23-q06", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe laboratory experiments and natural experiments, using any 6\nexamples.\nDefinitions/detail: up to a maximum of 4 marks for each type of experiment.\nExamples: maximum of 2 marks for each type of experiment.\nExamples can be from any studies (core studies, other studies, candidate’s\nown studies).\nMax 4 if no examples or if only one type of experiment is described.\nLaboratory experiment:\nManipulated independent variable;\nHas a measured dependent variable;\nHas controls/standardisation;\ne.g. Andrade doodling / no doodling; (lab IV example)\ne.g. (in a lab experiment) an IV could be coffee / no coffee; (made up\nexample)\ne.g. Canli et al:. randomised picture order (controlling familiarity of type) /\ncontrolled participant attention with a fixation cross;\ne.g. Dement and Kleitman: controlled for factors affecting sleep as\nparticipants told not to drink alcohol/caffeine;\ne.g. Schachter and Singer: controlled the stooges’ behaviours as they were\nscripted;\ne.g. Andrade: controls also given paper and pencil; all doodling condition\ngiven sheets to constrain doodling;\ne.g. Baron-Cohen et al.: access to a glossary controlled for understanding of\nthe words;\ne.g. Laney et al.: controlled for processing of feedback by giving additional\nquestions (imagine the setting…);\ne.g. Yamamoto et al.: same tool familiarisation process;\nNatural experiment:\ndoes not have a manipulated IV / conditions of the IV are not the result of\nexperimental intervention;\nbut does have a measured DV;\nSo there can be few controls;\ne.g. in a study of the introduction of TV where the IV was before and after\nTV was available;\n© UCLES 2022 Page 8 of 17", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p08.png" ] }, { "id": "9990-2022-on-23-q07", "question_id": "9990-2022-on-23-q07", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Pranit uses a questionnaire to investigate whether psychology\nstudents know more about operant conditioning than the general\npublic. His questions are:\nA Describe what you think a ‘reward’ is and does.\nB Tell me what ‘punishment’ is and does.\nC ‘Rewards are more effective than punishment’. Do you agree? yes\n/ no.\nD How sure are you that you could accurately explain ‘operant\nconditioning’? 1 = certainly could, 5 = certainly could not.\n\n7(a)(i) Identify one closed question from A to D. 1\n1 mark for C or D (definitive)\nAccept responses that have copied out the question instead of giving a letter\n\n7(a)(ii) Identify one open question from A to D. 1\n1 mark for A or B (definitive)\nAccept responses that have copied out the question instead of giving a letter\n© UCLES 2022 Page 9 of 17\n\n7(b) Pranit adds two new questions to his questionnaire:\nE Do rewards increase or decrease the frequency of a behaviour?\nincrease / decrease.\nF Explain the effect of punishment on the frequency of a behaviour.\n\n7(b)(i) Suggest one problem that Pranit could have when using one of the 2\nnew questions.\n1 mark for identification of problem (may be generic)\n1 mark for link\ne.g. E ‘Do rewards increase or decrease the frequency of a behaviour?\nincrease / decrease’ (closed question)\n(Because it is a closed question) the respondent can’t elaborate their\nanswer; (generic problem)\nParticipants could say ‘increase’ but might want to add ‘but not always’, but\ncouldn’t; (link)\nIt only has two options so they have a 50% chance of getting it correct;\n(generic problem)\nEven if the participant does not know whether it would increase or not; (link)\nCould cause a ceiling effect; (link)\ne.g. F ‘Explain the effect of punishment on the frequency of a behaviour’\n(open question)\n(Because it is an open question) their answer could need interpretation;\n(generic problem)\nIf they say ‘punishment affects the frequency of a behaviour’, it’s only partly\nright; (link)\nProtection from harm; (generic problem)\nExplaining punishment might be stressful for someone who was punished\noften; (link)\n\n7(b)(ii) Explain what the responses to Question E and Question F would tell 2\nPranit about the participants’ understanding of operant conditioning.\n1 mark for explanation  2\n‘Do rewards increase or decrease the frequency of a behaviour? increase /\ndecrease’\nIt would show whether the respondent understood that rewards act as\nreinforcers;\nIt would show whether they know that rewards increase the frequency of a\nbehaviour\n‘Explain the effect of punishment on the frequency of a behaviour’\nTo see whether the participant knew that punishment decreases behaviour\nfrequency;\n© UCLES 2022 Page 10 of 17", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p09.png", "../answer-assets/9990_w22_ms_23-p10.png" ] }, { "id": "9990-2022-on-23-q08", "question_id": "9990-2022-on-23-q08", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "8 Candy is investigating sleepiness in a student population. She is\nrecording the number of hours’ sleep the students have at the\nbeginning and at the end of the year. She has identified two\nextraneous variables. One is a participant variable and one is a\nsituational variable:\n• Highly motivated students often work harder at the beginning of\nthe year\n• Late-night parties are more common at the end of the year.\n\n8(a) Explain which one of these is a participant variable. 1\n1 mark for explanation (no mark for identification)\nNo mark for repeating first bullet point\n(Highly motivated students often work harder at the beginning of the year is\na participant variable)\nbecause mood is internal / each individual is different / individual differences\n/ their personality matters; (explanation)\n\n8(b) Explain which one of these is a situational variable. 1\n1 mark for explanation (no mark for identification)\nNo mark for repeating first bullet point\n(Late-night parties are more common at the end of the year is a situational\nvariable)\nbecause this is something external / in the environment / because any of the\nstudents could go to parties; (explanation)\n© UCLES 2022 Page 11 of 17\n\n8(c)(i) Suggest how Candy could limit the effect of either the participant 2\nvariable or the situational variable.\nNo mark for identifying the problem\n1 mark for suggestion (can be solved by mitigation or elimination)\n1 mark for detail\nAccept 2 brief ways for 2 marks (but must both be for the same variable)\nParticipant variable: Motivated personality:\nMeasure personality and see if it affects different people over the year;\n(suggestion)\nE.g. make sure there is a balance of highly motivated and unmotivated\nstudents; (detail)\nRemove students with extreme personalities from the sample; (suggestion)\nE.g. by giving out a questionnaire to find out who is highly motivated (and\nremoving them); (detail)\nSituational variable: Late-night parties:\nLimit the effect by testing students’ sleep before the parties begin;\n(suggestion)\nE.g. testing them the week before the last week of the year / ban parties;\n(detail)\nRemove students who attend parties from the sample; (suggestion)\nE.g. by giving out a questionnaire to find out who went to a party (and\nremoving them); (detail)\n© UCLES 2022 Page 12 of 17\n\n8(c)(ii) Attempting to limit the effects of one extraneous variable in a study 2\ncan create other problem effects.\nSuggest one problem that your answer to (c)(i) could create in Candy’s\nstudy.\nDo not refer to demand characteristics in your answer.\n1 mark for identifying issue\n1 mark for detail (in order to gain two marks, the answer must apply to\nCandy’s study)\nPeople might lie in questionnaires; (issue)\nSo Candy thinks she is eliminating people who are unhappy / who went to\nparties, but she isn’t; (detail)\nProtection from harm; (issue)\nExcluding some students from the sample / from the party might upset those\nthat are not chosen; (detail)\nStopping them going to parties could make them lonely; (detail)\nRemoving some people from the sample makes it biased; (issue)\nE.g. the type of people who are lonely might also sleep more; (ORA) (detail)\nE.g. people who go to parties might happen be the type of people who sleep\nmore anyway; (ORA) (detail)\nProtection from harm; (issue)\nLimiting students’ sleep would be dangerous; (detail)\n\n8(d) Candy is also concerned about the effect of demand characteristics on\nher results.\n\n8(d)(i) Suggest one way that demand characteristics could affect Candy’s 2\nresults.\n1 mark for identification of a possible source of demand characteristics in\nthis study (generic or linked)\n1 mark for effect on results\nThe participants might become aware of the aim; (generic identification)\nThe participants might become aware of the aim from measuring their sleep\nat the start of term; (linked identification)\nThis could lead them to worry about their sleep and sleep less; (effect on\nresults)\nThey might want to exaggerate the amount they sleep / deliberately sleep\nmore; (effect on results)\n© UCLES 2022 Page 13 of 17\n\n8(d)(ii) Candy does not want to deceive her participants by giving them a false 2\naim.\nSuggest one way that Candy might reduce the effect of demand\ncharacteristics on her results, other than by giving her participants a\nfalse aim.\n1 mark for identification of a way to reduce demand characteristics (generic)\n1 mark for link\nHide the aim of the study; (generic)\nBy adding lots of other tests/measures other than the record of sleep; (link)\nby adding filler questions to the questionnaire; (generic)\nSo it isn’t obvious that it is a study about sleep / e.g. by adding questions\nabout holidays; (link)\nQuestion Answer Marks", "source_pages": [ 11, 12, 13, 14 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p11.png", "../answer-assets/9990_w22_ms_23-p12.png", "../answer-assets/9990_w22_ms_23-p13.png", "../answer-assets/9990_w22_ms_23-p14.png" ] }, { "id": "9990-2022-on-23-q09", "question_id": "9990-2022-on-23-q09", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Vernon is conducting an observational study about the helping\nbehaviour of students in a school.\n\n9(a) Vernon wants to use an opportunity sample but his teacher tells him 2\nthat his sample will not be representative.\nExplain what Vernon’s teacher means, using an example relating to\nVernon’s study.\n1 mark for explanation of non-representative (generic)\n1 mark for linked example of why\nThe sample would be biased / it won’t be typical of the population fully / hard\nto generalise from; (generic)\nE.g. only the more helpful students are likely to say yes when asked to\nparticipate; (link)\n\n9(b) Vernon decides to use a random sample instead. 2\nSuggest how Vernon could obtain a random sample of 50 participants.\n1 mark for how (generic)\n1 mark for link\nUse the registers / a list of everyone in the school to put each person’s\nnumber in the hat; (link)\nGet 50 numbers out of a hat / use a random number generator / number\ntables (to be the sample);\n© UCLES 2022 Page 14 of 17\n\n9(c) Vernon is planning how to observe and record helpful behaviour in the\nschool.\n\n9(c)(i) Suggest how two helping behaviours could be operationalised for 2\nVernon’s observation.\n1 mark for operational definition of helping in a school 2\nLending a pencil;\nGiving someone food;\nCarrying books for a teacher;\n\n9(c)(ii) Suggest how Vernon could be a non-participant observer to collect 2\ndata about helpful behaviour.\n1 mark for how (generic)\n1 mark for linked detail (school/classroom/helpfulness)\n(Watching behaviour while) not joining in / not being in the social setting /\nignoring the participants; (generic)\nLooking through a classroom window; (linked detail)\nSitting at the back of the classroom; (linked detail)\nWatching the classroom through a one-way mirror / recording the children\nthrough CCTV; (linked detail)\n© UCLES 2022 Page 15 of 17", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p14.png", "../answer-assets/9990_w22_ms_23-p15.png" ] }, { "id": "9990-2022-on-23-q10", "question_id": "9990-2022-on-23-q10", "subject": "9990", "year": 2022, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a) Meena wants to investigate one child in a class who is very resistant to 10\nauthority and is sometimes very disobedient. Meena wants to study\nthe child in detail to explore the child’s behaviour.\nDescribe how Meena could conduct a case study to investigate the\nbehaviour of this child.\nThree majors for a case study are:\n(a) techniques used to collect data asked e.g. interview, observations,\nquestionnaire, tests/tasks\n(description of least two, can be generic e.g. open and closed\nquestions, participant observation, behavioural categories)\n(b) content e.g. interview/questionnaire questions (open etc., about\nobedience/disobedience e.g. to parents, teachers)\ne.g. observe (in different situations, different techniques, qualitative data\n/ behavioural categories)\ne.g. test/task (detail of content/procedure, multiple sessions)\n(for the detail, there must be information about one or more features\nfrom at least two of the techniques that is specific to this study)\n(c) use of data (e.g. open question interpretation, how obedience is\nanalysed, e.g. quantitative – scoring, means, triangulation)\nThe minors are:\nwhere: location of participant when being studied (home, school?)\nWho: – disobedient/naughty/resistant child\nOther details for replication:\n• ethical issues\nOther appropriate responses should also be credited.\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable (i.e. what\nand how).\n• Response may have a minor omission (i.e. who or where).\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s) (i.e. who and/or where).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2022 Page 16 of 17\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified. If the problem was an obvious\nomission in (a), fewer marks will have been awarded in (a), so they can be\nawarded here.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• difficulty with lying / social desirability\n• difficulty with response biases\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2022 Page 17 of 17", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2022-Oct-Nov/ms/9990_w22_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2022-Oct-Nov/9990_w22_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w22_ms_23-p16.png", "../answer-assets/9990_w22_ms_23-p17.png" ] }, { "id": "9990-2023-mj-11-q01", "question_id": "9990-2023-mj-11-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 3, "status": "available", "reason": null, "text": "1(a) From the study by Schachter and Singer (two factors in emotion): 1\nIdentify which one of the following groups scored the highest on the\nActivity Index in the Euphoria condition.\nEpinephrine Ignorant (Epi Ign)\nEpinephrine Informed (Epi Inf)\nEpinephrine Misinformed (Epi Mis)\nPlacebo\n1 mark for the correct answer.\nEpinephrine Misinformed (Epi Mis)\n\n1(b) In the Anger condition, an observer recorded the participant’s 2\nresponse to the stooge using several categories.\nOutline how the category of ‘Ignores’ was operationalised in this\nstudy.\n1 mark per correct point.\nThe participant makes no verbal response (to stooge) / ignores stooge’s\ncomments;\nThe participant does not look at / pays no attention / does not acknowledge /\ndoes not join / does not engage with the stooge;\nThe participant wholly works on the questionnaire;\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p04.png" ] }, { "id": "9990-2023-mj-11-q02", "question_id": "9990-2023-mj-11-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "2(a) From the study by Andrade (doodling): 2\nIdentify two features of the sample used in this study.\n1 mark per correct point.\nn=40;\nAged 18–55 years;\n18 females / 2 males in control;\n17 females / 3 males in doodling;\n35 females / 5 males;\nAll from MRC Applied Psychology Unit / Cognition and Brain Sciences Unit;\nOpportunity sample / recruited from another study that had just ended;\n© UCLES 2023 Page 4 of 13\n\n2(b) Identify one strength of the sample used in this study. 1\n1 mark for correct point.\ne.g.\n(Is) generalisable (as wide age range / both sexes);\n(More) willing as interested in the subject;\nAlready bored and fatigued (so a valid sample);\nThere are other creditworthy responses.\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p04.png", "../answer-assets/9990_s23_ms_11-p05.png" ] }, { "id": "9990-2023-mj-11-q03", "question_id": "9990-2023-mj-11-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "3(a) From the study by Saavedra and Silverman (button phobia): 3\nDescribe the Disgust/Fear hierarchy used in this study.\n1 mark per correct point. 1 mark available for an example from the\nhierarchy.\nHe was asked to rate (11) different scenarios that included buttons / list of\ndifferent buttons;\nEach was rated on Distress scale of 0–8 / on a 9–point scale;\n0 was the lowest distress / 8 was the highest distress;\nThe (subjective) ratings used a Feelings Thermometer;\nOne example was small clear plastic buttons rated 8 (1 mark for example);\n\n3(b) Explain one weakness of the Disgust/Fear hierarchy used in this study. 2\n1 mark for identifying the weakness. 1 mark for linking it to the study.\ne.g.\nThe ratings are subjective (1 mark: identification) so it would not be useful\nfor other people to use who have a button phobia (1 mark: link to study);\nHe may have given desirable ratings (1 mark: identification);\nHe may have lied about the ratings (1 mark: identification);\nIt was a case study so cannot be generalised (0 marks as not about\nDisgust/Fear hierarchy);\nThere are other creditworthy responses.\n© UCLES 2023 Page 5 of 13", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p05.png" ] }, { "id": "9990-2023-mj-11-q04", "question_id": "9990-2023-mj-11-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) The study by Piliavin et al. (subway Samaritans) used ‘victims’ who 4\nneeded help.\nDescribe the victims used in this study.\n1 mark per correct point made.\nThey were all male;\nThey were aged 26–35 years;\nThree white / one black;\nIdentically dressed;\nEisenhower jackets / old slacks / no tie (2 named for 1 mark);\nOne type was drunk who smelled of liquor / held a bottle of liquor in a brown\npaper bag;\nOne type was ill who had a cane;\n\n4(b) One conclusion was that in a field setting, diffusion of responsibility 2\ndid not happen.\nOutline one other conclusion from this study.\n2 marks full/detailed conclusion. 1 mark partial/brief conclusion.\ne.g.\nA person who is ‘ill’ is more likely to receive help when they collapse than a\nperson who is ‘drunk’ (2 marks);\nPeople will help an ill victim (rather than a drunk) because they feel more\nsympathy towards them (2 marks);\nGeneral public are more likely to help someone of the same race if they are\ndrunk (2 marks);\nMen are more likely to help in an emergency situation than women (2\nmarks);\nPeople help ill victims more often (1 mark);\nDiffusion of responsibility did not happen (0 marks: repeating the question);\nThe victim with the cane received spontaneous help on 62 of 65 trials (0\nmarks: result);\n© UCLES 2023 Page 6 of 13", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p06.png" ] }, { "id": "9990-2023-mj-11-q05", "question_id": "9990-2023-mj-11-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "5 In Experiment 1 of the study by Laney et al. (false memory), 5\nparticipants completed both the Food History Inventory and the\nRestaurant Questionnaire.\nDescribe one result from the Food History Inventory and one result\nfrom the Restaurant Questionnaire.\nYou must use data for one of these results.\nFor result:\n2 marks for result with a meaningful comparison. 1 mark for partial result /\nno meaningful comparison.\nFor data: 1 mark for correct data in one of the results.\ne.g., Food History Inventory\nAt post-manipulation the Love group had increased significantly more than\nthe Control group (2 marks). This was 2.6 for the Love group (1 mark: data).\nBoth the Love group and Control group had ratings increase at Session 2 (2\nmarks).\nThe mean ratings for the Love group increased (1 mark) after manipulation\n(2 marks). It increased by (an average of) 2.6 points (indicating an increase\nin confidence) (1 mark: data).\nThe mean ratings for the Control group remained (roughly) the same (1\nmark). It increased by (an average) of just 0.2 points (1 mark: data).\ne.g., Restaurant Questionnaire\nThe Love group had a higher (mean) rating than the Control group (at both\nsessions) (2 marks).\nBelievers reported more desire to eat asparagus at Session 2 compared to\nnonbelievers (2 marks). The believers score increased by around 0.5 points\n(1 mark: data).\nThe Love groups rating (virtually) remained the same for asparagus (1\nmark).\n© UCLES 2023 Page 7 of 13", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p07.png" ] }, { "id": "9990-2023-mj-11-q06", "question_id": "9990-2023-mj-11-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "6 Outline two assumptions of the cognitive approach. 6\nYou must use an example from a core study for each assumption.\nFor assumptions:\n2 mark for full assumption\n1 mark for partial assumption.\nFor example: 1 mark per correct example per assumption. Examples have\nto come from a core study and be linked to the assumption given.\ne.g. assumptions\nBehaviours and emotions can be explained in terms of cognitive processes\nsuch as attention, language and memory (2 marks) (must have 2 examples\nto award 2; otherwise award 1).\nWe process information in the same way: input – process – output (2\nmarks).\nSimilarities and differences between people can be understood in terms of\nindividual patterns of cognition (2 marks).\nBehaviours and emotions can be explained in terms of cognitive processes\n(1 mark).\nIt is about the way we process information (1 mark).\nWe think/process like a computer (1 mark).\ne.g. examples\nIn the Laney study they examined the role of suggestion on false memories.\nIn the Baron-Cohen et al. study it was about how autistic people process\ninformation about emotions.\nIn the Andrade study it was about how we can divide our attention across\ntasks.\n© UCLES 2023 Page 8 of 13", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p08.png" ] }, { "id": "9990-2023-mj-11-q07", "question_id": "9990-2023-mj-11-q07", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two real-world applications based on the study by Milgram 4\n(obedience).\nYour suggestions must be ethical.\n1 mark for what the application is (clearly based on Milgram).\n1 mark for how it will be achieved.\ne.g.\nA teacher could get students to complete required tasks in the classroom /\nmake sure students are listening (1 mark: what) by wearing clothes that\nshow authority like a technician’s coat (1 mark: how) / using prods like ‘you\nmust finish this task in the lesson’ (1 mark: how).\nSoldiers could be encouraged to be more obedient at following orders (1\nmark: what) as an authority figure can give out commands in a firm tone /\nstern voice (1 mark: how).\nPatients can be encouraged to adhere to a new drug treatment (1 mark:\nwhat). The doctor can use prods like ‘it is essential you take these for two\nweeks’ (1 mark: how).\nPeople can be encouraged to take up a life saving vaccine (1 mark: what).\nDoctors can appear on advertisements in a laboratory coat telling people to\nhave the vaccine (1 mark: how).\nLifeguards can have a uniform/whistle to show authority (1 mark: how).\nTo improve obedience / stop disobedience in students (0 marks: obedience\nis in the question, the ‘what’ must be explicit: see above).\nA guard can administer electric shocks to people who are not being\nobedient in a prison (0 marks: not ethical).\n© UCLES 2023 Page 9 of 13", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p09.png" ] }, { "id": "9990-2023-mj-11-q08", "question_id": "9990-2023-mj-11-q08", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "8 Two friends, Danilo and Noah, are discussing the validity of the study 6\nby Baron-Cohen et al. (eyes test). Danilo thinks the study has validity\nbut Noah thinks the study does not have validity.\nExplain one reason why Danilo is correct and one reason why Noah is\ncorrect, using evidence from this study.\n3 marks for Danilo. 1 mark per correct point made. 1 mark available for type\nof validity.\n3 marks for Noah. 1 mark per correct point made. 1 mark available for type\nof validity.\ne.g., Danilo\nThe study did have some internal validity (1 mark: type). Baron-Cohen had a\nrange of controls like the same eyes and choices of emotions (1 mark). This\nensured that Baron-Cohen could conclude that the type of participant (e.g.,\nAS/HFA) affected the choice of emotional response (1 mark).\nExtraneous variables were controlled (1 mark).\ne.g., Noah\nThe study lacked ecological validity / mundane realism (1 mark: type). This\nis because the eyes that were viewed were static (1 mark) and this is not\nhow we judge emotions in the real world – we have social cues too (1 mark).\nThe person could just guess the correct answer (1 mark maximum).\nThe second test was an improvement on the first test (1 mark). For\nexample, a glossary was provided so people could understand the words\nthat described the emotions (1 mark).\nThe sample lacks population validity (1 mark: type). This is because the\nsample of AS/HFA participants was only 15 (1 mark) and they were all male\nso the findings may not be valid for females (1 mark).\n© UCLES 2023 Page 10 of 13", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p10.png" ] }, { "id": "9990-2023-mj-11-q09", "question_id": "9990-2023-mj-11-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Dement and Kleitman (sleep and dreams): 4\nDescribe what is meant by REM sleep.\n1 mark per correct point.\nIt is Rapid Eye Movement sleep / our eyes flicker / move rapidly;\nOur body is paralysed;\nTend to dream / dream more often in this period of sleep / more likely to\nrecall dreams;\nIncreases in length every (sleep) cycle;\nBrain activity/waves most similar to when awake / low voltage / fast pattern\nbrain waves / on EEG monitor;\nOccur at regular intervals during the night/occurs in cycles through the night;\nUsually every 90 minutes;\nUsually lasts for 3–50 minutes/average length 20 minutes;\nIt is the last stage of the sleep cycle/it is Stage 5 of the sleep cycle;\n© UCLES 2023 Page 11 of 13\n\n9(b) Explain one similarity and one difference between the study by 8\nDement and Kleitman (sleep and dreams) and the study by Canli et al.\n(brain scans and emotions).\n4 marks available for the similarity; 4 marks available for the difference.\nCreditworthy points include: sample/sampling, ethics, quantitative data,\nbrain measurement techniques.\nLevel Descriptor Mark\n4 The similarity/difference is well explained using\n4 marks\nboth studies as examples.\n3 The similarity/difference is well explained/\ndescribed but only one study is used as an\n3 marks\nexample OR\nboth studies used briefly.\n2 The similarity/difference is brief with an attempt\nat using at least one study as an example\nOR 2 marks\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt\n1 marks\nat using studies as examples.\n0 No creditworthy material. 0 marks\ne.g., difference\n4 marks\nBoth studies used different techniques to measure brain activity. Canli used\nan FMRI scan to be able to see brain activity while the participants watched\nthe different emotional scenes. Dement and Kleitman used a different\ntechnique called an EEG that could only monitor brain wave activity/\npatterns. Therefore, Canli’s technique is more comprehensive than Dement\nand Kleitman’s.\n3 marks\nBoth studies used different techniques to measure brain activity. Canli used\nan FMRI scan to be able to see brain activity whilst the participants watched\nthe different emotional scenes. Dement and Kleitman used a different\ntechnique called an EEG to measure brain waves when asleep.\n2 marks\nBoth studies used different techniques to measure brain activity. Canli used\nan FMRI scan to measure brain activity / Dement and Kleitman used an\nEEG.\n1 marks\nBoth studies used different techniques to measure brain activity.\n© UCLES 2023 Page 12 of 13", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p11.png", "../answer-assets/9990_s23_ms_11-p12.png" ] }, { "id": "9990-2023-mj-11-q10", "question_id": "9990-2023-mj-11-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Bandura et al. (aggression) in terms of two 10\nstrengths and two weaknesses. At least one of your evaluation points\nmust be about reliability.\nSuitable strengths include: internal validity, reliability, observations,\nquantitative data.\nSuitable weaknesses include: ethics, external validity, sample size,\ngeneralisations.\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\nAnswer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 13 of 13", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_11-p13.png" ] }, { "id": "9990-2023-mj-12-q01", "question_id": "9990-2023-mj-12-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 3, "status": "available", "reason": null, "text": "1(a) From the study by Schachter and Singer (two factors in emotion): 1\nIdentify which one of the following groups self-rated the highest score\nfor palpitations in the Euphoria condition.\nEpinephrine Ignorant (Epi Ign)\nEpinephrine Informed (Epi Inf)\nEpinephrine Misinformed (Epi Mis)\nPlacebo\n1 mark for the correct answer.\nEpinephrine Ignorant (Epi Ign)\n\n1(b) In the Anger condition, an observer recorded the participant’s 2\nresponse to the stooge using several categories.\nOutline how the category of ‘Watches’ was operationalised in this\nstudy.\n1 mark per correct point.\nThe participant makes no verbal response / did not agree or disagree with\nthe stooge;\nTo/with the stooge comments;\nBut just directly watches/observes the stooge;\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p04.png" ] }, { "id": "9990-2023-mj-12-q02", "question_id": "9990-2023-mj-12-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "2(a) From the study by Baron-Cohen et al. (eyes test). 2\nName the two tests used in this study, other than the eyes test.\n1 mark per correct test named.\nAutism Spectrum Quotient / AQ;\nIntelligence Quotient / IQ / WASIR;\n\n2(b) For one of the tests you named in (a): 1\nIdentify one strength of this test.\n1 mark for correct strength identified.\ne.g.\nQuantitative data so easy to compare / comparable/objective;\nPublished so can replicate;\nIQ is a standardised/psychometric test so valid/reliable;\nThere are other creditworthy strengths.\n© UCLES 2023 Page 4 of 12", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p04.png" ] }, { "id": "9990-2023-mj-12-q03", "question_id": "9990-2023-mj-12-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "3(a) In the study by Canli et al. (brain scans and emotions), participants 3\nviewed scenes.\nOutline how the participants’ emotional arousal towards the scenes\nwas measured.\n1 mark per correct point.\n(The scale was) 0 = not emotionally intense at all;\nTo 3 = extremely emotionally intense;\nThere were four choices / four-point scale (per image);\nIt was a scale of buttons that they had to press;\n\n3(b) Explain one weakness of how the participants’ emotional arousal 2\ntowards the scenes was measured.\n1 mark for identifying the weakness. 1 mark for linking it to the study.\ne.g.\nIt was a forced choice (scale) being used (1 mark: identification) so the\n(four) responses may not exactly represent how the participant actually felt\ntowards the scene (1 mark: link).\nIt is a subjective measurement (1 mark: identification) so participants will\nhave different ideas on emotions / what a ‘3’ means on the scale (1 mark:\nlink).\nIt may lack validity due to small range (1 mark: identification).\nThe sample is difficult to generalise from as they were all female (0 marks:\nnot about the measurement).\nThere are other creditworthy weaknesses.\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p05.png" ] }, { "id": "9990-2023-mj-12-q04", "question_id": "9990-2023-mj-12-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Bandura et al. (aggression): 4\nDescribe how the participants were allocated into the experimental\ngroups.\n1 mark per correct point.\nObserved/rated by a teacher/experimenter (on aggression);\nEach participant had a composite score on aggression / from four scales;\nParticipants were arranged in triplets/threes;\nWho had similar/same aggression scores / were matched on aggression;\nRandomly / equal chance of being in one of the experimental groups;\n© UCLES 2023 Page 5 of 12\n\n4(b) One conclusion was that imitation of aggression in children is 2\ninfluenced by the sex of the model.\nOutline one other conclusion from this study.\n2 marks full conclusion. 1 mark brief/partial conclusion.\ne.g.\nWitnessing an aggressive act is enough to produce aggression in the\nperson who observed it (2 marks);\nBoys are more likely to imitate aggression compared to girls (2 marks);\nChildren can observe an adult and then imitate behaviour in the absence of\nthat adult (2 marks);\nPeople will imitate aggression (1 mark);\nGirls are more likely to imitate verbal aggression (1 mark);\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p05.png", "../answer-assets/9990_s23_ms_12-p06.png" ] }, { "id": "9990-2023-mj-12-q05", "question_id": "9990-2023-mj-12-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "5 In Experiment 2 of the study by Laney et al. (false memory), 5\nparticipants completed both the ‘Memory or Belief?’ questionnaire and\nthe Food Preferences Questionnaire.\nDescribe one result from the ‘Memory or Belief?’ questionnaire and\none result from the Food Preferences Questionnaire.\nYou must use data for one of these results.\nFor result:\n2 marks for result with a meaningful comparison. 1 mark for partial result /\nno meaningful comparison.\nFor data:\n1 mark for correct data in one of the results.\ne.g. Memory or Belief? Questionnaire\nThere were more participants in the Love group who reported a ‘memory’\ncompared to the Control group (2 marks). For the Love group this was 28%\nof participants. (1 mark: data).\nThere were more participants in the Love group who reported a ‘memory’ (1\nmark).\ne.g. Food Preferences Questionnaire\nBelievers reported more desire to eat asparagus at Session 2 / follow up\ncompared to controls (2 marks). The mean rating for the Believers group\nrose by 1 point (1 mark: data).\nBelievers reported more desire to eat asparagus at Session 2 / follow up (1\nmark).\n© UCLES 2023 Page 6 of 12", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p06.png" ] }, { "id": "9990-2023-mj-12-q06", "question_id": "9990-2023-mj-12-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "6 Outline two assumptions of the social approach. 6\nYou must use an example from a core study for each assumption.\nFor assumptions:\n2 mark for full assumption\n1 mark for partial assumption.\nFor example: 1 mark per correct example per assumption. Examples have\nto come from a core study and be linked to the assumption given.\ne.g., assumptions\nBehaviour/cognitions/emotions can be influenced by other individuals (2\nmarks) (must have two of the three elements mentioned at the beginning).\nBehaviour/cognitions/emotions can be influenced by groups (2 marks) (must\nhave two of the three elements mentioned at the beginning).\nBehaviour can be influenced by other people (1 mark).\nBehaviour can be influenced by social context (1 mark).\ne.g., examples\nIn the Milgram study the experimenter in the lab coat used prods to get them\nto continue to give electric shocks (1 mark);\nIn the Piliavin study, some people only helped after a model had intervened\n(1 mark);\nIn the Yamamoto study, the chimpanzee could give a tool as requested by\nanother chimpanzee (1 mark).\n© UCLES 2023 Page 7 of 12", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p07.png" ] }, { "id": "9990-2023-mj-12-q07", "question_id": "9990-2023-mj-12-q07", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two real-world applications based on the study by Dement 4\nand Kleitman (sleep and dreams).\nYour suggestions must be ethical.\n1 mark for what the application is (clearly based on Dement and Kleitman).\n1 mark for how it will be achieved.\ne.g.\nIt can help people with sleep related disorders (1 mark: what). Patients can\nbe attached to an EEG monitor to see if brain waves whilst sleeping are\ntypical or not (1 mark: how).\nIt can be used in therapy involving dream analysis (1 mark: what). Patients\ncan be woken up in REM sleep (via a device that detects REM sleep) and\nasked to recall the content of their dream immediately (1 mark: how).\nIt can be used to promote better quality sleep (1 mark: what). People can\nuse their watch / sleep app to measure/track sleep/REM time to see if sleep\nis good or needs ‘improving’ (1 mark: how).\nIt can be used by a mattress company to see if their mattresses promote\ngood quality sleep (1 mark: what).\nThere are other creditworthy suggestions.\n© UCLES 2023 Page 8 of 12", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p08.png" ] }, { "id": "9990-2023-mj-12-q08", "question_id": "9990-2023-mj-12-q08", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "8 Two friends, Haji and Dottie, are discussing the ethics of the study by 6\nYamamoto et al. (chimpanzee helping). Haji thinks the study is ethical\nbut Dottie thinks the study is not ethical.\nExplain one reason why Haji is correct and one reason why Dottie is\ncorrect, using evidence from this study.\n3 marks for Haji. 1 mark per correct point made. 1 mark available for naming\nguideline.\n3 marks for Dottie. 1 mark per correct point made. 1 mark available for\nnaming guideline.\ne.g., Haji\nThe smallest number of animals should be used in research (1 mark:\nnaming guideline) in order to meet the aims and goals of the study (1 mark).\nYamamoto only used five chimpanzees / five kin pairs of chimpanzees in the\nstudy (1 mark).\nThe chimpanzees did not experience any deprivation (1 mark: reason) as\nthey had access to food and water all of the time (1 mark).\ne.g., Dottie\nBehaviours cannot be controlled by the use of rewards only (1 mark:\nnaming guideline). In this case it could be argued that one chimpanzee did\nget a reward at the expense of the other (1 mark) which meant that the\nchimpanzee who did not receive a reward was stressed (1 mark).\nThe chimpanzees may have felt some distress (1 mark: reason) if they could\nnot figure out which tool was the best choice (1 mark).\n© UCLES 2023 Page 9 of 12", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p09.png" ] }, { "id": "9990-2023-mj-12-q09", "question_id": "9990-2023-mj-12-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Saavedra and Silverman (button phobia): 2\nOutline what is meant by a phobia.\n1 mark per correct point.\ne.g.\nIt is a (an irrational) fear;\nOf an object or situation;\nWe feel anxious in the presence of the (phobic) stimulus;\n\n9(b) Outline what is meant by evaluative learning. 2\n1 mark per correct point\ne.g.\nIt is a form of Classical Conditioning;\nAn individual perceives/evaluates a previously neutral event/object\nnegatively;\nAs a result of complex cognitive/thought processes;\nWhich is more likely to elicit disgust rather than fear of an object/event;\n© UCLES 2023 Page 10 of 12\n\n9(c) Explain one similarity and one difference between the study by 8\nSaavedra and Silverman (button phobia) and the study by Pepperberg\n(parrot learning).\n4 marks available for the similarity.\n4 marks available for the difference.\nCreditworthy points include: sample/sampling, ethics, quantitative data,\nspecies used, type of conditioning.\nLevel Descriptor Mark\nThe similarity/difference is well explained using 4 marks\n4\nboth studies as examples.\nThe similarity/difference is well explained/ 3 marks\ndescribed but only one study is used as an\n3\nexample OR\nboth studies used briefly.\nThe similarity/difference is brief with an attempt 2 marks\nat using at least one study as an example OR\n2\nThe similarity/difference is well explained but\nthere is no study evidence.\nThe similarity/difference is brief with no attempt 1 mark\n1\nat using studies as examples.\n0 No creditworthy material. 0 marks\ne.g. similarity\n4 marks\nBoth of the studies used the case study method. Saavedra and Silverman\nused a boy who had been diagnosed with a button phobia. Pepperberg used\na parrot who was being tested on the concepts of same/different. This\nmeans that both studies could collect rich/in depth data about the\nparticipant.\n3 marks\nBoth of the studies used the case study method. Saavedra and Silverman\nused a boy who had been diagnosed with a button phobia. Pepperberg used\na parrot who was being tested on the concepts of same/different.\n2 marks\nSaavedra and Silverman used just one boy with a phobia and Pepperberg\nused just one parrot.\n1 mark\nThey both used the case study method.\n© UCLES 2023 Page 11 of 12", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p10.png", "../answer-assets/9990_s23_ms_12-p11.png" ] }, { "id": "9990-2023-mj-12-q10", "question_id": "9990-2023-mj-12-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Andrade (doodling) in terms of two strengths 10\nand two weaknesses. At least one of your evaluation points must be\nabout the use of an independent measures design.\nSuitable strengths include: internal validity, reliability, independent\nmeasures, generalisations.\nSuitable weaknesses include: external validity, ethics, independent\nmeasures.\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 12 of 12", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_12-p12.png" ] }, { "id": "9990-2023-mj-13-q01", "question_id": "9990-2023-mj-13-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 3, "status": "available", "reason": null, "text": "1(a) From the study by Schachter and Singer (two factors in emotion): 1\nIdentify which one of the following groups scored the lowest on the\nActivity Index in the Euphoria condition.\nEpinephrine Ignorant (Epi Ign)\nEpinephrine Informed (Epi Inf)\nEpinephrine Misinformed (Epi Mis)\nPlacebo\n1 mark for correct answer.\nEpinephrine informed (Epi Inf)\n\n1(b) In the Anger condition, an observer recorded the participant’s response 2\nto the stooge using several categories.\nOutline how the category of ‘Neutral’ was operationalised in this study.\n1 mark per correct point.\nA non-committed response;\nAn irrelevant response;\nTo any of the stooge’s remarks;\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p04.png" ] }, { "id": "9990-2023-mj-13-q02", "question_id": "9990-2023-mj-13-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 3, "status": "available", "reason": null, "text": "2(a) From the study by Piliavin et al. (subway Samaritans): 2\nName two measures observed for every participant who helped a victim.\n1 mark per correct measure.\nRace;\nSex;\nLocation;\nLatency time for helping;\n\n2(b) Identify one methodological strength of this study. 1\n1 mark for correct strength identified.\nEcological validity;\nMundane realism;\nReplicable;\nGeneralisable;\n© UCLES 2023 Page 4 of 11", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p04.png" ] }, { "id": "9990-2023-mj-13-q03", "question_id": "9990-2023-mj-13-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "3(a) In the final part of the study by Bandura et al. (aggression), each 3\nparticipant spent 20 minutes in the experimental room and their\nbehaviour was observed through a one-way mirror.\nOutline the procedure for this final part of the study.\nThe room contained a range of toys / had Bobo doll and other toys in it;\nBehaviour was rated on (predetermined) response categories;\nE.g. imitation of physical aggression, imitative verbal aggression, imitative\nnonaggressive responses (2 named for 1 mark);\nThe session was divided into 5 second intervals;\nUsing an electric interval timer;\nA total of 240 response units were recorded per participant;\nThe male model completed all observations;\nHalf were then rated by a second observer (for inter-rater reliability);\n\n3(b) Explain one weakness of this final part of the study. 2\n1 mark for identifying an appropriate weakness. 1 mark for linking to study.\ne.g.\nThere may have been issues with validity of recording behaviours (1 mark) as\nthe observer could distinguish which group a participant was in as nearly all\nchildren replicated novel aggressive responses shown by the model (1 mark).\nThere may have been some issues surrounding reliability of observations (1\nmark) as the inter-rater reliability score was 0.9 rather than a perfect 1 so not\nall behaviours were agreed upon (1 mark).\n© UCLES 2023 Page 5 of 11", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p05.png" ] }, { "id": "9990-2023-mj-13-q04", "question_id": "9990-2023-mj-13-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Milgram (obedience): 4\nDescribe the feedback from the learner (victim) that was given to the\nteacher (participant) during this study.\n1 mark per correct point.\nThese were predetermined responses;\nThere tended to be three wrong answers to one correct;\nNo vocal response is heard up until Shock Level 300;\nWhen 300v given, the learner pounds on the wall;\nFrom this point on there are no answers from the learner;\nThe learner pounds again at 315v;\nAfter that there is no pounding or answers given;\n\n4(b) One conclusion was that people find it stressful to follow destructive 2\norders from a person in authority.\nOutline one other conclusion from this study.\n2 marks full conclusion.\n1 mark brief/partial conclusion.\nIndividuals appear to be much more obedient to an authority figure than we\nmight expect (2 marks);\nPeople will follow / listen to an authority figure even if it means harming\nanother person (2 marks);\nPeople are willing to harm someone if responsibility is taken away / passed\non to someone else (2 marks);\nPeople will be obedient to an authority figure (1 mark);\nAll participants gave 300v (0 marks: result);\n© UCLES 2023 Page 6 of 11", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p06.png" ] }, { "id": "9990-2023-mj-13-q05", "question_id": "9990-2023-mj-13-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "5 In Experiment 2 of the study by Laney et al. (false memory), participants 5\ncompleted both the Food History Inventory and photograph ratings of\nfood items.\nDescribe one result from the Food History Inventory and one result from\nthe photograph ratings of food items.\nYou must use data for one of these results.\nFor result:\n2 marks for result with a meaningful comparison.\n1 mark for partial result / no meaningful comparison.\nFor data:\n1 mark for correct data in one of the results.\ne.g. Food History Inventory\nThe mean confidence of the Love Group increased more than the Control\nGroup (2 marks). This was 2.5 points for the Love Group (1 mark: data);\nThe mean confidence of the Love Group increased (1 mark).\ne.g. Photograph Ratings\nBelievers rated the asparagus photo as being more appetising compared to\ncontrols (2 marks). The score for the believers was 5.1 (1 mark: data);\nBelievers scored lowest on the disgusting rating for asparagus (1 mark).\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p07.png" ] }, { "id": "9990-2023-mj-13-q06", "question_id": "9990-2023-mj-13-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "6 Outline two assumptions of the learning approach. 6\nYou must use an example from a core study for each assumption.\nFor assumptions:\n2 mark for full assumption\n1 mark for partial assumption.\nFor example: 1 mark per correct example per assumption. Examples have to\ncome from a core study.\nE.g., assumptions\nOperant Conditioning can explain changes in behaviour (2 marks);\nClassical Conditioning can explain changes in behaviour (2 marks);\nSocial Learning can explain changes in behaviour (2 marks);\nConditioning can explain behaviour (1 mark);\nE.g., examples\nIn the Bandura study, children observed and imitated (modelled) aggressive\nbehaviours;\nIn the Pepperberg study, Alex the parrot got rewarded for a correct response\nto a question;\nIn the Saavedra and Silverman study, classical conditioning (evaluative\nlearning) was used to help understand the causes of his button phobia;\n© UCLES 2023 Page 7 of 11", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p07.png" ] }, { "id": "9990-2023-mj-13-q07", "question_id": "9990-2023-mj-13-q07", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two real-world applications based on the study by Baron- 4\nCohen et al. (eyes test).\nYour suggestions must be ethical.\n1 mark for what the application is (clearly based on Baron-Cohen et al.).\n1 mark for how it will be achieved.\nThe eyes test could be used as a diagnostic tool for AS/HFA (1 mark: what);\nthose who score low on the test may show a lack of theory of mind (1 mark:\nhow).\nThe eyes test can be used to improve social intelligence in people diagnosed\nwith AS/HFA (1 mark: what). A therapist can run through the test with them\nexplaining why each emotion is being shown (1 mark: how).\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p08.png" ] }, { "id": "9990-2023-mj-13-q08", "question_id": "9990-2023-mj-13-q08", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "8 Two friends, Maria and Oscar, are discussing the ethics of the study by 6\nSaavedra and Silverman (button phobia). Maria thinks the study is\nethical but Oscar thinks the study is not ethical.\nExplain one reason why Maria is correct and one reason why Oscar is\ncorrect, using evidence from this study.\n3 marks for Maria. 1 mark per correct point made. 1 mark available for\nnaming guideline.\n3 marks for Oscar. 1 mark per correct point made. 1 mark available for\nnaming guideline.\nE.g., Maria\nThe study did gain informed consent (1 mark). This was taken from the boy\nand his mother before the therapy started (1 mark). Therefore, both the boy\nand mother knew exactly what the therapy was going to entail (1 mark); the\nboy/mother agreed to wanting to take part in the study / having results\npublished (alternative 1 mark).\nAlso, they started the therapy with his least distressing scenario (1 mark). The\nmother used positive reinforcement during the therapy so the boy would not\nget too distressed (1 mark). Therefore, the boy was protected from any harm\nthroughout the therapy (1 mark).\nE.g., Oscar\nThe study could have easily caused psychological stress (1 mark). The boy\nwas having to confront his button phobia throughout the therapy (1 mark). He\nalso had to discuss potential causes/effects of the phobia (e.g., buttons falling\non him in art class) which would be stressful (1 mark).\n© UCLES 2023 Page 8 of 11", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p08.png" ] }, { "id": "9990-2023-mj-13-q09", "question_id": "9990-2023-mj-13-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Issues and Debates", "topic_slug": "9990-as-issues-and-debates", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Yamamoto et al. (chimpanzee helping): 2\nOutline what is meant by altruism.\n1 mark per correct point.\ne.g.\nThe willingness to help / doing certain things for someone else (1 mark) even\nif it disadvantages yourself / gain no benefit (1 mark).\n\n9(b) Outline what is meant by targeted helping. 2\n1 mark per correct point.\ne.g.\nTo select an appropriate tool / offer appropriate advice;\nTo help someone else / a chimpanzee solve a task;\nAs the person/chimpanzee giving the help understands the demands of the\nsituation;\n© UCLES 2023 Page 9 of 11\n\n9(c) Explain one similarity and one difference between the study by 8\nYamamoto et al. (chimpanzee helping) and the study by Pepperberg\n(parrot learning).\n4 marks available for the similarity.\n4 marks available for the difference.\nCreditworthy points include: sample/sampling, ethics, quantitative data,\nspecies used.\nLevel Descriptor Mark\n4 The similarity/difference is well explained using both 4 marks\nstudies as examples.\n3 The similarity/difference is well explained/described 3 marks\nbut only one study is used as an example\nOR both studies used briefly.\n2 The similarity/difference is brief with an attempt at 2 marks\nusing at least one study as an example\nOR The similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt at 1 mark\nusing studies as examples.\n0 No creditworthy material. 0 marks\ne.g. similarity\n4 marks\nBoth of the studies used animals/non-humans as participants. Yamamoto\nused a group of chimpanzees in a Primate Research Laboratory whilst\nPepperberg used a solitary African Grey parrot. Therefore, they would have\nto adhere to the same ethical guidelines of housing etc.\n3 marks\nBoth of the studies used animals/non-humans as participants. Yamamoto\nused a group of chimps to test helping and Pepperberg used a parrot to test\nhis comprehension.\n2 marks\nBoth of the studies used animals/non-humans as participants. Yamamoto\nused a group of chimps.1 mark\nBoth studies used animals/non-humans as participants.\n© UCLES 2023 Page 10 of 11", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-issues-and-debates/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p09.png", "../answer-assets/9990_s23_ms_13-p10.png" ] }, { "id": "9990-2023-mj-13-q10", "question_id": "9990-2023-mj-13-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Dement and Kleitman (sleep and dreams) in terms 10\nof two strengths and two weaknesses. At least one of your evaluation\npoints must be about reliability.\nSuitable strengths are: internal validity, reliability, quantitative data.\nSuitable weaknesses are: external validity, ethics, quantitative data.\nLevel 4 (8–10 marks)\n• Evaluation is comprehensive.\n• Answer demonstrates evidence of careful planning, organisation and\nselection of material.\n• Analysis (valid conclusions that effectively summarise issues and\narguments) is evident throughout.\n• Answer demonstrates an excellent understanding of the material.\nLevel 3 (6–7 marks)\n• Evaluation is good.\n• Answer demonstrates some planning and is well organised.\n• Analysis is often evident but may not be consistently applied.\n• Answer demonstrates a good understanding of the material.\nLevel 2 (4–5 marks)\n• Evaluation is mostly appropriate but limited.\n• Answer demonstrates limited organisation or lacks clarity.\n• Analysis is limited.\n• Answer lacks consistent levels of detail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks)\n• Evaluation is basic.\n• Answer demonstrates little organisation.\n• There is little or no evidence of analysis.\n• Answer does not demonstrate understanding of the material.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 11 of 11", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_13-p11.png" ] }, { "id": "9990-2023-mj-21-q01", "question_id": "9990-2023-mj-21-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 Explain what is meant by the term ‘ecological validity’. You may use an 2\nexample in your answer.\n1 mark for explanation.\n1 mark for detail (accept examples as detail).\nThe extent to which the findings of a study set in one situation would\ngeneralise to other situations (explanation);\nE.g. whether findings from laboratory studies are relevant to life outside the\nlaboratory (detail);\nAndrade’s study in a laboratory may not represent attention in the real world\nwhere there are distractions (example);\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p04.png" ] }, { "id": "9990-2023-mj-21-q02", "question_id": "9990-2023-mj-21-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2 In the study by Laney et al. (false memory), different types of items\nwere used in the various questionnaires. Two of the items included:\n rating items on a scale of 1-8 (from ‘definitely did happen’ to\n‘definitely did not happen’)\n multiple choice items where participants circled a price they would\npay for different foods, e.g. $1.90, $2.50, or ‘would never buy’.\n\n2(a) Explain whether these items are both open questions, both closed 2\nquestions, or one of each.\n1 mark for ‘both closed’.\n1 mark for justification (i.e. why they are closed).\nThey are both closed (questions);\nThey have fixed answer choices (justification);\nThey don’t allow the participants to elaborate their answer / give a\ndescription / answer in depth (justification);\nThey cannot answer in words = 0.\nThey cannot explain why = 0 (NAQ).\n\n2(b) Laney et al. used a ‘critical item’ in the profile and in a questionnaire 2\ngiven to the experimental group.\nExplain what is meant by a ‘critical item’, using the example from\nLaney et al.\n1 mark for explanation.\n1 mark for link/example.\n(A critical item is) the item/question that is related to the IV (explanation);\nThe manipulation that enables data collection for the DV (explanation);\nThe part of the procedure that directly related to the aim (explanation);\n(In Laney et al.) it is the inclusion of the asparagus comment in the love\ncondition (link);\n‘You loved to eat cooked asparagus’ (in the third position in the profile for\n‘love’ condition participants) (link);\n© UCLES 2023 Page 4 of 14", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p04.png" ] }, { "id": "9990-2023-mj-21-q03", "question_id": "9990-2023-mj-21-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 In the study by Canli et al. (brain scans and emotions), a repeated\nmeasures design was used.\n\n3(a) Explain what is meant by a ‘repeated measures design’. Include an 2\nexample from Canli et al. in your answer.\n1 mark for explanation of repeated measures.\n1 mark for link.\nEvery participant does all/both of the levels of the IV / conditions\n(emotive/negative and non-emotive/neutral) = 1 mark (explanation);\nEach participant saw stimuli at each level of (emotional) arousal (IV) (link);\n\n3(b) Explain one strength of using a repeated measures design. 2\n1 mark for explanation of strength.\n2nd mark for detail (can include an example).\nIt overcomes problems with individual differences (explanation);\nSo if people differ in important ways they will all be their own baseline, so it\nwon’t matter (detail);\nE.g. Yamamoto, if one chimp was more helpful than another (it would\nconfound an independent measures design) (detail);\nE.g. if some participants in Canli et al. were just more emotional, it would\neven out (detail);\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p05.png" ] }, { "id": "9990-2023-mj-21-q04", "question_id": "9990-2023-mj-21-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 Explain two ways in which the procedure was standardised in the 4\nstudy by Yamamoto et al. (chimpanzee helping).\n1 mark for an aspect of standardisation }\n1 mark for explanation/elaboration } 2\nThe tools were always presented on a tray (standardisation);\nSo that the items were no more likely to be easy to find in any trial / for any\nchimpanzee (explanation);\nAll chimps had a familiarisation task (standardisation);\nSo that they were equally prepared for the tools needed for different tasks\n(explanation);\nOnly difference between booths for ‘can see’ and ‘cannot see’ was whether\nthe panel was transparent or opaque (stand);\nSo the situation was the same each time, such as the hole they put the\nobjects through (elaboration);\n© UCLES 2023 Page 5 of 14", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p05.png" ] }, { "id": "9990-2023-mj-21-q05", "question_id": "9990-2023-mj-21-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 Reliability refers to the consistency of tests, tasks or measures in 2\nresearch.\nExplain why reliability is important in experiments.\n1 mark for explanation.\n2nd mark for detail (can include an example).\nIf tests are inconsistent, differences between conditions might be due to\npoor measurement, not the IV (explanation);\nIf the DV is not being measured reliably then the data cannot test a causal\neffect (explanation);\nE.g. if Bandura’s observers were not reliable, differences between\nconditions might be due the scoring by observers, not the model conditions\n(linked detail);\nE.g. if Pepperberg was not consistent in her interpretation of Alex’s\nutterances, the data could have been biased (linked detail);\nBecause low reliability also lowers validity (explanation);\nI.e. the researcher cannot be sure that the IV and only the IV is affecting the\nDV (detail);\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p06.png" ] }, { "id": "9990-2023-mj-21-q06", "question_id": "9990-2023-mj-21-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the sampling techniques of ‘opportunity sampling’ and 6\n‘volunteer sampling’, using any examples.\nDefinitions/detail: up to a maximum of 4 marks for each sampling technique.\nExamples: maximum of 2 marks for each sampling technique.\nExamples can include examples from any studies (core studies, other\nstudies, candidate’s own studies).\nMax 4 if no examples.\nOpportunity sampling:\nUsing participants who are available at the time / finding participants by\nconvenience;\nPassers-by/students in the researcher’s class;\nBaron-Cohen et al. found participants in adult community education class (in\nExeter) / (public) library (in Cambridge);\nSaavedra and Silverman child (and mother) in treatment (at Florida\nInternational University);\nPiliavin et al. subway passengers;\nVolunteer sampling:\nUsing a request asking people to join in;\nBy advert/email/post/online;\nBaron-Cohen et al. took volunteers from Autistic Society magazine / support\ngroup;\nSchachter and Singer used volunteers from the psychology course /\nUniversity of Minnesota;\nLaney et al. used volunteers from a participant pool (at University of\nWashington);\n© UCLES 2023 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p06.png" ] }, { "id": "9990-2023-mj-21-q07", "question_id": "9990-2023-mj-21-q07", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "7 Steve is planning an experiment, using the technique of observation,\nto compare the level of frustration shown by shoppers in different\ntypes of shops. He has set up cameras to help measure the behaviour\nof shoppers in shops selling basic goods (things that are essential)\nand shops selling luxury goods (things that are not essential).\n\n7(a) Steve is concerned that situational variables could be a problem in his\nstudy.\n\n7(a)(i) Suggest two situational variables that could affect Steve’s study. 2\n1 mark for a relevant situational variable 2 (No marks for participant\nvariables).\nHow busy the shop is / how many customers there are;\nHow many staff there are;\nThe music playing;\nIf the shoppers are already frustrated = 0 (participant variable);\n\n7(a)(ii) Explain how each of the situational variables that you suggested in 4\n(a)(i) could be a problem in Steve’s study.\n1 mark for explanation of situational variable + 1 mark for detail 2.\nHow busy the shop is / how many customers there are:\nBeing crowded may make the shoppers frustrated (explanation);\nThis is important because if there is a difference it is due to crowds rather\nthan the type of shop (detail);\nHow many staff there are:\nIf there are more staff they may get helped/served slower, making them\nfrustrated;\nThis is important because if there is a difference it is due to the number of\nstaff not the type of shop (detail);\nThe music playing:\nIf the music playing in one type of shop is better/louder it may make them\nmore or less frustrated;\nThis is important because if there is a difference it is due to the music rather\nthan the type of shop (detail);\n\n7(b) Steve is also concerned about the ethics of his study.\n\n7(b)(i) Suggest why the ethical guideline of right to withdraw would be 2\ndifficult for Steve to follow in his study.\n1 mark for brief or unlinked answer.\n1 mark for clear and linked answer (will include idea of ‘being able to leave’\n(guideline) and ‘leaving the shop’ (Steve).\nRight to withdraw is the opportunity for participants to leave the study if they\nwant to (unlinked) = 1;\nSteve’s participants cannot leave the shop because they do not know they\nare in a study (linked) = 2.\n© UCLES 2023 Page 7 of 14\n\n7(b)(ii) Suggest why the ethical guideline of privacy would be difficult for 2\nSteve to follow in his study.\n1 mark for brief or unlinked answer.\n2 marks for clear and linked answer: will include ‘intrusion’ (guideline) and\n‘being seen doing shopping/stealing’ (Steve).\nPrivacy is participants who do not want to be seen or their behaviour\nobserved (unlinked) = 1;\nParticipants are unaware of the observation so may behave in ways they\nwould not want to be seen e.g. stealing (linked) = 2;\nParticipants have the right to private space/thoughts and may not want to\nbe seen buying expensive goods (linked) = 2;\nQuestion Answer Marks", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p07.png", "../answer-assets/9990_s23_ms_21-p08.png" ] }, { "id": "9990-2023-mj-21-q08", "question_id": "9990-2023-mj-21-q08", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "8 Leila is conducting a correlational study. She predicts that there will\nbe a correlation between:\n ‘success at learning a language’\n ‘enjoyment of word puzzles’, e.g. crosswords.\n\n8(a) Suggest an objective measure of ‘success at learning a language’ that 2\nLeila could use. Justify your answer. Do not use a self-report rating\nscale.\n1 mark for measure of language learning.\n1 mark for justification of objectivity.\nVocabulary size (in new language) (measure);\nHow many errors they make in verb conjugation (measure);\nThis will be a numerical result so does not need interpretation (justification).\nHow fluent they are assessed by their ability to complete a multiple choice\ntest (measure);\nEach item on the test will only have one correct answer (justification);\n\n8(b) Leila is measuring ‘enjoyment of word puzzles’ by asking participants 1\nto rate how much they enjoy word puzzles on a scale of 0 (not at all) to\n5 (very much).\nExplain how Leila would calculate the median for ‘enjoyment of word\npuzzles’.\n1 mark for linked explanation.\nPut all the enjoyment scores into (numerical) order (by value) and find the\nmiddle one = 1;\nPut all the scores into (numerical) order (by value) and find the middle one =\n0 marks (could be learning scores);\n© UCLES 2023 Page 8 of 14\n\n8(c) Leila conducts her study. Her results show a positive correlation. 4\nSketch a graph, using the axes below, to show the pattern of Leila’s\nresults.\nYou must label the axes.\nAward 1 mark for each of:\n scatter graph (points or ‘line of best fit’)\n positive slope (essential for 4 marks)\n axis label: ‘language learning (score)’ OWTTE\n axis label: ‘enjoyment of word puzzles’ OWTTE\n axis scale for ‘word puzzle’ axis: 0-5\nQuestion Answer Marks", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p08.png", "../answer-assets/9990_s23_ms_21-p09.png" ] }, { "id": "9990-2023-mj-21-q09", "question_id": "9990-2023-mj-21-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "9 Inma is conducting an experiment about learning. She predicts that\nanimals will learn to find food in a maze faster in the light than in the\ndark. If the animal does not find the food after 10 minutes, they are\ngiven the food by the experimenter.\n\n9(a) Inma is using a directional (one-tailed) hypothesis. 2\nExplain why Inma is using a directional hypothesis in her experiment.\n1 mark for a generic explanation.\n2 marks for a linked explanation.\nBecause she knows which way the results will go = 1 (generic);\nBecause she believes that the animals will be faster (to learn the maze) in\nthe light than the dark = +1 (linked);\n© UCLES 2023 Page 9 of 14\n\n9(b) Write a null hypothesis for Inma’s experiment. 1\n1 mark for a null hypothesis.\nThere will be no difference between speed in the maze in the light and in the\ndark = 1.\nAny difference between maze learning success in the light and in the dark is\ndue to chance = 1.\nThere will be no difference between maze learning success/speed and light\nand dark = 0.\nAny difference between maze learning success and light or dark is due to\nchance = 0.\n\n9(c) Inma will use an independent measures design for her experiment. 2\nExplain one advantage of using an independent measures design\ncompared to a repeated measures design.\n1 mark for generic advantage.\n2 marks for advantage compared explicitly to repeated measures.\nThe animals cannot suffer practice/fatigue/order effects = 1 (generic).\nThe animals cannot suffer practice/fatigue/order effects (as don’t do both\nlevels of IV unlike in repeated measures) = 2.\nThey will only experience one level of the IV = 1 (generic).\nThey cannot suffer a practice/fatigue/order effect as they will only do the\nmaze in the light or dark unlike repeated.measures = 2.\nThe animals will not get better between conditions/levels of the IV = 1\n(generic).\nThe animals will not get better between doing the maze in the light and then\nin the dark unlike repeated measures = 2.\nThe animals will not be affected (so much) by demand characteristics =1.\nAnimals will not be affected (so much) by demand characteristics as they\nonly experience one level of the IV = 1 (not explicit).\nAnimals will not be affected (so much) by demand characteristics as they\nwill only do the maze in the light or dark unlike repeated measures = 2.\n© UCLES 2023 Page 10 of 14\n\n9(d) Explain how Inma followed one ethical guideline in relation to animals. 2\n1 mark for identifying relevant guideline.\n1 mark for explanation of how Inma is following it.\nReward;\nAnimals are being given a food reward for reaching the middle of the maze /\nare not punished if they don’t (explanation).\nHousing (guideline);\nAnimals are being fed (within at least 10 minutes) (explanation).\nPain and distress (guideline);\nAnimals are not suffering, only finding their way through a maze (and getting\nfed) (explanation).\nDeprivation (and aversive stimuli) (guideline);\nAnimals are not deprived as they get food whether they reach the middle of\nthe maze or not (explanation).\n© UCLES 2023 Page 11 of 14", "source_pages": [ 9, 10, 11 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p09.png", "../answer-assets/9990_s23_ms_21-p10.png", "../answer-assets/9990_s23_ms_21-p11.png" ] }, { "id": "9990-2023-mj-21-q10", "question_id": "9990-2023-mj-21-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Clare is planning an observational study of student behaviour in a\nlibrary at a university. She will be the only observer. She is interested\nin student behaviours such as:\n• how they study\n• how they find books\n• what they do in the library other than studying\n• how long they spend in the library.\n\n10(a) Describe how Dr Clare could conduct an observational study to 10\ninvestigate the behaviour of students in a library at a university.\nThree majors for an observational study are:\n(a) [what] behaviours - that will be recorded, e.g. two named (detail e.g.\ndefinition / operationalisation of behavioural categories);\n(b) [how] identification of first observational technique (detail: how\nachieved):\n structured/unstructured\n participant/non-participant (not interacting with students; sitting at\nback of library/upstairs)\n naturalistic/controlled (do not interfere, ask Qs, help finding books\netc)\n covert/overt (hidden/unaware; librarian/stooge student).\n(c) [how] further/additional observational techniques (detail: how\nachieved, in at least one further case):\n participant/non-participant (participant – librarian/stooge student)\n naturalistic/controlled (stooge ask for help to find books, stooge\ntries to engage them in in non-studying)\n covert/overt.\nThe minors are:\nwhere – location of participants when data is collected (university library)\nwho – participants (students)\nwhen – data is collected.\nOther details for replication:\n sampling technique\n sample size\n description of how data will analysed, e.g. use of measures of central\ntendency and spread, bar charts\n ethical issues.\n© UCLES 2023 Page 12 of 14\n\n10(a) Other appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n Response is described in sufficient detail to be replicable.\n Response may have a minor omission.\n Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n Response is in some detail.\n Response has minor omission(s).\n Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n Response is basic in detail.\n Response has major omission(s).\n If response is impossible to conduct max. 2.\n Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 13 of 14\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n operationalisation\n situational/participant variables factors.\nReliability\n inter-rater consistency\n intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem,\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit.\n© UCLES 2023 Page 14 of 14", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_21-p12.png", "../answer-assets/9990_s23_ms_21-p13.png", "../answer-assets/9990_s23_ms_21-p14.png" ] }, { "id": "9990-2023-mj-22-q01", "question_id": "9990-2023-mj-22-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 From the study by Yamamoto et al. (chimpanzee helping): 2\nSuggest why it was necessary for the chimpanzees to examine and\nmanipulate the tools before the experiment.\n1 mark for a suggestion.\n1 mark for detail / second suggestion (must be clearly a different idea).\nSo that they knew what properties the objects had (suggestion);\nOtherwise they wouldn’t have been able to decide which tool was useful for\nwhich problem (detail);\nSo that the tools were familiar (suggestion);\nTo ensure differences in chimpanzees’ responses were not because they\nknow more about sticks (detail);\nSo they were not afraid of the tools (suggestion);\nSo the researchers could say changes in behaviour were due to the IV (ie\ncould or could not see), not fear (detail);\nSo they were not too interested in the tools to give them away (suggestion);\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p04.png" ] }, { "id": "9990-2023-mj-22-q02", "question_id": "9990-2023-mj-22-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 Chloë is conducting a study to investigate classical conditioning and\noperant conditioning. Her aim is to test which type of conditioning\nproduces the fastest learning.\n\n2(a) Write a non-directional (two-tailed) hypothesis for Chloë’s study. 1\nYou do not need to operationalise the variables in your hypothesis.\n1 mark for a non-directional hypothesis with some reference to study – at\nleast one variable (must not be generic).\nthere will be a difference in learning speed between tasks learned by\noperant and by classical conditioning;\nclassically and operantly learned tasks will be acquired at different\nspeeds;\nDirectional / null hypothesis = 0\nCorrelational hypotheses = 0 [NAQ]\n© UCLES 2023 Page 4 of 15\n\n2(b) Chloë’s results in the two conditions were the same. 1\nExplain why Chloë must reject her non-directional hypothesis,\nreferring to her variables in your answer.\n1 mark for reason with some reference to study (must not be generic).\nOperant conditioning was no faster than classical ORA;\nThere was no difference in speed for learning through operant or classical\nconditioning;\nNeither operant nor classical conditioning produce faster learning;\nQuestion Answer Marks", "source_pages": [ 4, 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p04.png", "../answer-assets/9990_s23_ms_22-p05.png" ] }, { "id": "9990-2023-mj-22-q03", "question_id": "9990-2023-mj-22-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "3 The study by Schachter and Singer investigated two factors in\nemotion.\n\n3(a) The participants in this study were deceived.\n\n3(a)(i) Outline one way that the participants were deceived in this study. 2\n1 mark for outline (can be generic) + 1 for detail (must be linked).\nThe participants thought the stooge was another participant (outline);\nBut he was there (as a confederate of the experimenter) to create conditions\nof euphoria/anger (detail);\nThey were told the injection was Suproxin (outline);\nSo they thought it was a vitamin (detail);\nBut it was (saline or) adrenaline/epinephrine (detail);\nThey were told the wrong effects of / were misinformed about adrenaline\n(outline);\nSo expected numbness/itching / (slight) headache instead of (real) shaking /\nheart pounding / face feeling warm/flushed (detail);\n© UCLES 2023 Page 5 of 15\n\n3(a)(ii) Explain why the deception that you outlined in (a)(i) was necessary. 2\n1 mark for explanation + 1 for detail (linked), i.e. to earn full marks, response\nmust be linked.\nTo avoid demand characteristics (explanation);\nIf the participants had known the role of the stooge, he wouldn’t have\naffected their mood (explanation/detail);\nSo there wouldn’t have been euphoria and anger conditions / levels of the IV\n/ manipulation of the cognitive factor (detail);\nIf all participants were given saline/adrenaline and told what it was, they\nwould have expected the real effects (explanation);\nSo there would have been no manipulation of the physiological factor\n(detail);\nIf they had known about the injection Schachter and Singer wouldn’t have\nmanipulated informed/ignorant (explanation);\nSo the participants wouldn’t have a cognitive label for their arousal (detail);\n\n3(b) Schachter and Singer reported that in one condition, the observer 1\ncould not hear the spoken reactions for one participant.\nState one practical reason why this was a problem.\n1 mark for practical reason for problem.\nThey had less data in that condition / incomplete data in that condition /\nwould not have known if the participant agreed with the stooge;\nThe results would be less valid/generalisable;\nQuestion Answer Marks", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p05.png", "../answer-assets/9990_s23_ms_22-p06.png" ] }, { "id": "9990-2023-mj-22-q04", "question_id": "9990-2023-mj-22-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "4 The data from Experiment 1 in the study by Laney et al. (false memory)\nis given in Table 4.1.\nTable 4.1\nMean rating for the critical item ‘loved\nasparagus the first time you tried it’\nCondition Week 1 Week 2\nControl 1.5 2.5\nLove 1.7 4.2\n© UCLES 2023 Page 6 of 15\n\n4(a) Draw a bar chart of the ‘Week 2’ data only. You must label the axes. 4\n1 mark; x-axis label (condition / level of the IV / item on FHI)\n1 mark: x-axis categories (control / love) allocated to appropriate bars on\nchart\n1 mark: y-axis label (mean rating for the critical item)\n1 mark: y-axis scale (min 2.5–4.2, probably 0–5)\n1 mark: correctly plotted (2.5 and 4.2)\nMust be a bar chart with gap between the bars for full 4 marks.\n\n4(b) State one conclusion about this study using the data in Table 4.1. 1\n1 mark for conclusion.\nThe critical item in the ‘love’ group changed the belief of participants;\nThe critical item, that the participant ‘loved asparagus the first time you tried\nit’, indicated that the manipulation had changed the belief of participants in\nthe ‘love’ group (who did not already like asparagus as a child anyway);\nQuestion Answer Marks", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p06.png", "../answer-assets/9990_s23_ms_22-p07.png" ] }, { "id": "9990-2023-mj-22-q05", "question_id": "9990-2023-mj-22-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 Explain the importance of inter-observer reliability in the study by 2\nBandura et al. (aggression).\n1 mark for outlining inter-observer reliability (implicitly or explicitly).\n1 mark for explanation.\nThe consistency between two observers (outline);\nSo that the teacher and the researcher rated the same / so that aggression\nwas rated the same (explanation);\nWhether two observers will produce the same results when observing the\nsame participants (explanation);\nThe observers recording the children’s behaviour had good agreement so\ndifferences in aggression must have been due to the effects of the model\nnot the observers = 2 (implicit outline + linked explanation).\nThere was a high inter-rater reliability (of 0.8) so when they found the\naggressive model children were more aggressive towards the Bobo doll\n(than the non-aggressive model children) [= 1, linked explanation] this\nwasn’t because of differences in the observers [= 1, implicit outline].\n© UCLES 2023 Page 7 of 15", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p07.png" ] }, { "id": "9990-2023-mj-22-q06", "question_id": "9990-2023-mj-22-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the use of controls in laboratory experiments and field 6\nexperiments, using any examples.\nDefinitions/detail – general: credit each point that applies to both, but then\napply mark limits below.\nDefinitions/detail – specific to methods: up to a maximum of 4 marks for\ncontrols in each experimental method.\nExamples: maximum of 2 marks for controls in each experimental method.\nExamples can include ones from any studies (core studies, other studies,\ncandidate’s own studies).\nMax 4 marks if no examples.\nMax 4 marks if all general (with no explicit – or even implicit – reference to\nlab/field).\nMax 4 marks if all about one type of experiment.\nControls (general):\nAre ways to limit (the effect of) / eliminated variables that are a problem in\nexperiments;\n(They improve validity because) they ensure each condition / level of the IV\ndiffers only in terms of the IV;\nControls in lab experiments:\nAre easier to implement than in field experiments; (credit only once, i.e. not\nreverse argument as well);\nAs the environment is artificial / set up by the researchers / can be altered\n(credit only once);\nE.g. Bandura exposed every child to the same staged start of the model\npotato printing;\nE.g. Andrade gave both the experimental and the control groups pieces of\npaper and pencils;\nControls in field experiments:\nAre harder to implement than in lab experiments (credit only once, i.e. not\nreverse argument as well);\nAs the environment already exists / is not set up by the researchers / cannot\nbe altered very much (credit only once);\nE.g. Piliavin et al. could not control how many passengers there were in a\ncarriage;\nE.g. Schachter and Singer could control the mood of the participants but\nPiliavin et al. could not;\n© UCLES 2023 Page 8 of 15", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p08.png" ] }, { "id": "9990-2023-mj-22-q07", "question_id": "9990-2023-mj-22-q07", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 11, "status": "available", "reason": null, "text": "7 Deryn is planning an experimental study to compare how, and how\noften, men and women look at themselves in a shop window. She\nplans to collect quantitative data using observations and will calculate\na median.\n\n7(a)(i) Identify the independent variable in Deryn’s study. 1\n1 mark for IV.\ngender;\nmales and females;\n\n7(a)(ii) Identify one dependent variable in Deryn’s study. 1\n1 mark for DV.\nHow often men and women look at themselves (in a shop window);\nBehaviours in front of the windows / What males and females do in front of\nshop windows;\nTime spent in front of the windows / Time spent looking at themselves;\n\n7(a)(iii) Identify the experimental design used in Deryn’s study. 1\n1 mark for experimental design.\nIndependent measures/groups;\nIndependent (design) = 0 marks.\n\n7(b)(i) Suggest how Deryn could use a structured observation in her study. 3\n3 marks for how to use a structured observation.\nFor max 3 mark, the response must link to looking in a shop window.\nStructured observations list specific behaviours to record / have behavioural\ncategories before the study (generic);\nThe observer checklists the frequency of (only) those behaviours (generic);\nE.g. Deryn would need follow each participant (shopper) through the\nshopping centre and tally (on the checklist) each time they looked in a shop\nwindow;\nsuch as whether they paused to look at their reflection;\nAnd record whether they were male or female;\nStraightening clothes;\nTidying hair;\nPutting lipstick on;\nSmiling at their reflection;\n© UCLES 2023 Page 9 of 15\n\n7(b)(ii) Suggest one disadvantage of using a structured observation 2\ncompared to an unstructured observation in Deryn’s study.\n1 mark for disadvantage.\n1 mark for link.\nIt may be hard to count individual behaviours / to separate the behavioural\nstream into individual actions to record;\nE.g. was it one long look or two short glances (link);\nThere is a list so new behaviours / ones not on the list cannot be recorded;\nE.g. if people use the window to adjust their clothing and that wasn’t on the\nlist / it couldn’t be added (link);\n\n7(c) A ‘measure of central tendency’ is a method of data analysis.\n\n7(c)(i) Explain why the median is a measure of central tendency. 1\n1 mark for explanation.\nThe median is a measure of central tendency because it finds a typical\nscore in a data set;\nIt’s a measure of central tendency because it finds the middle of the scores;\nCentral tendency because it finds the centre of the data = 0 [REP].\n\n7(c)(ii) Suggest one strength of using one method of data analysis, other than 2\nthe median, with Deryn’s results.\n1 mark for identifying an appropriate method of data analysis.\n1 mark for a linked strength, include additional uses to that provided by the\nmedian as a strength i.e. can be descriptive of a use.\nThe mean;\nThis will take into account the frequency of looking in shop windows for each\nparticipant (the values);\nThe range;\nThis will provide (different) information about the spread of frequencies for\nlooking in windows (for men and women);\nThe mode;\nShows us the most common behaviour when looking in windows (which the\nmedian does not do);\nStrength that it can be used on categorical/discrete/nominal data such as\ntidy hair and adjust clothing for men and women;\nBecause it is easy to calculate = 0 [all are easy].\n© UCLES 2023 Page 10 of 15", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p09.png", "../answer-assets/9990_s23_ms_22-p10.png" ] }, { "id": "9990-2023-mj-22-q08", "question_id": "9990-2023-mj-22-q08", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Phyllis is planning a correlational study to investigate the relationship\nbetween vocabulary size and level of education.\n\n8(a)(i) Suggest two ways that Phyllis could measure ‘vocabulary size’. 4\n1 mark for suggestion + 1 mark for detail  2.\nThe suggestion must produce quantitative data on a scale (to correlate).\nSet them a vocabulary test of words to remember (suggestion);\nCount how many they get right (detail);\nGive them a passage (which is not familiar) to translate (suggestion);\nand see how many of the unusual words they know (detail);\nListen to them speak (suggestion);\nEstimate the range of words they are using on a scale of 1–10 (detail);\n\n8(a)(ii) For one of the ways you have suggested in (a)(i): 1\nSuggest one strength of measuring vocabulary size in this way.\n1 mark for suggestion of strength (can be an advantage compared to one of\nthe other suggestions).\nA test is more objective than an estimate of range of words used;\ne.g can’t pretend to know a word they don’t know;\nGood reliability because no doubt if a word was understood or not;\nEthically good as participants can self-report word knowledge which is not\ninvasive / do not have to test them;\nA test is less subjective than whether words they use are unusual;\nStandardised because they all get the same list;\n\n8(b) Suggest one way that Phyllis could measure ‘level of education’. 1\n1 mark for suggestion.\nThe suggestion must produce quantitative data on a continuous scale of\nmore than two points (to correlate).\nNumber of years in education / Grade in school;\nwhether they have no qualifications / A Levels / a degree;\n© UCLES 2023 Page 11 of 15\n\n8(c) Phyllis expects to find a positive correlation.\n\n8(c)(i) Outline what Phyllis would conclude if she found the results in Fig. 8.1. 1\n1 mark for outline (naming or describing).\n(That there was a) negative (inverse) correlation / relationship / link;\nThat as vocabulary size increases, level of education falls; ORA\n\n8(c)(ii) Outline what Phyllis would conclude if she found the results in Fig. 8.2. 1\n1 mark for outline (naming or describing).\n(That there was) no correlation / relationship / link;\nThat there is no link between vocabulary and level of education;\nQuestion Answer Marks", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p11.png", "../answer-assets/9990_s23_ms_22-p12.png" ] }, { "id": "9990-2023-mj-22-q09", "question_id": "9990-2023-mj-22-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "9 James is planning a study and has chosen to use opportunity\nsampling to find participants. A friend says he should use random\nsampling instead. Another friend says sample size is just as important\nas sampling technique.\n\n9(a) Explain one strength of using opportunity sampling. 2\n1 mark for strength.\n1 mark for detail (can be linked but does not have to be).\nIt is easy / takes little time (strength);\nBecause he can select participants who are readily available / nearby\n(detail);\nSo the sample can be bigger (detail);\n© UCLES 2023 Page 12 of 15\n\n9(b) Explain one advantage of using random sampling instead of 2\nopportunity sampling.\n1 mark for explanation of advantage.\n1 mark for detail (can be linked but does not have to be).\nIt will be more representative / the findings will be more generalisable\n(explanation);\nBecause the participants are more likely to have a range of characteristics /\nare more likely to contain (more of) the features that exist in the population\n(detail);\n\n9(c) Explain why a large sample may be better than a smaller sample. 1\n1 mark for explanation (can be linked but does not have to be).\nA larger sample is likely to have a greater variety of people / more\n(individual) differences (between people);\nBe more representative / generalisable;\nA small sample is likely to have a smaller variety of people;\nBe less representative / generalisable;", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p12.png", "../answer-assets/9990_s23_ms_22-p13.png" ] }, { "id": "9990-2023-mj-22-q10", "question_id": "9990-2023-mj-22-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Perrin is going to interview participants about their dreams. He wants\nto collect information about the duration and content of dreams in\nchildren and adults.\n\n10(a) Describe how Perrin could conduct a study using an interview to 10\ninvestigate the duration and content of dreams in children and adults.\nThree majors for an interview are:\n(a) content of questions asked (topics, examples)\n(b) interview structure detail (i.e. named structured/semi/unstructured\nplus how – i.e. definition, even if not linked)\n(c) style of questions asked (open/closed).\nThe minors are:\nwhere – location of participants when being interviewed\nwho – participants (adults and children who recall their dreams).\nOther details for replication:\n lie questions\n filler questions\n sampling technique\n sample size\n description of how data will be analysed, e.g. use of averages / bar\ncharts\n ethical issues.\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\n© UCLES 2023 Page 13 of 15\n\n10(a)\nLevel 3 (8–10 marks)\n Response is described in sufficient detail to be replicable.\n Response may have a minor omission.\n Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n Response is in some detail.\n Response has minor omission(s).\n Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n Response is basic in detail.\n Response has major omission(s).\n If response is impossible to conduct max. 2.\n Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 14 of 15\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n operationalisation\n situational/participant variables factors.\nReliability\n inter-rater consistency\n intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified\nplus\nEITHER\nExplanation of why it is a problem,\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit.\n© UCLES 2023 Page 15 of 15", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_22-p13.png", "../answer-assets/9990_s23_ms_22-p14.png", "../answer-assets/9990_s23_ms_22-p15.png" ] }, { "id": "9990-2023-mj-23-q01", "question_id": "9990-2023-mj-23-q01", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "1(a) Describe what is meant by the term ‘random sampling’. 2\n1 mark for description.\n1 mark for detail.\nRandom sampling ensures each individual in the population has an equal\nchance of becoming a participant (description);\nEvery member of the population has a number, pull numbers from hat (until\nenough participants in sample) (description/detail);\nGive numbers to individuals and select using a computerised/tabulated\nrandom number source (description/detail);\nChoosing people without bias = 0\nBy collecting random people (from the street) = 0\nBy choosing people at random = 0\n\n1(b) Explain one weakness of random sampling. 1\n1 mark for weakness.\nMay not be representative if access to parts of the population is limited;\nnot all the people who are randomly selected may be willing to participate\n(potentially biasing the data);\nQuestion Answer Marks", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p04.png" ] }, { "id": "9990-2023-mj-23-q02", "question_id": "9990-2023-mj-23-q02", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2 The study by Yamamoto et al. (chimpanzee helping) followed ethical 4\nguidelines relating to the use of animals.\nDescribe how two ethical guidelines relating to the use of animals in\nresearch were followed in this study.\n1 mark for name/description of animal guideline.\n1 mark for link to Yamamoto et al. x2.\nChimpanzees were housed appropriately (name/description of guideline);\nThey are social animals and were kept together (link);\nThey were appropriately fed, using monkey food and extra fruit and\nvegetables (link);\nThe chimpanzees did not suffer pain/distress (name/description of\nguideline);\nThey only had to pick up tools and pass them through a hole (which is not\npainful or distressing); (link);\nThe chimpanzees were rewarded not punished (name/description of\nguideline);\nThey were given juice rewards when they responded (link);\nNumbers were kept small/low/minimised (name/description of guideline);\nOnly 5 chimps were used / 5 pairs were used (link);\n© UCLES 2023 Page 4 of 14", "source_pages": [ 4 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p04.png" ] }, { "id": "9990-2023-mj-23-q03", "question_id": "9990-2023-mj-23-q03", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3 In the study by Laney et al. (false memory), standard deviations were\ncalculated.\n\n3(a) State what is meant by a ‘measure of spread’. 1\n1 mark for stating meaning.\nA way to indicate/express/show the dispersion / differences in / variety of\nvalues in a data set;\nhow much scores vary = 1;\nThe range (of scores) = 0 [NAQ]\nHow spread out the scores are = 0 [REP]\nThe deviation in the scores = 0 [REP]\n\n3(b) State one advantage of using the standard deviation compared to one 2\nother measure of spread.\n1 mark for identification of alternative measure of spread.\n1 mark for advantage of standard deviation [award this mark if advantage –\ni.e. strength – is correct but no alternative is given].\nRange (identification); [Do not award for incidental use of word]\nAverage spread / difference from the mean (rather than just smallest and\nlargest) (advantage); [Do not accept ‘deviation’]\nIt considers how spread out all the points are (rather than just the extreme\ntwo) (advantage);\n© UCLES 2023 Page 5 of 14", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p05.png" ] }, { "id": "9990-2023-mj-23-q04", "question_id": "9990-2023-mj-23-q04", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "4 In the study by Pepperberg (parrot learning), Alex the parrot was tested\nusing the categories of:\n shape\n material\n colour.\n\n4(a) Suggest why Pepperberg chose to test the parrot using the categories 2\nof ‘shape’ and ‘material’.\n1 mark for suggestion [novel suggestion for choice, not reiterating aim].\n2nd mark for detail or a second suggestion (e.g. one suggestion for shape\nand one for material can be 2 marks, or two for both).\nAlex was able to say both words (just about) (suggestion);\nSo it would be possible to test his comprehension (in a valid way) (detail);\nBoth were simple/visual features so that it could be possible that Alex could\nlearn them;\nIf more complex concepts / concepts in a medium less familiar to parrots, it\nwould have been too hard (so lacked validity / caused a floor effect);\n\n4(b) Suggest one other category that Pepperberg could have used to test the 1\nparrot’s understanding of categories.\n1 mark for suggestion.\nAscending and descending / different tones;\nDifferent bird songs;\nDifferent sounds/smells;\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p06.png" ] }, { "id": "9990-2023-mj-23-q05", "question_id": "9990-2023-mj-23-q05", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "5 The study by Dement and Kleitman (sleep and dreams) investigated two 3\nkinds of sleep: REM sleep and non-REM sleep.\nState three differences between REM sleep and non-REM sleep.\n1 mark per explicit difference stated.\nLess dream recall from non-REM (than REM) ORA;\nBrain waves different / lighter sleep in REM (than in non-REM) ORA;\nFour stages of non-REM but all REM is the same;\nWhen dreams are recalled from non-REM they are like thoughts but vivid\ndream recall from REM stage;\nMore non-REM at start of night/more REM at end of night ORA;\nRapid eye movements in REM sleep (related to dreams) (but none in nREM);\n© UCLES 2023 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p06.png" ] }, { "id": "9990-2023-mj-23-q06", "question_id": "9990-2023-mj-23-q06", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the ethical guidelines of ‘informed consent’ and ‘protection 6\nfrom harm’, using any examples.\nDefinitions/detail: up to a maximum of 4 marks for each guideline.\nExamples: maximum of 2 marks for each guideline.\nExamples can include ones from any studies (core studies, other studies,\ncandidate’s own studies).\nMax 4 if no examples.\nInformed consent:\nConsent is giving participants enough information to make a choice about\nparticipating;\nby briefing participants;\nthen getting them to (sign to) say they understand and want to do the study /\nto say yes or no;\nPresumptive consent is where you ask a similar group of people to the real\nparticipants and they agree;\nE.g., in Canli’s study the participants will have consented to the risks of a PET\nscan;\nE.g. in Milgram’s study they did not give informed consent as they thought it\nwas a study about learning/punishment;\nProtection from harm:\nProtection means ensuring that participants are not harmed physically or\npsychologically;\nThey should leave the study in at least as good a condition as they entered it;\nPsychological harm could be from the nature of the study / embarrassment at\ntheir performance;\nE.g. Milgram’s participants were stressed by having to give the learner\nshocks;\nE.g. Milgram’s participants were distressed by participation because they felt\nthey could kill somebody;\nE.g. Piliavin’s participants could have been frightened by a stooge falling;\nE.g. Piliavin’s participants could have felt regret from failing to help the stooge\n(and weren’t debriefed);\nPhysical harm could arise from procedures/harm participants inflict on\nthemselves due to participation;\nE.g. in a study testing motivation to keep your hand in ice cold water could\ndamage your skin;\nE.g. one of Milgram’s participants had a seizure;\nE.g. Milgram’s participants did things to harm themselves like biting lips; this\ncan be partly overcome by debriefing;\nE.g. Milgram reassured his participants that the stooge was unharmed; or by\nfollowing up participants;\n© UCLES 2023 Page 7 of 14", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p07.png" ] }, { "id": "9990-2023-mj-23-q07", "question_id": "9990-2023-mj-23-q07", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Nigel has conducted a laboratory experiment to compare children’s\nchoice of sweets (candy) in different packets.\nThe children were shown sweets in:\n brightly coloured packets with simple patterns\n black and white packets with complex patterns.\nHis results showed that more children chose the sweets from the\n‘brightly coloured packets with simple patterns’ condition.\n\n7(a)(i) Suggest one other condition that Nigel could have included in his study. 1\n1 mark for additional condition (can be a control or additional experimental\ncondition).\nBlack and white simple patterned packets (instead of complex ones);\nComplex patterned bright colours (instead of simple ones);\nBoxes instead of packets;\n(A control condition of) packets with no colours or patterns;\nAccept other suggestions that are linked to packets/colours/patterns.\n\n7(a)(ii) Explain why the condition you suggested in (a)(i) would have been 2\nuseful.\n1 mark for explanation.\n1 mark for detail.\nBlack and white simple patterns:\nTo control for (the variable of) colour (explanation);\nTo see if it is because they like bright colours or dislike simple patterns\n(detail);\nBrightly coloured complex patterns:\nTo control for (the variable of) pattern (explanation);\nTo see if it is because they like simple patterns or dislike black and white\n(plain) ‘colours’ (detail);\n\n7(b) Nigel used a repeated measures design. 2\nExplain what is meant by a ‘repeated measures design’, using an\nexample from this study.\n1 mark for explanation of repeated measures.\n1 mark for link.\nIn a repeated measures design all participants perform in all levels of the IV\n(explanation);\nSo it means that each of Nigel’s participants saw both types of sweet packet\n(link);\n© UCLES 2023 Page 8 of 14\n\n7(c) Name one experimental design Nigel could have used, other than a 1\nrepeated measures design.\n1 mark for independent measures / matched pairs.\nIndependent (design) / matched (design) = 0.\nQuestion Answer Marks", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p08.png", "../answer-assets/9990_s23_ms_23-p09.png" ] }, { "id": "9990-2023-mj-23-q08", "question_id": "9990-2023-mj-23-q08", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "8 Mila is planning a case study to investigate how a 21-year-old person\nfeels about being the only young person in a community of 20 older\npeople on a small island.\n\n8(a) Suggest two techniques Mila could use to collect data from her 4\nparticipant in this study.\n1 mark for suggestion + 1 mark for linked detail x2.\nObservation (suggestion);\nE.g. use structured observation of interactions with others using behavioural\ncategories e.g. talking/following (linked detail);\nSuch as whether she speaks directly to adults / to old people/no one (linked\ndetail);\nE.g. use an overt observation of her telephone/internet use to find out how\nshe copes with being alone (linked detail);\nE.g. to see how she attempts to communicate with other young people\n(linked detail);\nInterview (suggestion);\nE.g. ask the girl questions about how she feels that are planned at first, then\nquestions based on her answers (linked detail);\nSuch as asking who she talks to instead if she says she doesn’t talk to the\nold people (linked detail);\nA questionnaire;\nasking about feelings towards other people in the community; = 2 [just]\n© UCLES 2023 Page 9 of 14\n\n8(b)(ii) Explain one disadvantage of this technique. 2\n1 mark for suggested disadvantage.\n1 mark for detail (likely to be linked, but not required).\nObservation:\nCan only access information about the relationship which can be seen\n(disadvantage);\nSo the underlying reasons for their interactions / lack of interactions with the\nold people cannot be investigated (detail);\nInterview:\nThe participant may give socially desirable answers about their interactions\nwith the old people (disadvantage);\nSuch as lying because they are embarrassed about how little they talk to the\nold people (detail);\n\n8(c) Mila wants to generalise her findings to all adults who live away from 1\nother people of their own age.\nExplain why Mila should not make this generalisation from the findings\nof her case study.\n1 mark for reason (linked or generic).\nOne person is unrepresentative / would be unique / everyone is different;\nThe participant lives in a small community / on a small island (so is\nunusual);\none gender;\none age;\n© UCLES 2023 Page 10 of 14", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p09.png", "../answer-assets/9990_s23_ms_23-p10.png" ] }, { "id": "9990-2023-mj-23-q09", "question_id": "9990-2023-mj-23-q09", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "9 Alan and Jocelyn are writing a questionnaire to ask about the level of\neuphoria created by listening to music at a concert, compared with\nlistening to music at home.\n\n9(a)(i) Suggest one closed question that they could use on the questionnaire 2\nto ask about euphoria.\n1 mark for a closed question + 1 mark for scoring.\nDo you feel euphoric when listening to music at home/at a concert? = 1;\nyes/no = 1; yes/sometimes/no = 1;\nRate how euphoric you feel at a concert = 1;\n0 not at all (euphoric) to 5 very (euphoric) = 1;\n\n9(a)(ii) Suggest one open question that they could use on the questionnaire to 1\nask about euphoria.\n1 mark for an open question.\nDescribe/explain / tell me how you feel when you are listening to music at\nhome / at a concert = 1;\n\n9(b) For the questions you suggested in (a)(i) and (a)(ii):\n\n9(b)(i) Explain one reason why the data from the open question could be more 2\nvalid than data from the closed question.\n1 mark for explanation.\n1 mark for link.\nParticipants might have wanted to say ‘sometimes’ to the closed question but\ncould only say yes or no (link);\nSo the open question would have been more valid as they could have\nresponded as they wanted (explanation);\nAn open question is more valid because the participant can explain their\nbehaviour / why (explanation);\nI.e. why they felt more euphoric (link);\n\n9(b)(ii) Explain one reason why the data from the open question could be less 2\nvalid than data the closed question.\n1 mark for explanation.\n1 mark for link.\nClosed questions produce objective data / don’t need to be interpreted / can’t\nbe affected by researcher bias (explanation);\nAlan and Jocelyn might interpret statement (on open questions) about\neuphoria differently (link);\n© UCLES 2023 Page 11 of 14\n\n9(c) Explain how Alan and Jocelyn could check their inter-rater reliability 2\nwhen they analyse their data.\n1 mark for explanation.\n1 mark for detail.\nAlan and Jocelyn should take the (open question) responses from the same\nparticipants and analyse them (explanation);\nCorrelate their scores for the same questions / see if their scores are the\nsame (if so, inter-coder reliability is high) (detail);\n© UCLES 2023 Page 12 of 14", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p11.png", "../answer-assets/9990_s23_ms_23-p12.png" ] }, { "id": "9990-2023-mj-23-q10", "question_id": "9990-2023-mj-23-q10", "subject": "9990", "year": 2023, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Caesar is interested in animal phobias in his patients. He wants to\ninvestigate whether there is a correlation between the size of the animal\ncausing the phobia and the severity of each patient’s animal phobia.\n\n10(a) Describe how Dr Caesar could conduct a correlational study to 10\ninvestigate the relationship between animal size and the severity of the\npatients’ phobias.\nThree majors for this correlation are:\n(a) variable: animal size (operationalisation and quantification of how big the\nanimal is, must be continuous data)\n(b) variable: phobia severity (operationalisation and quantification of\nseverity of the phobia, must be continuous data)\n(c) technique for producing/collecting data i.e. procedure (e.g. tests,\nobservations, questionnaires).\nThe minors are:\nwhere: location of participants when completing the study\nwho: participants (with phobias of varying severity, to various animals),\nsampling technique\nAlso\n a statement about whether a positive or negative correlation is expected\n sampling technique\n sample size\n description of how data will analysed, e.g. use of scattergram\n ethical issues\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n Response is described in sufficient detail to be replicable.\n Response may have a minor omission.\n Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n Response is in some detail.\n Response has minor omission(s).\n Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n Response is basic in detail.\n Response has major omission(s).\n If response is impossible to conduct max. 2.\n Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 13 of 14\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n operationalisation\n situational/participant variables factors.\nReliability\n inter-rater consistency\n intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nMarks Comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified\nplus\nEITHER\nExplanation of why it is a problem,\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit.\n© UCLES 2023 Page 14 of 14", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2023-May-June/ms/9990_s23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-May-June/9990_s23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s23_ms_23-p13.png", "../answer-assets/9990_s23_ms_23-p14.png" ] }, { "id": "9990-2023-on-11-q01", "question_id": "9990-2023-on-11-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "1(a) In the study by Andrade (doodling), the participants were given a surprise 1 Accept location/city names.\nrecall test for two categories of information that was presented in the\ntelephone message. One of these categories was the names of the party-\ngoers.\nName the other category of information that the participants were asked to\nrecall from the telephone message.\n1 mark for correct point. Take the first answer only.\nPlaces.\n\n1(b) For the names of party-goers, ‘false alarms’ given by the participants were 2 List is definitive.\nnoted.\nPlausible mis-hearings were counted\nOutline the two types of false alarms given by the participants when as correct so no credit.\nrecalling the names of the party-goers.\nAccept ‘lures’ by itself.\n1 mark per correct point.\nAccept ‘wrong names’ as meaning\nNew names/names not in the message. ‘new names’.\nNames used as lures in the message / non-party goers.\nQuestion Answer Marks Guidance", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p06.png" ] }, { "id": "9990-2023-on-11-q02", "question_id": "9990-2023-on-11-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Piliavin et al. (subway Samaritans): 2 List is definitive.\nOutline what the model was supposed to do in the ‘Critical area – early’ If the time given is incorrect (but less\ncondition. than 70s) and they state ‘could then\ngo help the victim’, award BOD 1\n1 mark for each correct point.\nModel stood in middle of (critical) car.\nWaited until passing the fourth station / waited for approximately 70 s.\nThen began to help the victim.\n© UCLES 2023 Page 6 of 17\n\n2(b) Describe the victim in the drunk condition. 2 Accept any age from within the range.\nAt least 1 mark must come from below: List is definitive.\nSmelled of liquor.\nCarried a liquor bottle wrapped in a brown bag / brown paper.\n1 mark per correct point (maximum 1):\nWore Eisenhower jacket / old slacks / no tie.\nAged 26–35 years.\nMale.\nBlack or white.", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p06.png", "../answer-assets/9990_w23_ms_11-p07.png" ] }, { "id": "9990-2023-on-11-q03", "question_id": "9990-2023-on-11-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "3 Explain one problem that could arise if children were used as participants 3 Go with the intention of the candidate.\nin the study by Baron-Cohen et al. (eyes test).\nIf more than one problem presented,\n1 mark for identification of the problem. mark all and credit the best.\n1 mark for elaboration of the problem (can be linked to study or not)\n1 mark for linking it to Baron-Cohen et al. Cannot be awarded 1 mark for simply\nstating it reduces/affects validity.\ne.g.,\nThere are ethical issues with using children (1 mark: identification). This could be Do not accept any argument about\nprotection from psychological harm (1 mark: elaboration). In this study, children not being generalisable.\nmay have found the procedure stressful as it could have felt like a test or\nexamination (1 mark: link).\nChildren may not understand what is being asked of them (1 mark: identification).\nTherefore, the children may not understand how the eyes test works (1 mark:\nelaboration). As a result, the children may have seen it as a game and therefore\ntheory of mind might not have been measured (1 mark: link).\nThere are other creditworthy problems, such as, getting easily bored, randomly\nchoosing, not understanding words/emotions.\n© UCLES 2023 Page 7 of 17", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p07.png" ] }, { "id": "9990-2023-on-11-q04", "question_id": "9990-2023-on-11-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "4(a) Saavedra and Silverman studied a boy with a phobia of buttons. One aim 2 If candidate refers to a different\nwas to investigate whether exposure to buttons would help to treat his method to treat the phobia then BOD\nphobia. 1. (e.g., positive reinforcement).\nOutline one other aim of this study. Mention of imagery exposure or\nbehavioural exposure = 0\n2 marks full aim. 1 mark partial/brief aim\ne.g.\nTo investigate what caused / reason for having the phobia of buttons in a boy (2\nmarks).\nTo investigate the role of classical conditioning in the (button) phobia of a boy (2\nmarks).\nTo investigate the role of fear and disgust in relation to his/a phobia (2 marks).\nTo investigate evaluative learning (1 mark).\n\n4(b) Outline how the boy’s severity rating for buttons changed during 2 The list is definitive.\nbehavioural exposure sessions.\nReject reference to it reducing or the\n1 mark per correct point. 8 to 5 to 3 rating as this is for imagery\nexposure and not behavioural\nThe severity rating remained the same for the first two sessions. exposure.\nThe ratings increased from session 2 to session 3.\nThe ratings increased from session 3 to session 4. Can award 1 mark if all they say is ‘it\nincreased’.\n\n4(c) State two results from the post-treatment assessment session. 2 The list is definitive.\n1 mark per correct point. Accept ‘his phobia had gone’.\nThe boy reported minimal distress / less distress / decreased anxiety. Ignore comments about being able to\nHe no longer met the (DSM) criteria for a specific phobia. hug his mother.\nHe was now wearing (clear plastic) buttons (on his school uniform).\nHe was doing this every day / on a daily basis.\n© UCLES 2023 Page 8 of 17", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p08.png" ] }, { "id": "9990-2023-on-11-q05", "question_id": "9990-2023-on-11-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "5(a) In the study by Bandura et al. (aggression), the final part of the procedure 4 List is definitive.\nwas named the ‘test for delayed imitation’.\nDescribe the procedure used to ‘test for delayed imitation’. Ignore any reference to aggression\narousal as this is a different part of\n1 mark per correct point. the study.\nThere were a variety of toys in the (experimental) room.\nThe child spent 20 minutes in the (experimental) room.\nBehaviour was observed through a one-way mirror.\nBehaviour was rated on predetermined response categories.\ne.g., imitation of physical aggression, imitative verbal aggression, imitative\nnonaggressive responses (2 named for 1 mark).\nThe session was divided into 5 second intervals.\nUsing an electric interval timer.\nA total of 240 response units were recorded per participant.\nThe male model completed all observations.\nHalf were then rated by a second observer (for inter-rater reliability).\n\n5(b) Outline one conclusion from this study. 2 Ignore any results presented.\n2 marks detailed conclusion. 1 mark partial/brief.\ne.g.,\nWitnessing an aggressive act is enough to produce aggression in the person who\nobserved it (2 marks).\nBoys are more likely to imitate aggression compared to girls (2 marks).\nChildren who see aggressive models are more likely to imitate aggression that\nthose seeing a non-aggressive model / no model (2 marks)\nGirls are more likely to imitate verbal aggression (1 mark).\nPeople will imitate aggression (1 mark).\nBoys are more likely to imitate same-sex models (1 mark).\n© UCLES 2023 Page 9 of 17", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p09.png" ] }, { "id": "9990-2023-on-11-q06", "question_id": "9990-2023-on-11-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "6(a) From the study by Dement and Kleitman (sleep and dreams): 4 use tick-e when you award the\n‘example mark’\nDescribe the psychology being investigated in this study.\n1 mark per ‘psychology’ point made.\n1 mark available for an explicit example from the study.\nCreditworthy ‘psychology’ includes sleep patterns, dreaming, REM, nREM, EEGs\ne.g.,\nRapid Eye Movement / REM sleep is a phase of sleep where a person is\nparalysed.\nTheir eyes flicker and they can breathe but all other muscles are paralysed.\nNon-Rapid Eye Movement / nREM sleep are the other (four) stages of sleep and\nthey differ in brain activity.\nDreaming is a subjective experience of imagery whilst we are asleep.\nElectroencephalograms (EEGs) measure brain wave activity.\nThey are used to measure the amplitude and frequency of brain waves.\n\n6(b) Explain why this study is from the biological approach. 2 An assumption of the biological\napproach can be awarded 1 mark\n1 mark per point made that explains why it is biological. max.\ne.g., 1 mark max for basic statement, e.g.,\nDement was using an EEG / measured brain activity (1 mark) to investigate how they were studying the brain or sleep\nit is connected to stages of sleep / REM and nREM (1 mark). is a natural process etc.\nDement was using an EOG / measured eye movements (1 mark) to investigate\nhow it is connected to dream content (1 mark).\n© UCLES 2023 Page 10 of 17", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p10.png" ] }, { "id": "9990-2023-on-11-q07", "question_id": "9990-2023-on-11-q07", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two real-world applications based on the study by Canli et al. 4 Annotate with a tick for what the\n(brain scans and emotions). Your suggestions must be ethical. application is and a + for how it will\nbe achieved.\n1 mark for what the application is (clearly based on Canli et al.)\n1 mark for how it will be achieved. The ‘what’ can be anything\nemotionally intense (positive\ne.g. imagery).\nPeople in advertising may want to use emotionally intense imagery (1 mark:\nwhat). The images in this study that were rated emotionally intense were\nremembered better so products linked to this type of imagery may also be well\nremembered (1 mark: how)\nPsychologists may want to use the same procedure with people who have\nmemory difficulties (1 mark: what). If a patient does not remember emotionally\nintense imagery then they may have a problem with / may have a damaged\namygdala (1 mark: how).\nThis can be used with students to help learning (1 mark: what). Highly arousing\nimages can be used to help them remember (1 mark: how).\n© UCLES 2023 Page 11 of 17", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p11.png" ] }, { "id": "9990-2023-on-11-q08", "question_id": "9990-2023-on-11-q08", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "8 Two friends, Rose and Yaroslav, are discussing the validity of the study by 6 Only credit identification of type once\nMilgram (obedience). Rose thinks the study has validity but Yaroslav thinks if repeated for Rose and Yaroslav, for\nthe study does not have validity. example, mundane realism.\nExplain one reason why Rose is correct and one reason why Yaroslav is For Rose:\ncorrect, using evidence from this study.\nStandardisation = 0.\n1 mark per correct point. Any mention of IV/DV = max 1.\nQuantitative data = max 1.\n3 marks for Rose. 1 mark available for identifying a relevant type of validity. Control of extraneous variables + an\n3 marks for Yaroslav. 1 mark available for identifying a relevant type of validity. example = max 2.\nDemand characteristics = max 2.\ne.g., Rose\nThe study did have a degree of mundane realism (1 mark). All participants For Yaroslav:\nreceived 45 v sample shock before the study began (1 mark) meaning that the\nparticipants were more likely to believe that the shocks they were giving were real If argument is population validity but\n(1 mark). they use the term generalisability\nthen max 1.\nThe study did have some internal validity (1 mark). Milgram ensured that there\nwere some controls present in the study like the pre-set responses from the\nlearner (1 mark). This ensured that Milgram could conclude that the responses\nwere causing the stressful reactions seen in the participants (1 mark).\ne.g., Yaroslav\nThe study lacked ecological validity (1 mark). This is because the set-up of\nshocking a stranger during a memory test is not a real situation (1 mark) so the\nresponses may only be what people would do in this unreal situation / might not\nbe what people would do in a real-life destructive obedience situation (1 mark).\n© UCLES 2023 Page 12 of 17", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p12.png" ] }, { "id": "9990-2023-on-11-q09", "question_id": "9990-2023-on-11-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the sample used in the study by Pepperberg (parrot learning). 4 List is definitive.\n1 mark per correct point. Do not credit opportunity sample.\nSample of 1.\nAfrican grey (parrot).\nAlready been in studies on communication / cognitive abilities.\nAlready produce vocal labels for colour/shape/material.\nKnew some of the objects already.\nAlready shown limited comprehension of abstract concepts.\nAlready has the ability to communicate needs (e.g., ‘wanna go gym’).\n© UCLES 2023 Page 13 of 17\n\n9(b) Explain whether each ethical guideline below, relating to animals, was 8 Do not credit tautological answers:\nbroken in the study by Pepperberg (parrot learning):\n• housing e.g., housing is about housing\n• pain and distress animals etc.\n• reward\n• species and strain Go with the intentions of the\ncandidate.\nFor each guideline, use the following banded mark scheme:\nMark each guideline independently\nLevel Descriptor Marks\nand annotate with SEEN, L1 or L2.\n2 The answer explicitly describes the ethical guideline and the 2\nCredit provided with food and water\nexample is contextualised from the named study\nas example. Ignore comments about\nnot being in the wild\n1 The answer explicitly describes the ethical guideline without 1\ncorrect contextualisation / no contextualisation\nCredit example about being punished\nOR The ethical guideline is identified from the use of a brief\nfor incorrect response.\nexample contextualised from the named study\nOR The ethical guideline is incorrectly described but the\nFor species and strain accept\ncontextualised example from the named study is correct\narguments about Alex not being\nendangered. Also, do credit tested\n0 The description of the ethical guideline is incorrect and/or the 0\nmany times / over many days so this\ncontextualised example is incorrect\ncould have strained him.\nOR no answer given\ne.g., housing\nHousing should consider the social behaviour of species (e.g., caging).\nAlex was housed alone which might be stressful as parrots are social (broken).\ne.g., pain and distress\nResearchers should always attempt to minimise pain and distress that might\narise in a study.\nAlex was not subjected to any painful procedures if he got an answer wrong (it\nwas a verbal punishment) (not broken).\nWhen Alex did get an answer wrong he was scolded verbally which could have\ncaused distress (broken).\n© UCLES 2023 Page 14 of 17\n\n9(b) e.g., reward\nRewards should be tailored to the animal and based on preferred food choices /\nobject choice.\nAlex was rewarded with the objects if he got a question correct / he could self-\nreward by asking for food and it would be given (not broken).\ne.g., species and strain\nResearchers should choose an appropriate species for their study / least likely\nto suffer.\nAlex had been used for over 10 years in different studies about cognitive abilities\nso was an ideal participant (not broken) / he was a solitary parrot and they are\nsocial so he may have suffered (broken).\n© UCLES 2023 Page 15 of 17", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p13.png", "../answer-assets/9990_w23_ms_11-p14.png", "../answer-assets/9990_w23_ms_11-p15.png" ] }, { "id": "9990-2023-on-11-q10", "question_id": "9990-2023-on-11-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Laney et al. (false memory) in terms of two strengths 10 Use tick-d for detailed (so the\nand two weaknesses. At least one of your evaluation points must be about candidate clearly explains why it is a\nethics. strength or a weakness).\nSuitable strengths include internal validity, reliability, quantitative data. Use tick-b for brief (tends to not\nSuitable weaknesses include ethics, external validity, generalisability. explain why).\nRules (points in context)\nAdditional guidance\nIf all tick-b then Level 2 max\nIf mixture of tick-b and tick-d then\nLevel 4 (8–10 marks) 10 marks is reserved for: The\nlikely Level 3\n• Evaluation is comprehensive. candidate has given four evaluation\nIf three tick-d and one tick-b then\npoints (two strengths and two\n• Answer demonstrates evidence of Level 4 8 marks max\nweakness) that are in depth, in the\ncareful planning, organisation and All have to be tick-d and in context to\ncontext of the study, and include the\nselection of material. gain Level 4\nnamed evaluation point.\n• Analysis (valid conclusions that\neffectively summarise issues and If no points are in context then Level\nMax 8 if: The candidate has given\narguments) is evident throughout. 1 max, unless well explained then\nthree evaluation points (at least one\n• Answer demonstrates an excellent strength and one weakness) and Level 2\nunderstanding of the material. they are in the context of the Laney\net al. study and it includes the\nnamed evaluation point, in depth.\nLevel 3 (6–7 marks) Max 6: if the answer does not\n• Evaluation is good. include the named evaluation point.\n• Answer demonstrates some\nMax 6: if The candidate has given\nplanning and is well organised.\none strength and one weakness and\n• Analysis is often evident but may\nthey are in the context of the Laney\nnot be consistently applied.\net al. study and in-depth.\n• Answer demonstrates a good\nunderstanding of the material.\n© UCLES 2023 Page 16 of 17\n\n9990/11 Cambridge International AS & A Level – Mark Scheme October/November 2023\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel 2 (4–5 marks) Max 5: The candidate has given either\n• Evaluation is mostly appropriate two strengths or two weaknesses\nbut limited. (contextualised).\n• Answer demonstrates limited\nMax 4: if The candidate has given one\norganisation or lacks clarity.\nstrength or weakness that is in the\n• Analysis is limited.\ncontext of the Laney et al. study which\n• Answer lacks consistent levels of is in-depth\ndetail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks) Max 3: The candidate has given two\n• Evaluation is basic. evaluation points that are\ngeneric/brief.\n• Answer demonstrates little\norganisation.\nMax 2: The candidate has given one\n• There is little or no evidence of\nevaluation point that is generic/brief.\nanalysis.\n• Answer does not demonstrate\nunderstanding of the material.\nLevel 0 (0 marks) If the answer is a description of the\nNo response worthy of credit. study\n© UCLES 2023 Page 17 of 17", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_11-p16.png", "../answer-assets/9990_w23_ms_11-p17.png" ] }, { "id": "9990-2023-on-12-q01", "question_id": "9990-2023-on-12-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "1(a) The study by Baron-Cohen et al. used the eyes test as a 1 Reject IQ.\nmeasure of theory of mind.\nReject Autism Spectrum Test.\nThe eyes test results were negatively (inversely)\ncorrelated with the results of another measure.\nName this measure.\n1 mark for correct answer. Take the first answer only.\nAutism [Spectrum] Quotient/AQ.\n\n1(b) Outline the Group 4 sample from this study. 2 List is definitive.\n1 mark per correct point. No tolerance on n or IQ.\nRandom sample. Age tolerance 27–29 years.\nGeneral population.\nn=14. Ignore reference to ‘normal people’.\nIQ matched with Group 1 / similar to Group 1/AS-HFA\ngroup. Do not credit do not suffer from AS/HFA\nSame age distribution as Group 1.\nMean IQ = 116.\nMean age = 28 years\nNot diagnosed with AS/HFA.\n© UCLES 2023 Page 5 of 20", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p05.png" ] }, { "id": "9990-2023-on-12-q02", "question_id": "9990-2023-on-12-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2 The study by Saavedra and Silverman investigated a 4 List is definitive.\nboy with a phobia of buttons.\nThe boy reported an experience that he thought was the\ncause of his button phobia.\nDescribe the experience the boy reported.\n1 mark per correct point.\nThe incident happened when he was five years old /\nhappened four years before study.\nThere was an art project / during art class (using buttons).\nHe had run out of buttons (for his project).\nHe was asked to go to the front of the class to get more\n(buttons).\nThey were in a large bowl (on the teacher’s desk).\nHis hand slipped as he reached for the bowl / accidentally\nknocked over the bowl.\nAll of the buttons fell down on him.\n© UCLES 2023 Page 6 of 20", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p06.png" ] }, { "id": "9990-2023-on-12-q03", "question_id": "9990-2023-on-12-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 3, "status": "available", "reason": null, "text": "3 Explain one problem that could arise if children were 3 Go with the intention of the candidate.\nused as participants in the study by Canli et al. (brain\nscans and emotions). If more than one problem presented, mark all and credit the\nbest.\n1 mark for identification of the problem.\n1 mark for elaboration of the problem (can be linked to study Cannot be awarded 1 mark for simply stating it reduces /\nor not) affects validity.\n1 mark for linking it to Canli et al.\nUnethical/ethical issues can be the identification of the\ne.g. problem.\nfMRI/MRI scans were used in the study to measure brain\nstructure/activity (1 mark: elaboration). This requires\nparticipants to be still which might be difficult for children (1\nmark: identification). This could mean that none of the scans\nwould be useful / be completed successfully (1 mark: link)\nChildren may lack understanding of emotions (1 mark:\nidentification) and this study was dealing with complex\nemotions like tranquil (1 mark: elaboration) so it would not\nbe a valid test of brain function and emotion (1 mark: link)\ne.g., identification of other creditworthy problems include:\nChildren would need to keep still during the brain scans (1\nmark).\nChildren may be scared to enter the machine so refuse to go\nin (1 mark).\nThe children may find images distressing / scared of pictures\n(1 mark).\n© UCLES 2023 Page 7 of 20", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p07.png" ] }, { "id": "9990-2023-on-12-q04", "question_id": "9990-2023-on-12-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "4(a) In the study by Pepperberg (parrot learning), a principal 4 The list is definitive.\ntrainer was used during the ‘test procedures’.\nDescribe the procedure that the principal trainer\nfollowed during the ‘test procedures’.\n1 mark per correct point.\nShe was sat in the room with her back to Alex / the parrot.\nShe did not look at Alex / the parrot during the presentation\nof (test) objects.\nShe did not know what object was being presented.\nShe repeated out loud what Alex / the parrot said.\nIt was then decided if the response was correct/incorrect\n/indistinct.\n\n4(b) Outline one conclusion from this study. 2 If the same/different does not mention symbolic but does\nexplain a mechanism as to why, for example, SLT or\n2 marks detailed conclusion. Model/Rival, then award 2 marks.\n1 mark partial/brief.\nNo credit for any actual results. Must be generic.\ne.g.\nThat an avian subject, an African Grey parrot, showed\nsymbolic comprehension / cognitive ability of the concept\nsame/different. (2 marks)\nIt would therefore appear that symbolic representation, in\nthis case of same/different, is not exclusive to primates (2\nmarks)\nThe study showed that he could comprehend same/different\n(1 mark)\nNot only primates can understand same/different (1 mark)\nAlex’s accuracy rate was 70% for novel objects (0 marks =\nresult).\n© UCLES 2023 Page 8 of 20", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p08.png" ] }, { "id": "9990-2023-on-12-q05", "question_id": "9990-2023-on-12-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "5(a) The study by Piliavin et al. (subway Samaritans) used 2 Accept any age answer in the range.\nmodels and victims.\nList is definitive.\nName two features of the models used in this study.\n1 mark per correct feature\nWhite.\nMales.\nAged 24–29 years.\nInformally clothed / not the same attire / casual clothing.\nStudents from Columbia University.\n\n5(b) Outline one result in relation to the time taken to help 2 Ignore reference to any results about early versus late as\nthe victims. the participants never knew this would happen.\n2 marks for result with a meaningful comparison.\n1 mark for partial result / no meaningful comparison.\ne.g.,\nThe average time it took people to help the ill victim was\nsignificantly faster than the average time taken to help the\ndrunk victim (2 marks).\nPeople were consistently faster to help in groups of 7\ncompared to groups of 3 (2 marks).\nPeople helped the ill victim faster (on average) (1 mark).\nPeople were slower to help in groups of 3 (1 mark).\n© UCLES 2023 Page 9 of 20\n\n5(c) Outline one result in relation to participants leaving the 2\ncritical area.\n2 marks for result with a meaningful comparison.\n1 mark for partial result / no meaningful comparison.\ne.g.,\nPeople were more likely to leave the critical area when the\nvictim was black compared to when the victim was white (2\nmarks).\nPeople were more likely to leave the critical area when the\nvictim was drunk compared to when the victim was ill (2\nmarks).\nPeople were more likely to leave the critical area when help\nhad not been offered within 70s (of collapse) compared to\nwhen help had been given (2 marks).\n34 people left the critical area (1 mark) on 21 (20%) of trials\n(1 mark).\nPeople left the critical area less when the victim was white (1\nmark).\n© UCLES 2023 Page 10 of 20", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p09.png", "../answer-assets/9990_w23_ms_12-p10.png" ] }, { "id": "9990-2023-on-12-q06", "question_id": "9990-2023-on-12-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "6(a) From the study by Andrade (doodling): 4 No credit for providing results from the Andrade study, but 1\nmark available for the aim of Andrade’s study.\nDescribe the background to this study.\n1 mark per correct point made.\ne.g.,\nDaydreaming had been linked to moments of boredom in\npeople.\nIn these situations, people may resort to doodling to help\nconcentration.\nDual task designs are used to pinpoint our cognitive\nresources.\nArousal levels need to be maintained to be able to\nconcentrate.\nBoredom plays a role in paying attention to information.\nInformation processing can be difficult when asked to do\n‘two things at once’.\nIt has been assumed that doing concurrent tasks (e.g.,\ndoodling) impairs concentration / distracts from primary task.\nThe effects of boredom on processing have been\noverlooked.\n© UCLES 2023 Page 11 of 20\n\n6(b) Explain why this study is from the cognitive approach. 2\n2 marks = clearly linked to cognitive approach (either\nthrough example or assumption)\n1 mark = partially linked to cognitive approach\ne.g.,\nOne assumption of the cognitive approach is that behaviour\ncan be explained using cognitive systems like attention (1\nmark) and this study examined the role of split attention in\nrecall (1 mark).\nDifferences between people can be attributed to individual\npatterns of cognition (1 mark) and in this study not all people\nrecalled the same amount of correct information (1 mark).\n© UCLES 2023 Page 12 of 20", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p11.png", "../answer-assets/9990_w23_ms_12-p12.png" ] }, { "id": "9990-2023-on-12-q07", "question_id": "9990-2023-on-12-q07", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two real-world applications based on the study 4 Annotate with a tick for what the application is and a + for\nby Yamamoto et al. (chimpanzee helping). how it will be achieved.\nYour suggestions must be ethical. Do not credit the same ‘what’ twice (e.g., teachers in\nclassroom), but do credit different ‘hows’.\n1 mark for what the application is (clearly based on\nYamamoto et al.). Suggestions based on the use of rewards are creditworthy\n1 mark for how it will be achieved. here.\ne.g.\nThe procedure could be used in schools to teach about\nhelping behaviour (1 mark: what); teachers could set up a\nsimilar scenario so that children have to interact /\nunderstand the needs of others to be able to complete the\ntask of helping someone else (1 mark: how)\nParents can use these ideas to promote helping behaviour\nin their children (1 mark: what). Parents can reward their\nchildren when specific helping behaviours are seen (to\nincrease the likelihood they continue) (1 mark: how)\nA teacher can use rewards in the classroom to motivate\nchildren (1 mark: what).\n© UCLES 2023 Page 13 of 20", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p13.png" ] }, { "id": "9990-2023-on-12-q08", "question_id": "9990-2023-on-12-q08", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "8 Two friends, Zayn and Danna, are discussing the nature 6 For Zayn, do not credit ‘naturally’ for a definition.\nversus nurture debate in relation to the study by\nBandura et al. (aggression). Zayn thinks the study For Danna, do not credit ‘nurtured’ for a definition.\nsupports the nature side of the debate but Danna thinks\nthe study supports the nurture side of the debate. For Danna, definition of nurture + they observed/imitated = 2\nmarks.\nExplain one reason why Zayn is correct and one reason\nwhy Danna is correct using evidence from this study. For Danna, accept arguments about being exposed to\naggression at home etc. for 1 mark max.\n1 mark per correct point.\nIf there is no explicit evidence presented from Bandura then\n3 marks for Zayn. 1 mark for defining nature. max 2.\n3 marks for Danna. 1 mark for defining nurture.\nAn explicit explanation must be present for max 3.\ne.g., Zayn\nNature is about behaviours being genetically encoded and\nwith us from birth (1 mark: definition). Boys were more\nphysically aggressive than girls across a range of the\nconditions irrespective of the sex of the model (1 mark). This\ncould be due to them having higher levels of testosterone\nwhich is biological (1 mark).\ne.g., Danna\nNurture is about the learning of behaviours through\nexperiences / after birth (1 mark: definition). Participants in\nall conditions had already been matching on (pre-existing)\naggression levels yet, for instance, male participants we\nmuch more likely to imitate a physically aggressive male role\nmodel (1 mark). Therefore, this imitated behaviour must\nhave been learned (1 mark).\n© UCLES 2023 Page 14 of 20\n\n8 Participants had been matched on levels of aggression (1\nmark) and there were differences in levels of imitated\nbehaviour depending if a model was aggressive or not so\nlearned (1 mark).\nThey learned to be aggressive by observing/imitating a\nmodel (1 mark).\nQuestion Answer Marks Guidance", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p14.png", "../answer-assets/9990_w23_ms_12-p15.png" ] }, { "id": "9990-2023-on-12-q09", "question_id": "9990-2023-on-12-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Schachter and Singer (two factors in 4 List is definitive.\nemotion):\nSample size tolerance 180–190.\nDescribe the sample.\nDo not credit ‘given course credit’.\n1 mark per correct point.\nAccept alternative spellings of Minnesota.\n(predominantly) volunteers/90% volunteers.\nn=184/185.\n1 refused to participate.\nMales.\n(College) students / undergraduates.\nTaking introductory psychology class / studying psychology.\nUniversity of Minnesota.\nAll cleared with Student Health Service.\nTwo extra points on final examination (for every hour).\n© UCLES 2023 Page 15 of 20\n\n9(b) Explain whether each ethical guideline below was 8 Annotate with L2, L1 or SEEN.\nbroken in the study by Schachter and Singer (two\nfactors in emotion). Do not credit tautological answers:\n• Confidentiality e.g., they kept their names confidential etc.\n• Lack of Deception\n• Privacy Accept arguments about a deceptive aim here.\n• Protection from physical harm\nFor each guideline, use the following banded mark scheme:\nLevel Descriptor Marks\n2 The answer explicitly describes the 2\nethical guideline, and the example is\ncontextualised from the named study.\n1 The answer explicitly describes the 1\nethical guideline without correct\ncontextualisation / no contextualisation,\nOR The ethical guideline is identified\nfrom the use of a brief example\ncontextualised from the named study,\nOR The ethical guideline is incorrectly\ndescribed but the contextualised\nexample from the named study is\ncorrect.\n0 The description of the ethical guideline 0\nis incorrect and/or the contextualised\nexample is incorrect,\nOR no answer given\n© UCLES 2023 Page 16 of 20\n\n9(b) Confidentiality\ne.g., Any data should not be identifiable as a single\nparticipants’ responses / participants’ data must not be\nnamed as theirs.\nAll we know is that there were male students from the\nUniversity of Minnesota / only the doctors had access to\ntheir medical records.\nLack of Deception\ne.g., A participant should not be deceived without a strong\njustification / only if revealing the deception would not cause\ndiscomfort.\nThis guideline was broken as they were told the wrong\ninformation whilst getting the injection.\nPrivacy\ne.g., Researchers should always attempt to refrain from\nmaking participants reveal personal details (that they would\nnot reveal in everyday life).\nThe questionnaire in the anger condition made participants\nrate various traits about family members which were\nsensitive matters.\nProtection from physical harm\ne.g., Participants should leave the study in the same\nphysical state as they entered.\nThe guideline was broken as the participants did receive an\ninjection which may have caused physical pain.\nThe guideline was not broken as the injection was given by\na professional doctor to ensure minimal pain.\n© UCLES 2023 Page 17 of 20", "source_pages": [ 15, 16, 17 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p15.png", "../answer-assets/9990_w23_ms_12-p16.png", "../answer-assets/9990_w23_ms_12-p17.png" ] }, { "id": "9990-2023-on-12-q10", "question_id": "9990-2023-on-12-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Milgram (obedience) in terms of 10 Use tick-d for detailed (so the candidate clearly explains why\ntwo strengths and two weaknesses. At least one of your it is a strength or a weakness).\nevaluation points must be about validity.\nUse tick-b for brief (tends to not explain why).\nSuitable strengths include: reliability, use of controls (linked\nto elements of internal validity), quantitative data Rules (points in context)\nSuitable weaknesses include: ethics, external validity, If all tick-b then Level 2 max\nquantitative data If mixture of tick-b and tick-d then likely Level 3\nIf three tick-d and one tick-b then Level 4 8 marks max\nAll have to be tick-d and in context to gain Level 4\nAdditional guidance\nIf no points are in context then Level 1 max, unless well\nLevel 4 (8–10 marks) 10 marks is reserved for:\nexplained then Level 2\n• Evaluation is The candidate has given four\ncomprehensive. evaluation points (two\nstrengths and two\n• Answer demonstrates\nweakness) that are in depth,\nevidence of careful\nin the context of the study,\nplanning, organisation\nand include the named\nand selection of\nevaluation point.\nmaterial.\n• Analysis (valid\nMax 8 if: The candidate has\nconclusions that\ngiven three evaluation points\neffectively summarise\n(at least one strength and\nissues and\none weakness) and they are\narguments) is evident\nin the context of the Milgram\nthroughout.\nstudy and it includes the\n• Answer demonstrates named evaluation point, in\nan excellent depth.\nunderstanding of the\nmaterial.\n© UCLES 2023 Page 18 of 20\n\n9990/12 Cambridge International AS & A Level – Mark Scheme October/November 2023\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel 3 (6–7 marks) Max 6: if the answer does\n• Evaluation is good. not include the named\nevaluation point.\n• Answer demonstrates\nsome planning and is\nMax 6: if The candidate has\nwell organised.\ngiven one strength and one\n• Analysis is often\nweakness and they are in\nevident but may not\nthe context of the Milgram\nbe consistently\nstudy and in-depth.\napplied.\n• Answer demonstrates\na good understanding\nof the material.\nLevel 2 (4–5 marks) Max 5: The candidate has\n• Evaluation is mostly given either two strengths or\nappropriate but two weaknesses\nlimited. (contextualised).\n• Answer demonstrates\nMax 4: if The candidate has\nlimited organisation or\ngiven one strength or\nlacks clarity.\nweakness that is in the\n• Analysis is limited.\ncontext of the Milgram study\n• Answer lacks which is in-depth\nconsistent levels of\ndetail and\ndemonstrates a\nlimited understanding\nof the material.\n© UCLES 2023 Page 19 of 20\n\n9990/12 Cambridge International AS & A Level – Mark Scheme October/November 2023\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel 1 (1–3 marks) Max 3: The candidate has\n• Evaluation is basic. given two evaluation points\nthat are generic/brief.\n• Answer demonstrates\nlittle organisation.\nMax 2: The candidate has\n• There is little or no\ngiven one evaluation point\nevidence of analysis.\nthat is generic/brief.\n• Answer does not\ndemonstrate\nunderstanding of the\nmaterial.\nLevel 0 (0 marks) If the answer is a description\nNo response worthy of of the study\ncredit.\n© UCLES 2023 Page 20 of 20", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_12-p18.png", "../answer-assets/9990_w23_ms_12-p19.png", "../answer-assets/9990_w23_ms_12-p20.png" ] }, { "id": "9990-2023-on-13-q01", "question_id": "9990-2023-on-13-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 3, "status": "available", "reason": null, "text": "1(a) From the study by Milgram (obedience): 1 No tolerance.\nState the percentage of participants who pressed the 300–volt level switch.\n1 mark for the correct answer. Take the first answer only.\n100(%)\n\n1(b) Outline the payment given to participants. 2 List is definitive.\n1 mark per correct point. Tolerance is $4–$5\nThey were paid $4.50. Credit 50c for taxi ride.\nTold it was simply for coming to the laboratory.\nThey were told they could keep it no matter what happened.\n© UCLES 2023 Page 5 of 18", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p05.png" ] }, { "id": "9990-2023-on-13-q02", "question_id": "9990-2023-on-13-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2 From the study by Pepperberg (parrot learning): 4 List is definitive.\nDescribe the procedure of the ‘Transfer Tests with Novel Objects’. If a candidate has not been awarded\n4 marks, they can gain one mark for\n1 mark per correct point. one of the following:\nAt least 1 must come from the following: Principal trainer sat with back to Alex.\nPrincipal trainer did not know what\nAlex was presented with (pairs of) objects never used in training. objects were being presented.\nThey also had not been used in any previous tests asking same/different. Principal trainer repeated what Alex\nThe objects may also have been ‘totally’ novel/never encountered before. said.\n1 mark per correct point (maximum 3): Do not credit ‘given novel objects’ as\nit is in the Q.\nThese objects were kept on a shelf in view of Alex.\nTherefore, at least one of the pair of objects was unfamiliar to Alex. Accept ‘unfamiliar’ as novel.\nThese could be colours/shapes he had no label for.\nHe was then asked, ‘What’s Same?’/’What’s Different?’\nIf he answered correctly he was praised or rewarded (kept object)/if incorrect the\nexperimenter said ‘no’.\n© UCLES 2023 Page 6 of 18", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p06.png" ] }, { "id": "9990-2023-on-13-q03", "question_id": "9990-2023-on-13-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "3 Explain one problem that could arise if children were used as participants in the 3 Go with the intention of the candidate.\nstudy by Laney et al. (false memory).\nDo not accept anything about\n1 mark for identification of the problem. generalisations.\n1 mark for elaboration of the problem (can be linked to study or not)\n1 mark for linking it to Laney et al. One mark must be from an example\nfrom Laney.\ne.g.\nChildren’s linguistic ability/experiences of food are not the same as adult (1 mark: Unethical enough for ID.\nidentification). The questionnaires used (potentially had) terminology on that a child\nmay find difficult to comprehend (1 mark: elaboration) for example would a child know\nwhat sautéed asparagus is? (1 mark: link).\nChildren would be an inappropriate sample to use (1 mark: identification). The aim of\nthe study was about a childhood memory before the age of 10 (1 mark: link) so this\nwould not be possible if children under 10 were used (1 mark: elaboration).\nThere are other creditworthy problems including ethical issues.\n© UCLES 2023 Page 7 of 18", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p07.png" ] }, { "id": "9990-2023-on-13-q04", "question_id": "9990-2023-on-13-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "4(a) From the study by Schachter and Singer (two factors in emotion). 4 List is definitive.\nDescribe the procedure from immediately after the injection to immediately Ignore any reference to the content of\nbefore the stooge began his standardised behaviours. the questionnaires or any of the\nstooge’s standardised behaviours.\n1 mark per correct point.\nThe experimenter brought a stooge into the room.\nThe experimenter introduced the stooge to the participant.\nThe experimenter explained that there would be a 20-minute delay.\nThis was to ensure that the Suproxin was in the bloodstream.\n(Anger) The experimenter then asked the P and stooge to use the 20 minutes to\ncomplete some questionnaires.\n(Anger) The experimenter then handed out the questionnaires (to the P and stooge).\n(Anger)The experimenter then said he will be back in 20 minutes to collect\nquestionnaires/begin vision test.\n(Euphoria) The experimenter apologised for the disarray in room/taken to a room that\nwas in disarray.\n(Euphoria) The experimenter told them that they could use anything in the room.\nThe experimenter then left the room.\n\n4(b) Outline one conclusion from this study. 2 Do not credit results.\n2 marks detailed conclusion.\n1 mark partial/brief.\ne.g.\nThere are two factors involved when we experience emotions: a\nphysiological/biological one and a psychological/cognitive one (2 marks).\nThe findings supported the two-factor theory of emotion (1 mark).\nThe highest pulse rate change was in the Anger condition with EPI-IGN (0 marks).\n© UCLES 2023 Page 8 of 18", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p08.png" ] }, { "id": "9990-2023-on-13-q05", "question_id": "9990-2023-on-13-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "5(a) From the study by Baron-Cohen et al. (eyes test): 2 Ignore aim based on correlation\nbetween eyes test and AQ.\nOne aim was to investigate whether there would be a correlation between\nscores on the revised ‘Reading the Mind in the Eyes’ test and the Autism Ignore reference to scoring ‘better’ =\nSpectrum Quotient (AQ). 0.\nOutline one other aim.\n2 marks full aim\n1 mark partial/brief aim\ne.g.,\nTo test people on a revised Eyes Test to see if some of the original deficits were no\nlonger seen (2 marks).\nTo see if people with AS/HFA lack/have a Theory of Mind (2 marks).\nTo investigate sex differences in performance on the revised Eyes Test (2 marks).\nTo investigate if females will score higher on the revised Eyes Test (2 marks).\nTo improve the Eyes test (1 mark).\nTo test for Theory of Mind (1 mark).\n\n5(b) Outline one result in relation to the Autism Spectrum Quotient (AQ). 2 Ignore reference to scoring ‘better’ =\n0.\n2 marks for result with a meaningful comparison.\n1 mark for partial result/no meaningful comparison. If the response is about an\ninverse/negative correlation between\ne.g., AQ and Eyes Test then max 1.\nThe AS/HFA group scored (significantly) higher than Group 3 / Group 4 (2 marks).\nMales in Group 3 scores higher than females in Group 3 (2 marks). Group 2 did not complete the AQ.\nParticipants in Groups 3 and Groups 4 scored roughly the same (2 marks).\nThe AS/HFA group scored the highest (1 mark).\nFemales in Group 3 scored the lowest (1 mark).\nGroup 4 scored better on the AQ test (0 marks = value judgement).\n© UCLES 2023 Page 9 of 18\n\n5(c) Outline one result comparing the participants of Group 1 to the participants of 2 The answer can only be about the\nGroup 2. You must use data in your answer. eyes test result as Group 2 did not\ncomplete the AQ or have their IQ\n1 mark for result with a meaningful comparison between two groups given in the measured.\nquestion.\n1 mark for correct data. Data only needs to be provided for\none group.\ne.g.\nThe AS/HFA group / Group 1 scored (significantly) lower on the Eyes Test than Group Tolerance:\n2 / General population (1 mark) with a mean of 21.9 (2 marks) Group 1: 21–22\nThe AS/HFA scored the lowest (1 mark). Group 2: 26–27\nIgnore reference to scoring ‘better’ =\n0.\nUse tick-d for data mark.\n© UCLES 2023 Page 10 of 18", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p09.png", "../answer-assets/9990_w23_ms_13-p10.png" ] }, { "id": "9990-2023-on-13-q06", "question_id": "9990-2023-on-13-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "6(a) From the study by Bandura et al. (aggression): 4 If in doubt, refer to the introduction of\nthe original paper.\nDescribe the background to this study.\nDo not credit results from Bandura as\ne.g., NAQ.\nPrevious studies had shown that children readily imitate behaviour in the presence of\nan adult model. 1 mark is available for a term linked\nSocial Learning theory was being investigated, which centres around observing and to SLT (annotate with tick-e).\nimitating behaviours.\nPeople pay attention to a role model.\nThey retain this information in their memory.\nThey must feel like they are capable of imitating the behaviour.\nThey must feel motivated to want to imitate the behaviour / feel will get rewarded for\nimitation.\nThis study looked into delayed imitation.\nThis when someone witnesses a behaviour at one time point but only reproduces that\nbehaviour at a different time point.\n\n6(b) Explain why this study is from the learning approach. 2 Do not credit rewards/reinforcement.\n2 marks = clearly linked to learning approach (either through example or assumption) Do credit vicarious reinforcement /\n1 mark = partially linked to learning approach learning and effect of environment\nand experiences.\ne.g.\nOne assumption of the learning approach is that we learn through Social Learning (1\nmark). In this study, participants observed and imitated a model’s aggressive\nbehaviours (1 mark).\n© UCLES 2023 Page 11 of 18", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p11.png" ] }, { "id": "9990-2023-on-13-q07", "question_id": "9990-2023-on-13-q07", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two real-world applications based on the study by Saavedra and 4 Annotate with a tick for what the\nSilverman (button phobia). application is and a + for how it will\nbe achieved.\nYour suggestions must be ethical.\nIn this instance the ‘what’ can be a\n1 mark for what the application is (clearly based on Saavedra and Silverman) or an finding.\nelement of the study that is useful to know for an application (due to the nature of the\nstudy). Anything linked to a therapeutic\n1 mark for how it will be achieved. process used in the study is ethical\nfor this question.\ne.g.\nThe boy revealed that during an art class a bowl of buttons fell on him as he tried to If any suggestion is about using\nget some (1 mark: what). Therefore, a therapist may need to investigate / discover a therapy then a specific one needs to\nsituation when the person first came into contact with their phobic stimulus to be named (e.g., imagery exposure or\n(potentially) unearth the cause (1 mark: how) behavioural exposure).\nAfter just four sessions of the mother providing positive reinforcement the boy could\ncope with his worst button fears (1 mark: what). Therefore, for children with phobias,\nhaving a parent involved in the therapy might bring about faster positive outcomes (1\nmark: how)\nTherapists could use imagery exposure to help treat for other phobias (1 mark: what).\nClients can be asked to imagine their phobia in different scenarios (1 mark: how)\nTherapists can use a Feelings Thermometer to measure level of fear/disgust (1 mark:\nwhat). Clients can be asked to rate different elements of their phobia so then the\ntherapist can begin with the least traumatic (1 mark: how).\nThere are other creditworthy responses.\n© UCLES 2023 Page 12 of 18", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p12.png" ] }, { "id": "9990-2023-on-13-q08", "question_id": "9990-2023-on-13-q08", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "8 Two friends, Xander and Silvia, are discussing the individual and situational 6 For Xander, do not credit ‘individual’\nexplanations for behaviour in relation to the study by Andrade (doodling). for a definition.\nXander thinks the study supports the individual explanation but Silvia thinks\nthe study supports the situational explanation. For Xander, having a better memory\nis creditworthy.\nExplain one reason why Xander is correct and one reason why Silvia is correct\nusing evidence from this study. For Silvia, do not credit ‘situation’ for\na definition.\n1 mark per correct point\nIf there is no explicit evidence\n3 marks for Xander. 1 mark available for defining the individual explanation. presented from Andrade then max 2.\n3 marks for Silvia. 1 mark available for defining the situational explanation.\ne.g., Xander\nThe individual explanation states that we behave because of our personality (1 mark).\nDifferent personalities will doodle in many different ways (1 mark). There were\nindividual differences in the amount of doodling that each participant engaged in. (1\nmark)\nIt supports the individual side of the debate as everyone doodled in different ways,\nmay be based on their personality type (1 mark) / wide variety in the amount of\ndoodles (someone doodled 100 items) (1 mark); for example, people who are labelled\nas extraverts may require doing more than one thing at once to help stimulate\nthemselves and concentrate better (1 mark)\ne.g., Silvia\nThe situational explanation states that we behaviour because of the environment we\nfind ourselves in / our surroundings / other people around us (1 mark).\n© UCLES 2023 Page 13 of 18\n\n8 The situation of a boring/monotonous telephone message made the participants\ndoodle (1 mark) and some of these participants may be used to doodling in boring\nsituations (1 mark)\nAndrade had made sure that everyone was bored so that the situation caused them to\ndoodle / concentrate more when doodling (1 mark); the task itself may have brought\nabout an improvement in concentration as doodling helped them focus more (1 mark)\nas the doodling group did recall more correct names than the control (1 mark)\nQuestion Answer Marks Guidance", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p13.png", "../answer-assets/9990_w23_ms_13-p14.png" ] }, { "id": "9990-2023-on-13-q09", "question_id": "9990-2023-on-13-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the sample in the study by Yamamoto et al. (chimpanzee helping). 4 List is definitive.\n1 mark per correct point Accept n=6\nFive pairs/five chimpanzees. Do not accept opportunity sample.\nEach paired with kin/mother.\nThree were juveniles. Do not accept ‘been well trained’.\nSocially housed.\nPrimate Research Institute at Kyoto University.\nHad participated in previous research (about perceptual/cognitive mechanisms\n/sharing behaviour).\nHad demonstrated sharing behaviour before.\n© UCLES 2023 Page 14 of 18\n\n9(b) Explain whether each ethical guideline below, relating to animals, was broken 8 Do not credit tautological answers:\nin the study by Yamamoto et al. (chimpanzee helping).\ne.g., housing is about where they\n• deprivation and aversive stimuli house the chimpanzees.\n• housing\n• pain and distress Go with the intentions of the\n• reward candidate.\nFor each guideline, use the following banded mark scheme: Annotate with L2, L1 or SEEN.\nLevel Descriptor Marks\nAccept not deprived of food/water.\nAccept familiar with tools.\n2 The answer explicitly describes the ethical guideline, and the 2\nexample is contextualised from the named study.\nDo not accept anything about the\nexperimental booths.\n1 The answer explicitly describes the ethical guideline without correct 1\ncontextualisation / no contextualisation.\nDo accept placed in a cage for trials\nOR the ethical guideline is identified from the use of a brief example\nmay be distressing.\ncontextualised from the named study.\nOR the ethical guideline is incorrectly described but the\nDo accept being given a reward of\ncontextualised example from the named study is correct\njuice as an example.\n0 The description of the ethical guideline is incorrect and/or the 0\ncontextualised example is incorrect.\nOR no answer given\n© UCLES 2023 Page 15 of 18\n\n9(b) e.g., deprivation and aversive stimuli\nDeprivation needs to be avoided / justified based on the needs of the species.\nThe chimpanzees were only deprived of social contact for a limited time during trials /\nwere socially housed outside of trials (not broken)\ne.g., housing\nHousing should take into account the social behaviour of species (e.g., caging).\nThe chimpanzees were socially housed at Kyoto University (not broken).\ne.g., pain and distress\nResearchers should always attempt to minimise pain and distress that might arise in a\nstudy.\nThere were no invasive procedures carried out on the chimpanzees, it as just tool\nselection (not broken)\ne.g., reward\nBehaviours cannot be controlled by the use of rewards only / Rewards should be\ntailored to the animal and based on preferred food choices / object choice.\nIn this case it could be argued that one chimpanzee did get a reward at the expense\nof the other (broken).\n© UCLES 2023 Page 16 of 18", "source_pages": [ 14, 15, 16 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p14.png", "../answer-assets/9990_w23_ms_13-p15.png", "../answer-assets/9990_w23_ms_13-p16.png" ] }, { "id": "9990-2023-on-13-q10", "question_id": "9990-2023-on-13-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Canli et al. (brain scans and emotions) in terms of two 10 Use tick-d for detailed (so the\nstrengths and two weaknesses. At least one of your evaluation points must be candidate clearly explains why it is a\nabout generalisations. strength or a weakness).\nSuitable strengths include internal validity, reliability, quantitative data. Use tick-b for brief (tends to not\nSuitable weaknesses include generalisations, ethics, external validity. explain why).\nRules (points in context)\nAdditional guidance\nIf all tick-b then Level 2 max\nIf mixture of tick-b and tick-d then\nLevel 4 (8–10 marks) 10 marks is reserved for: The candidate\nlikely Level 3\n• Evaluation is comprehensive. has given four evaluation points (two\nIf three tick-d and one tick-b then\nstrengths and two weakness) that are in\n• Answer demonstrates evidence of Level 4 8 marks max\ndepth, in the context of the study, and\ncareful planning, organisation and All have to be tick-d and in context to\ninclude the named evaluation point.\nselection of material. gain Level 4\n• Analysis (valid conclusions that\nMax 8 if: The candidate has given three\neffectively summarise issues and If no points are in context then Level\nevaluation points (at least one strength\narguments) is evident throughout. 1 max, unless well explained then\nand one weakness) and they are in the\n• Answer demonstrates an excellent context of the Canli et al. study and it Level 2\nunderstanding of the material. includes the named evaluation point, in\ndepth.\nLevel 3 (6–7 marks) Max 6: if the answer does not include\n• Evaluation is good. the named evaluation point.\n• Answer demonstrates some\nMax 6: if The candidate has given one\nplanning and is well organised.\nstrength and one weakness and they\n• Analysis is often evident but may not\nare in the context of the Canli et al.\nbe consistently applied.\nstudy and indepth.\n• Answer demonstrates a good\nunderstanding of the material.\n© UCLES 2023 Page 17 of 18\n\n9990/13 Cambridge International AS & A Level – Mark Scheme October/November 2023\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel 2 (4–5 marks) Max 5: The candidate has given either\n• Evaluation is mostly appropriate but two strengths or two weaknesses\nlimited. (contextualised).\n• Answer demonstrates limited\nMax 4: if The candidate has given one\norganisation or lacks clarity.\nstrength or weakness that is in the\n• Analysis is limited.\ncontext of the Canli et al. study which is\n• Answer lacks consistent levels of in-depth\ndetail and demonstrates a limited\nunderstanding of the material.\nLevel 1 (1–3 marks) Max 3: The candidate has given two\n• Evaluation is basic. evaluation points that are generic/brief.\n• Answer demonstrates little\nMax 2: The candidate has given one\norganisation.\nevaluation point that is generic/brief.\n• There is little or no evidence of\nanalysis.\n• Answer does not demonstrate\nunderstanding of the material.\nLevel 0 (0 marks) If the answer is a description of the\nNo response worthy of credit. study\n© UCLES 2023 Page 18 of 18", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_13-p17.png", "../answer-assets/9990_w23_ms_13-p18.png" ] }, { "id": "9990-2023-on-21-q01", "question_id": "9990-2023-on-21-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "1(a) Explain what is meant by ‘covert’ observation. 2\n1 mark for partial explanation + 1 mark for full explanation\n(e.g. explicit / detailed / relevant example)\nA covert observer is hidden (from the participants); 1 (partial)\ne.g. when an observer uses a camera; 1 (detail)\ne.g. (Bandura et al. watched through) a one-way mirror; (example)\nWhen the role of the observer is hidden from the participants; 2 (full)\n\n1(b) Explain one strength of a covert observation. 2\n1 mark strength\n1 mark detail\nThe participants will not know the observer is there / will act more naturally /\nless risk of changing their behaviour;\nless risk of demand characteristics / less risk social desirability / more valid;\n\n1(c) Explain one weakness of a covert observation. 2\n1 mark weakness\n1 mark detail\nObserver less likely to be close to participants / have direct contact with them\n/ be able to speak to them;\nSo their observations may be less detailed / clear / valid;\nThey may be discovered and influence the participants’ behaviour;\nSo the results would be less valid;\nThey may be discovered and upset the participants;\nSo the study would cause the participants harm / break the guideline of\nprotection;\nThey are being watched without their permission;\nbreaks the ethical guideline of consent; (weakness or detail)\ndenied participants the right to withdraw; (weakness or detail)\n© UCLES 2023 Page 5 of 17", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p05.png" ] }, { "id": "9990-2023-on-21-q02", "question_id": "9990-2023-on-21-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 A hypothesis is ‘There will be a difference in helpfulness between\nobedient and disobedient people’.\n\n2(a) State whether this is a directional (one-tailed) hypothesis or a non- 1\ndirectional (two-tailed) hypothesis.\nInclude a reason for your answer.\n1 mark for reason (note there is no mark for stating that it is non-directional)\nNon-directional because it does not say whether the helpfulness of obedient\nand disobedient people will be greater;\nNon-directional because it does not say whether obedient and disobedient\npeople will more helpful;\nNon-directional because it does not say how obedience will affect helpfulness;\nNon-directional because it does not say which level of the IV produce a\ngreater score on the DV; (generic)\nNon-directional because it does not say the direction of the effect = 0\nNon-directional because it does not say the direction of the effect of\nobedience and disobedience = 0\nNon-directional because it does not say the direction of the effect on\nhelpfulness = 0\nDirectional because… = 0\n\n2(b) Write a null hypothesis for this study. 1\n1 mark for null hypothesis (does not have to be operationalised)\nThere will be no difference between helpfulness in obedient and disobedient\npeople = 1\nThere will be no difference between how helpful obedient and disobedient\npeople are = 1\nAny difference between helpfulness in obedient and disobedient people is due\nto chance = 1\nThe level of obedience will not affect helpfulness = 1\nThere will be no difference between helpfulness and obedient and disobedient\npeople = 0\nThere will not be a difference between helpfulness and obedience = 0\nAny difference between helpfulness and obedience is due to chance = 0\n© UCLES 2023 Page 6 of 17", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p06.png" ] }, { "id": "9990-2023-on-21-q03", "question_id": "9990-2023-on-21-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 The study by Pepperberg (parrot learning) tested a parrot’s\nunderstanding of the concepts of ‘same’ and ‘different’.\nTable 3.1 shows the total results for correct responses and incorrect\nresponses for two categories of objects.\nTable 3.1\nTotal responses to ‘same?’ and\n‘different?’ questions\nCategory of objects\ncorrect incorrect\nobjects used in training 99 30\nobjects not used in training 96 17\n\n3(a)(i) Describe the results in Table 3.1. for correct responses. 1\n1 mark for description of ‘correct responses’ results\nThe number / proportion of correct responses was (very) similar for the two\ncategories of objects;\n\n3(a)(ii) Describe the results in Table 3.1. for incorrect responses. 1\n1 mark for description of ‘incorrect responses’ results\nThe number / proportion of incorrect responses was higher for the objects\nused in training (than those not used);\n30 for familiar / training objects and 17 for unfamiliar / non-training ones = 0\n[NAQ]\n3b Whether or not the objects had been used in training affected the 2\naccuracy of the parrot’s responses.\nDescribe how Pepperberg explained this effect.\n1 mark description [definitive reasons] + 1 mark detail\nAlex received the objects themselves as his primary reward;\nthe new items were (potentially more) interesting / motivating;\nso paid more attention to them;\ne.g. chew apart / to try to eat / to use for preening;\n© UCLES 2023 Page 7 of 17", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p07.png" ] }, { "id": "9990-2023-on-21-q04", "question_id": "9990-2023-on-21-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4 In the study by Canli et al. (brain scans and emotions), all the 2\nparticipants were female.\nState the two reasons that Canli et al. gave for using only female\nparticipants in this study.\n1 mark for each reason x2\nbecause females show stronger physiological reactivity (than men);\nbecause females are more likely to report intense emotional experiences\n(than men);\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p08.png" ] }, { "id": "9990-2023-on-21-q05", "question_id": "9990-2023-on-21-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In Experiment 1 of the study by Laney et al. (false memory), participants\nwere randomly allocated to one of two conditions (levels of the\nindependent variable).\n\n5(a) State what is meant by ‘random allocation’. 1\n1 mark\nEach participant has an equal chance of being assigned to each group /\ncondition / level of the IV;\nrandom sampling = 0 [incorrect]\n\n5(b) State why one of the two groups was called a ‘control condition’. 1\n1 mark\nBecause the IV was absent (from this level of the IV);\nBecause they were not exposed to the IV (of having loved asparagus);\n© UCLES 2023 Page 8 of 17", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p08.png" ] }, { "id": "9990-2023-on-21-q06", "question_id": "9990-2023-on-21-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the ethical guidelines of ‘right to withdraw’ and 6\n‘confidentiality’, using any examples.\nDefinitions / detail: up to a maximum of 4 marks for each guideline\nExamples: maximum of 2 marks for each guideline.\nExamples can include ones from any studies (core studies, other studies,\ncandidate’s own studies).\nRight to withdraw: ensuring participants know they can leave if they want to /\nwithout reason; (1 for definition)\n• and take their data with them / remove their data from the study; (+ 1\ndetail)\n• Milgram denied the participants the right to leave with the verbal prods\n(but they were told they could); (+ 1 for example)\n• E.g. Piliavin / in a covert observation participants did / would not know\nthey were being observed so they could not withdraw;\n• Schachter and Singer participants could leave if they did not want the\ninjection; (+ 1 for example)\nConfidentiality: participants’ information is anonymous / not individually\nidentifiable / not made public; (1 for definition)\n• (anonymity achieved by) remove names; (+ 1 detail)\n• (anonymity achieved by) participants given codes; (+ 1 detail)\n• e.g. the participants in Dement and Kleitman were identified by their\ninitials; (+ 1 for example)\n• Saavedra and Silverman’s details known e.g. boy / Hispanic / age, it’s not\nenough to identify him; (+ 1 for example)\n• number of researchers with access to this should be limited; (+ 1 detail)\n• records should be stored safe / securely; (+ 1 detail)\n© UCLES 2023 Page 9 of 17", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p09.png" ] }, { "id": "9990-2023-on-21-q07", "question_id": "9990-2023-on-21-q07", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "7 Two female researchers, Meilin and Nina, are preparing a structured\ninterview about dreams. Each researcher will interview 10 participants.\n\n7(a) Suggest three ways that Meilin and Nina could standardise their 3\nstructured interview, other than using the same questions.\n1 mark for a way to standardise  3\nQuestions in the same order;\n(Meilin and Nina should wear the) same clothes;\nSame tone of voice;\nSame length of time to complete the interview;\nSame (sort of) location / setting / environment;\nJust one of them interview all participants;\n\n7(b) Explain one reason why a structured interview should be standardised. 2\n1st mark explanation of reason\n2nd mark detail / term\nTo ensure that each participant is treated in the same way; (explanation)\nSo that the results are reliable; (term)\nIf participants were treated differently, variations in their data might not be real\n/ might be due to the interview(er); (explanation)\nSo the results would be invalid; (term)\n\n7(c) Explain one reason why it may be better for Meilin and Nina to use an 2\nunstructured interview.\n1 mark explanation + 1 mark link\nBecause they could ask individual participants different questions;\n(explanation)\nThis means they would be able to find out details about each individual’s\ndream; (link)\n\n7(d) Outline one ethical problem with interviewing participants about their 1\ndreams.\n1 mark problem (stating a guideline is not outlining a problem)\nparticipants may be embarrassed about the content; (problem)\nparticipants might not want to reveal them; (problem)\nThey think the topic was private; (problem)\nThey might worry that they interviewer would laugh / might tell someone else;\n(problem)\n© UCLES 2023 Page 10 of 17", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p10.png" ] }, { "id": "9990-2023-on-21-q08", "question_id": "9990-2023-on-21-q08", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "8 Alf conducted an experiment comparing the range of television\nprogrammes that old and young people watch. He collected his data by\nquestionnaire and found that young people watch a wider range of\ntelevision programmes than old people.\n\n8(a)(i) Suggest one extraneous variable that could affect the range of television 2\nprogrammes that old people watch, other than their age.\n1 mark for identifying an extraneous variable (variables such as age,\ngender = 0 [NAQ])\n1 mark for link to old people\nThe variety of channels they can access or choose from / whether they have\nstreaming services; (extraneous variable)\nOld people might only have terrestrial channels / not have access to the\ninternet / satellite TV; (link)\nOld people might not have much money; (extraneous variable)\nSo they might not be able to afford lots of channels / paid TV channels /\nbroadband; (link)\nThey might only like / prefer old-fashioned programmes; (link but no reason)\nBecause modern programmes seem offensive / boring to them; (extraneous\nvariable)\nHow well the old people can hear; (extraneous variable)\nBecause lots of old people are deaf so prefer programmes that are loud / with\nsubtitles; (link)\n© UCLES 2023 Page 11 of 17\n\n8(a)(ii) Explain how Alf could investigate whether the extraneous variable that 2\nyou suggested in 8(a)(i) was the cause of the difference he found.\n1 mark for idea for how to investigate, e.g. add questions to questionnaire /\ninterview / observe\n1 mark for detail\nAccess to channels:\nAdd a question to the questionnaire; (idea)\nabout how many channels they have; (detail)\nOnly use participants who have access to about the same number of\nchannels; (detail control)\nBroadband:\nAsk the young and old people if they have broadband; (idea)\nOnly use (young and) old people who have broadband; (detail of control)\nStreaming services:\nAsk about technology and streaming services; (idea)\nBy using questions such as ‘Do you have more than just terrestrial TV? Y/N’;\n(detail of how)\nHow well people can hear:\nSend young and old people for a hearing test; (idea)\nTo see whether it is volume or background noise that matters; (detail of how)\n\n8(b) Alf used opportunity sampling to obtain participants but would have\npreferred to use volunteer sampling.\n\n8(b)(i) Outline what is meant by ‘volunteer sampling’. 1\n1 mark for outline\nSelf-selecting (participants); 1 mark (generic)\nChoosing a group of people who choose to join the study = 1 mark (generic)\nparticipants who respond to a request to be in the study from the researcher =\n1 mark (generic)\n© UCLES 2023 Page 12 of 17\n\n8(b)(ii) Suggest one way that Alf could have used volunteer sampling to obtain 2\nboth old and young participants.\n1 mark for one way to collect a volunteer sample\n2nd mark if one way would give good access to both young and old people\nPutting an advert in a newspaper; 1st mark\nThat is read by everyone in the locality; 2nd mark\nPutting an advert up at the local swimming baths; 1st mark\nThat has sessions for young and old people; 2nd mark\nStopping both young and old people as they leave a shop / surgery; 2nd mark\n(reverse credit)\nTo give out cards asking them to join his study; 1st mark\nUsing emails asking people to join his study; 1st mark\nusing people aged 10–80 = 0 marks (this is the sample, not how to obtain\nvolunteers)\nAsk (old and young) people he sees / people nearby = 0 [NAQ, opportunity\nsample]\n\n8(c) Explain the experimental design that Alf used. 2\n1 mark for identification of independent measures\n1 mark for explanation linked to Alf’s study\nIndependent measures / independent groups / between subjects;\nyoung and old people cannot be in the same group / he cannot wait for the\nyoung people to grow old (and retest them);\nyoung and old in two / different groups;\n‘Independent’ = 0, ‘individual measures’ = 0\n© UCLES 2023 Page 13 of 17", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p11.png", "../answer-assets/9990_w23_ms_21-p12.png", "../answer-assets/9990_w23_ms_21-p13.png" ] }, { "id": "9990-2023-on-21-q09", "question_id": "9990-2023-on-21-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "9 Calle is planning a correlational study. He is measuring two variables:\nhappiness and confidence.\nCalle’s friend Violet is helping him to plan his questions.\nCalle has written two questions:\n• For happiness: Are you happy? Answer 1 for yes and 0 for no\n• For confidence: How certain do you feel that you will succeed when\nyou begin a new task? 0 = not at all, 5 = very.\n\n9(a) Violet says that the data Calle would get from his question on happiness 1\nwould not be suitable to use in a correlation.\nExplain why Violet is correct.\n1 mark for idea that correlational data must be on a scale\nIt is only two points / not a scale / nominal data / categorical data / discrete\ndata;\nNote that whether it is quantitative or qualitative data is irrelevant to this\nquestion = 0 marks [NAQ]\n\n9(b) Suggest one problem with the validity of Calle’s question on confidence. 2\n1 mark for partial explanation (can be generic)\n2 marks for full and linked explanation\nCalle is not testing what he claims to be testing; (generic explanation)\nboth happiness and confidence may also be linked to how likely someone is\nto succeed on a new task; (full and linked)\nbecause confidence not just about ‘tasks’; (full and linked)\nbecause ‘task’ is vague, it would depend on what (exactly) it was participants\nhad to do;\ne.g. I’d be confident doing a handstand but not baking a cake;\n\n9(c)(i) Calle changes his question for happiness and uses his original question 1\nfor confidence. He finds a positive correlation.\nDraw a line to show the pattern of Calle’s data, using the axes below.\n1 mark for positive correlation (points or line of ‘best fit’)\n© UCLES 2023 Page 14 of 17\n\n9(c)(ii) Explain why Calle cannot conclude that greater happiness leads to 3\nhigher confidence.\n1 mark per generic point of explanation\n1 mark per link (must be one link for full marks)\nAnswer must be about:\nabsence of conclusion about causality or\nabsence of conclusion about direction of causality\nBecause a correlation (only shows a relationship and) cannot demonstrate\ncausality; (generic)\nA positive correlation could be caused by either of the variables; (generic)\nIt could be that greater confidence causes greater happiness; (linked = 2)\nBecause a third factor could affect both variables; (generic)\ni.e., a third factor could affect both happiness and confidence; (linked = 2)\nfor example having lots of friends could increase both happiness and\nconfidence; (linked)\nfor example being tired could decrease both happiness and confidence;\n(linked)\n© UCLES 2023 Page 15 of 17", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p14.png", "../answer-assets/9990_w23_ms_21-p15.png" ] }, { "id": "9990-2023-on-21-q10", "question_id": "9990-2023-on-21-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Sophie is planning a natural experiment to investigate the effects of\nclosing a road on anger in drivers. One road into a town will be closed\nfor three weeks and the traffic will have to take a longer route. Sophie\nwants to investigate whether having to take the longer route makes\ndrivers angry.\n\n10(a) Describe how Sophie can conduct a natural experiment to investigate 10\nwhether having to take the longer route makes drivers angry.\nThree majors for a natural experiment are:\na) IV – before and during road closure (clearly not under Sophie’s control,\nindependent measures unless recontacting participants)\nb) DV – anger (e.g. heart rate, questions, beeping horn – focus is on data\ndoes not necessarily need technique details)\nc) location: near a road (e.g. car park, at home, at destination, e.g. work)\nThe minors are:\nwho: drivers (so adults only)\nhow: controls (same time of day e.g. arriving at work)\nOther details for replication:\nsampling technique\nsample size\nethical issues\ndescription of how data will analysed, e.g. use of averages / bar charts\nOther appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 16 of 17\n\n10(b) Identify one practical weakness / limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational / participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nmarks comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2023 Page 17 of 17", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_21-p16.png", "../answer-assets/9990_w23_ms_21-p17.png" ] }, { "id": "9990-2023-on-22-q01", "question_id": "9990-2023-on-22-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "1 From the study by Pepperberg (parrot learning).\n\n1(a) State the aim of this study. 1 DEFINITIVE\n1 mark for aim\nTo test whether a parrot could understand / learn the concepts of ‘same’ and ‘different’;\nTo test whether a parrot could understand / learn the concepts of shape / colour / matter;\n\n1(b) Explain why it was necessary to present the parrot with questions in a random order. 2 Accept ‘control’ for\nstandardisation\n1 mark for generic idea – of avoiding bias / order effects Accept increase validity\n1 mark for linked detail, e.g. type or consequences of order effects in this study.\ne.g. Alex may have given the wrong answer because he was bored at the end. If all one type\nof questions, e.g. ‘matter’, were at the end, he could do badly on these;\ne.g. questions were in a systematic order, e.g. all ‘shape’ questions together, he may have\nbeen more likely to guess correctly by chance / he would only have guessed a shape;\n© UCLES 2023 Page 6 of 21", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p06.png" ] }, { "id": "9990-2023-on-22-q02", "question_id": "9990-2023-on-22-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 Explain the importance of the ethical guidelines of anaesthesia, analgesia and 3 A full mark answer could\neuthanasia in relation to the use of animals in research. cover one, two or three\naspects of the guideline.\n1 mark for each relevant point. Each point (e.g. ‘pain’ or ‘distress’) can only be used once.\nMax 2 for examples. If two marks for examples\nthey must offer detail.\nThey help to reduce animal suffering / make sure safe (are well treated);\nas analgesia reduces pain;\ne.g. after an operation;\nas anaesthesia reduces pain and distress;\ne.g. during an operation;\nas euthanasia prevents endurance of suffering / pain / distress;\nby killing the animal;\ne.g. if they have been injured in a fight with another animal / by an experimental procedure;\nit makes the study more ethical = 0 [REP]\n© UCLES 2023 Page 7 of 21", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p07.png" ] }, { "id": "9990-2023-on-22-q03", "question_id": "9990-2023-on-22-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 Participants in the study by Laney et al. (false memory) completed a ‘Restaurant\nQuestionnaire’, which was formatted to look like a menu.\n\n3(a) Describe the Restaurant Questionnaire. 2 Looked like a menu = 0\n[REP]\n1 mark for each descriptive point\nAsparagus was just one of\nHad five categories; the 32 choices to order\ne.g. appetizers, soups and salads, entrees, sides, desserts; (any two)\nAssessed the desire to eat different dishes; They were NOT asked if\n32 different dishes; they liked asparagus on\nBased on imagining they were ‘out for a special meal’; this questionnaire\nAsked to rate how likely they were to order each item (regardless of price);\n1 = ‘definitely no’, ‘8’ = definitely yes’ (circled);\n\n3(b) Explain why it was important that the Restaurant Questionnaire looked like a menu. 2 Accept ‘to increase\necological validity’\n1 mark for explanation\n1 mark for link\nTo make it more realistic / to increase mundane realism; (generic)\nTo distract the participants from the aim / to reduce demand characteristics; (generic)\nSo that they were less likely to spot that the study was really about memory; (link)\nSo the participants did not know that the asparagus information was critical / notice the\nsautéed asparagus spears; (link)\n© UCLES 2023 Page 8 of 21", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p08.png" ] }, { "id": "9990-2023-on-22-q04", "question_id": "9990-2023-on-22-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 The study by Yamamoto et al. (chimpanzee helping) used a repeated measures\nexperimental design.\n\n4(a) Outline what is meant by a ‘repeated measures design’. Include an example from the 2\nstudy by Yamamoto et al. in your answer.\n1 mark outline\n1 mark link\nThis is where all participants do all/both levels/conditions of the independent variable; (outline)\nIn Yamamoto et al. each chimp did both the ‘can see’ and ‘cannot see’ condition; (link)\n\n4(b) Explain one advantage of using a repeated measures design for this study, compared 2 Comparison can be\nto using an independent measures design. implicit\n1 mark explanation\n1 mark link\nYamamoto et al. had young and old chimps, and age might affect helpfulness; (link)\nso if they were in different groups, this would affect the DV; (explanation)\nIndividual differences can confound an independent measures design; (generic explanation)\ne.g. if some chimps may be more helpful than others; (link)\n© UCLES 2023 Page 9 of 21", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p09.png" ] }, { "id": "9990-2023-on-22-q05", "question_id": "9990-2023-on-22-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In a study that measured two variables, a relationship between the variables was found.\nAs one variable increased, the other decreased.\n\n5(a) Name this relationship. 1\n1 mark for ‘negative correlation’ (accept ‘inverse correlation’)\nPositive correlation = 0 (for correlation)\n‘Negative’ = 0\n‘Negative relationship’ = 0\nA relationship = 0\nA link = 0\nA causal / non-causal relationship = 0 (NAQ)\n\n5(b) Suggest two variables, from any core study, that show this relationship. 1 ‘negative relationship’ = 0\n1 mark for both variables from a correlation in a core study (ignore direction of correlation) Dement & Kleitman\n(positive correlation)\nBaron Cohen (inverse / negative correlation between) AQ and eyes test score duration of time in REM\n(in male HFA/AS); and number of words in /\nCanli et al. (negative correlation –.66) intensity ratings and normative valence; length of dream narrative\n= 0\nAny experimental variables = 0 (NAQ)\nCanli et al found a positive\nDement and Kleitman = 0 correlation between\nPiliavin ‘amount of helping’ = 0 intensity ratings and\narousal\nPiliavin et al. negative correlation EXPECTED between number of bystanders and latency\nto help = 1 Piliavin et al. positive\nPiliavin et al. negative correlation between latency to help and receiving help less =1 correlation FOUND\nCanli et al. negative correlation between increase in emotional intensity and number of between number of\npictures forgotten =1 bystanders and latency to\nhelp = 0\n© UCLES 2023 Page 10 of 21", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p10.png" ] }, { "id": "9990-2023-on-22-q06", "question_id": "9990-2023-on-22-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe natural experiments and naturalistic observations, using any examples. 6 Only 1 example is needed\nto access full 6 marks.\nDefinitions / detail: up to a maximum of 4 marks for each method. (So 4 marks max if only 1\nmethod) Allow evaluative points,\nExamples: maximum of 2 marks for each method. e.g.:\nExamples can include ones from any studies (core studies, other studies, candidate’s own natural experiments more\nstudies). ethical (than lab / field) as\nno interference with\nNatural experiment: participants’ existence\nIV which occurs spontaneously and a measured DV; (definition)\nthe researcher has to use existing differences in variables rather than deliberately changing natural experiments less\nthem; (detail) ethical as participants\ne.g. instead of Bandura et al. manipulating aggressive stooge, could compare children in unlikely to know they are\nviolent and in non-violent settings; in a study\ne.g. instead of Piliavin et al. using the ‘victims’, they could have waited for situations needing\nhelp on the subway; Natural experiment done\nin the natural environment\nNaturalistic observation: / real world = 0\nparticipants are observed without interference from researchers / no variables are\nmanipulated; (definition)\nand no controls; (detail)\nsetting is normal / like normal for the behaviour being observed; (detail)\ne.g. if children’s aggression was observed during school playtime; (detail)\ne.g. in Dement & Kleitman participants’ eye movements initially observed without interrupting\ndreaming;\n© UCLES 2023 Page 11 of 21", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p11.png" ] }, { "id": "9990-2023-on-22-q07", "question_id": "9990-2023-on-22-q07", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 11, "status": "available", "reason": null, "text": "7 James is conducting an interview to investigate topics that could influence anger and\neuphoria. He has already written his questions about anger. James needs to write\nquestions which cover three topics that could increase euphoria. These topics are:\n• sports or games\n• films or music\n• the natural world (e.g. animals and plants, being outside or good weather).\n\n7(a) Suggest one closed question and one open question that James could use to 3\ninvestigate one of his three topics about euphoria. Do not use a rating scale in your\nanswer.\n2 marks for closed question: 1 mark for question and 1 mark for answer options\n1 mark for open question\ne.g. sports or games:\nClosed:\nDoes playing football make you euphoric?; (question)\nYes / no; (answer options)\nOpen: When you are playing a game, explain what emotions you experience;\ne.g. natural world:\nClosed:\nChoose how euphoric you are when you are outdoors; (question)\nBored / normal / euphoric / confused / scared; (answer options)\nOpen: Why does patting an animal make you happy?;\n© UCLES 2023 Page 12 of 21\n\n7(b) James has chosen to conduct a semi-structured interview. 4 Accept two strengths in\none answer space.\nExplain two strengths of a semi-structured interview.\nMany questions are\n1 mark for strength + 1 mark for detail (can be a link to James’s study but does not have to be) consistent between\nx2 participants = 0\n(description)\nMany questions are consistent between participants, making the data reliable / the study\nreplicable; (strength) James can ask each\nSo James is sure that each participant’s data will be comparable to other participants; (detail, participant both fixed and\ngeneric) new/different questions =\n0 (description)\nMany questions are consistent between participants, making the study replicable; (strength)\nSo researchers other than James could repeat his study and use the same questions on\nanger / euphoria; (detail, linked)\nJames can ask each participant both fixed and new/different questions, so they are tailored to\nindividuals; (strength)\nSo he can explore the particular sports / films / music / aspects of nature that make different\npeople happy; (detail, generic)\n© UCLES 2023 Page 13 of 21\n\n7(c) James was planning to use opportunity sampling to obtain participants from his\nuniversity but has decided random sampling would be better.\n\n7(c)(i) Explain how James could use random sampling to obtain participants from his 2 2 components: (a)\nuniversity. acquiring potential\nparticipants and (b)\n1 mark for explanation selecting sample.\n1 mark for link\nMarks:\n(a) Start with a numbered list of everyone in the population (ALL), (b) select the sample using a or b but no link = 0\na random number; (how) a or b plus link = 1\n(a) Start with a numbered list of students (and staff) at the university, (b) select the sample a plus b no link = 1\nusing a random number; (how) a and b plus link = 2\n(a) Give the whole population numbers, (b) put them in a hat and choose numbers without\nlooking, to select people; (how)\n(a) Give all the university students numbers, (b) put them in a hat and choose numbers\nwithout looking, to select people; (how)\nMake sure that all of the population have an equal chance of being chosen = 0 [not explaining\nhow or linking]\n\n7(c)(ii) Explain one advantage for James of using random sampling compared to using 2 Comparison can be\nopportunity sampling. implicit\n1 mark for advantage\n1 mark for link\nit is likely to be representative / more generalisable / is not biased; (advantage)\nso there are likely to be people with a range of levels of anger / euphoria; (link)\nso there will be people with different interests in sports / films / nature that could affect anger /\neuphoria; (link)\n© UCLES 2023 Page 14 of 21", "source_pages": [ 12, 13, 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p12.png", "../answer-assets/9990_w23_ms_22-p13.png", "../answer-assets/9990_w23_ms_22-p14.png" ] }, { "id": "9990-2023-on-22-q08", "question_id": "9990-2023-on-22-q08", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "8 Olive and Durnaz are planning a questionnaire to use in their study, which aims to\ninvestigate forgetting in old people.\n\n8(a) Olive thinks that they should include some irrelevant questions so that the participants\nare less likely to guess the aim of the study. Durnaz thinks this is unethical.\n\n8(a)(i) Explain why Olive’s plan to include irrelevant questions would be useful. 2\n1 mark for (explanation / term ‘demand characteristics’)\n1 mark for linked detail\nTo reduce demand characteristics; (term)\nSo that they will not try harder than normal to remember; (explanation or detail)\nTo stop them from changing their behaviour and hiding problems with forgetting due to age;\n(explanation or detail)\nTo reduce social desirability = 0\n\n8(a)(ii) Explain why Durnaz thinks that Olive’s plan would be unethical. 2 Allow deception because\nthere are irrelevant\n1 mark for explanation questions so misleading\n1 mark for identifying ethical guideline: protection from harm / deception / privacy / informed the participants\nconsent / debriefing.\n0 marks: confidentiality / right to withdraw Accept protection from\n1 mark for linked detail harm because old people\nmight be upset if they\nThe old people would believe all the questions were part of the study; (detail) forget a lot\nSo it would mean they couldn’t give fully informed consent / were being deceived; (guideline)\nIt might break the guideline of protection from harm; (guideline)\nIf doing extra questions might make the old people tired or distressed;\n© UCLES 2023 Page 15 of 21\n\n8(b) Olive and Durnaz want to be able to generalisable their findings to all old people.\n\n8(b)(i) Suggest one variable that could affect memory in old people, other than age. 1 Accept memory disorders\nGender\n1 mark for relevant variable. Mental health\nWhether they live alone; There will be a wide\nHow active they are; variety of relevant answers\nMedication;\n\n8(b)(ii) Explain why the variable you suggested in (b)(i) could affect memory in old people. 2 Gender: men’s memory\ndeclines more than\n1 mark for explanation women’s in old age\n1 mark for detail\nWhether they live alone:\nPeople who live alone have to remember more for themselves; (explanation)\nmaking their memory better (through practice); (detail)\nPeople who live alone have to remember more for themselves; (explanation)\nso their memory in the test may be worse (fatigue); (detail)\nPeople who live alone may have worse memories as they don’t have the chance to talk to\nother people; (explanation)\nAnd talking to people may help younger people to keep their memories busy; (detail)\nHow active they are:\nActive old people will use their memories more; (explanation)\ne.g. to remember bus times; (detail)\nMedication:\nMay have a side effect on memory;\nMay make them more sleepy / sleep deprived, so memory is impaired;\n© UCLES 2023 Page 16 of 21", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p15.png", "../answer-assets/9990_w23_ms_22-p16.png" ] }, { "id": "9990-2023-on-22-q09", "question_id": "9990-2023-on-22-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "9 Gagan has collected data about personality characteristics. Two of the questions he\nasked were:\n• Personality question:\nWhich word best describes your personality? Angry / Confident / Kind / Worried.\n• Shyness question:\nHow shy do you feel in new situations on a scale of 0–5? (0 = not at all, 5 = very).\n\n9(a) Name the most appropriate measure of central tendency to use with the data from each 2\nquestion.\n1 mark for each correct measure of central tendency\nPersonality: mode\nShyness: median (accept the mean).\n\n9(b) Name the most appropriate type of graph for Gagan to use to display the results from 1 Accept pie chart\nthe ‘personality question’.\n1 mark for bar chart / bar graph (definitive)\n\n9(c) When Gagan analyses the data from the ‘shyness question’, he finds that the scores 3\nare normally distributed.\nSketch a graph using the axes below to show the pattern of Gagan’s data for the\n‘shyness question’. You must label the axes.\n1 mark; y-axis label ‘frequency’ / number of responses’ / people /\nparticipants\n1 mark: x-axis label (score on) ‘shyness’ (scale)\n1 mark: x-axis scale (0–5)\n1 mark: symmetrical normal distribution shape (accept as a line,\nbars or points)\nMust be a bell shape for full 3 marks\n© UCLES 2023 Page 17 of 21", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p17.png" ] }, { "id": "9990-2023-on-22-q10", "question_id": "9990-2023-on-22-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Sara wants to test whether people with a higher intelligence quotient (IQ) are better at\nconcentrating. She will conduct a laboratory experiment and already has a test for\nmeasuring the IQ of the participants.\n\n10(a) Describe how Sara can conduct a laboratory experiment to test whether people with a 10 Accept ‘high’ and ‘low’ IQ\nhigher IQ are better at concentrating than people with a lower IQ.\nThree majors for a laboratory experiment are:\na) IV: intelligence (operationalisation: how to use scores from the IQ test to make two\ngroups)\nb) DV: attention (operationalisation: scoring)\nc) controls (e.g. limiting distractions, other factors that could affect attention / performance\non IQ test)\nThe minors are:\n• where – location of participants when data is collected (i.e. lab)\n• who – participants\nOther details for replication:\n• experimental design (any are appropriate here)\n• sampling technique\n• sample size\n• description of how data will analysed, e.g. use of measures of central tendency and\nspread, bar charts\n• ethical issues\nOther appropriate responses should also be credited.\n© UCLES 2023 Page 18 of 21\n\n10(a) Mark according to the levels of response criteria below:\nAdditional guidance\nLevel 3 (8–10 marks) 10 marks is reserved for:\n• Response is described in sufficient • Response includes what, how, how: all\ndetail to be replicable. three named elements with sufficient\n• Response may have a minor detail of each (e.g. operationalisation,\nomission. description) for replication\n• Use of psychological terminology is • Some reference to ethical guidelines\naccurate and comprehensive.\nFor 8 marks:\n• Response includes what, how, how: all\nthree named elements with sufficient\ndetail of each (e.g. operationalisation,\ndescription) for replication.\n• Some reference to ethical issues\nLevel 2 (5–7 marks) For 5–7 marks:\n• Response is in some detail. • Response includes all three major\n• Response has minor omission(s). elements but may lack some details\n• Use of psychological terminology is making it difficult to replicate\naccurate.\nLevel 1 (1–4 marks) If the study described is not an experiment,\n• Response is basic in detail. max 4\n• Response has major omission(s).\n• If response is impossible to conduct\nmax. 2.\n• Use of psychological terminology is\nmainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 19 of 21\n\n10(b) Identify one practical weakness / limitation with the procedure you have described in 4 Note, the change must be\nyour answer to part (a) and suggest how your study might be done differently to a change to ‘the\novercome the problem. procedure you have\nDo not refer to ethics or sampling in your answer. described’, it cannot be a\ndifferent method (e.g. case\nAnswer will depend on problem identified. study) but it could be a\ndifferent sort of experiment\nProblems may, for example, be matters of: (e.g. lab or field)\nValidity\n• operationalisation\n• situational / participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency\nThis list is not exhaustive and other appropriate responses should also be credited.\n© UCLES 2023 Page 20 of 21\n\n10(b)\nmarks comment Additional guidance\n3-4 Appropriate problem identified. 4 marks: specific problem and specific solution\nAppropriate solution is clearly\ndescribed. 3 marks: generic problem specific solution or\nspecific problem generic solution\n2 Appropriate problem identified. Appropriate problem (directly related to a specific\nplus aspect of suggested procedure) identified,\nEITHER no solution.\nExplanation of why it is a\nproblem OR\nOR\nIneffectual but possible Generic problem with weak / generic solution.\nsolution described.\n1 Appropriate problem identified. Specific or generic problem identified (e.g. even\nLittle or no justification. when they suggest a ‘problem’ that is nothing to\ndo with the study they have designed)\n0 No response worthy of credit\n© UCLES 2023 Page 21 of 21", "source_pages": [ 18, 19, 20, 21 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_22-p18.png", "../answer-assets/9990_w23_ms_22-p19.png", "../answer-assets/9990_w23_ms_22-p20.png", "../answer-assets/9990_w23_ms_22-p21.png" ] }, { "id": "9990-2023-on-23-q01", "question_id": "9990-2023-on-23-q01", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "1 A matched pairs design is an experimental design that can be used in\nstudies comparing two conditions, or levels, of an independent variable.\n\n1(a) Explain what is meant by a ‘matched pairs design’. 1\n1 mark for full explanation\nParticipants are arranged (accept ‘matched / ‘put into pairs’) so that two\nsimilar individuals (with shared characteristics important to the study) go into\ndifferent conditions/levels of the IV; (Accept: one of each matched pair goes\ninto each condition);\n\n1(b) Explain one advantage of using a matched pairs design compared to 2\nusing a repeated measures design.\n1 mark for advantage\n1 mark for detail\nIt reduces the risk of order/fatigue/practice effects;\nAs in repeated measures they are tested twice so might get worse (or better);\nIt reduces the risk of demand characteristics / participants are less likely to\nguess the aim (of the study);\nparticipants only see one condition / only participate in one level of the IV /\n(accept: they only do the experiment once);\nQuestion Answer Marks", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p05.png" ] }, { "id": "9990-2023-on-23-q02", "question_id": "9990-2023-on-23-q02", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 A range can be calculated when numerical scores are collected from\nparticipants in a study.\n\n2(a) Define the term ‘range’. 1\n1 mark for definition\nHow spread out / widely distributed / dispersed the scores are;\n\n2(b) Describe how the range of ‘hours spent asleep’ could have been 2\ncalculated in the study by Dement and Kleitman (sleep and dreams).\n1st mark for description of how\n2nd mark for relating this to hours of sleep\nTake the smallest score from the largest score / the difference between the\nsmallest and largest values = 1\nTake the smallest score from the largest score and add one = 1\nTake the shortest number of hours slept from the longest number of hours = 2\nTake the difference between the shortest number of hours slept and the\nlongest = 2\nTake the shortest number of hours slept from the longest (and add one) = 2\n© UCLES 2023 Page 5 of 17", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p05.png" ] }, { "id": "9990-2023-on-23-q03", "question_id": "9990-2023-on-23-q03", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "3 The reliability of a study is affected by the measures (scales or tasks)\nchosen by the researcher and the way that these are used when\nconducting the study.\n\n3(a) One way to check reliability is the test-retest technique. 3\nDescribe how this technique checks reliability.\n1 mark for description of what test-retest is + 1 mark for detail\n1 mark for description of what test-retest shows\nThe test-retest technique compares two sets of data; (what test-retest is)\ne.g. by the same researchers / using the same measures, / with the same (or\na similar) group of people; (detail)\nif the first and second sets of data are the same, the measure is reliable;\n(what it shows)\nif people get similar / the same scores each time, the measure has test-retest\nreliability; (what it shows)\ninter-rater reliability = 0 (NAQ)\n\n3(b) Another type of reliability is inter-rater reliability. 2\nExplain how the inter-rater reliability of studies can be improved.\n1 mark for partial explanation + 1 mark for detail\nFor full 2 marks the response must improve reliability\nRaters can be given operational definitions / instructions to help them to\nagree; (explanation)\nRaters can be asked to work together / view the same (videoed) behaviour /\nresponses; (explanation)\nAnd do this until they produce the same records (from the same raw data /\ninterview transcript / video); (improvement)\n© UCLES 2023 Page 6 of 17", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p06.png" ] }, { "id": "9990-2023-on-23-q04", "question_id": "9990-2023-on-23-q04", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "4 In each of the core studies, the researchers report their conclusions.\n\n4(a) Explain what is meant by the term ‘conclusions’, using an example from 2\na core study from the social approach.\n1 mark for explanation\n1 mark for social core study example\ne.g. conclusions are the generalisations that can be made from the results of\na study; (definition)\ne.g. a generalisations from Piliavin et al. is that people are more likely to help\nsame-race victims; (link)\ne.g. the outcome of accepting a hypothesis, such as whether differences or\ncorrelation exists; (definition)\ne.g. Milgram concluded that the Germans weren’t different in terms of\nobedience; (link)\n\n4(b) In the study by Baron-Cohen et al. (eyes test), two main conclusions 1\nwere drawn.\nOutline one of these conclusions.\n1 mark for a conclusion\nThere is a sex difference in autistic traits / females are better than males at\ndetecting emotion in eyes;\nPeople with AS/HFA / autistic spectrum disorders have an underdeveloped\ntheory of mind / do not identify emotions well;\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p07.png" ] }, { "id": "9990-2023-on-23-q05", "question_id": "9990-2023-on-23-q05", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In the study by Saavedra and Silverman (button phobia), a boy was 2\nrepeatedly asked to use the Feelings Thermometer. Other questions\ninvestigated his phobia further and showed that he disliked buttons\ntouching his body.\nExplain the type of interview used in this study.\n1 mark for identifying semi-structured interview\n1 mark for explanation of what made the interview semi-structured\nsemi-structured interview (accept: an interview with structured and\nunstructured parts);\nbecause there were some standardised questions and some flexible ones\n(accept: questions were repeated or different);\n© UCLES 2023 Page 7 of 17", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p07.png" ] }, { "id": "9990-2023-on-23-q06", "question_id": "9990-2023-on-23-q06", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the ethical guidelines of ‘housing’ and ‘rewards’ in relation to 6\nanimals, using any examples.\nDefinitions/detail: up to a maximum of 4 marks for each guideline.\nExamples: maximum of 2 marks for each guideline.\nExamples can include ones from any studies (core studies, other studies,\ncandidate’s own studies).\nHousing:\nGood housing should avoid pain/distress for the animals;\nby providing for essential needs for species / age / sex / reproductive stage /\nactivity level;\ne.g. warmth/cover;\n(suitable) food/water;\nnest sites to feel safe;\nsufficient space for exercise/‘roaming’;\nSo that social animals have company (and are not distressed by being alone /\nisolated);\nSo that solitary animals do not experience trauma from not being able to get\naway from other individuals;\nSo that there is no overcrowding which could cause aggression;\nby not cleaning too frequently (change of smell could be upsetting);\nby not locating animals where they could become distressed e.g. near natural\npredators;\ne.g. Yamamoto et al. housed the chimpanzees, which are social animals, in\ngroups;\ne.g. Pepperberg allowed the parrot space to fly in the laboratory;\nRewards:\nUse positive experiences (to change behaviour);\nrather than punishment;\nto reduce pain/distress for animals;\ne.g. Pepperberg gave the parrot the object as a reward during testing;\ne.g. Pepperberg praised the parrot as a reward during testing;\n© UCLES 2023 Page 8 of 17", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p08.png" ] }, { "id": "9990-2023-on-23-q07", "question_id": "9990-2023-on-23-q07", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "7 Dr Casson conducted a field experiment to compare the emotions that\npeople show when they respond to shop assistants who are either\nwearing a uniform or casual clothes. She asked the assistants at her\nlocal shop to wear a uniform on Saturdays and wear casual clothes on\nSundays.\n\n7(a) Explain why Dr Casson’s study was a field experiment. 3\n1 mark for ‘experiment’\n1 mark for setting\nPlus 1 mark for further detail of setting or for controls (generic or linked)\nThere must be at least one link for full three marks\nIt is an ‘experiment’ i.e. has an IV (of clothing: uniform or casual) and a DV;\nThe IV is manipulated by the experimenter (generic detail)\nIV is clothing / uniform or casual; (linked detail)\nThe DV is measured by the experimenter (generic detail)\nDV is emotions (of shoppers); (linked detail)\nThe setting is the normal location for the behaviour being studied; (generic)\nwe normally respond socially to people in shops; (linked detail)\nSome controls are possible; (generic)\nThese help to ensure only the IV causes changes in the DV; (generic detail)\nOther factors such as what the shop assistants wore was controlled; (linked\ndetail)\n\n7(b)(i) Suggest how Dr Casson could have measured the dependent variable in 2\nher study.\n1 mark for identifying DV what will be measured\n1 mark for suggestion for how to measure\n(the DV is) the people’s emotional behaviour / expression; (what)\nCould be measured (by observing) as whether they respond with a smile or\nnot / how much they buy / fill in a form saying how they felt towards the shop\nassistant; (how)\nBy observing) frowning; (what)\nHow often / number of; (how)\n© UCLES 2023 Page 9 of 17\n\n7(b)(ii) Suggest one reason why it may be more difficult to measure the 2\ndependent variable in a field experiment than in a laboratory experiment.\n1 mark for reason\n1 mark for detail (response does not have to link to Dr Casson’s study but this\ncould be detail)\nIt would be obvious to use scales/tests/questionnaires; (reason)\nWhich could make the data less valid; (detail – generic)\npeople would think it was strange to be interviewed on their emotions towards\nshop assistants in a lab; (detail – linked)\nIt wouldn’t be ‘normal for the situation’ to introduce researcher-based testing;\n(reason)\nparticipants might alter their behaviour (so become more socially desirable) if\nthey knew they were in a study; (detail)\nIt would make the aim of the study obvious to use; (reason)\nMust rely on existing ways to measure the DV / measuring the DV by\nobservation / through untrained observes; (reason)\nWhich could make the data less reliable; (detail- generic)\nE.g. it might be hard to record the participants emotional responses correctly;\n(detail – linked)\nControls are irrelevant (NAQ)\nQuestion Answer Marks", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p09.png", "../answer-assets/9990_w23_ms_23-p10.png" ] }, { "id": "9990-2023-on-23-q08", "question_id": "9990-2023-on-23-q08", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Keung and Jovita are planning a correlational study to investigate the\nrelationship between a person’s physical activity level and their\nattention level. They each make a different prediction about their results.\n\n8(a) Suggest how Keung and Jovita could measure the physical activity level 1\nof their participants.\n1 mark for suggestion of measure (not just technique)\nhow many steps a person takes in a day (recorded using a Fitbit / app on their\nphone);\nhow many hours the person spends out of bed per day;\n\n8(b) Write a null hypothesis for Keung and Jovita’s correlational study. 1\n1 mark for a null hypothesis\nThere will be no correlation/relationship/link between activity level and\nattention;\nAny correlation/relationship/link between activity level and attention is due to\nchance;\n© UCLES 2023 Page 10 of 17\n\n8(c) Keung predicted that there would be a positive correlation and Jovita 2\npredicted that there would be a negative correlation.\nTheir results show that a higher physical activity level is related to a\nlower attention level.\nExplain whether Keung or Jovita’s prediction was correct.\n1 mark for generic explanation of negative correlation\n2 marks for link to study\nJovita (was correct) = 0\nA negative correlation is where one variable goes up the other goes down = 1\n(Jovita was correct because) activity goes up as anxiety goes down = 1\nJovita suggested a negative correlation, which is where as one variable goes\nup, the other goes down. In this case as activity goes up, attention goes down\n= 2\n\n8(d) Keung and Jovita plot a scatter diagram of their results. 2\nExplain how they can see the strength of the correlation from their\nscatter diagram.\n1 mark for generic explanation of how to interpret correlational strength from a\nscatter diagram\n1 mark for link\nhow close the points are to the line shows strength of a correlation;\n(explanation only)\nif the points are close to the line the correlation is strong; (explanation only)\nthe points represent the score for physical and attention level (for each\nparticipant) = 1 (link)\nif physical activity level is strongly related to attention level the points would\nbe close to the line; (explanation and link)\n© UCLES 2023 Page 11 of 17\n\n8(e) Keung and Jovita’s friend says that their results show that the 2\ndifference in physical activity level is affecting attention level.\nExplain why they cannot draw this conclusion from their research.\n1 mark for the generic explanation that correlations cannot show causality\n1 mark for link (an illustration/explanation of why this cannot apply in this\ncase)\nCorrelations cannot judge causality (because they do not manipulate\nvariables); (generic explanation)\nThey wouldn’t know whether activity level was changing attention, vice versa,\nor both changed due to something else; (link)\nCorrelations do not demonstrate cause and effect relationships; (generic\nexplanation)\nActivity and attention could both change because of a third variable; (link)\nOnly experiments, not correlations, can investigate causality; (generic\nexplanation)\nOld age might make both activity and attention levels change; (link)\n© UCLES 2023 Page 12 of 17", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p10.png", "../answer-assets/9990_w23_ms_23-p11.png", "../answer-assets/9990_w23_ms_23-p12.png" ] }, { "id": "9990-2023-on-23-q09", "question_id": "9990-2023-on-23-q09", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "9 Dr Wilson is conducting an experiment on memory for complex,\ncoloured shapes. He is using students for his sample. Dr Wilson intends\nto generalise his results widely, to understand how well internet-users\nremember visual stimuli.\n\n9(a) Suggest how one extraneous variable could affect Dr Wilson’s study. 2\n1 mark identification of extraneous variable\n1 mark for effect on study (linked)\n(situational variable of) participant’s access to the internet; (extraneous\nvariable)\nIf they are unfamiliar with the internet they might be distracted (by the colours\n/ so not remember well); (linked effect)\n(participant variable of) colour blindness; (extraneous variable)\n(colour blind participants’ results invalid as) it would be harder for them to\nsee/recall the shapes’ colours; (linked effect)\nHow good the participant’s memory is / their age (students are younger) /\ngender; (extraneous variable)\nOlder people might be more forgetful; (linked effect)\nWhat the students are studying; (extraneous variable)\nArt students would be better than other students as they are good at colours\nand shapes; (linked effect)\nWeather / temperature / noise; (extraneous variable)\nNoises might distract participants from the task so they remember less;\n(linked effect)\n\n9(b)(i) Dr Wilson is using a volunteer sample of students from his university. 2\nSuggest how he could recruit his sample.\n1 mark for volunteer sampling process\n1 mark for detail\nHe could put up adverts (asking for participants); (volunteer sampling)\nAround the university / in the students’ residences; (detail)\nHe could invite students during his lectures to contact him by email if they\nwant to volunteer; (volunteer sampling)\nSo that they would have to reply to him to become a participant; (detail)\nAsking students to (volunteer to) participate after lectures = 0 [opportunity\nsampling]\n(Dr Wilson) using all his students = 0 [opportunity sampling]\n© UCLES 2023 Page 13 of 17\n\n9(b)(ii) Suggest one advantage of using a volunteer sample compared to an 2\nopportunity sample.\n1 mark for advantage of volunteer sample\n1 mark for detail (comparison can be implicit or explicit)\nVolunteers come to the researcher; (advantage)\nWhereas in opportunity sampling the researcher has to go and find them /\nso is quicker; (comparison)\nVolunteers more willing (as have chosen to participate) than participants\nfound by opportunity; (comparative advantage)\nWhich is good because the study takes a long time; (detail)\nVolunteers have more time (on average than the general population) than\nthose found by opportunity; (comparative ad)\nSo are more likely to be able to stay for the whole of (the long) study / are\nless likely to drop out; (detail)\n\n9(b)(iii) Suggest one disadvantage of using a volunteer sample compared to an 2\nopportunity sample.\n1 mark for disadvantage of volunteer sample\n1 mark for detail (comparison can be implicit or explicit)\nIt is slower; (disadvantage)\nThere may be not replies to adverts whereas there may be people on the\nstreet; (comparison)\nVolunteers may be similar to each other; (disadvantage)\nVolunteers generally better educated than participants found by opportunity;\n(comparative disadvantage)\nproblematic because they may (have more/less engagement with the\ninternet so) be less representative; (detail)\nVolunteers have more time (on average) than those found by opportunity;\n(comparative disadvantage)\nSo may be more exposed to colours e.g. if they do painting / art classes;\n(detail)\n\n9(c) One reason why Dr Wilson cannot generalise the results from his study 1\nis his sampling technique.\nState one reason why he should not generalise the results from his\nstudents to all internet users, other than his sampling technique.\n1 mark for reason why generalisation should not be made from students to all\ninternet users\nStudents younger so more able to use the internet (than average / than older\nusers);\nStudents need to do research for their studies so use the internet a lot / have\nmore practice;\n© UCLES 2023 Page 14 of 17", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p13.png", "../answer-assets/9990_w23_ms_23-p14.png" ] }, { "id": "9990-2023-on-23-q10", "question_id": "9990-2023-on-23-q10", "subject": "9990", "year": 2023, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Birkin is planning an observational study of children’s imaginary play\nbehaviour (for example, a child might use a leaf as a plate, or a big\ncardboard box as a boat or a house).\n\n10(a) Describe how Dr Birkin could conduct an observational study of 10\nchildren to investigate their imaginary play behaviour.\nThree majors for an observational are:\n(a) behaviours recorded (e.g. definition / operationalisation of behavioural\ncategories / qualitative obs / objects)\n(b) observation – participant / non-participant\n– naturalistic / controlled\n– structured / unstructured\n– covert / overt\n(c) observation: – more details – participant / non-participant\n– naturalistic / controlled\n– structured / unstructured\n– covert / overt\nThe minors are:\nwhere – location of participants when data is collected (e.g. university\nplayroom / nursery / homes)\nwho – participants (young children)\nOther details for replication:\n• sampling technique\n• sample size\n• description of how data will analysed, e.g. use of measures of central\ntendency and spread, bar charts\n• ethical issues\n© UCLES 2023 Page 15 of 17\n\n10(a) Other appropriate responses should also be credited.\nMark according to the levels of response criteria below:\nLevel 3 (8–10 marks)\n• Response is described in sufficient detail to be replicable.\n• Response may have a minor omission.\n• Use of psychological terminology is accurate and comprehensive.\nLevel 2 (5–7 marks)\n• Response is in some detail.\n• Response has minor omission(s).\n• Use of psychological terminology is accurate.\nLevel 1 (1–4 marks)\n• Response is basic in detail.\n• Response has major omission(s).\n• If response is impossible to conduct max. 2.\n• Use of psychological terminology is mainly accurate.\nLevel 0 (0 marks)\nNo response worthy of credit.\n© UCLES 2023 Page 16 of 17\n\n10(b) Identify one practical weakness/limitation with the procedure you have 4\ndescribed in your answer to part (a) and suggest how your study might\nbe done differently to overcome the problem.\nDo not refer to ethics or sampling in your answer.\nAnswer will depend on problem identified.\nProblems may, for example, be matters of:\nValidity\n• operationalisation\n• situational / participant variables factors\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nThis list is not exhaustive and other appropriate responses should also be\ncredited.\nmarks comment\n3–4 Appropriate problem identified.\nAppropriate solution is clearly described.\n2 Appropriate problem identified.\nplus\nEITHER\nExplanation of why it is a problem\nOR\nIneffectual but possible solution described.\n1 Appropriate problem identified.\nLittle or no justification.\n0 No response worthy of credit\n© UCLES 2023 Page 17 of 17", "source_pages": [ 15, 16, 17 ], "source_pdf": "_source-pdfs/2023-Oct-Nov/ms/9990_w23_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2023-Oct-Nov/9990_w23_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w23_ms_23-p15.png", "../answer-assets/9990_w23_ms_23-p16.png", "../answer-assets/9990_w23_ms_23-p17.png" ] }, { "id": "9990-2024-m-12-q01", "question_id": "9990-2024-m-12-q01", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Baron-Cohen et al. (eyes test): 1 Take the first answer only.\nIdentify the sampling technique used to recruit participants for Group 1 (adults Do not credit ‘newspaper\nwith AS or HFA). advertisement’.\n1 mark for the correct answer Do not credit ‘selective’.\nVolunteer/self-selecting\n\n1(b) Outline one hypothesis in relation to the sex of the participants. 2 Group 2 =\nnormal/community/library users\n2 marks for full prediction/hypothesis Group 3 = normal/student\n1 mark for brief/partial prediction/hypothesis\nNeed indication of group to be\nFemales in Groups 2/3 will score higher than males on the Eyes Test (2 marks). awarded full credit.\nFemales in Groups 2/3 will score higher on the Eyes Test (1 mark).\nFemales will score higher (0 marks: no mention of the test). Females > males on ET = 1\nMales > females on AQ = 1\nMales in Group 3 will score higher than females on the AQ (2 marks).\nMales in Group 3 will score higher on the AQ (1 mark). Neurotypical is fine for 2.\nMales will score higher (0 marks: no mention of the test).\nDo not accept ‘better’ or ‘worse’.\nDo not credit any result.\n\n1(c) Outline the instructions that were given to participants on how to use the glossary. 2 List is definitive.\n1 mark per correct point made. Do not credit ‘told to use it’ as\nthis is too close to the question\nThey could read through/refer to the glossary.\nThey could indicate any word meanings they were unsure about.\nThey could read those particular meanings (ones unsure of)/help understand words.\nThey were told they could use the glossary throughout the test.\n© Cambridge University Press & Assessment 2024 Page 5 of 19", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p05.png" ] }, { "id": "9990-2024-m-12-q02", "question_id": "9990-2024-m-12-q02", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "2(a) From the study by Fagen et al. (elephant learning): 2 Credit can be given to an\nexample from the study or an\nOutline what is meant by the term ‘positive reinforcement’. invented one.\n2 marks full definition\n1 mark partial/brief definition\n1 mark available for an example\ne.g.\nThis is the addition of something nice/reward after a behaviour to increase the probability\nof repeating a behaviour (2 marks).\nIt is giving a reward to someone/the elephants were given (chopped) bananas (1 mark:\npositive part of the definition).\nIt is trying to help someone repeat a behaviour (1 mark: reinforcement part of the\ndefinition).\n© Cambridge University Press & Assessment 2024 Page 6 of 19\n\n2(b) Outline one result in relation to the number of sessions it took for the elephants to 3 No tolerance on data.\npass the full trunk wash test. You must use data in your answer.\nUse tick-d annotation when\n2 marks for the result with a meaningful comparison awarding the data mark.\n1 mark for result with no meaningful comparison\n1 mark for correct data The answer must refer to the\nnumber of sessions rather than\ne.g., 3 marks (meaningful comparison plus data): whether they passed it or not\nElephant 2 took fewer sessions to pass the trunk compared to Elephant 4. It took (however, can credit elephant 5\nelephant 2, 25 sessions. not passing).\nThe juvenile elephants passed within 25–35 sessions/all within 35 sessions whereas as\nthe older elephant never passed. If comparison is based on\ncorrect data then award\ne.g., 2 marks (meaningful comparison but no data or data but no group comparison): maximum marks.\nElephant 2 took fewer sessions to pass the trunk compared to Elephant 4.\nThe juvenile elephants passed within 25–35 sessions.\ne.g., 1 mark (no meaningful comparison and no data):\nElephant 2 required the least number of sessions (to pass).\n© Cambridge University Press & Assessment 2024 Page 7 of 19", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p06.png", "../answer-assets/9990_m24_ms_12-p07.png" ] }, { "id": "9990-2024-m-12-q03", "question_id": "9990-2024-m-12-q03", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "3(a) From the study by Piliavin et al (subway Samaritans): 2 List is definitive.\nIdentify two features of one of the victims. Do not accept ‘were ill/drunk’.\nDo accept ‘acted as if ill/drunk’.\n1 mark per correct feature\nAccept ‘casual clothing’.\nMale\nAged 26–35 Either drunk or ill/with cane = 0\nWhite/black 3 white males = 0\nWore Eisenhower jacket/old slacks/no tie\nDrunk condition – smelled of liquor (1 mark) and held a bottle (in a bag) (1 mark) OR ill\ncondition – carried a cane.\n\n3(b) Explain why this study is from the social approach in psychology. 2 The 2 assumptions are:\n2 marks = clearly linked to social approach (either through example or assumption) Behaviour, cognitions, and\n1 mark = partially linked to social approach/assumption of the social approach only emotions are influenced by\nsocial contexts, social\ne.g. environments, and groups.\nOne of the assumptions of the social approach is that behaviour is influenced by other\nindividuals. This was clearly shown here as fewer people helped when a model had Behaviour, cognitions, and\nalready offered help (compared to when no model was present) (2 marks). emotions are influenced by the\nactual, implied or imagined\nThey were affected by the social context of witnessing a drunk person needing help (1 presence of others.\nmark).\nWhen there was a larger group, it affected their behaviour as they were faster at helping\n(1 mark).\n© Cambridge University Press & Assessment 2024 Page 8 of 19", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p08.png" ] }, { "id": "9990-2024-m-12-q04", "question_id": "9990-2024-m-12-q04", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "4(a) From the study by Hölzel et al (mindfulness and brain scans): 2 Accept ‘changes in brain\nstructure’.\nOutline one aim of the study.\n2 marks for full aim\n1 mark for partial/brief aim\ne.g.\nTo investigate the effect of mindfulness stress reduction on brain density (2 marks);\nTo investigate the benefits of mindfulness (1 mark);\nTo investigate changes in brain density in people (1 mark)\nTo investigate mindfulness (0 marks as this is in the question)\nThere are other creditworthy responses.\n\n4(b) ‘Acting with awareness’ was measured by the ‘Five Facet Mindfulness 2 List is definitive.\nQuestionnaire’.\nOutline one other factor of mindfulness measured by this questionnaire.\n1 mark for naming the factor.\n1 mark for outlining the factor.\ne.g.\nObserving/observation (1 mark). This is about attending to internal/external stimuli (1\nmark)\nDescribing (1 mark). This is labelling a stimulus with word(s) (1 mark)\nNon-judging (of inner experiences) (1 mark). Not evaluating one’s emotions (1 mark)\nNon-reactivity (of inner experiences) (1 mark). Allowing thoughts to just come and go (1\nmark)\n© Cambridge University Press & Assessment 2024 Page 9 of 19", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p09.png" ] }, { "id": "9990-2024-m-12-q05", "question_id": "9990-2024-m-12-q05", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "5(a) Outline one assumption of the cognitive approach in psychology. 2\n2 marks for full assumption.\n1 mark for partial/brief assumption.\ne.g., 2 marks\nInformation is processed through the same route in all humans: input – process – output,\nin a similar way to how information is processed by a computer.\nPeople have individual differences in their cognitive processing such as with attention,\nlanguage, thinking and memory (1 named).\ne.g., 1 mark\nInformation is processed through the same route in all humans: input – process – output.\nPeople have individual differences in their cognitive processing.\nThere are other creditworthy responses.\n\n5(b) Explain how one finding from the study by Pozzulo et al. (line-ups) supports the 2 If the link is not with an\nassumption you outlined in part (a). assumption from 5a, can only be\nawarded the result/conclusion\n1 mark for result/conclusion. mark.\n1 mark for linking it to an assumption explicitly (not by name only: a relevant concept\nneeds to be mentioned). Cannot simply re-state the\nassumption for the 2nd mark.\ne.g.\nChildren correctly identified 99% of the cartoon faces (1 mark result). This could follow\nthe principles of input (see cartoon), process (memory of cartoon) and output (recall\ncartoon) (1 mark supported link).\nAdults correctly identified 66% of human faces (1 mark result). This shows that people do\nhave individual differences in memory recall (1 mark supported link).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 10 of 19\n\n5(c) Outline the term ‘false positive responses’, using an example from the study by 2\nPozzulo et al. (line-ups)\n1 mark for definition\n1 mark for example\ne.g.,\nThis is when a person believes they are making an accurate choice, but it is not (1 mark:\ndefinition).\nIn the Pozzulo study this would be the children choosing a person in a line-up even\nthough the culprit is not in the line-up (1 mark: example).\n© Cambridge University Press & Assessment 2024 Page 11 of 19", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p10.png", "../answer-assets/9990_m24_ms_12-p11.png" ] }, { "id": "9990-2024-m-12-q06", "question_id": "9990-2024-m-12-q06", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "6(a) In the study by Milgram (obedience), participants took a piece of paper from a hat. 4 List is definitive.\nThey were told that this would decide whether they would be the teacher or the\nlearner.\nDescribe the procedure from this point until the ‘learning task’ began.\n1 mark per correct point\nBoth pieces of paper/slips said teacher\nBoth the teacher and learner went into an adjacent room\nThe learner was strapped to an ‘electric chair’.\nThe experimenter explained that the straps were to prevent excessive movement.\nAn electrode was attached to the wrist of the learner.\nElectrode paste was attached to the learner’s wrist.\nThey were told that this would preventing blistering/burns.\nThey were told that the electrode was attached to a shock generator.\nThey were told that the shocks would be painful but cause no permanent damage.\nThe teacher (true participant) received a 45v shock.\nThis was achieved by pressing the third button on the shock generator.\n\n6(b) Explain one strength of this study in relation to reliability. 2 Ignore reference to controls.\n1 mark for standardisation and replication (identification of the strength)\n1 mark for example from the study\ne.g.\nThe procedure was standardised so could be replicated (1 mark). For example, all\nparticipants received a 45v shock (1 mark link)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 12 of 19", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p12.png" ] }, { "id": "9990-2024-m-12-q07", "question_id": "9990-2024-m-12-q07", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 Your friend, Taara, needs your help. She has volunteered to take part in a study 4 Go with the intentions of the\nthat is replicating Dement and Kleitman (sleep and dreams). She wants to know candidate. For example, if they\nhow she will be woken up and then asked about her dreams. use more technologically\nadvanced ways to wake up\nOutline this part of the procedure for Taara. Taara or help her record the\ndreams, this is creditworthy.\n1 mark per correct point based on the following:\nDo not credit pure repetition of\nUp to 3 marks for how will be woken. the stem.\nUp to 3 marks for being asked about dreams.\nWoken via a loud bell = 2 marks.\ne.g., how woken:\nYou will be woken up by a doorbell. Annotate:\nIt will be loud enough to wake you up. Tick = how she will be woken\nup.\ne.g., asked about dreams: Tick-d = how she will be asked\nYou will then be asked if you were having a dream or not. about her dreams.\nThen you will be asked to tell the experimenter about the content of your dream.\nYou will be asked to talk into a recording device.\nThe experimenter may come in if they want more information about your dream.\nYou may be asked to estimate dream duration.\n© Cambridge University Press & Assessment 2024 Page 13 of 19", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p13.png" ] }, { "id": "9990-2024-m-12-q08", "question_id": "9990-2024-m-12-q08", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "8 Saira is talking about the study by Saavedra and Silverman (button phobia). She 4 Go with the intention of the\nsays that the findings were subjective. candidate.\nExplain why Saira is correct that the findings were subjective, using evidence from Ignore answers about it not\nthis study in your answer. being subjective/being objective.\nUp to 1 mark available for defining subjective. Accept subjectivity of the\nUp to 4 marks available per correct point made based on evidence. researchers and subjectivity of\nthe boy/his mother.\ne.g.,\nBeing subjective is about feelings/emotions from the viewpoint of the individual (1 Ignore tautological responses.\ndefinition mark)\nThe boy rated his fear of each button himself. Accept any example from the\nBut his level of fear for certain buttons are not comparable with other people with the study that is about his\nsame phobia. experiences/feelings before,\nHe also had an experience that he felt affected him in the classroom. during, or after the study.\nThere was no objective measure of fear (for example heart rate), so it was all based\naround how the boy felt about his disgust towards buttons. A ‘comparison to others/lacks\nThe mother may have exaggerated the severity of the boy’s symptoms. generalisability’ mark can only\nHe said that he did not like the smell of the buttons. be awarded once.\nThe researchers may have formed a bond with the boy (during the time helping him with\nhis phobia). Do not credit ‘subjective as he\nThe interviews about the buttons required interpretation of qualitative data. was the only participant’.\nThere are other creditworthy responses. Responses that focus on bias or\n‘difficult to know if he is telling\nthe truth’ are creditworthy.\n© Cambridge University Press & Assessment 2024 Page 14 of 19", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p14.png" ] }, { "id": "9990-2024-m-12-q09", "question_id": "9990-2024-m-12-q09", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the sample used in the study by Andrade (doodling). 4 List is definitive.\n1 mark for each correct point Accept ‘males and females’.\nIt was an opportunity sample. No tolerance on age range.\nThey had just finished a different study (before being asked to participate in this one)\nn=40.\nMembers of a university participant panel.\nGeneral population.\nAged 18–55 years.\nPaid for participation.\nMajority female/35 female 5 male/doodle: 18F 2M/control: 17F 3M.\n© Cambridge University Press & Assessment 2024 Page 15 of 19\n\n9(b) Explain one similarity and one difference between the study by Andrade (doodling) 8 Do not credit any answer about\nand the study by Pozzulo et al. (line-ups). Do not refer to the sample in your the sample.\nanswer.\nAward L1–L4 for similarity.\nUse the marking grid below. Award L1–L4 for difference.\n4 marks for the similarity, e.g., experimental, lack mundane realism, quantitative data For Level 4 there must be some\ncollection, experimental design used, ethics, cognitive skills being tested. attempt at explaining the\n4 marks for the difference, e.g., experimental design used, cognitive skills being tested, similarity or difference.\nethics.\nTwo descriptions of the studies\ne.g., similarity with no logical link = L1 max.\ne.g. 4 marks\nBoth Andrade and Pozzulo studies were experimental in nature. For example, both Different aims = L1 max.\nstudies had manipulated IVs. In the Andrade study there were two conditions of doodling\nand non-doodling. In Pozzulo study there was also two conditions of age/type of Similarity of cognitive approach\nface/degree of familiarity. Therefore, both were trying to establish cause and effect with examples from each study\n(explanation). without terms = L3 max.\ne.g. 3 marks If the candidate mixes up the\nBoth Andrade and Pozzulo studies were experimental in nature. For example, both names of the studies and/or\nstudies had manipulated IVs. In the Andrade study there were two conditions of doodling terminology then L2 max and\nand non-doodling/in Pozzulo study there was also two conditions of age/type of annotate with NBOD.\nface/degree of familiarity.\nAuditory vs visual task is a\ne.g. 2 marks legitimate comparison but likely\nBoth Andrade and Pozzulo studies were experimental in nature. For example, both to be L3 max.\nstudies had manipulated IVs and measured DVs.\ne.g. 1 mark\nBoth Andrade and Laney were experimental in nature.\n© Cambridge University Press & Assessment 2024 Page 16 of 19\n\n9(b)\nMark/\nDescription\nLevel\n4 The similarity/difference is well explained using both studies as examples.\n3 The similarity/difference is well explained but only one study is used as an\nexample OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt at using at least one study\nas an example OR\nThe similarity/difference is well explained but there is no study evidence.\n1 The similarity/difference is brief with no attempt at using the studies as\nexamples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 17 of 19", "source_pages": [ 15, 16, 17 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p15.png", "../answer-assets/9990_m24_ms_12-p16.png", "../answer-assets/9990_m24_ms_12-p17.png" ] }, { "id": "9990-2024-m-12-q10", "question_id": "9990-2024-m-12-q10", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Hassett et al. (monkey toy preferences) in terms of two 10 Ignore arguments about the\nstrengths and two weaknesses. At least one of your evaluation points must be ethics of not being in the wild.\nabout ethics. They were captive bred.\nStrengths include: reliability, standardisation, validity (internal), observations. The list of ethical guidelines that\nWeaknesses include: validity (external), sample, ethics. are creditworthy are:\nMinimising harm\nExample: in detail Replacement\nThe sample only had 34 rhesus monkeys as part of it. This could make generalisations Species\ndifficult. This is because some of the troop were not used in the study as they were too Numbers\nyoung to be reliably identified and these may have played differently/chosen different Pain/Distress\ntoys/from a captivity troop. Therefore, the findings about monkey toy preferences may Housing\nonly apply to those in the sample/not apply to monkeys who live in the wild where toy Reward/deprivation/aversive.\nchoice is not available.\nIgnore human ethical guidelines.\nExample: brief but in context\nThe sample only had 34 rhesus monkeys as part of it. This could make generalisations Main evidence includes:\ndifficult as they might not represent the whole troop.\nHousing\nExample: no context • Size of enclosure (25x25)\nThe study followed a standardised procedure making it easier to replicate. • Fed monkey chow every\nday/water present/fruit and\nveg available.\nLevel Description Mark\n• Socially housed in troop.\n5 • Very good evaluation including the named issue. 9–10\nMinimising harm/distress\n• Thoroughly addresses both strengths and both weaknesses in\n• Use of video cameras.\ndetail.\n• Familiarity with keepers in\n• Selection of evidence is very thorough and effective.\nenclosure/lived in enclosure\nfor 25+ years.\n4 • Good evaluation including the named issue. 7–8\n• One monkey tore toy apart\n• Addresses strengths and weaknesses but may include three or\n(broken)\nfour points. The majority of the points are in depth.\n• Selection of evidence is thorough and effective.\n© Cambridge University Press & Assessment 2024 Page 18 of 19\n\n10 Mention of knowing the\nLevel Description Mark\nmonkey’s gender is tick-b only.\n3 • Mostly appropriate evaluation but may not include the named 5–6\nObserver bias – needs a\nissue.\nspecified behaviour from the\n• Addresses either two strengths or two weaknesses in detail or\nchecklist to be explained as to\none of each in detail or all four briefly.\nhow it could be observed with\n• Selection of evidence is mostly effective.\nbias to get tick-d, otherwise tick-\nb\n2 • Weak evaluation and may not include the named issue. 3–4\n• Addresses either a strength or a weakness. Evaluation points\nare brief.\n• Some points may have no context.\n• Selection of evidence is sometimes appropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and weaknesses is absent or\nsuperficial.\n• Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 19 of 19", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_12-p18.png", "../answer-assets/9990_m24_ms_12-p19.png" ] }, { "id": "9990-2024-m-22-q01", "question_id": "9990-2024-m-22-q01", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "1(a) Explain what is meant by a ‘negative correlation’. 2 Explanation = 1 [Relationship/link]\nDetail/ = 1 [one up one down]\nRelationship/link between two variables; (explanation)\nAs one (variable/thing) goes up the other goes down;\n(explanation/detail) =1\n\n1(b) Explain one ethical advantage of a correlational study 3 Advantage = 1\ncompared to an experiment, using any psychological Detail = 1\nexample. Example = 1 (link to advantage can be implicit)\nCan investigate variables that would be unsafe to change; Practical advantage = 0 [NAQ]\n(advantage)\nbecause variables do not have to be manipulated,\ncorrelations are better; (detail)\ne.g. the amount of sleep someone has; (example)\nCan study variables that would be distressing to\nmanipulate; (advantage)\ne.g. how many friends a person has; (example)\nQuestion Answer Marks Guidance", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p06.png" ] }, { "id": "9990-2024-m-22-q02", "question_id": "9990-2024-m-22-q02", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 The memory score in the study by Andrade (doodling) 2\nwas calculated using two sources of data. One source\nwas the number of ‘correct responses’ of names and\nplaces given by the participants.\nDescribe how the total memory score was calculated.\nSecond source of data = 1st mark\nHow the memory score was calculated = 2nd mark\n‘false alarms’ / errors; (second source of data) [1st]\n…were taken away from the correct responses score (to\ngive the memory score); (how) [2nd]\n© Cambridge University Press & Assessment 2024 Page 6 of 19", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p06.png" ] }, { "id": "9990-2024-m-22-q03", "question_id": "9990-2024-m-22-q03", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3 In the study by Dement and Kleitman (sleep and\ndreams), participants were given instructions before the\nstudy about what they should and should not do.\n\n3(a) Outline one of these instructions. 1 Outline of control = 1\nno alcohol / no coffee / no caffeine / eat normally / arrive\nbefore normal bedtime;\n\n3(b) Explain why the instruction you described in part (a) 2 Explanation = 1 (linked)\nwas important to the validity of the study. Detail = 1 (does not have to be linked)\n(ignore second reasons, must be explanation not just\nno alcohol / no coffee: statement)\ndrugs affect dreams/sleep; (explanation)\nso the participants’ dream/sleep would not be\nrepresentative; (detail)\nto reduce participant variables; (detail)\narrive just before bed:\nif they came earlier/later they might not feel sleepy;\n(explanation)\nso could be sure changes in DV (of sleep) were due to the\nIV; (detail)\n© Cambridge University Press & Assessment 2024 Page 7 of 19", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p07.png" ] }, { "id": "9990-2024-m-22-q04", "question_id": "9990-2024-m-22-q04", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "4 The study by Perry et al. (personal space) measured\npreferred interpersonal distance (stop distance) in a\ncomputerised virtual room.\n\n4(a) Preferred interpersonal distance was measured in Table 4.1. Preferred interpersonal distances in the control\nrelation to: (placebo) condition for the high empathy group.\n• a ball\n• a friend\nball friend stranger authority\n• a stranger\nfigure\n• an authority figure.\nMean stop 21 11 39 34\ndistance\n\n4(a)(i) Draw a bar chart of the data in Table 4.1, on the axes 4 1 mark for each correct feature. Max 3 marks if bars are not\nprovided. You must label the axes. separate.\nx-axis label: ‘Being approached by a…’ / protagonist /\nstooge / object; OWTTE\nx-axis units: ball / friend / stranger / authority figure;\ny-axis label: Mean stop distance;\nx-axis units: at least 11-39;\nall bar heights correct;\n\n4(a)(ii) Explain why a bar chart is the appropriate graph to use 1\nto plot this data.\nDefinitive: (IV is) categorical / discrete data / nominal\ncategories (OWTTE/ORA e.g. it’s not continuous)\n© Cambridge University Press & Assessment 2024 Page 8 of 19\n\n4(a)(iii) State one conclusion from this data. 1 Conclusion = 1\nMust be a conclusion not a repetition of the results.\ne.g. Smaller distance for a friend than a stranger;\ne.g. balls are approached less than friends but more than\nstrangers;\n\n4(b) Suggest one ethical strength of using a computerised 2 Ethical strength = 1\nvirtual room to measure preferred interpersonal Linked detail = 1\ndistance.\nLess risk of invading privacy; (strength)\nLess risk of invading protection from (psychological)\nharm; (strength)\nparticipants might be upset by close real people; (linked\ndetail)\nQuestion Answer Marks Guidance", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p08.png", "../answer-assets/9990_m24_ms_22-p09.png" ] }, { "id": "9990-2024-m-22-q05", "question_id": "9990-2024-m-22-q05", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "5(a)(i) Define the term ‘population’. 1 Definition = 1\nIndividuals who share a characteristic / have something in Note: ‘people from the same area/place/country/location /\ncommon; ethnic group’ = 0 [this is an example, not a definition]\n\n5(a)(ii) Outline one example of a population from a core study 1 Example from a core study = 1\nfrom the social approach. core study must be evident but may be implicit\nPiliavin subway passengers / people on the trains / people\non routes at the time being used for the study;\nMilgram readers of the (New Haven / local) newspapers;\nPerry et al. undergraduates / people from Haifa university /\nfrom Israel;\n\n5(b)(i) Define the term ‘sample’. 1 Definition = 1\nindividuals who participate in a study;\n© Cambridge University Press & Assessment 2024 Page 9 of 19\n\n5(b)(ii) Outline one example of a sample from a core study from 1 Example from a core study = 1\nthe social approach. Outline may or may not include sample size\nPiliavin passengers in the carriages with the observers /\n4500 people;\nMilgram 40 men / 40 people with different occupations /\nvolunteers responding to the advert;\nPerry et al. 54 (40) men;\nQuestion Answer Marks Guidance", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p09.png", "../answer-assets/9990_m24_ms_22-p10.png" ] }, { "id": "9990-2024-m-22-q06", "question_id": "9990-2024-m-22-q06", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe practice effects and fatigue effects, using any 6 1 mark for each definition/point of detail, up to a maximum of\nexample(s). 2 for each term/concept.\n1 mark for each example, max 2 for each term/concept.\norder effects are consequences of doing tests/tasks more Examples can include examples from any studies (core\nthan once; (definition) studies, other studies, candidate’s own studies).\ne.g. in a repeated measures design; (detail) Max 4 if no examples or if only about one term/concept.\nor in a longitudinal study; (detail) Only 1 example needed to access 6 marks.\ncan be overcome with counterbalancing; (detail)\npractice effects\nParticipants improve with repetition; (definition)\ne.g. remembering the answers to a test; (example)\ne.g. getting more skilled on a physical task; (example)\nfatigue effects\nParticipants get worse with repetition; (definition)\ne.g. getting bored; (detail)\nor tired from answering questions; (detail/example)\n© Cambridge University Press & Assessment 2024 Page 10 of 19", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p10.png" ] }, { "id": "9990-2024-m-22-q07", "question_id": "9990-2024-m-22-q07", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "7 Kavi has noticed that when customers leave a takeaway\nrestaurant, they often drop rubbish. He plans to conduct\na field experiment to investigate this. Kavi will place\nrubbish in the street or remove any rubbish so that he\ncan record data in two conditions:\n• when the street has 10 pieces of rubbish\n• when the street has no rubbish.\nKavi will observe ten customers in each condition. He\nwill count how many customers in each condition drop\nrubbish.\n© Cambridge University Press & Assessment 2024 Page 11 of 19\n\n7(a) Draw a table that Kavi could use to collect his data. 3\nRubbish No rubbish\nnumber of people dropping\nrubbish\n3 marks – would collect data with full detail (tally/count /\nparticipant numbers)\nRubbish No rubbish\nnumber of people\n2 marks – identifies 2 levels of IV but not DV\nParticipant number Drops rubbish Doesn’t drop\nrubbish\n1\n2\n3\n1 mark – table outline / has DV but not both levels of IV\n© Cambridge University Press & Assessment 2024 Page 12 of 19\n\n7(b) Kavi chose a narrow street rather than a wide street for 2 Reason for affecting validity = 1\nhis experiment. Detail = 1\nMust be linked to study for 2 marks\nSuggest one reason why this choice was important for\nthe validity of Kavi’s experiment.\nso the IV was definitely affecting the DV; (reason)\nto ensure they saw the rubbish; (linked detail)\nTo be sure he would see dropping of rubbish; (linked detail)\nOr the DV measure would be invalid; (reason)\nEasier to observe; (reason)\n\n7(c) Explain why it was necessary for all the rubbish to be 2 Explanation = 1\nremoved in the second condition. Detail = 1\nMust be linked to study for 2 marks\nOtherwise there might be litter left from previous customers /\nother rubbish; (linked detail)\nWhich would invalidate his manipulation of the IV;\n(explanation)\nTo make it a control (condition); (explanation)\nTo be sure only the IV of rubbish present affected the DV;\n(linked detail)\nQuestion Answer Marks Guidance", "source_pages": [ 11, 12, 13 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p11.png", "../answer-assets/9990_m24_ms_22-p12.png", "../answer-assets/9990_m24_ms_22-p13.png" ] }, { "id": "9990-2024-m-22-q08", "question_id": "9990-2024-m-22-q08", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "8 Cerys is observing a class of children who are learning\nto count. She is introduced to the class by the teacher,\nbut then sits separately from the children to record her\ndata.\n\n8(a)(i) Explain whether Cerys is conducting a participant 1 Explanation = 1\nobservation or a non-participant observation.\nNon-participant (definitive) [no marks for just stating]\nbecause she is separate / not involved with the class;\n© Cambridge University Press & Assessment 2024 Page 13 of 19\n\n8(a)(ii) For the answer you have given in part (a)(i): 2 Explanation of strength of non-participant observation = 1\ndetail = 1\nExplain one strength of this type of observation.\nLess risk of social desirability / demand characteristics;\n(explanation)\nbecause her presence will have less influence (on the\nchildren than if she joined in); (detail)\n\n8(b) Cerys uses a structured observation.\n\n8(b)(i) Suggest two behavioural categories that Cerys could 2 Behavioural category = 1 (x2)\nuse to measure how well the children are learning to Must be an observable behaviour (not e.g. an emotion or\ncount. belief)\nCounting to 5 correctly;\nMaking a mistake;\nMissing out a number;\nPointing at a number but saying a different number;\nCounting on fingers;\n\n8(b)(ii) In relation to using one of the behavioural categories 2 Brief practical problem = 1\nyou have suggested in part (b)(i): Clear and detailed practical problem = 2 (e.g. ambiguity in\nscoring, effect on results)\nExplain one practical problem that Cerys could have. Ethical problem = 0\nMaking a mistake:\nCerys won’t know whether the child couldn’t count or was\ndistracted so didn’t try to count; = 2 (ambiguity)\nMissing out a number:\nThe child may be shy/uncertain so speak too quietly;\nCerys may think they have missed out a number / Cerys will\nunderestimate their ability; (effect on results)\n© Cambridge University Press & Assessment 2024 Page 14 of 19", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p13.png", "../answer-assets/9990_m24_ms_22-p14.png" ] }, { "id": "9990-2024-m-22-q09", "question_id": "9990-2024-m-22-q09", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "9 Nila is using a questionnaire to investigate adults’ use\nand understanding of the internet. Four of her questions\nare:\nA Describe how useful the internet is to you.\nB Explain whether you would like to use the internet\nmore than you do.\nC How confident are you that you could send an\nemail? 1 = not confident at all, 5 = very confident.\nD ‘Using the internet can be dangerous.’ Do you\nagree? yes / no / not sure.\n\n9(a) Identify one closed question from A to D. 1 Accept responses that have copied out the question instead\nof giving a letter\n1 mark for C or D (DEFINITIVE]\n\n9(b) Identify one open question from A to D. 1 Accept responses that have copied out the question instead\nof giving a letter\n1 mark for A or B (DEFINITIVE)\n© Cambridge University Press & Assessment 2024 Page 15 of 19\n\n9(c) Nila wants to add this question to explore how adults 2 Explanation = 1 (generic or linked)\nuse social media: Detail = 1 (generic or linked)\nHow do you use social media? Tick all that apply.\n• to connect with colleagues\n• to connect with family\n• to discover local events.\nExplain one strength of Nila’s question about the use of\nsocial media.\nHer (closed) question gives quantitative data; (explanation)\nso can be used to compare between participants; (detail)\nso can be easily analysed / totalled / graphed; (detail)\nso the data is objective; (detail / explanation)\nHer (closed) question is less likely to produce lies;\n(explanation)\nas they only have to choose; (detail)\n© Cambridge University Press & Assessment 2024 Page 16 of 19", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p15.png", "../answer-assets/9990_m24_ms_22-p16.png" ] }, { "id": "9990-2024-m-22-q10", "question_id": "9990-2024-m-22-q10", "subject": "9990", "year": 2024, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Henri feels relaxed when he smells flowers. He thinks To mark Q10(a), create four ‘imaginary columns’ down one\nthat pleasant smells could influence daydreaming. margin, using one column for each of the four required\nfeatures. Tick each feature (tick-a, tick-b, tick-c, tick-d)\n\n10(a) Describe how Henri could conduct a laboratory 10\nexperiment to investigate the effect of pleasant smells when it appears, then underline the letter ( ) for detail.\non daydreaming.\nUse L1, L2, L3, L4, L5 at the end of the response to indicate\nDo not describe sample/sampling technique or ethical the level.\nissues/guidelines in your answer.\nDetail in brackets.\nThe four required features for this laboratory experiment are:\n(a) independent variable: smells: Other appropriate responses should also be credited.\nflowers/pleasant/unpleasant (any two, operationalised) Use the table below to mark candidate responses to this\n(b) dependent variable: daydreaming (e.g. time, depth, question.\ndetail – test/self-report/observe) or recall (as per\nAndrade)\n(c) controls/standardisation; 2 aspects identified (e.g.\nnature/intensity of smell, silence, boredom for\ndaydreaming)\n(d) experimental design: any named (clear that different\nparticipants in each, how allocated etc.)\n© Cambridge University Press & Assessment 2024 Page 17 of 19\n\n10(b)(i) Describe one practical/methodological strength of the 2 identification of generic strength = 1\nprocedure you have described in your answer to part detail = 1 (generic or linked).\n(a).\nAccept other practical/methodological strengths.\nDo not refer to sampling or ethics in your answer.\nStrengths may relate to:\nValidity\n• operationalisation\n• situational/participant variables factors\n• controls/standardisation\n• design/counterbalancing.\nReliability\n• inter-rater consistency\n• intra-rater consistency.\n\n10(b)(ii) Explain why the feature of the procedure you have 2 Both marks are for explaining the implications of the strength\nidentified in part (b)(i) is a strength. for the study.\nDo not refer to sampling or ethics in your answer. Award 1 mark for an explanation.\nAward 1 mark for detail.\nExplanation may include possible effects on: Max. 1 mark if no link to planned study.\n• participants’ responses/behaviour if the procedure had\nbeen different\n• the collection of results if the procedure had been\ndifferent\n• the interpretation of results if the procedure had been\ndifferent.\n© Cambridge University Press & Assessment 2024 Page 19 of 19", "source_pages": [ 17, 19 ], "source_pdf": "_source-pdfs/2024-March/ms/9990_m24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-March/9990_m24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m24_ms_22-p17.png", "../answer-assets/9990_m24_ms_22-p19.png" ] }, { "id": "9990-2024-mj-11-q01", "question_id": "9990-2024-mj-11-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Pozzulo et al. (line-ups), cartoon 1 Take the first answer only.\ncharacter targets were used.\nIdentify one of the cartoon characters used.\n1 mark for correct answer\nDora (The Explorer)\n(Go) Diego (Go).\n\n1(b) Identify two features of the participants in the ‘young 2 List is definitive.\nchildren’ group.\nn tolerance is 58–60.\n1 mark per correct feature\nAccept any age range from within 4–7 years (e.g., accept 4–\nn=59. 6 but do not accept 3–7)\nAged 4–7 years/average age c.5 years.\nMajority male/38 males + 21 females Do not accept ‘Canadian’ as we do not know.\nIn pre-kindergarten/kindergarten.\nLiving in Canada/Eastern Ontario. Accept ‘likely to be of higher socio-economic status’.\nFamiliar with the cartoon characters. Accept from (3) private schools.\n© Cambridge University Press & Assessment 2024 Page 5 of 24\n\n1(c) Outline one conclusion from this study. 2 Ignore pure results or anything comparing children and\nadults on performance of choosing cartoon or human faces.\n2 marks for detailed conclusion.\n1 mark for partial/brief conclusion.\ne.g.,\nChildren make errors in (target-absent) identification\nbecause of social demands rather than faulty cognitive\nprocessing (2 marks).\nChildren make errors in (target-absent) identification\nbecause of social demands (1 mark).\nChildren are not very good at saying that the person they\nsaw is not in a line-up (1 mark).\nAdults had a correct identification rate of 0.95 for cartoon\nfaces (0 marks: a result).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 6 of 24", "source_pages": [ 5, 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p05.png", "../answer-assets/9990_s24_ms_11-p06.png" ] }, { "id": "9990-2024-mj-11-q02", "question_id": "9990-2024-mj-11-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Milgram (obedience): 2 Ignore ‘to investigate obedience’ by itself as this in the\nquestion.\nOutline one aim of this study.\n2 marks detailed aim.\n1 mark partial/brief aim.\ne.g.,\nTo investigate how obedient people are to an authority\nfigure asking them to physically harm another person (2\nmarks)\nTo investigate how obedient people are to an authority\nfigure (1 mark)\nTo test out the ‘are Germans different’ hypothesis (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 7 of 24\n\n2(b) Outline one way in which the participants were 2 For two marks there must be a reason given for the\ndeceived. deception.\n2 marks for clear/detailed way deception happened. If the candidate states that the confederate was\n1 mark for brief/unclear way deception happened. shouting/screaming then max 1.\ne.g.,\nThey were deceived into thinking that when they pressed a\nbutton, the other ‘participant’ got an electric shock when this\ndid not happen (2 marks)\nThey thought that the person pounding on the other side of\nthe wall was real when it was a recording (2 marks)\nThey thought that they had a 50/50 chance of being the\nteacher/learner but this was fixed as each slip had teacher\non it (2 marks)\nThey were told the wrong aim that it was about punishment\nand memory (2 marks)\nThey thought they were giving real electric shocks (1 mark)\nThey thought that they had a 50/50 chance of being the\nteacher/learner (1 mark)\nThey were told the wrong aim (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 8 of 24", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p07.png", "../answer-assets/9990_s24_ms_11-p08.png" ] }, { "id": "9990-2024-mj-11-q03", "question_id": "9990-2024-mj-11-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Hassett et al. (monkey toy 2 Accept responses based around the standard deviation.\npreferences):\nComparisons can be male vs female, monkey vs child, or\nOutline one result in relation to the duration of play by wheeled vs plush\nthe monkeys with the ‘wheeled’ toys.\nDo not accept ‘played more’ as the Q is about duration of\n2 marks for the result with a meaningful comparison play and not frequency of play.\n1 mark for result with no meaningful comparison\nDo not accept responses about ‘toy preference’ as the\ne.g., (sex differences) question is about the duration of play.\nMales, on average, played (with wheeled toys) for longer\ncompared to females (2 marks)\nMales, on average, played (with wheeled toys) for longer (1\nmark)\ne.g., (species differences)\nBoth male monkeys and male children played with\nwheeled/masculine toy for the longest time (2 marks)\ne.g., (toy type differences)\nMales, on average, played with wheeled toys for longer\ncompared to plush toys (2 marks)\nMales, on average, played with wheeled toys for longer (1\nmark)\n© Cambridge University Press & Assessment 2024 Page 9 of 24\n\n3(b) Outline one result in relation to the rank of female 2 1 mark maximum if the type of toy is not explicitly\nmonkeys and the duration of play. mentioned.\n2 marks for the result with a meaningful Do accept if presented as high ranked played for longer with\ncorrelation/comparison plush toys than low ranked.\n1 mark for result with no meaningful correlation/comparison\nSimilar to Q3(a) do not credit ‘played more’ or ‘preferred’.\ne.g.,\nThere was a positive correlation between rank and total\nduration of play for plush toys (2 marks: correlation)\nThere was no (significant) correlation between rank and total\nduration of play for wheeled toys (2 marks: correlation)\nThere was a relationship between duration of play and rank\nfor plush toys but not for wheeled toys (2 marks:\ncomparison)\nThere was a correlation between the two (1 mark)\n© Cambridge University Press & Assessment 2024 Page 10 of 24\n\n3(c) Explain one weakness of this study. 2 Do not accept ‘cruel as not in the wild’ type answers.\n1 mark for the identification of weakness Do not accept ‘monkeys cannot communicate to tell us.’\n1 mark for explaining the weakness via example from the\nDo not accept broke the ethical guideline of numbers.\nstudy.\nDo not accept does not generalise to humans as an explanation\ne.g.\n(but do credit ID).\n(Lacks) generalisability (1 mark: identification) as the troop\nwere captive so may not represent wild (rhesus) monkey If identification and explanation do not match, can still award the\nbehaviour (1 mark: explained in context). identification mark.\n(Lacks) mundane realism (1 mark: identification) as in the Do not accept opportunity sampling.\nwild (rhesus) monkeys would not play with wheeled/plush\ntoys (1 mark: explained in context).\n(Difficult to) control (extraneous) variables (1 mark:\nidentification)\nThere are other creditworthy responses, including ethics and\nobserver bias.\n© Cambridge University Press & Assessment 2024 Page 11 of 24", "source_pages": [ 9, 10, 11 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p09.png", "../answer-assets/9990_s24_ms_11-p10.png", "../answer-assets/9990_s24_ms_11-p11.png" ] }, { "id": "9990-2024-mj-11-q04", "question_id": "9990-2024-mj-11-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "4(a) From the study by Bandura et al. (aggression): 2 List is definitive.\nOutline how ‘mallet aggression’ was defined in this\nstudy.\n1 mark per point listed below:\nStrikes/hits object with mallet\nThe object was not the Bobo doll.\n\n4(b) Outline one feature of social learning theory, using an 3 Ignore responses about positive reinforcement or\nexample from this study. punishment.\n1 mark for identification of a feature If more than one feature is covered, mark all and credit the\n1 mark for outlining the feature (must be generic) best.\n1 mark for example from Bandura et al.\ne.g.,\nReplication (1 mark: identification). This is when the person\nfeels they can replicate an observed behaviour (1 mark:\noutline). In Bandura, the children replicated hitting the Bobo\ndoll (1 mark: example)\nAttention/observation (1 mark: identification). This is when a\nperson observes a role model engaged in some behaviour\n(1 mark: outline). In Bandura, some children observed the\nadult hitting the Bobo doll (1 mark: example)\nImitation/reproduction (1 mark: identification). This is when a\nperson copies the behaviour of a model (1 mark: outline). In\nBandura, some children imitated hitting a Bobo doll (1 mark:\nexample)\nThere are other creditworthy responses, include modelling\nand retention.\n© Cambridge University Press & Assessment 2024 Page 12 of 24", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p12.png" ] }, { "id": "9990-2024-mj-11-q05", "question_id": "9990-2024-mj-11-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "5 Suggest at least one application to everyday life of the 5 Annotate in the following way:\nstudy by Andrade (doodling). Do not refer to more than\nthree applications in your answer. Your suggestion(s) tick = what\nmust be ethical. plus = how\nI = what/how implicit (see below)\nUse the banded marking grid below.\nIf more than three applications given, mark all and credit the Ignore responses about explaining everyday behaviours\nbest three. with examples. They must be proactive/prospective\napplications to everyday life, not explanations/retrospective.\ne.g.,\nTeachers in classrooms to help students concentrate/pay Do not credit the same how more than once (e.g., doodle on\nattention. paper) – annotate with REP.\nPeople in offices/meetings etc. where they need to\nconcentrate. Implicit what = can be used by teachers/in school/in\nStudents revising for an examination to help workplace (not suggest as to what it is being used for).\nconcentrate/with memory.\nTherapeutic settings to get clients to concentrate/pay Implicit how = allow people to doodle.\nattention.\nSee accompanying Question 5 grid.\nIf the secondary task is not doodling but makes sense\n(e.g., music, fidget toy) then award L2 maximum.\n© Cambridge University Press & Assessment 2024 Page 13 of 24\n\n5 One application suggested in depth and it is\nclear what the application is and how it will\nbe achieved; OR\nMore than one application suggested in\nless depth but still clearly showing what the\napplication is and how it will be achieved\n3–4 One application suggested which has some\ndetail with the application identifiable and\nhow it will be achieved; OR\nMore than one application suggested that\nare brief but the application is identifiable\nwith how it will be achieved.\n1–2 One or more application suggested that\nare/is brief but may lack clarity as to what\nthe application is and/or how it will be\nachieved\n0 No creditworthy real-world application or\ndescription of study only\n© Cambridge University Press & Assessment 2024 Page 14 of 24", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p13.png", "../answer-assets/9990_s24_ms_11-p14.png" ] }, { "id": "9990-2024-mj-11-q06", "question_id": "9990-2024-mj-11-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "6 In the study by Piliavin et al. (subway Samaritans), on 5 List is definitive.\neach trial a team of four students boarded the train.\n1 mark maximum available for the description of one of the\nDescribe the procedure from this point until the victim victims.\ncollapsed.\n1 mark available for an example of the data that was\n1 mark per correct point. recorded covertly.\nThe team was always made up of 2 males and 2 females. If 2 females plus one male model and one male victim = 1\nThe team boarded the train using different doors. mark (award in the same way as 2 males 2 females using\nThe location of the ‘experimental’ car was always varied. the highlighter).\nFemales took seats outside critical area/in adjacent area.\nRecorded data as covertly as possible during ride. ‘The victim was standing next to the pole’ = 2 marks\nMale victim/model always stood up.\nVictim was always next to pole (in critical area)/centre of the\ncritical area.\nThe model would go to adjacent/critical area (depending on\nthe condition).\nThe victim waited 70s before collapsing.\n© Cambridge University Press & Assessment 2024 Page 15 of 24", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p15.png" ] }, { "id": "9990-2024-mj-11-q07", "question_id": "9990-2024-mj-11-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two problems that could arise if children were 4 Go with the intention of the candidate.\nused as participants in the study by Baron-Cohen et al.\n(eyes test). Do not credit generalise to adults.\nFor each problem (max 2 per problem)\n1 mark for identification/outline of the problem (generic)\n1 mark for linking it to Baron-Cohen et al.\ne.g.,\nThere are ethical issues with using children (1 mark:\nidentification/outline This could be protection from\npsychological harm (1 mark alternative:\nidentification/outline).\nIn this study, children may have found the procedure\nstressful as it could have felt like a test or examination (1\nmark: link).\nChildren may not understand what is being asked of them (1\nmark: identification/outline). Therefore, the children may not\nunderstand how the eyes test works (1 mark alternative:\nidentification/outline).\nAs a result, the children may have seen it as a game and\ntherefore theory of mind might not have been measured (1\nmark: link).\nChildren do not have fully developed brains (1 mark:\nidentification), therefore it would be difficult for them to\nrecognise emotional expressions from eyes (1 mark: link).\nChildren have a lack of experience with human interactions\n(compared to adults) (1 mark: identification), therefore they\nwould have limited ideas/experiences of judging emotions)\n(1 mark link).\n© Cambridge University Press & Assessment 2024 Page 16 of 24\n\n7 The linguistic skills of children are limited (compared to\nadults), therefore (even with a glossary) children would\nprobably not understand the words used in the eyes test (1\nmark link).\nThere are other creditworthy responses.\nQuestion Answer Marks Guidance", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p16.png", "../answer-assets/9990_s24_ms_11-p17.png" ] }, { "id": "9990-2024-mj-11-q08", "question_id": "9990-2024-mj-11-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "8 Two friends, Jack and Daphne, are discussing the 4 If both Jack and Daphne feature in the answer, mark them\nethics of the study by Perry et al. (personal space). Jack independently and credit the highest score.\nsays the study is ethical, but Daphne says the study is\nnot ethical. Go with the intention of the candidate.\nExplain why you think either Jack or Daphne is correct, For Daphne, do not credit deception linked to the\nusing evidence from this study in your answer. administration of OT/placebo as this level of deception is\njustifiable (therefore, can be credited for Jack).\n1 mark can be awarded for the identification of a relevant\nethical guideline. Relevant guidelines:\n1 mark per point explaining why ethical/not ethical via Jack: consent, limited stress as simulation, debriefed,\nevidence from the study. confidentiality.\nDaphne: deception (but see above), distress/harm.\ne.g., Jack\nWritten consent was taken from the participants (1 mark). Do not credit anything about the right to withdraw as not\nThe ethical committee at the Medical Centre/University reported in the paper.\napproved the study as being ethical (1 mark). The task of\nwatching someone get closer is not particularly stressful as it\nwas not real (1 mark). Also, they could press the spacebar\nto stop the figure approaching more, protecting them from\npsychological stress (1 mark).\n© Cambridge University Press & Assessment 2024 Page 17 of 24\n\n9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n8 e.g., Daphne\nIn experiment 2 they were deceived into thinking they would\nbe chatting with another participant (1 mark). They were told\nthat the computer would calculate an average distance for\nseating, but this did not happen (1 mark). The act of\nintruding into someone’s personal space (even if it was an\nanimation) can still be psychologically stressful (1 mark).\nThere was also no way of knowing if any participant would\nreact to oxytocin so there was risk involved (1 mark).\n© Cambridge University Press & Assessment 2024 Page 18 of 24", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p17.png", "../answer-assets/9990_s24_ms_11-p18.png" ] }, { "id": "9990-2024-mj-11-q09", "question_id": "9990-2024-mj-11-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) Outline two dreams reported by participants in the 4 List is definitive.\nstudy by Dement and Kleitman (sleep and dreams).\n2 marks detailed outline.\n1 mark brief outline\ne.g., 2 marks\nWatching two people throwing tomatoes at each other.\nStanding at the bottom of a cliff operating some sort of hoist\nmachine.\nClimbing a set of ladders looking up and down as they did.\nThrowing basketballs (at a hoop) then looking up at\nnet/down to pick up another ball.\n(The P reported) driving a car and staring at the road ahead.\nAt an intersection a car appeared speeding at them.\n(The P reported) driving a car and staring at the road ahead.\nThey saw a man on the road asking for a lift.\ne.g., 1 mark\nStanding at the bottom of a cliff.\n(The P reported) driving a car and staring at the road ahead.\nAt an intersection a car appeared speeding at them\nThey saw a man on the road asking for a lift.\nThrowing tomatoes.\nClimbing a set of ladders.\nThrowing basketballs (at a hoop).\n© Cambridge University Press & Assessment 2024 Page 19 of 24\n\n9(b) Explain two differences between the study by Dement 8 The other biological studies are:\nand Kleitman (sleep and dreams) and one other study\nfrom the biological approach. One of the differences Hassett\nmust be about the sample of participants. Hölzel\nUse the marking grid below. One must be about the Award L1-L4 for each difference.\nsample.\nFor Level 4 there must be some attempt at explaining the\n4 marks for the difference (twice), e.g., brain measurement, difference.\nresearch techniques used, type of data collected\n(quantitative/qualitative), experimental design. Different species/assumptions/aims = L1\n(if they simply write what both studies did, this is still\ne.g. difference different aims).\ne.g. 4 marks\nHölzel used an MRI scan to be able to see brain density For description of the sample (e.g., n=….) from the two\nchanges after a mindfulness stress reduction course. studies with no explicit note about size differences or effect\nDement and Kleitman used a different technique called an on generalisability = L2\nEEG that could only monitor brain wave activity/patterns.\nTherefore, Hölzel’s method looked at structure whereas Only accept opportunity sampling for Dement and Kleitman.\nDement and Kleitman looked at (real-time) function\n(explanation). For D&K vs Hassett, different ethical guidelines = L1.\ne.g. 3 marks Place a tick next to the difference that is about the sample. If\nDifferent techniques were used to measure the brain. Hölzel no tick can be placed then mark both differences\nused an MRI scan to be able to see brain density changes independently but only credit the best.\nafter a mindfulness stress reduction course/Dement and\nKleitman used a different technique called an EEG that\ncould only monitor brain wave activity/patterns.\ne.g. 2 marks\nHölzel used an MRI scan measure brain density whilst\nDement and Kleitman used an EEG.\ne.g. 1 mark\nBoth studies used different techniques to measure the brain.\n© Cambridge University Press & Assessment 2024 Page 20 of 24\n\n9(b)\nLevel Description\n4 The difference is well explained using both\nstudies as examples.\n3 The difference is well explained but only\none study is used as an example OR\nboth studies are used briefly.\n2 The difference is brief with an attempt at\nusing at least one study as an example OR\nThe difference is well explained but there is\nno study evidence.\n1 The difference is brief with no attempt at\nusing the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 21 of 24", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p19.png", "../answer-assets/9990_s24_ms_11-p20.png", "../answer-assets/9990_s24_ms_11-p21.png" ] }, { "id": "9990-2024-mj-11-q10", "question_id": "9990-2024-mj-11-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Fagen et al. (elephant learning) in 10 Do not credit demand characteristics low as used elephants.\nterms of two strengths and two weaknesses. At least\none of your evaluation points must be about Do accept arguments about using elephants for this type of\nquantitative data. research is more practical than using humans.\nStrengths include: reliability, standardisation, validity\n(internal), quantitative data, ethics\nWeaknesses include: sample, ethics.\nExample: in detail\nThe study collected quantitative data which makes it easier\nto make meaningful comparisons between\ngroups/conditions. They counted the number of trials it took\nto pass the trunk wash and the degree of difficulty for each\ntask. As a result, they could compare performance across\nthe five elephant participants to see any trends/differences\netc.\nExample: brief but in context\nThe sample only had 5 elephants as part of it. This could\nmake generalisations difficult as they might not represent\nother elephants including adult ones.\nExample: no context\nThe study followed a standardised procedure making it\neasier to replicate.\n© Cambridge University Press & Assessment 2024 Page 22 of 24\n\n9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n5  Very good evaluation including the 9–10\nnamed issue.\n Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n Selection of evidence is very\nthorough and effective.\n4  Good evaluation including the 7–8\nnamed issue.\n Addresses strengths and\nweaknesses but may include three\nor four points. The majority of the\npoints are in depth.\n Selection of evidence is thorough\nand effective.\n3  Mostly appropriate evaluation but 5–6\nmay not include the named issue.\n Addresses either two strengths or\ntwo weaknesses in detail or one of\neach in detail or all four briefly.\n Selection of evidence is mostly\neffective.\n© Cambridge University Press & Assessment 2024 Page 23 of 24\n\n9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n2  Weak evaluation and may not 3–4\ninclude the named issue.\n Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n Some points may have no context.\n Selection of evidence is sometimes\nappropriate.\n1  Little or no evaluation. 1–2\n Discussion of strengths and\nweaknesses is absent or\nsuperficial.\n Selection of evidence is limited.\n0  No creditable response.\n© Cambridge University Press & Assessment 2024 Page 24 of 24", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_11-p22.png", "../answer-assets/9990_s24_ms_11-p23.png", "../answer-assets/9990_s24_ms_11-p24.png" ] }, { "id": "9990-2024-mj-12-q01", "question_id": "9990-2024-mj-12-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) The first stage of the study by Bandura et al. 1 Take the first answer only.\n(aggression) was when the children were rated on four\nscales by the experimenter and a nursery school List is definitive.\nteacher. One of these scales was ‘aggressive inhibition’.\nIdentify one of the other scales used in this first stage.\n1 mark for correct answer.\nPhysical aggression.\nVerbal aggression.\nAggression towards inanimate objects.\n\n1(b) Outline how the children were assigned to one of the 2 List is definitive.\nconditions in this study.\nIgnore reference to being divided by gender/type of model.\n1 mark per correct point.\nThe scores on the four scales were added together.\nParticipants were arranged ‘in triplets’/matched on their\n(initial aggressive) ratings.\nAssigned at random to one of the conditions.\n\n1(c) Identify two features of the final experimental room 2 Allow ‘no model/experimenter in the room’.\nused in the ‘test for delayed imitation’. Do not accept 2-way mirror.\n1 mark per correct feature\nVariety of toys.\nSome were ‘aggressive toys’/Bobo doll (any aggressive toy\ncan be awarded mark).\nSome were ‘nonaggressive toys’/tea set (any nonaggressive\ntoy can be awarded mark).\nArranged in a fixed order/always in the same place.\nOne way mirror.\n© Cambridge University Press & Assessment 2024 Page 5 of 19", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p05.png" ] }, { "id": "9990-2024-mj-12-q02", "question_id": "9990-2024-mj-12-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Andrade (doodling): 2 List is definitive.\nOutline the experimental design used in this study. …as there was a doodling group and a control group = 1\nmark.\n1 mark for correct identification of experimental design.\n1 mark for the correct outline (generic or by example).\nIndependent groups (1 mark: identification)\nParticipants only took part in one condition/level of IV/two\nseparate groups (1 mark: outline generic)\nParticipants were either in the doodling group or non-\ndoodling/control group (1 mark: example).\n\n2(b) Outline one conclusion from this study. 2 Ignore pure results.\n2 marks full conclusion Do credit a conclusion presented after the results in a\n1 mark partial/brief conclusion response\ne.g.,\nPeople concentrate better/their memory is better when\nallowed to doodle as it focuses their attention/stops them\ngetting distracted (2 marks).\nPeople can pay attention to information even when engaged\nin dual-processing (tasks) (2 marks).\nDoodling aids concentration/memory as it increases\narousal/alertness/attention/reduces daydreaming (2 marks).\nDoodling aids concentration/memory (1 mark).\nParticipants recalled more names in the doodling condition\n(0 marks: result).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 6 of 19", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p06.png" ] }, { "id": "9990-2024-mj-12-q03", "question_id": "9990-2024-mj-12-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Dement and Kleitman (sleep and 2 Dreams are more vivid in REM (than NREM) = 1 mark.\ndreams):\nMost dreams occur in REM (than NREM) = 1 mark.\nOutline one result in relation to REM sleep and dream\nrecall. Dreams are more detailed in REM (than NREM) = 1 mark.\n2 marks for the result with a meaningful comparison. Do not credit dreams only occur in REM.\n1 mark for result with no meaningful comparison.\ne.g.,\nThere were more dreams recalled in REM compared to\nNREM sleep (2 marks).\nThere were more dreams recalled in REM (1 mark).\nThere was a positive correlation between the number of\nwords used to recall dream (in RME) and length of time in\nREM.\nWD had the highest recall level in REM compared to the\nother participants/KC/DN etc. (2 marks).\nThere are other creditworthy responses\n\n3(b) Outline one result in relation to dream duration 2 Accept on 78% of trials, Ps could estimate 15 minutes\nestimates when participants were woken up 15 minutes correctly = 1 mark.\nafter the onset of REM sleep.\nAccept ‘most’ estimations of length were correct = 1 mark.\n2 marks for the result with a meaningful comparison.\n1 mark for result with no meaningful comparison. However, 78% of Ps could estimate correctly is incorrect = 0\nmarks.\ne.g.,\nParticipants were less likely to estimate 15 mins correctly\ncompared to 5 mins correctly (2 marks).\nThere were 47 instances of correct estimation compared to\n13 instances of incorrect estimation (2 marks).\nDN only got the estimate correct 50% of the time (1 mark).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 7 of 19\n\n3(c) Explain one weakness of this study. 2\n1 mark for the identification of weakness.\n1 mark for explaining the weakness via example from the\nstudy.\ne.g.\n(Lacks) generalisability (1 mark: identification) as the sample\nsize was only 5 for those studied intensively and these\npeople may be unique (1 mark: explanation in context).\n(Lacks) mundane realism (1 mark: identification) as being\nasked to guess how long you have been asleep for is not a\ntypical daily behaviour (1 mark: explanation in context.\n(Lacks) ecological validity (1 mark: identification).\nThere are other creditworthy responses, including ethics.\n© Cambridge University Press & Assessment 2024 Page 8 of 19", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p07.png", "../answer-assets/9990_s24_ms_12-p08.png" ] }, { "id": "9990-2024-mj-12-q04", "question_id": "9990-2024-mj-12-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "4(a) From the study by Milgram (obedience): 2 Ignore tautological responses with the word obedience in\nthe definition (obey is fine though).\nOutline what is meant by the term ‘obedience’.\nDo not accept conformity.\n1 mark for aspect of following orders.\n1 mark for aspect of it being an authority figure.\ne.g.,\nThe act of following order (1 mark) given by a figure in\nauthority (1 mark).\n\n4(b) Outline how one ethical guideline was broken in this 3 Candidates can also get 3 marks for identifying an ethical\nstudy. guideline and then the other two marks for two different\nways that guideline was broken.\n1 mark for identification of an appropriate ethical guideline.\n1 mark for outlining the ethical guideline. ‘He did not tell the true aim’ is not enough for an example\n1 mark for example from Milgram. mark here.\ne.g.,\nDeception (1 mark) is when you are given false information\nabout the study (1 mark). In Milgram, the participants\nthought that the shock was real (1 mark).\nRight to withdraw (1 mark) is when participants are able to\nleave a study without consequence (1 mark). In Milgram, the\nprods given by the experimenter stopped the participants\nfrom leaving (1 mark).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 9 of 19", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p09.png" ] }, { "id": "9990-2024-mj-12-q05", "question_id": "9990-2024-mj-12-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "5 Suggest at least one application to everyday life of the 5 Annotate in the following way:\nstudy by Hölzel et al (mindfulness and brain scans). Do\nnot refer to more than three applications in your answer. tick = what [explicit]\nYour suggestion(s) must be ethical. plus = how [explicit]\nI = what/how implicit (see below)\ne.g.,\nEmployers with employees who are feeling stressed. Ignore responses about explaining everyday behaviours\n(Counsellors in) schools can use them to help reduce stress with examples. They must be proactive/prospective\nin students (around exam time). applications to everyday life, not explanations/retrospective.\nUsing brain scans to examine grey matter concentration in\ntherapy/people with problems/head injuries. Implicit what = can be used by teachers/in school/in\nYoga instructors can introduce elements of mindfulness into workplace (not suggest as to what it is being used for).\ntheir classes to decrease stress.\nImplicit how = get people to ‘do mindfulness’.\nMarks Description\n\n5 One application suggested in depth, and it is\nclear what the application is and how it will be\nachieved; OR\nMore than one application suggested in less\ndepth but still clearly showing what the\napplication is and how it will be achieved\n3–4 One application suggested which has some\ndetail with the application identifiable and how it\nwill be achieved; OR\nMore than one application suggested that are\nbrief but the application is identifiable with how it\nwill be achieved.\n1–2 One or more application suggested that are/is\nbrief but may lack clarity as to what the\napplication is and/or how it will be achieved\n0 No creditworthy real-world application or\ndescription of study only\n© Cambridge University Press & Assessment 2024 Page 10 of 19", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p10.png" ] }, { "id": "9990-2024-mj-12-q06", "question_id": "9990-2024-mj-12-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "6 From the study by Pozzulo et al (line-ups): 5 The list is definitive.\nDescribe the ‘line-up presentation’ for the target-absent For the annotations use ticks are per usual but use tick-b\ncondition. for the point in bold to know that the response can access\nall available marks.\n1 mark per correct point made up to 4 marks.\n1 mark for the marking point in bold as it is unique to the 3 foils in the line-up plus a silhouette = 2 marks [4 foils and\ntarget-absent condition. the silhouette mark are added together].\nThe target was replaced with a similar foil/foil had Do not credit how the photographs were chosen.\nsimilar features to the target.\nAll of the pictures were shown simultaneously. Do not credit what a participant was expected to do.\nThe target and target replacement were always in the same\nposition. Do credit target was not in the line-up.\nThe target’s line-up position was randomised.\nThere were four photographs/foils in the line-up. 4 foils and a silhouette = 1 mark for the 4 foils only.\nA silhouette was in the line-up (to represent the possibly of\nan absent target)\nEach participant watched four videos.\nThese were presented on a laptop/computer/on a screen.\nThese were in a random order.\nThe photo array/line-up was shown after each video.\nThe position of the replacement was counterbalanced\nacross photo arrays/line-ups.\nNone of the (four) photographs had been in the video.\n© Cambridge University Press & Assessment 2024 Page 11 of 19", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p11.png" ] }, { "id": "9990-2024-mj-12-q07", "question_id": "9990-2024-mj-12-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two problems that could arise if children were 4 Go with the intention of the candidate.\nused as participants in the study by Perry et al.\n(personal space). Do not credit cannot generalise to adults.\nFor each problem (max 2 per problem): Do not accept anything about injecting oxytocin into children\n1 mark for identification/outline of the problem (generic). as a link as this did not happen in the study.\n1 mark for linking it to Perry et al.\ne.g.\nThere are ethical issues with using children (1 mark:\nidentification/outline). This could be protection from\npsychological harm (1 mark alternative:\nidentification/outline).\nIn this study, children may have found the situation about\ninvading personal space stressful as it could have felt like a\ntest or examination (1 mark: link).\nChildren may not understand what is being asked of them (1\nmark: identification/outline). Therefore, the children may not\nunderstand how the figures approaching task worked (1\nmark alternative: identification/outline).\nAs a result, the children may have seen it as a game and\ntherefore it might not be invasion of personal space that is\nbeing measured (1 mark: link).\nChildren might not be able to use a computer (1 mark:\nidentification/outline).\nThere are other creditworthy responses, including parents\nmight get distressed with child receiving oxytocin, potential\nside effects of oxytocin for children, likely to drop out due to\nhigh number of trials.\n© Cambridge University Press & Assessment 2024 Page 12 of 19", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p12.png" ] }, { "id": "9990-2024-mj-12-q08", "question_id": "9990-2024-mj-12-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "8 Two friends, Sabtu and Joyah, are discussing the 4 If both Sabtu and Joyah feature in the answer, mark them\nvalidity of the study by Piliavin et al. (subway independently and credit the highest score\nSamaritans). Sabtu says the study has validity, but\nJoyah says the study does not have validity. Acceptable types of validity/concepts include:\nEcological validity\nExplain why either Sabtu or Joyah is correct, using Mundane realism\nevidence from this study in your answer. Internal validity\nPopulation validity (must be labelled this and not\n1 mark can be awarded for the identification of a relevant generalisability).\nexample of validity/concept linked to validity. Role of extraneous and participant variables.\n1 mark per point explaining why valid/not valid via evidence Qualitative data.\nfrom the study.\nDo not credit reliability, quantitative data, standardisation,\ne.g., Sabtu field experiment, generalisability.\nThe study did have some controls like the model dressing\nwith similarity (1 mark). This means that this variable was If they write which friend has been chosen but they write\nless likely to affect the DV of helping (1 mark). This also nothing else, this is 0 and not NR.\nmeant that it was more likely that the type of victim affected\nhelping (1 mark). As the subway car was a real-world No ID mark for demand characteristics.\nsetting, it can be argued that the study had ecological\nvalidity (1 mark + 1 mark: identification)\ne.g., Joyah\nThere were so many variables that could not be controlled\nlike participant variables of experience in situations (1 mark:\nidentification). This means that it would have been difficult to\nknow if the type of victim was directly affecting helping (1\nmark). Also, there were no black models which reduces the\necological validity of the study as it does not represent real\nlife (1 mark). In addition, there was also wide variation in the\nvictims across the two conditions which may have affected\nthe dependent variable of helping behaviour more than just\nwhether they were ill or drunk (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 13 of 19", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p13.png" ] }, { "id": "9990-2024-mj-12-q09", "question_id": "9990-2024-mj-12-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the psychology being investigated in the study 4 No identification mark.\nby Fagen et al. (elephant learning).\nIgnore reference to classical conditioning.\n1 mark per correct point.\n1 mark available for example from the study by Fagen et al.\ne.g.,\nOperant conditioning is learning by consequence.\nIf you are rewarded you are more likely to repeat a\nbehaviour\nThe elephants got chopped banana if they were successful\nat any task (example)\nIf you are punished you are less likely to repeat a behaviour\nA primary reinforcer is one that fulfils a biological need.\nA secondary reinforcer can be used as an exchange for a\nprimary reinforcer.\nSecondary positive reinforcement can use a sound as a\nsecondary reinforcer that is consistently followed by a\nprimary reinforcer/food.\nThere are other creditworthy responses, including shaping\nand behavioural chaining.\n© Cambridge University Press & Assessment 2024 Page 14 of 19\n\n9(b) Explain one similarity and one difference between the 8 Award L1–L4 for similarity.\nstudy by Fagen et al. (elephant learning) and one other Award L1–L4 for difference.\nstudy from the learning approach.\nFor Level 4 there must be some attempt at explaining the\nUse the marking grid below. similarity or difference.\n4 marks for the similarity, e.g., observational, lack mundane\nThe other studies from the learning approach are:\nrealism, quantitative data collection, use of rewards/operant\nconditioning, standardisation, lacking generalisability.\nBandura\n4 marks for the difference, e.g., qualitative data collection,\nSaavedra and Silverman\nsample, level of controls.\nDifferent species = L1.\ne.g., similarity\nDifferent aims = L1.\ne.g. 4 marks\nDifferent ethical guidelines = L1\nBoth the Fagen study and the Bandura study used\nobservation as part of their data collection techniques. This\nBoth opportunity sampling (for Bandura and S&S\nmeans that specific behaviours could be operationalised to\ncomparison) = L2\nimprove validity (explanation). For example, in Fagen there\nwas trunk down which meant the trunk was hanging loose\nFor description of the sample (e.g., n=….) from the two\nand in Bandura gun play was pretending to shoot at an\nstudies with no explicit note about size differences or effect\nobject in the room.\non generalisability = L2\ne.g. 3 marks\nBoth the Fagen study and the Bandura study used\nobservation as part of their data collection techniques. For\nexample, in Fagen there was trunk down which meant the\ntrunk was hanging loose/Bandura gun play was pretending\nto shoot at an object in the room.\ne.g. 2 marks\nBoth the Fagen study and the Bandura study used\nobservation as part of their data collection techniques. For\nexample, in Fagen there was trunk down.\ne.g. 1 mark\nBoth the Fagen study and the Bandura study used\nobservation as part of their data collection techniques.\n© Cambridge University Press & Assessment 2024 Page 15 of 19\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained\nusing both studies as examples.\n3 The similarity/difference is well explained\nbut only one study is used as an example\nOR\nboth studies are used briefly.\n2 The similarity/difference is brief with an\nattempt at using at least one study as an\nexample OR\nThe similarity/difference is well explained\nbut there is no study evidence.\n1 The similarity/difference is brief with no\nattempt at using the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 16 of 19", "source_pages": [ 14, 15, 16 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p14.png", "../answer-assets/9990_s24_ms_12-p15.png", "../answer-assets/9990_s24_ms_12-p16.png" ] }, { "id": "9990-2024-mj-12-q10", "question_id": "9990-2024-mj-12-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Baron-Cohen et al. (eyes test) in 10 Ignore if candidate calls it a laboratory experiment but do\nterms of two strengths and two weaknesses. At least credit controls and standardisation if argued correctly.\none of your evaluation points must be about ethics.\nPlease note that the only ethical guidelines that are covered\nStrengths include: reliability, standardisation, validity in the journal paper are:\n(internal), quantitative data, ethics.\nWeaknesses include, validity (external), sample, lack of Adhere: minimising harm (weak), informed consent,\nrandom allocation confidentiality.\nExample: in detail (named) Break: minimising harm only.\nThe study was unethical as the process of attempting to\nidentify emotions from eyes for the AS/HFA was going to be The remainder: right to withdraw, deception, privacy and\nstressful as it predicted that they would find it difficult debriefing are not mentioned in the journal paper.\ntherefore it could have been psychologically stressful for\nthose participants. Also, not understanding the words to\nchoose from even with the glossary may have caused\nunnecessary stress.\nExample: brief but in context\nThe sample only had 15 AS/HFA participants and they were\nall male. This could make generalisations difficult as they\nmight not represent females with AS/HFA.\nExample: no context\nThe study followed a standardised procedure making it\neasier to replicate.\n© Cambridge University Press & Assessment 2024 Page 17 of 19\n\n9990/12 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n5  Very good evaluation including the 9–10\nnamed issue.\n Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n Selection of evidence is very\nthorough and effective.\n4  Good evaluation including the 7–8\nnamed issue.\n Addresses strengths and\nweaknesses but may include three\nor four points. The majority of the\npoints are in depth.\n Selection of evidence is thorough\nand effective.\n3  Mostly appropriate evaluation but 5–6\nmay not include the named issue.\n Addresses either two strengths or\ntwo weaknesses in detail or one of\neach in detail or all four briefly.\n Selection of evidence is mostly\neffective.\n© Cambridge University Press & Assessment 2024 Page 18 of 19\n\n9990/12 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n2  Weak evaluation and may not 3–4\ninclude the named issue.\n Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n Some points may have no context.\n Selection of evidence is sometimes\nappropriate.\n1  Little or no evaluation. 1–2\n Discussion of strengths and\nweaknesses is absent or\nsuperficial.\n Selection of evidence is limited.\n0  No creditable response.\n© Cambridge University Press & Assessment 2024 Page 19 of 19", "source_pages": [ 17, 18, 19 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_12-p17.png", "../answer-assets/9990_s24_ms_12-p18.png", "../answer-assets/9990_s24_ms_12-p19.png" ] }, { "id": "9990-2024-mj-13-q01", "question_id": "9990-2024-mj-13-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Perry et al. (personal space): 1 Take the first answer only.\nState the number of participants used in this study. There is no tolerance.\n1 mark for correct answer\n40 or 54.\n\n1(b) Outline what is meant by the term ‘interpersonal 2 1 mark maximum for an example from Perry.\ndistance (personal space)’.\n1 mark per correct point\ne.g.,\nIt is an invisible ‘bubble’/boundary around us.\nWe choose who can enter this.\nThis depends on the situation we find ourselves.\nIt is used to regulate how we interact with other people.\nThere are other creditworthy responses\n\n1(c) Outline how a participant was allocated to the ‘high 2 List is definitive.\nempathy’ group in this study\nDo not credit ‘empathy test’\n1 mark per correct point\nThey completed the IRI/Interpersonal Reactivity Index.\nThose half a standard deviation away from the mean formed\nthis group/with a score of 40 (or above).\n© Cambridge University Press & Assessment 2024 Page 5 of 20", "source_pages": [ 5 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p05.png" ] }, { "id": "9990-2024-mj-13-q02", "question_id": "9990-2024-mj-13-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Bandura et al. (aggression): 2 Accept sex difference aim.\nOutline one aim of this study.\n2 marks detailed aim\n1 mark brief/partial aim\ne.g.,\nTo investigate whether children imitate the aggressive\nbehaviour of an aggressive model (2 marks).\nTo investigate whether children are more likely to imitate the\nbehaviour of a same-sex model (2 marks).\nTo investigate whether children would imitate aggression of\na model in the absence of the model (2 marks).\nTo investigate how children learn aggression (1 mark).\nTo see if aggression was nature or nurture (1 mark).\nTo investigate social learning theory (1 mark).\nThere are other creditworthy responses.\n\n2(b) Outline how the response measure of ‘aggressive gun 2 List is definitive.\nplay’ was defined in this study.\n1 mark for each point listed below:\nShoots darts\nAims gun at object in room.\nFires imaginary shots.\n© Cambridge University Press & Assessment 2024 Page 6 of 20", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p06.png" ] }, { "id": "9990-2024-mj-13-q03", "question_id": "9990-2024-mj-13-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Piliavin et al. (subway Samaritans): 2 Ignore reference to time taken to help = 0.\nOutline one result in relation to the race of helper when\nthe victim was ‘drunk’.\n2 marks for the result with a meaningful comparison\n1 mark for result with no meaningful comparison\ne.g.,\nThere was more same race helping irrespective of the race\nof victim (2 marks)\nThe victim in the drunk condition was helped more by their\nown race (2 marks)\nThere was the same pattern of same race helping for ill and\ndrunk victim when victim was white (2 marks)\nThere was more same race helping when victim was black\nand drunk compared to black and ill (2 marks)\nThere was more same race helping (1 mark)\nThe race of the helper was more likely to be white (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 7 of 20\n\n3(b) Outline one result in relation to the number of males in 2 Do accept the group size of 7 vs group size of 3 comparison.\nthe critical area and the time taken for the victim to\nreceive help. Do not credit male vs female comparisons.\n2 marks for the result with a meaningful Ignore frequency of help.\ncomparison/relationship\n1 mark for result with no meaningful comparison\ne.g.,\nThe more males there were in the critical area the faster the\nlatency time for help to be given (2 marks).\nWhen the group size was small, people helped faster when\nthe victim was ill compared to when victim was drunk (2\nmarks).\nSmall groups were slow at helping (1 mark).\nLarge groups were fast at helping (1 mark).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 8 of 20\n\n3(c) Explain one weakness of this study. 2\n1 mark for the identification of weakness\n1 mark for explaining the weakness via example from the\nstudy.\ne.g.\n(Lacks) generalisability (1 mark: identification) this is\nbecause it was in New York City only and people in other\ncountries may show different prosocial behaviour/bystander\napathy (1 mark: explanation in context).\nBroke ethical guideline(s) (1 mark: identification) as the\nparticipants were deceived into thinking that a real person\nneeded help, but it was fake (1 mark: explanation in\ncontext).\nDifficult to replicate (1 mark: identification).\n(Difficult to) control of (extraneous) variables (1 mark:\nidentification).\nThere are other creditworthy responses, including observer\nbias.\n© Cambridge University Press & Assessment 2024 Page 9 of 20", "source_pages": [ 7, 8, 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p07.png", "../answer-assets/9990_s24_ms_13-p08.png", "../answer-assets/9990_s24_ms_13-p09.png" ] }, { "id": "9990-2024-mj-13-q04", "question_id": "9990-2024-mj-13-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "4(a) From the study by Andrade (doodling): 3 Credit any example for 1 mark max (including from\nAndrade).\nDescribe what is meant by the term ‘attention’.\nIgnore tautological responses using the word attention.\n1 mark per correct point\nFocus on one specific stimulus/object/person etc. = 2 marks.\nIt refers to our ability to concentrate/focus.\nWhen we exclude other stimuli (to focus on one thing). Focus on a specific thing = 1 mark.\nCognitive resources are focused on certain aspects of the\nenvironment.\nWe can select to focus on one stimulus (over another).\nWe can divide it between two or more tasks.\nWe can be prepared to focus on a specific stimuli if we are\nprimed to.\nFor example, participants in the Andrade study had to pay\nattention to a (boring) telephone message.\nThere are other creditworthy responses\n\n4(b) The sample consisted of 40 participants from a 2 List is definitive.\nparticipant panel.\nAccept ‘adults’.\nIdentify two other features of this sample.\nDo not accept ‘males + females’.\n1 mark per correct feature\nIt was an opportunity sample.\nThey had just finished a different study (before being asked\nto participate in this one)\nGeneral population.\nAged 1855 years.\nPaid for participation.\nMajority female/35 female 5 male/control: 18F 2M/doodle:\n17F 3M.\n© Cambridge University Press & Assessment 2024 Page 10 of 20", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p10.png" ] }, { "id": "9990-2024-mj-13-q05", "question_id": "9990-2024-mj-13-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "5 Suggest at least one application to everyday life of the 5 Annotate in the following way:\nstudy by Hassett et al. (monkey toy preferences). Do not\nrefer to more than three applications in your answer. tick = what\nYour suggestion(s) must be ethical. plus = how\nI = what/how implicit (see below)\nUse the banded marking grid below.\nIf more than three applications given, mark all and credit the Ignore responses about explaining everyday behaviours\nbest three. with examples. They must be proactive/prospective\ne.g., applications to everyday life, not explanations/retrospective.\nUseful for advertising to focus content.\nUseful for product development for toy manufacturers. Do not credit the same how more than once- annotate with\nRehabilitation of monkeys/primates. REP.\nImplicit what = used for toy manufacturing\nMarks Description\nImplicit how = make toys sex-specific\n\n5 One application suggested in depth and it is\nclear what the application is and how it will be\nSee accompanying Question 5 grid.\nachieved; OR\nMore than one application suggested in less\nDo not credit anything about gender issues and mental\ndepth but still clearly showing what the\nhealth.\napplication is and how it will be achieved\n34 One application suggested which has some\ndetail with the application identifiable and how it\nwill be achieved; OR\nMore than one application suggested that are\nbrief but the application is identifiable with how it\nwill be achieved.\n12 One or more application suggested that are/is\nbrief but may lack clarity as to what the\napplication is and/or how it will be achieved\n0 No creditworthy real-world application or\ndescription of study only\n© Cambridge University Press & Assessment 2024 Page 11 of 20", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p11.png" ] }, { "id": "9990-2024-mj-13-q06", "question_id": "9990-2024-mj-13-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "6 From the study by Fagen et al. (elephant learning): 5 List is definitive.\nDescribe how the elephants were trained to perform the\n‘trunk up’ behavioural task. 1 mark for identifying either the primary (banana) or\nsecondary (whistle) reinforcer.\n1 mark per correct point\nThe response gets credit if they use reward or banana\nUsed the lure and shaping techniques. throughout.\nThis is when the elephant is tempted to perform a\nbehaviour/trunk up. Raising trunk into the air correctly, obtained a reward = 1\nAs a reward is placed strategically to help perform the\nbehaviour/trunk up.\nIn this case it was banana pieces a few inches from their\n(fore)head.\nThe elephant could only reach the banana by lifting the trunk\nup.\nIf the elephant was adult/too big, the lure was at the end of\ntrainer’s arm.\nThe position of the trunk was shaped.\nThe shaping used increasing height until trunk up was\nachieved.\n© Cambridge University Press & Assessment 2024 Page 12 of 20", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p12.png" ] }, { "id": "9990-2024-mj-13-q07", "question_id": "9990-2024-mj-13-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 Suggest two problems that could arise if children were 4 Go with the intention of the candidate.\nused as participants in the study by Hölzel et al.\n(mindfulness and brain scans).\nFor each problem (max 2 per problem):\n1 mark for identification/outline of the problem (generic)\n1 mark for linking it to Hölzel et al.\ne.g.\nIt can be difficult for children to keep still (1 mark:\nidentification/outline). For an MRI scan to work, the person\nhas to remain still for a period of time (1 mark alternative:\nidentification/outline).\nTherefore, there may be no valid way of measuring brain\ndensity as the scans may never be correct/never happen (1\nmark: link)\nChildren may not understand what is being asked of them (1\nmark: identification/outline). Therefore, the children may not\nunderstand how yoga/mindfulness works (1 mark\nalternative: identification/outline).\nAs a result, the children may have seen yoga as a game and\ntherefore effectiveness might not have been measured (1\nmark: link).\nThere are other creditworthy responses, including children\ncan lie about participation in homework, brain developing so\ngrey matter could increase for different reason(s).\n© Cambridge University Press & Assessment 2024 Page 13 of 20", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p13.png" ] }, { "id": "9990-2024-mj-13-q08", "question_id": "9990-2024-mj-13-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "8 Two friends, Luis and Ava, are discussing the 4 If both Luis and Ava feature in the answer, mark them\napplication to everyday life of the study by Milgram independently and credit the highest score\n(obedience). Luis says the study does have application\nto everyday life, but Ava says the study does not have For Luis\napplication to everyday life. If the response is all about how military/teachers can wear\nuniform/dress professionally to get soldiers/students to be\nExplain why either Luis or Ava is correct, using more obedient = 2 marks max [ can still get the feature\nevidence from this study in your answer. mark].\n1 mark for a feature of Milgram linked to someone being If just a ‘generic’ chat about everyday obedience = 1 mark\nobedient (e.g., prods, lab coat). [can still get the feature mark].\n1 mark per correct point made that is explicit to Milgram.\nThe idea presented needs to be more retrospective than\ne.g., Luis prospective due to AOs being tested.\nOne of the aims of the study was to test whether Germans\nwere different (1 mark). Therefore, it can be used to help us Go with the intention of the candidate.\nunderstand why people do bad things such as some\nbehaviours during the Holocaust (1 mark). As people in\nuniform/in authority have the power to get people to do\nthings they would never typically do (1 mark) as in this study\n65% of participants administered what would have been a\nlethal electric shock to a stranger (1 mark).\ne.g., Ava\nThe study took place in a controlled environment with a set\nprocedure which does not represent everyday life (1 mark).\nGiving an electric shock to someone for not learning a word-\npair has no real-world application (1 mark). There have been\nno real-life accounts of people having to meet a stranger,\nmake them learn a task that is about word-pairs and then\npunish them for incorrect answers (1 mark) so there is no\nway a task like this can then help explain a real-world event\nlike genocide (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 14 of 20", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p14.png" ] }, { "id": "9990-2024-mj-13-q09", "question_id": "9990-2024-mj-13-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Baron-Cohen et al. (eyes test): 4 Lists are definitive.\nDescribe the sample used in either Group 1 or Group 2. Accept opportunity sample for Group 2\n1 mark per correct point Group 1 mean age tolerance is 2930y\nGroup 1 If both groups covered, mark independently and credit the\nbest, placing the annotation REP at the end of the response.\nAdults/mean age c.30y.\nMales.\nn=15.\nDiagnosed with AS/HFA.\nVolunteer sample/Responded to an advert in a National\nAutism Society magazine.\nSame socioeconomic class as Group 2.\nSame educational levels as Group 2.\nTypical range IQ/average IQ = 115/matched IQ with Group\n4.\nGroup 2\nAdults/mean age 28y.\nn=122.\nFrom adult community/education classes (in Exeter).\nPublic library users (in Cambridge).\nBroad range of occupations.\nSame socioeconomic class as Group 1.\nSame educational levels as Group 1/broad range of\neducational levels.\n© Cambridge University Press & Assessment 2024 Page 15 of 20\n\n9(b) Explain two similarities between the study by Baron- 8 Do not credit any answer about the sample.\nCohen et al. (eyes test) and one other study from the\ncognitive approach. Do not refer to the sample in your Award L1L4 for similarity\nanswer.\nFor Level 4 there must be some attempt at explaining the\nUse the marking grid below. similarity.\n4 marks for the similarity, e.g., experimental, lack mundane The other studies from the cognitive approach are:\nrealism, quantitative data collection\nAndrade\ne.g., similarity Pozzulo et al\ne.g. 4 marks\nBoth Andrade and Baron-Cohen studies were experimental Both had hypotheses that were supported = L2 max.\nin nature. For example, both studies had IVs. In the Andrade\nstudy there were two conditions of doodling and non- If they state that Baron-Cohen was a laboratory\ndoodling. In the Baron-Cohen study the IV was natural and experiment then no credit for it but you can credit features\nbased around if a person had been diagnosed with AS/HFA of the experimental method.\nor not. Therefore, both were trying to establish cause and\neffect (explanation) Anything linked to the sample or sampling technique = L0,\nplacing a X next to the response.\ne.g. 3 marks\nBoth Andrade and Baron-Cohen studies were experimental\nin nature. For example, both studies had IVs. In the Andrade\nstudy there were two conditions of doodling and non-\ndoodling/in the Baron-Cohen study the IV was natural and\nbased around if a person had been diagnosed with AS/HFA\nor not.\ne.g. 2 marks\nBoth Andrade and Baron-Cohen studies were experimental\nin nature. For example, both studies had IVs and measured\nDVs.\ne.g. 1 mark\nBoth Andrade and Baron-Cohen were experimental in\nnature.\n© Cambridge University Press & Assessment 2024 Page 16 of 20\n\n9(b)\nLevel Description\n4 The similarity/difference is well explained using\nboth studies as examples.\n3 The similarity/difference is well explained but\nonly one study is used as an example OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt\nat using at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt\nat using the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 17 of 20", "source_pages": [ 15, 16, 17 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p15.png", "../answer-assets/9990_s24_ms_13-p16.png", "../answer-assets/9990_s24_ms_13-p17.png" ] }, { "id": "9990-2024-mj-13-q10", "question_id": "9990-2024-mj-13-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Saavedra and Silverman (button 10\nphobia) in terms of two strengths and two weaknesses.\nAt least one of your evaluation points must be about\nquantitative data.\nStrengths include: reliability, standardisation, quantitative\ndata, follow-up\nWeaknesses include: validity (external), sample, ethics\nExample: in detail (named)\nThe study collected quantitative data which makes it easier\nto make meaningful comparisons over time. They looked at\nthe change in distress ratings across different scenarios and\ndifferent time points in the therapeutic process. As a result,\nthey could compare the changes in distress ratings to make\nmore valid conclusions about the progression of his phobia.\nExample: brief but in context\nThe sample was only one boy with a button phobia which\nmay make generalisation difficult. A person with a different\nchildhood experience or a female phobic may not respond to\ntherapy in the same way.\nExample: no context\nThe sample was only one person making generalisations\ndifficult.\n© Cambridge University Press & Assessment 2024 Page 18 of 20\n\n10 Level guidance for Question 10\nLevel Description Mark\n5  Very good evaluation including 910\nthe named issue.\n Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n Selection of evidence is very\nthorough and effective.\n4  Good evaluation including the 78\nnamed issue.\n Addresses strengths and\nweaknesses but may include\nthree or four points. The majority\nof the points are in depth.\n Selection of evidence is thorough\nand effective.\n3  Mostly appropriate evaluation but 56\nmay not include the named issue.\n Addresses either two strengths or\ntwo weaknesses in detail or one\nof each in detail or all four briefly.\n Selection of evidence is mostly\neffective.\n© Cambridge University Press & Assessment 2024 Page 19 of 20\n\n9990/13 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n2  Weak evaluation and may not 34\ninclude the named issue.\n Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n Some points may have no\ncontext.\n Selection of evidence is\nsometimes appropriate.\n1  Little or no evaluation. 12\n Discussion of strengths and\nweaknesses is absent or\nsuperficial.\n Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 20 of 20", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_13-p18.png", "../answer-assets/9990_s24_ms_13-p19.png", "../answer-assets/9990_s24_ms_13-p20.png" ] }, { "id": "9990-2024-mj-21-q01", "question_id": "9990-2024-mj-21-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "1(a) Identify the sampling technique used in the study by 1 Do not accept general description:\nMilgram (obedience). ‘the Ps were selected / sampled by replying to an advert’ = 0\nVolunteer sampling = 1 [definitive]\nSelf-selecting sampling = 1\n\n1(b) Outline how the sample was obtained in this study. 2 Description of sampling = 1 (definitive: advert / direct mail)\nadvertisement; (description) Detail = 1 (can award this mark independently of the\ndescription mark, but max 1)\nin newspaper; (detail)\nAccept: ‘white and blue collar workers’\nin New Haven; (detail)\naged 20–50; (detail)\nasking for men / a range of occupations; (detail)\nby direct mail; (description / detail)\nPayment / Incentive; (detail)\nAsking for people for a study on memory / learning /\npunishment; (detail)\n© Cambridge University Press & Assessment 2024 Page 6 of 24", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p06.png" ] }, { "id": "9990-2024-mj-21-q02", "question_id": "9990-2024-mj-21-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 Explain what is meant by the ethical guideline of 2 explanation = 1\n‘species’ in relation to animals in psychological detail = 1\nresearch.\nJust saying ‘Species should be protected from harm’ is NAQ\nuse the species that will suffer the least; (explanation)\ne.g. sentient animals will suffer more; (detail)\nuse a species that will fulfil the aim of the research;\n(explanation or detail)\ne.g. one like us that was social / had colour vision / is clever;\n(detail)\nuse mice as they suffer less than chimps; (detail)\nUse species that are not endangered = 1 (max) (explanation\nonly)\nBred in captivity = 0 = NAQ [this is about the particular\nindividuals not the species]\nHumanely treated = 0\n© Cambridge University Press & Assessment 2024 Page 7 of 24", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p07.png" ] }, { "id": "9990-2024-mj-21-q03", "question_id": "9990-2024-mj-21-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 Dement and Kleitman (sleep and dreams) asked participants to record their dream narratives. The words in each narrative\nwere counted.\n\n3(a) Identify the type of data provided by counting the words 2 type of data (quantitative) = 1 [definitive]\nin the narratives. Justify your answer. justification = 1 (does not have to be linked)\nQuantitative; Ignore discrete / categorical = 0 = incorrect\nbecause it was the number of words/was numerical/ how Accept ordinal/interval/ratio\nmany…; (justification)\n\n3(b) Explain one strength of collecting this type of data in 2 explanation = 1\nthis study. link = 1\ncan be analysed / compared; (explanation) factual / accurate = 0\ncan use statistics/graphs; (explanation) measurable = 0 needs ‘because’ or ‘than’\ne.g. compare number of words in REM and nREM; (link)\nobjective / does not need interpretation / free of bias;\n(explanation)\ndream ‘detail’ less reliable to estimate; (link)\nnumerical is reliable; (explanation)\nresearchers are unlikely to make mistakes counting words;\n(link)s\n© Cambridge University Press & Assessment 2024 Page 8 of 24", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p08.png" ] }, { "id": "9990-2024-mj-21-q04", "question_id": "9990-2024-mj-21-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "4 Glyn is conducting an experiment with an independent measures design. He is testing the effect of background noise on\nsocial learning (learning by imitation). Glyn shows each participant how to build a tower from blocks. Each participant then\nbuilds this tower, with either singing or silence in the background.\n\n4(a) Explain what is meant by an ‘independent measures 2 Explanation = 1 Do NOT allow ‘different conditions’ HERE\ndesign’, including an example from Glyn’s study. [could be repeated measures] must be participants /\npeople / groups’\nDifferent participants / people / groups in each level of the Example = 1 [can use ‘different conditions’ here] [Do not\nIV / condition; (explanation) award independently of 1st mark]\nBecause participants do not do both conditions;\n(explanation) BOD Just saying ‘Not repeated measures’ = 0\ni.e. either singing or silence (but not both); (example)\nThere are two conditions Silence and Singing; (example)\nParticipants perform in either kind of background / sound\ncondition / in singing or silence (but not both); (explanation +\nexample)\n\n4(b) Explain what is meant by a ‘control condition’, including 2 Explanation = 1\nan example from Glyn’s study.\nExample = 1 [this mark can be awarded separately]\nLevel of the IV / condition in an experiment from which the\nIV itself is absent; (explanation) Do not accept ‘placebo’ / ‘placebo condition’\nDo not accept ‘to compare’ alone, this could just be two\nThe silence condition; (example) experimental conditions)\n© Cambridge University Press & Assessment 2024 Page 9 of 24\n\n4(c) Suggest how Glyn could measure social learning 2 Basic suggestion = 1 mark\n(learning by imitation) in his study.\nDetailed suggestion = 2 marks (must have link for 2 marks)\nBy observation = 1 (basic suggestion)\nBeing able to build the tower/ to imitate Glyn’s tower = 1 Note: a basic linked suggestion is not enough for 2 marks\n(basic suggestion)\nWhether the tower is the same as Glyn’s = 2 (detailed\nsuggestion)\nWhether the tower falls down = 2 (detailed suggestion)\nTiming them = 1 (basic suggestion)\nTiming how long it takes to build the tower = 2 (detailed\nsuggestion)\nCount the blocks used = 1 (basic suggestion)\nHow many blocks are accurate / the same as Glyn’s = 2\n(detailed suggestion)\nSing (the same as Glyn) / how loud the singing is = 0\nHow well they imitated Glyn = 0 [REP] Needs to elaborate\non ‘how well’\n‘accuracy’ in this context (of imitation) is fine – just not\nelsewhere in place of terms like ‘valid’ or ‘reliable’.\nWhether the tower is like Glyn’s = 1\n© Cambridge University Press & Assessment 2024 Page 10 of 24", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p09.png", "../answer-assets/9990_s24_ms_21-p10.png" ] }, { "id": "9990-2024-mj-21-q05", "question_id": "9990-2024-mj-21-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "5 In the study by Pozzulo et al. (line-ups), children were interviewed.\n\n5(a) Explain why it was necessary to gain consent from both 3 Explanation of informed consent = 1\nthe children and the children’s parents / guardians. Why from parents = 1\nWhy from children = 1\nConsent is agreeing to participate; (explanation)\nHaving enough information to decide for their child;\n(explanation / parent)\nParental consent as children may not understand;\n(parent)\nChildren are not fully able to give informed consent /\nchildren may not understand enough;\nChild consent necessary as they have feelings too;\nAllow any advantage of gaining consent applicable to adults\n/ children\n\n5(b) To test correct identification of the cartoon characters, 1 Explanation = 1 (Only need to identify similarity)\nmany ‘foils’ were needed that were similar to the target\ncartoons. Accept ‘same size’\nExplain one way in which the foils needed to be similar\nto the targets. Do not accept ‘race’ / ‘ethnic group’ (Latino / Latina form a\npan-ethnicity)\nSimilarities from the paper:\n facial structure\n hair length (allow ‘style’)\n hair colour\n clothes\n colours / black and white\nAlso:\n sex (also accept ‘gender’)\n© Cambridge University Press & Assessment 2024 Page 11 of 24\n\n5(c) Fig. 5.1 shows some of the data from this study. Use 4 It is incorrect to put ‘%’ after each figure but ignore this.\nthis graph to produce a table of the data.\n(age of participants)\nYou must write full headings on your table.\nchildren adults\nFig. 5.1 Results from the study by Pozzulo et al. for the\ncorrect identification of target individuals in a line-up.\nPercent Cartoon 100 100\ncorrect (female)\nidentification\n(of female Human (female) 24 (22- 46 (44-\ntarget in a line- 26) 48)\nup)\nNote: this table could be correctly drawn in several different\nways.\n1 mark per correct point about table.\nAccurate figures from graph (100, 100, 24 [22–26], 46 [44–\n48]) = 1\nType of target (OWTTE) = 1\nCartoon female and human female = 1\nChild and adult participants = 1\nPercentage correct identification (of the individual in a line-\nup) = 1 (just once)\n© Cambridge University Press & Assessment 2024 Page 12 of 24", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p11.png", "../answer-assets/9990_s24_ms_21-p12.png" ] }, { "id": "9990-2024-mj-21-q06", "question_id": "9990-2024-mj-21-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe participant observation and non-participant 6 1 mark for each definition / point of detail, up to a max of 2\nobservation, using any example(s). for each term / concept.\n1 mark for each example, max 2 for each term / concept.\nIn either P or NP observation Ps may or may not be aware Examples can include examples from any studies (core,\nof being observed / it can be covert or overt; (detail– once) other, candidate’s own studies).\nparticipant observation: Max 4 if no examples or if only about one term / concept.\nresearcher watches as part of the ongoing activity; Only 1 example needed to access 6 marks.\n(definition)\nappears to be like the participants in social role; (definition)\nThe participants can see the observer = 0 (This is overt obs)\nInteraction can give greater insight into reasons for\nbehaviours observed; (detail)\nPiliavin et al. the observers appeared to be passengers;\n(core study example)\nNote Piliavin et al.’s victims/models were NOT observing\n(so not eg. of participant observer)\nNote Milgram stooge/learner was not an observer (so not\neg. of participant observer)\nIf an observer joins in with children’s games to record their\nbehaviour; (own example)\nSaavedra & Silverman: observed boy performing in vivo\nbutton tasks; (core study)\n© Cambridge University Press & Assessment 2024 Page 13 of 24\n\n9990/21 Cambridge International AS & A Level – Mark Scheme May/June 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n6 non-participant observation:\nobserver not involved in situation being studied; (definition)\nuses camera / one-way mirror / distanced from social\ngroup; (definition)\n(often inobtrusive) so fewer demand characteristics; (detail)\nObserver is objective as not involved in emotions of the\nsocial situation of Ps; (detail)\nBandura et al./Milgram used a one-way mirror; (definition\nonly)\nBandura et al. observed from another room; (definition\nonly)\nMilgram, observed from where he couldn’t be seen;\n(definition only)\nBandura et al. did a non-participant observation of children;\n(example: core study) 1\nBandura et al. observed the children from another room;\n(core study+detail) 2\nBandura et al. used a one-way mirror to observe the\nchildren; (core study+detail) 2\nMilgram, did a non-participant observation of Ps shocking\nlearners; (example: core) 1\nMilgram, saw teachers shocking from where he couldn’t be\nseen; (core st+detail) 2\nMilgram, observations of obedience used one-way mirror;\n(core study+detail) 2\n© Cambridge University Press & Assessment 2024 Page 14 of 24\n\n6 The participants cannot see the observer = 0 (this is covert\nobservation)\nHassett – NP\nFagen – NP (because the researchers were not engaging in\nan elephantine way)\nAndrade – not an observation\n© Cambridge University Press & Assessment 2024 Page 15 of 24", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p13.png", "../answer-assets/9990_s24_ms_21-p14.png", "../answer-assets/9990_s24_ms_21-p15.png" ] }, { "id": "9990-2024-mj-21-q07", "question_id": "9990-2024-mj-21-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Ranya is collecting data about study habits after school. She is asking students in her school two questions:\n1 How long do you spend studying per week after school?\n2 Which subject do you prefer to study after school: arts, languages, maths, or science?\n\n7(a) Ranya will use two different measures of central 2 Explanation = 1 [x2]\ntendency on her data, the mode and the mean.\nNote: the mark is for the explanation. No mark for correct\nExplain which measure of central tendency would be choice i.e. ‘mean’ / ’mode’\nmost appropriate for each of Ranya’s questions.\nQ1: mean because the data is on a scale/continuous data;\n(accept: interval/ratio data)\nQ2: mode because it is categorical/discrete data; (accept\n‘frequency data’)\nDo not accept ‘qualitative’ for Q2 (mean)\nDo not accept ‘words’ for Q2 (mode)\nDo not accept ‘qualitative’/‘words’ for Q2 (mode)\nQ1 To find the average number of hours they spend\nstudying a week = 0 = NAQ\nQ2 To find the subject most of them prefer = 0 = NAQ\nQ2 To find the frequency of the subject most of them prefer\n= 1 = (indirect correct response)\n\n7(b)(i) Explain how Ranya would calculate the range of hours 1 Explanation (with or without link) = 1\nspent studying per week after school.\nAccept answers whether or not they add 1.\nTake smallest number (of hours study) from largest (number\nof hours study) + 1; Find / compare the largest and smallest scores = 1\n© Cambridge University Press & Assessment 2024 Page 16 of 24\n\n7(b)(ii) Ranya’s colleague says she should use the standard 2 Explanation = 1\ndeviation instead of the range for the data from\nQuestion 1. Detail (generic or linked) = 1\nExplain why the standard deviation would provide more Accept spread / differences from mean/variation/dispersion\ninformation than the range. but not ‘deviation’ [REP]\nThe standard deviation shows the spread around the mean\n(explanation); whereas the range only looks at the end\npoints; (detail: comparison) ORA\nSD judges how far the scores are from the mean = 1\nThe SD indicates how much the results are clustered or\nspread out (explanation); whereas the range just gives /\nuses the extreme values; (detail: comparison) ORA\nSo the range gives less information because it only uses 2\nscores / endpoints / outliers;\nSo the range can be misleading because it can be swung by\na single outliers;\nThe standard deviation shows the variation around the\nmean (explanation);\nRanya would know how much variation there is in students’\nstudy time; (linked detail)\nThe SD uses the whole data set / all the values\n(explanation); whereas the range only uses the ends/only\nuses two numbers; (detail: comparison) ORA\n© Cambridge University Press & Assessment 2024 Page 17 of 24\n\n7(c) Ranya will use a non-directional (two-tailed) hypothesis 1 Answer Y, but mark is for explaining, i.e. because = 1\nabout study habits. (generic or linked)\nExplain which hypothesis Rayna will use: All attempts to justify hypothesis X = 0\nX. Students who prefer maths will spend more time\nstudying. Saying X does not indicate a direction = 0 = REP\nY. There will be a difference in the time spent\nstudying by students who prefer maths and Y because it says that there will be a difference (in time) = 0\nstudents who do not prefer maths. (also applies to directional hypotheses)\nY because it only / simply / just says that there will be a\ndifference (in time); BOD\nY Does not say (a direction of – ignore) which group will\nspend more time studying; BOD\nY because it does not say the which way the difference will\ngo;\nY because it says maths students will spend a different\namount of time than the other / non-maths / arts, language\nand science students;\nY because it doesn’t say whether maths students will spend\nmore or less time than the other / non-maths / arts,\nlanguage and science students (a directional one would);\nY because it does not indicate how the IV will affect the DV,\nonly that it will.\n© Cambridge University Press & Assessment 2024 Page 18 of 24", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p16.png", "../answer-assets/9990_s24_ms_21-p17.png", "../answer-assets/9990_s24_ms_21-p18.png" ] }, { "id": "9990-2024-mj-21-q08", "question_id": "9990-2024-mj-21-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "8 Simon is conducting a study about children learning to read. He is comparing how well they understand a story when\nreading from a book which has pages with images that are either:\n coloured shapes\n pictures that are not related to the text\n pictures that are related to the text.\n\n8(a) Identify the independent variable (IV) in Simon’s study. 1 Identification of IV = 1\nIllustrations on the pages / the types of image / the three\nconditions / pictures that are related or not related to the text\nor coloured shapes;\n\n8(b) Identify the dependent variable (DV) in Simon’s study. 1 Identification of DV = 1 [definitive]\n(The children’s) understanding (of the story / the book);\nThe story / the book = 0\nIf a candidate operationalises the DV = 0 = NAQ [the Q asks\nfor identification from the stem]\n\n8(c) All the pictures and shapes are brightly coloured. 3 Identification of ‘control’ = 1\nExplain one reason why this is important. Explanation of why this is important = 1\nDetail / effect on results = 1\nIt is a control (for the shapes); (identification)\nSo that cause and effect can be established / differences in Note: although the ‘identification’ mark is clear, the\nthe DV are due to the IV / are not due to extraneous ‘explanation’ and ‘detail’ marks are interchangeable.\nvariables; (generic detail)\ne.g. for attention; (explanation) The response doesn’t have to be linked to the stem, but it is\nwhich could be better for coloured illustrations than black- unlikely that it wouldn’t be for 3 marks.\nand-white ones; (detail)\nIf the shapes were more brightly coloured than the\nillustrations the children might be distracted; (detail)\nSo that differences in understanding are due to the pictures /\nrelevance not the colours; (effect)\n© Cambridge University Press & Assessment 2024 Page 19 of 24", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p19.png" ] }, { "id": "9990-2024-mj-21-q09", "question_id": "9990-2024-mj-21-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "9 Heng is conducting a study to investigate the job satisfaction of male and female employees at a factory.\nShe has identified two problems with uncontrolled variables. One is a situational variable and the other is a participant\nvariable:\nVariable X: female employees have more responsibilities at home\nVariable Y: the factory promotes male employees faster than females.\n\n9(a) Explain which one of these problems is a participant 1 Identification X should be correct, but NO mark for this\nvariable. 1 mark for explanation\nFemale employees have more responsibilities at home / because amount of responsibility at home is unique to\nvariable X women = 0\nis a participant variable because responsibilities at home because amount of responsibility at home is unique to each\nrelate to each individual woman / internal factors / woman (as an individual) = 1\npersonal factors; (explanation)\nbecause women have (more) responsibilities at home = 0 =\nREP\n\n9(b) Explain which one of these problems is a situational 1 Identification of Y should correct, but NO mark for this\nvariable. 1 mark for explanation\nFaster promotion for male employees / variable Y is a Because men are promoted faster = 0 = REP\nsituational variable because this is external /\nenvironmental / setting (because it depends on the Anything just about the ‘factory’ = 0\nfactory); (explanation)\n© Cambridge University Press & Assessment 2024 Page 20 of 24\n\n9(c)(i) Suggest how Heng could limit the problem of one of 2 No mark for identifying the problem (i.e. situational /\nthese uncontrolled variables. participant var)\n(participant) Female responsibilities: 1 mark for suggestion (mitigation or elimination)\nLimit the effect by pairing male and females with equal 1 mark for detail\nfamily / home / parental responsibilities; (suggestion)\nTo be sure any difference is due to gender; (detail)\n(situational) male promotion:\nRemove all individuals seeking/receiving promotion from the\nsample; (suggestion)\ne.g. by giving out a questionnaire to find out who to exclude\n(and removing them); (detail)\nTo be sure any difference is due to gender; (detail)\n\n9(c)(ii) Trying to limit a problem in a study can create further 2 Suggestion of issue created = 1 (accept reasonable\nissues. Suggest one issue that your answer to part (c)(i) arguments except cost and time)\ncould create for Heng. detail = 1\n(participant) Female responsibilities:\nlack of generalisability; (suggestion)\nIf males and females are paired, this ignores the majority of\nfemales with extra responsibilities; (detail)\n(situational) male promotion:\nValidity may be reduced; (suggestion)\nBecause promotion may cause satisfaction; (detail)\n© Cambridge University Press & Assessment 2024 Page 21 of 24", "source_pages": [ 20, 21 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p20.png", "../answer-assets/9990_s24_ms_21-p21.png" ] }, { "id": "9990-2024-mj-21-q10", "question_id": "9990-2024-mj-21-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Mary is conducting a case study on a boy diagnosed with an autistic spectrum disorder. He produces many detailed\ndoodles and Mary wants to learn about him and his doodling.\n\n10(a) Describe how Mary could conduct a case study of 10 To mark Q10a, create four ‘imaginary columns’ down one\ndoodling in a boy diagnosed with an autistic spectrum margin, using one column for each of the four required\ndisorder. features. Tick each feature (tick-a, tick-b, tick-c, tick-d)\nwhen it appears, then underline the letter ( ) for detail.\nDo not describe sampling technique or ethical issues /\nguidelines in your answer. Use L1, L2, L3, L4, L5 at the end of the response to indicate\nthe level.\nThe four required features for this case study are:\nUse the table below to mark candidate responses to this\n(a) details about the participant / unit (ASD / male, age, question.\nhow found, other info e.g. diagnosis, parents,\nLevel The response:\nteachers, P background)\nLevel 5  has all the required features, all with\n(b) content of information collected: (e.g. depth / detail:\n9–10 marks detail, with mostly appropriate\ne.g. types of doodles, frequency, e.g. associate with\nterminology.\nemotions / being with friends/being outdoors, examples\nAND\nof rating scales etc etc.)\n clearly applies knowledge of\nmethodology involved in planning\n(c) two or more techniques for data collection\nthis investigation.\n(observation, interview him, interview, use rating scales\nparents/teachers – at least two)\nLevel 4  has all the required features, but\n7–8 marks only some of these with detail, with\n(d) analysis / interpretation / triangulation: (description\nsome appropriate terminology.\nof how data used: qualitative and/or quantitative;\nAND\ntriangulation – making sure the sources agree to be\n applies knowledge of methodology\nconfident in the conclusion. Note: this is not about\ninvolved in planning this\nreliability)\ninvestigation.\n© Cambridge University Press & Assessment 2024 Page 22 of 24\n\n10(a)\nLevel 3  has some of the required features\n5–6 marks with detail / all of the required\nfeatures with no detail, and some\nappropriate terminology.\nAND\n applies a basic knowledge of\nmethodology involved in planning\nthis investigation.\nLevel 2  has at least two of the required\n3–4 marks features, with little appropriate\nterminology.\nAND\n attempts to use knowledge of\nmethodology involved in planning\nthis investigation.\nLevel 1  has one of the required features and\n1–2 marks uses little appropriate terminology.\nAND\n makes a limited attempt to use\nknowledge of methodology involved\nin planning this investigation, e.g.\nmay not use the method required by\nthe question.\n0 marks No creditable response.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 23 of 24\n\n10(b)(i) Explain how one feature of the procedure you described 2 Identification of helpful part for validity = 1\nin part (a) helps to make the study valid.\nexplanation (generic or linked) = 1\nDo not refer to sampling or ethics in your answer.\nPart of procedure may relate to:\n operationalisation\n situational / participant variables factors\n controls\n design / counterbalancing\nAccept other practical influences on validity.\n\n10(b)(ii) Suggest one way to improve the reliability of the 2 Suggestion for improvement of reliability = 1 (linked to (b)(i))\nprocedure you described in part (a). Justify your Justification = 1 (linked or generic)\nanswer.\nDo not refer to sampling or ethics in your answer.\nPart of procedure may relate to:\n standardisation\n consistency within and between raters (reliability).\nAccept other practical influences on reliability.\n© Cambridge University Press & Assessment 2024 Page 24 of 24", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_21-p22.png", "../answer-assets/9990_s24_ms_21-p23.png", "../answer-assets/9990_s24_ms_21-p24.png" ] }, { "id": "9990-2024-mj-22-q01", "question_id": "9990-2024-mj-22-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "1(a)(i) State the two main features of a case study. 2 Longitudinal / over a long time = 0\nAim to give therapy = 0\nSingle unit / person is studied = 1 (definitive) Rare case = 0\nIn depth / detailed study = 1 (definitive). Lots of data = 0\nAccept two points on one line\n\n1(a)(ii) Explain why the study by Saavedra and Silverman 2 Why single unit = 1\n(button phobia) was a case study, in relation to these Why in depth = 1\ntwo main features.\nJust one boy (and his mum) = 1 (single unit)\nHistory of his phobia; (in depth)\nMeasurement of his phobia; (in depth)\nMonitoring change in his phobia; (in depth)\n© Cambridge University Press & Assessment 2024 Page 6 of 20\n\n1(b) Explain one way to improve validity in a case study. 3 Way = 1\nDetail = 2 (detail can include any example)\nTriangulation / use several different sources of data; (way) to\nconfirm that each data source support the same findings /\ninterpretation; (detail)\ne.g., using interviews, with them and family, questionnaires,\nobservations; (any two)\nUse pre-validated measures; (way)\ne.g., standardised tests of personality; (detail) this would\nreduce researcher bias; (detail)\nUse several different methods to get in depth data; (way)\ne.g., use observations and interviews; (detail) as people\nmight do things you can see that they would not say in\ninterview; (detail)\nUse both qualitative and quantitative data; (way) to balance\ndepth and being able to compare / analyse / measure;\n(detail)\ne.g., to get opinions about what something feels like and\nmeasure it with a machine; (detail)\nMaintain distance between the researcher and P; (way)\nto ensure objectivity; (detail) because if they built a\nrelationship the researcher might become biased; (detail)\nUse standardisation / operationalisation (of data collected);\n(way) to ensure objectivity / avoid bias; (detail)\ne.g., if observing have categories with definitions; (detail)\n© Cambridge University Press & Assessment 2024 Page 7 of 20", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p06.png", "../answer-assets/9990_s24_ms_22-p07.png" ] }, { "id": "9990-2024-mj-22-q02", "question_id": "9990-2024-mj-22-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2 Kanav wanted to recruit participants from his town for his study. He put an advertisement into the window of every shop in\nhis town and used all the people who responded as his sample.\n\n2(a)(i) Explain the sampling technique Kanav used. 2 Identification of sampling technique = 1\nExplanation = 1\nVolunteer / self-selecting = 1 (definitive)\nUsing people who choose to participate / respond to a\nrequest /advertisement to participate = explanation.\nThe participants are those who were willing to take part =\nexplanation;\n\n2(a)(ii) Suggest one weakness of using this sampling 2 Weakness = 1\ntechnique in Kanav’s study. Link = 1\nLow generalisability / poor representation (of variety in the\npopulation); (weakness)\nSample will only include shoppers / ones who responded to\nhis advert; (link)\nCould include people who are not ‘from his town’ (e.g.,\ndelivery people, visitors); (link).\n© Cambridge University Press & Assessment 2024 Page 8 of 20", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p08.png" ] }, { "id": "9990-2024-mj-22-q03", "question_id": "9990-2024-mj-22-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3(a) A study has the hypothesis ‘Four-year-old children 1\nmake more language mistakes than eight-year-old\nchildren.’ State whether this hypothesis is a:\n directional hypothesis\n non-directional hypothesis\n null hypothesis\ndirectional hypothesis (definitive)\n\n3(b) Explain the reason for your choice in part (a). 2 Generic response = 1\nLinked response = 2\nIt says which level of the IV will be better/higher; (generic)\nIt says which IV level, in this case older children, will be ‘Shows direction of results’ = 0 = REP\n‘better’; (link)\nAs it states the causal effect of older age causing fewer\nmistakes; (link)\n© Cambridge University Press & Assessment 2024 Page 9 of 20", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p09.png" ] }, { "id": "9990-2024-mj-22-q04", "question_id": "9990-2024-mj-22-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 The study by Hassett et al. (monkey toy preferences) 4 Name of animal guideline = 1 2\nused animals. Link to monkeys / Hassett = 1 2\nOutline two named ethical guidelines in relation to the\nuse of animals in this study. Note: ‘Lots of space and controlled temperature’ = 0 = NAQ\nas just description.\nminimising harm / pain, suffering and distress / reward,\ndeprivation and aversive stimuli;\nNot physically / psychologically hurting monkeys; monkeys\nsense pain;\nReplacement; use alternatives e.g., previous videos of\nmonkeys;\nspecies; monkeys are clever so useful as human models;\nnumbers; use as few (monkeys) as possible;\n(procedures) housing; Animals need enough space /\nmonkeys are big, move; they need to be kept with\nconspecifics.\nQuestion Answer Marks Guidance", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p10.png" ] }, { "id": "9990-2024-mj-22-q05", "question_id": "9990-2024-mj-22-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In the study by Baron-Cohen et al. (eyes test), a control task was used to be certain that the AS / HFA participants could\nuse information from pictures of eyes to make simple judgements.\n\n5(a) Identify this control task. 1 Accept judgement of male / female\nGender (recognition) = 1 (definitive)\n\n5(b) Outline what participants were required to do in this 1 ‘To say whether they/ a person was male of female’ = 0\ncontrol task.\n‘To say whether a (person in) a photograph was male of\nTo judge the gender/sex of each person in each female’ = 1\nphotograph / of the eyes = 1 (definitive)\n© Cambridge University Press & Assessment 2024 Page 10 of 20", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p10.png" ] }, { "id": "9990-2024-mj-22-q06", "question_id": "9990-2024-mj-22-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe how variables in correlations can be 6 1 mark per definition/point of detail, max 2 for each term /\nmeasured, using any example(s). concept.\n‘How’ may be interpreted as the technique, the 1 mark per example, max 2 for each term / concept.\nmeasurement, or the operationalisation of the variable. Any\nis acceptable. Examples can be any studies (core studies, other studies,\ncandidate’s own).\nInterview / questionnaire: (closed Qs with ratings, numerical\nscores assigned to Likert scales, open questions used to Max 4 if no examples or if only one term / concept.\ngenerate continuous score);\nOnly 1 example needed to access 6 marks.\ntests / tasks: generating numerical values; percentages;\ntotals; Note: Any point must relate to a continuous variable,\notherwise = 0 for that point.\nobservations: tallying of behavioural categories; durations.\nBaron-Cohen: AQ / IQ / eyes test;\nDement & Kleitman: number of words in narrative and\ndream duration / time in REM sleep;\nPiliavin et al.: group size (number of individuals) and\nfrequency of helping;\n© Cambridge University Press & Assessment 2024 Page 11 of 20", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p11.png" ] }, { "id": "9990-2024-mj-22-q07", "question_id": "9990-2024-mj-22-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Chyou is conducting a self-report about students’ subject choices.\nFour of her questions are:\nA Describe how much you like maths.\nB How much do you enjoy studying science? 0 = do not enjoy it at all, 5 = enjoy it a lot.\nC “I have always known what subjects I want to study.” To what extent do you agree with this statement? strongly agree/\nagree/ neither agree nor disagree/ disagree/ strongly disagree.\nD Write about whether you would like to be a doctor.\n\n7(a) Identify one closed question from A to D. 1\n1 mark for B or C (definitive)\n\n7(b) Identify one open question from A to D. 1\n1 mark for A or D (definitive)\n\n7(c) Chyou has written two questions to investigate the process of students choosing their subjects.\nE How old were you when you decided you did or did not like science?\nF Describe how you felt when you made your final decision about subject choices.\n\n7(c)(i) State one strength of question E. 1 Strength = 1 (generic or linked)\nQuestion E quantitative data so can be used to compare Note: a term alone is not an explanation.\nbetween participants / can be analysed statistically\n\n7(c)(ii) State one strength of question F. 1 Strength = 1 (generic or linked)\nQuestion F qualitative data so provides detail (of feelings) Note: a term alone is not an explanation.\n© Cambridge University Press & Assessment 2024 Page 12 of 20\n\n7(d) Suggest two questions Chyou could ask to investigate 2 1 mark per question about factor affecting subject choices\nfactors affecting students’ subject choices. x2\n1 Explain how members of your family / teacher / hobbies / Questions and be open, closed or one of each.\nwork experience affected your choice of subjects.\nClosed questions must have choices. Open questions must\n2 Do you think being an only child affected your subject generate genuine qualitative data (Describe, explain, tell\nchoices? me…).\nQuestion Answer Marks Guidance", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p12.png", "../answer-assets/9990_s24_ms_22-p13.png" ] }, { "id": "9990-2024-mj-22-q08", "question_id": "9990-2024-mj-22-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "8 Daku is observing the obedience of boys and girls to teachers and older pupils when they are waiting for their lunch. Fig.\n8.1 is a graph of Daku’s results.\n\n8(a) Daku’s conclusion is that girls are more obedient than 2 Reason why Daku is incorrect = 1\nboys. Daku’s colleague, Jedda, has looked at Daku’s\ngraph and disagrees with Daku’s conclusion. Explain Detail = 1\none reason why Daku’s conclusion may be incorrect.\nDo not refer to the sample size in your answer.\nThe difference is very small; (reason)\nso it might not be significant / important / big enough to\nmatter / could be due to chance; (detail)\n© Cambridge University Press & Assessment 2024 Page 13 of 20\n\n8(b) Dr Jedda suggests that Daku needs a bigger sample. 2 Reason why = 1\nExplain one benefit of increasing the sample size in this Detail = 1\nstudy.\nBecause a small difference in a large sample is more\nBetter generalisability from a larger sample; (reason) reliable than a small difference in a small sample = (2)\nBecause it should contain a bigger variety of children with\ndifferent obedience levels; (detail) Improve reliability/replicability = 0\n\n8(c) Daku has identified a problem caused by an uncontrolled variable. The boys had to wait longer for their lunch than the\ngirls.\n\n8(c)(i) Explain whether this problem is caused by a situational 1 Explanation of situational variable = 1\nvariable or a participant variable.\nNote: No mark for stating ‘situational variable’, the mark is\nSituational because this was an external/environmental for the explanation.\nfactor affecting the likelihood of being disobedient.\nDon’t accept reverse argument, i.e., ‘not participant’?\n\n8(c)(ii) Explain how this problem would have affected Daku’s 1 Explanation = 1\nresults.\nThe boys would have been more likely to be disobedient\nthan the girls because they were provoked / irritated /\nhungrier by being kept in a queue (whereas the girls did not\nneed to queue).\n© Cambridge University Press & Assessment 2024 Page 14 of 20", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p13.png", "../answer-assets/9990_s24_ms_22-p14.png" ] }, { "id": "9990-2024-mj-22-q09", "question_id": "9990-2024-mj-22-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Carol is investigating how music in a sports centre affects the amount that people exercise. On each visit she listens to the\nmusic that is playing. She measures the music by counting the number of musical beats per minute (faster music has more\nmusical beats per minute than slower music).\n\n9(a) Suggest one problem with Carol’s measure of the 2 Weakness = 1\nmusic. detail = 1\nCarol may not count / time accurately; (weakness)\nso her analysis of the music may be unreliable; (detail)\nOther aspects of music (than tempo) may matter;\n(weakness)\ne.g., major / minor key / lyrics / genre (detail)\n\n9(b) Carol records the time each person in the sports centre 4 Reason = 1 (2)\nstarts and stops exercising. All of the sports centre Linked detail = 1 (2)\nmembers have given permission for this to happen.\nExplain two reasons why Carol obtained permission to\ngather her data, in relation to the ethical guidelines.\nInformed consent; (reason)\nSports centre-goers need to know about / agree to, having\ntheir exercise watched; (linked detail)\nPrivacy; (reason)\n(Carol is observing people and) they may not want to be\nwatched when exercising; (linked detail)\nPeople may stop exercising early; (linked detail)\nPsychological harm; (reason)\nPeople may be embarrassed about being unfit; (linked\ndetail)\n© Cambridge University Press & Assessment 2024 Page 15 of 20\n\n9(c) Explain one reason why it is important that Carol visits 2 Reason = 1\nthe sports centre at different times of day. Linked detail = 1\ne.g., morning people may be more fit; (reason)\nSo might exercise for longer regardless of musical tempo;\n(linked detail)\nThe music tempo may vary over the day; (reason)\ne.g., faster music in the evening so exercise would be more\nactive then; (linked detail)\ntype of people; (reason)\ne.g., old people come in the morning and are less fit; (linked\ndetail)\n© Cambridge University Press & Assessment 2024 Page 16 of 20", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p15.png", "../answer-assets/9990_s24_ms_22-p16.png" ] }, { "id": "9990-2024-mj-22-q10", "question_id": "9990-2024-mj-22-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Chloë is studying behaviour in the workplace. She wants to investigate how people behave during mealtimes at work. A\nrange of food is available to the workers, which can be eaten in different ways. The workers also vary in how sociable they\nare during meals. Chloë intends to produce a detailed description of the variety of behaviours during meals at work.\n\n10(a) Describe how Chloë could conduct an observational 10 To mark Q10(a), create four ‘imaginary columns’ down one\nstudy using participant observation to record the variety margin, using one column for each of the four required\nof behaviours during meals at work. features. Tick each feature (tick-a, tick-b, tick-c, tick-d)\nwhen it appears, then underline the letter ( ) for detail.\nDo not describe sample/sampling technique or ethical\nissues/guidelines in your answer. Use L1, L2, L3, L4, L5 at the end of the response to indicate\nthe level.\nThe four required features for this participant observation\nare: Use the table below to mark candidate responses to this\nquestion.\n(a) participant observation (outlined): (how the observer(s)\nLevel The response:\nwill be engaged in the social context of eating / servers in\nthe canteen)\nLevel 5  has all the required features, all with\n9–10 marks detail, with mostly appropriate\n(b) overt/covert: (explicit and separate from participant)\nterminology.\nAND\n(c) naturalistic / controlled; (probably naturalistic – but\nimpacted by nature of food being served / time of day)  clearly applies knowledge of\nmethodology involved in planning an\n(d) structured (behavioural categories) / unstructured: investigation.\n(probably structured – ‘foods they eat, how they eat them,\nhow social’ – but unstructured would allow for ‘detailed Level 4  has all the required features, but\ndescription of variety’) 7–8 marks only some of these with detail, with\nsome appropriate terminology.\nOther appropriate responses should also be credited. AND\n applies knowledge of methodology\ninvolved in planning an investigation.\n© Cambridge University Press & Assessment 2024 Page 17 of 20\n\n10(a)\nLevel The response:\nLevel 3  has some of the required features\n5–6 marks with detail / all of the required\nfeatures with no detail, and some\nappropriate terminology.\nAND\n applies a basic knowledge of\nmethodology involved in planning an\ninvestigation.\nLevel 2  has at least two of the required\n3–4 marks features, with little appropriate\nterminology.\nAND\n attempts to use knowledge of\nmethodology involved in planning an\ninvestigation.\nLevel 1  has one of the required features and\n1–2 marks uses little appropriate terminology.\nAND\n makes a limited attempt to use\nknowledge of methodology involved\nin planning an investigation, e.g.,\nmay not use the method required by\nthe question\n0 marks No creditable response.\n© Cambridge University Press & Assessment 2024 Page 18 of 20\n\n10(b)(i) Describe one practical / methodological strength of the 2 identification of generic strength = 1\nprocedure you have described in your answer to part detail = 1 (generic or linked).\n(a). Do not refer to sampling or ethics in your answer.\nStrengths may relate to:\nValidity\n operationalisation\n situational / participant variables factors\n controls / standardisation\n Demand characteristics\nReliability\n inter-rater consistency\n intra-rater consistency.\nAccept other practical / methodological strengths.\n© Cambridge University Press & Assessment 2024 Page 19 of 20\n\n10(b)(ii) Describe one practical / methodological weakness of 2 identification of generic weakness = 1\nthe procedure you have described in your answer to detail = 1 (generic or linked).\npart (a). Do not refer to sampling or ethics in your\nanswer.\nWeaknesses may relate to:\nValidity\n operationalisation\n situational / participant variables factors\n controls / standardisation\n Demand characteristics\nReliability\n inter-rater consistency / two observers that were not\nstandardised\n intra-rater consistency.\nAccept other practical / methodological weaknesses.\n© Cambridge University Press & Assessment 2024 Page 20 of 20", "source_pages": [ 17, 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_22-p17.png", "../answer-assets/9990_s24_ms_22-p18.png", "../answer-assets/9990_s24_ms_22-p19.png", "../answer-assets/9990_s24_ms_22-p20.png" ] }, { "id": "9990-2024-mj-23-q01", "question_id": "9990-2024-mj-23-q01", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 Explain what is meant by a covert observation, using 2 Explain covert = 1\nany example. Example = 1 (generic or embedded, but not just a\nreference)\nparticipants unaware of (role of) observer; (define) Observer does not interact with participants = 0 [this is non-\nout of view / far away / disguised / hidden; (example) participant obs]\nBandura used a one-way mirror; (example)\nHassett used a camera; (example)\nPiliavin’s observers looked like subway passengers;\n(example)\n‘In Piliavin the Ps did not know the observers were there’ = 0\n= REP\nQuestion Answer Marks Guidance", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p06.png" ] }, { "id": "9990-2024-mj-23-q02", "question_id": "9990-2024-mj-23-q02", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 The results from the study by Andrade (doodling) 2 Any descriptive point about the mean = 1\nincluded the following data about the shading of shapes Any descriptive point about the range = 1\nby participants in the doodling group: The mean/average doodling was in the bottom half of the\nrange; (mean)\nOutline what these two results show about doodling by All participants in this group doodled; (range)\nthis group of participants. The variation in doodling was very wide; (range)\n the mean number per participant was 36.3 Statements relating to the non-doodlers = 0 [NAQ]\n the range was 3–110. Comparative statements to controls = 0 [NAQ]\nCopying the numbers = 0 [REP]\nConclusions = 0 = NAQ\n© Cambridge University Press & Assessment 2024 Page 6 of 20", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p06.png" ] }, { "id": "9990-2024-mj-23-q03", "question_id": "9990-2024-mj-23-q03", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "3 Describe how one feature of the study by Milgram 2 Link (feature of study) = 1\n(obedience) helped to make the study valid. How it helped validity = 1\n Shock machine looked real; / thought the shocks were Authority figure = 0\nreal; Authority figure looked real because of coat/of location = 1\n Drawing lots was rigged;\n Grey technician’s coat;\n Location at a university;\n Told it was about memory and punishment (deception);\nSo participants unlikely to suspect the deception / guess aim\n/ respond to demand characteristics; (how)\nthe prods were the same for all Ps / standardised; (how)\nE.g. all Ps heard ‘please continue’; (feature)\n© Cambridge University Press & Assessment 2024 Page 7 of 20", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p07.png" ] }, { "id": "9990-2024-mj-23-q04", "question_id": "9990-2024-mj-23-q04", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 One group of participants in the study by Hölzel et al. 4 Partial explanation = 1\n(mindfulness and brain scans) was a sample of 16 right- Full explanation = 2\nhanded adults: 6 males and 10 females.\nCredit answers with other knowledge of the study eg. ages,\nExplain two reasons why this sample may not be ethnicity\nrepresentative.\nGender bias / more females than males;\nSo not / less representative of males;\nAll righthanded;\nSo not / less representative of lefthanders;\nAll adults;\nSo not / less representative of children;\nSmall sample;\nSo not much variability;\nSo not generalisable to ambidextrous people / wide variety\nof…; (must be specific)\n© Cambridge University Press & Assessment 2024 Page 8 of 20", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p08.png" ] }, { "id": "9990-2024-mj-23-q05", "question_id": "9990-2024-mj-23-q05", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "5 Memory research is often conducted using\neyewitnesses who have witnessed a real crime.\nAlternatively, researchers can use a simulated crime in a\nlaboratory and ask participants what they remember.\n\n5(a) One strength of using a simulated crime in a laboratory 2 Outline = 1\nis that it can improve objectivity. example must relate to objectivity= 1\nOutline what is meant by the term ‘objectivity’, using an an eyewitness seeing a thief stealing something = 0 [NAQ\nexample about eyewitnesses. not about objectivity]\njudgment from external perspective; (outline) If an effective answer is given relating to Pozzulo, credit it.\nindependent viewpoint; (outline)\ndata obtained without personal bias; (outline)\nresearchers might be biased by emotions/suffering of real\neyewitnesses; (example)\nin artificial situations, researcher knows the correct memories\nof the scene; (e.g.)\n\n5(b) Describe how one feature of the study by Pozzulo et al. 2 Objectivity strategy = 1\n(line-ups) helped to make the study objective. How it helped = 1\nresponses to line-ups limited to present or not; (strategy) silhouettes (as a ‘target absent’ choice); (strategy)\nso no ‘maybe’ or ‘more likely to be x than y’; (how it helped) making the choice an objective one between present/absent\nparticipants’ responses were quantitative (present or not); rather than a difficult choice of present /not present; (how it\nstrategy) helped)\nso the researchers did not have to interpret the results; (how\nit helped)\n© Cambridge University Press & Assessment 2024 Page 9 of 20", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p09.png" ] }, { "id": "9990-2024-mj-23-q06", "question_id": "9990-2024-mj-23-q06", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe the following experimental designs, using any 6 1 mark per definition/point of detail, max 2 for each\nexample(s): term/concept.\n matched pairs design 1 mark per example, max 2 for each term/concept.\n repeated measures design. Examples can be any studies (core studies, other studies,\ncandidate’s own).\nRepeated measures: Max 4 if no e.g.s or if only one term/concept.\nSame Ps in each level of IV / condition; Only 1 example needed to access 6 marks.\nRisk of order effects / practice or fatigue effects;\nAs Ps see experimental situation more than once;\nAlso risk of recognising demand characteristics;\nOrder effects resolved by counterbalancing;\nWhere half Ps do conditions in order AB, others BA;\neg Dement & Kleitman 5/15 minutes;\nHölzel pre/post mindfulness course;\nPerry personal space situations (CIDs) Ps did all of the\ndifferent approaching objects (ball, stranger, friend, authority\nfigure);\nPerry different room configurations (of table/chair/plant);\nMatched pairs:\nDifferent Ps in each level of the IV;\nsimilar individuals allocated one to each level of IV;\neg one twin in each group;\nreducing effects of individual differences;\nsimilarities relevant to study;\ne.g. age / IQ / gender;\ne.g. similar to Bandura aggression levels of children;\nPs matched into pairs = 0 [REP]design.\n© Cambridge University Press & Assessment 2024 Page 10 of 20", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p10.png" ] }, { "id": "9990-2024-mj-23-q07", "question_id": "9990-2024-mj-23-q07", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "7 Yashal is planning an experiment about the effect music\nhas on students doing their homework. She is choosing\nthe conditions she will use.\n\n7(a) Outline what is meant by the term ‘experimental 1 Outline = 1\ncondition’.\nlevels of an independent variable that are actively\nmanipulated;\ntwo (or more) situations/groups/conditions that compare\nlevels of an independent variable;\n\n7(b)(i) Outline what is meant by the term ‘control condition’. 1 Outline = 1\nsituation/group/condition from which the IV is absent; Accept ‘no change to the IV’\nAccept ‘a level of the IV where the IV is absent’ Accept: A condition where the IV is absent\nDo not accept ‘baseline’ / ‘to compare’ alone\n\n7(b)(ii) Suggest a control condition that Yashal could use in her 1 Example = 1\nexperiment.\ne.g. a no music / no noise / silence group;\ne.g. white noise;\n© Cambridge University Press & Assessment 2024 Page 11 of 20\n\n7(c) Yashal is planning to use students working at home as 2 Type of experiment = 1 Field [definitive]\nparticipants. Explanation (linked) = 1 (may be ‘why it is’ or ‘why it has to\nbe’)\nExplain the type of experiment Yashal would be\nconducting.\nThe students are at home; (explanation)\nIt’s homework so they won’t be in the controlled situation of\nschool; (explanation)\nThe participants are in their normal setting for the activity of\nhomework;\nThe participants are in their normal/natural setting = 0 (not\nlinked)\nQuestion Answer Marks Guidance", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p11.png", "../answer-assets/9990_s24_ms_23-p12.png" ] }, { "id": "9990-2024-mj-23-q08", "question_id": "9990-2024-mj-23-q08", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 13, "status": "available", "reason": null, "text": "8 A parrot rescue centre has some new parrots which\nneed to learn to enter a cage. Their trainer is planning a\nprocedure using operant conditioning to teach the\nparrots to enter the cage.\n\n8(a) Suggest one way that the parrots could be taught to 3 Way = 1 [can be interpreted in different ways]\nenter the cage. Detail = 2\nResponse must be linked to task for 3 marks\nPositive reinforcement; (way) Punish parrots; (way)\nGive a reward each time they go into the cage; (detail+link) If they go a different direction; (detail)\nEg food; (detail) E.g. have shock wires under their feet either side of the\nroute to the cage; (link)\nUsing food; (way)\nTo shape behaviour; (detail)\nPunish parrots; (way)\nFor getting closer to the cage; (detail+link)\nIf they go a different direction; (detail)\noperant conditioning = 0 [REP] E.g. have shock wires under their feet either side of the\nroute to the cage; (link)\n© Cambridge University Press & Assessment 2024 Page 12 of 20\n\n8(b) The success of the procedure can be measured by\ncounting the number of days it takes each parrot to learn\nto enter the cage.\n\n8(b)(i) Suggest two practical problems with this measurement 4 Limitation = 1} [2]\nof success. Either limitation or detail must be linked for 2 marks\n1: …. Detail = 1}\n2: …. Individual differences between parrots = 0 = NAQ\nLearning in 1 minute, 1 hour or 1 day would all look the\nsame; (linked limitation)\nSo the data would be invalid (loss of discriminatory power);\n(detail)\nParrots may all learn on first day; (linked limitation)\nso ceiling effect; (detail)\nsome parrots may go in then straight out; (linked limitation)\nso not a useful measure for aim; (detail)\nparrots may focus for various lengths of time; (linked\nlimitation)\nso not all parrots have same amount of training time; (linked\ndetail)\nethical limitations = 0 [NAQ]\n© Cambridge University Press & Assessment 2024 Page 13 of 20\n\n8(b)(ii) For one of the problems you suggested in part (b)(i): 2 Way = 1\nDetail = 1\nSuggest one way this problem could be solved. The prompt (Problem: 1 or 2) should be used. If not clear,\ncredit if possible\n1 min = 1 day / Ceiling effect:\nMake interval shorter / avoids a ceiling effect / easier to\ndistinguish between learning speed / bigger range of scores\nis possible; (way)\neg count hours; (detail)\nstraight out again:\nadd time limit to ‘enter cage’; (way)\ne.g. and ‘stay inside for 30 seconds’; (detail)\nparrot focus:\nonly train in short bouts; (way)\nor stop when parrot isn’t focussing; (detail)\n\n8(c) There are many members of staff at the rescue centre.\nThe trainer cannot decide whether the parrots will learn\nbetter if the other staff are present or absent while the\nparrots are being trained.\n\n8(c)(i) Explain one reason why the parrots may learn better if 2 Explanation for staff presence = 1\nthe other staff are present during the parrots’ training. Detail = 1\nBetter if present, if familiar with people; (exp)\nThey may be less afraid (by people); (detail)\nBetter if present, people may make them feel secure; (exp)\nSo they pay attention more / are motivated more; (detail)\nBetter if present, as people motivate them; (exp)\neg audience effect/social facilitation/showing off; (detail)\nsocial desirability / demand characteristics = 0\n© Cambridge University Press & Assessment 2024 Page 14 of 20\n\n8(c)(ii) Explain one reason why the parrots may learn better if 2 Explanation for staff absence = 1\nthe other staff are absent during the parrots’ training. Detail = 1\nBetter if absent, parrots need to focus to learn; (exp)\nStaff might distract them; (detail)\n© Cambridge University Press & Assessment 2024 Page 15 of 20", "source_pages": [ 12, 13, 14, 15 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p12.png", "../answer-assets/9990_s24_ms_23-p13.png", "../answer-assets/9990_s24_ms_23-p14.png", "../answer-assets/9990_s24_ms_23-p15.png" ] }, { "id": "9990-2024-mj-23-q09", "question_id": "9990-2024-mj-23-q09", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "9 Faiza is planning to investigate the effect of air pollution\non emotion.\nShe had planned to conduct a laboratory experiment,\nbut rejected this for ethical reasons\n\n9(a) Suggest one reason why conducting a laboratory 2 Reason = 1 (can be basic and generic, eg. named\nexperiment for Faiza’s investigation could have been guideline)\nunethical. Linked detail = 1\n(risk of) physical harm / (poor) protection of participants;\n(reason)\nPollution is dangerous; (linked detail)\n(hard to give) informed consent; (reason)\nCannot know in advance of risk damage; (linked detail)\n\n9(b) Faiza decides to use geography students as 2 Linked reason = 1\nparticipants. They are visiting a rural environment and a Detail = 1\npolluted city as part of their geography course. She will\ncollect data in both places.\nExplain one reason why Faiza’s new plan is more\nethical.\nStudents exposed to pollution anyway; (linked reason)\nSo no more risk of harm than in normal life; (detail)\nRather than deliberately / on purpose / in a lab; (detail)\nConsent is only to participate in study; (detail)\nSo can be fully informed because Faiza’s not causing\nexposure; (linked reason)\n© Cambridge University Press & Assessment 2024 Page 16 of 20\n\n9(c) Faiza is concerned about uncontrolled variables in her 4 uncontrolled variable linked to mood = 1 } x2\nstudy. detail (why hard to control / mood affected) = 1 }\nSuggest how two uncontrolled variables could affect the e.g. people might be happier in cities regardless of pollution;\nmeasurement of emotion.\nnoise in city; (uncontrolled variable)\nnoise can give you a stress headache; (detail)\ncity light pollution; (uncontrolled variable)\nreduced sleep because of street lighting; (detail)\nbusy city with lots to do; (uncontrolled variable)\nstudents go to bed late so exhausted; (detail)\ntime of day (because course may be fixed eg. city in the\nmorning); (uncontrolled variable)\nQuestion Answer Marks Guidance", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p16.png", "../answer-assets/9990_s24_ms_23-p17.png" ] }, { "id": "9990-2024-mj-23-q10", "question_id": "9990-2024-mj-23-q10", "subject": "9990", "year": 2024, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Bhaavik is interested in the relationship between\nshyness and happiness. He says to his friend Jim that\nthe shy people he knows are really happy, but Jim says\nhe knows lots of happy people who are not shy.\n© Cambridge University Press & Assessment 2024 Page 17 of 20\n\n10(a) Describe how Bhaavik could conduct a correlational 10 Use the table opposite to mark candidate responses to this\nstudy to investigate the relationship between shyness question.\nand happiness.\nTo mark Q10(a), create four ‘imaginary columns’ down one\nDo not describe sample/sampling technique or ethical margin, using one column for each of the four required\nissues/guidelines in your answer. features. Tick each feature (tick-a, tick-b, tick-c, tick-d)\nwhen it appears, then underline the letter( ) for detail.\nThe four required features for this correlation are:\nUse L1, L2, L3, L4, L5 at the end of the response to indicate\n(a) two co-variables (shyness defined & happiness the level.\ndefined).\n(b) measure of variable 1 (shyness – how measured) Use the table below to mark candidate responses to this\n(c) measure of variable 2 (happiness – how measured) question.\n(d) relationship (scatter graph, pos/neg, st/wk)\nLevel The response:\nNote: Both variables must be at least ordinal scales for L3\nLevel  has all the required features, all with detail,\n5 with mostly appropriate terminology.\n9–10 AND\nmarks  clearly applies knowledge of methodology\ninvolved in planning this investigation.\n[must be continuous data for both\nvariables]\nLevel  has all the required features, but only\n4 some of these with detail, with some\n7–8 appropriate terminology.\nmarks AND\n applies knowledge of methodology\ninvolved in planning this investigation.\n[must be continuous data for both\nvariables]\n© Cambridge University Press & Assessment 2024 Page 18 of 20\n\n10(a)\nLevel The response:\nLevel  has some of the required features with\n3 detail / all of the required features with no\n5–6 detail, and some appropriate terminology.\nmarks AND\n applies a basic knowledge of methodology\ninvolved in planning this investigation.\n[must be continuous data for both\nvariables]\nLevel  has at least two of the required features,\n2 with little appropriate terminology.\n3–4 AND\nmarks  attempts to use knowledge of methodology\ninvolved in planning this investigation.\n[max if clearly an experimental method]\nLevel  has one of the required features and uses\n1 little appropriate terminology.\n1–2 AND\nmarks  makes a limited attempt to use knowledge\nof methodology involved in planning this\ninvestigation, e.g. may not use the method\nrequired by the question.\n0 No creditable response.\nmarks\n© Cambridge University Press & Assessment 2024 Page 19 of 20\n\n10(b)(i) Describe one practical/methodological strength of the 2 identification of generic strength = 1\nprocedure you have described in your answer to part (a). detail = 1 (generic or linked).\nDo not refer to sampling or ethics in your answer.\nStrengths of experiments are incorrect\nStrengths may relate to: Strengths of ways shyness/happiness was measured in an\nValidity experiment are acceptable\n operationalisation\n situational / participant variables\n controls / standardisation\n Demand characteristics\n Reliability\n inter-rater consistency\n intra-rater consistency.\nAccept other practical/methodological strengths.\n\n10(b)(ii) Describe one practical/methodological weakness of the 2 identification of generic weakness = 1\nprocedure you have described in your answer to part (a). detail = 1 (generic or linked).\nDo not refer to sampling or ethics in your answer.\nWeakness of experiments are incorrect\nWeaknesses may relate to: Weakness of ways shyness/happiness was measured in an\n validity experiment are acceptable\n operationalisation\n situational / participant variables\n controls / standardisation\n demand characteristics\n reliability\n inter-rater consistency\n intra-rater consistency.\nAccept other practical/methodological weaknesses.\n© Cambridge University Press & Assessment 2024 Page 20 of 20", "source_pages": [ 17, 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-May-June/ms/9990_s24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-May-June/9990_s24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s24_ms_23-p17.png", "../answer-assets/9990_s24_ms_23-p18.png", "../answer-assets/9990_s24_ms_23-p19.png", "../answer-assets/9990_s24_ms_23-p20.png" ] }, { "id": "9990-2024-on-11-q01", "question_id": "9990-2024-on-11-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Hassett et al. (monkey toy preferences): 1 Take the first answer only.\nA sample of monkeys from a troop of 135 was used.\nState the total number of monkeys used as the final Accept when given as number of males (11) and females\nsample. (23).\n1 mark for correct answer\n34\n\n1(b) Identify two toys that were categorised as ‘wheeled’ in 2 List is definitive.\nthis study.\n‘Vehicle’ = 0\n1 mark per correct answer\nWagon\nTruck\nCar\nConstruction vehicle\nShopping cart\nDump truck/bin wagon\n\n1(c) Outline one conclusion from this study. 2 Do not credit results.\n2 marks for full conclusion There are four things here:\n1 mark for brief/partial conclusion Hormones/biology\nBehavioural (bias)/preference\ne.g., Cognitive (bias)/thoughts\nToy preference (in monkeys) reflect hormonally influenced Social processes/socialisation\nbehavioural/cognitive biases which are affected by social\npressures/processes (2 marks). Three or more = full\nToy preference in monkeys is influenced by hormones and Two or less = partial\nsocial pressures (1 mark).\nMale monkeys preferred wheeled toys the most (0 marks = Do not credit responses based on gender.\nresult).\nThere are other creditworthy responses\n© Cambridge University Press & Assessment 2024 Page 6 of 22", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p06.png" ] }, { "id": "9990-2024-on-11-q02", "question_id": "9990-2024-on-11-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Saavedra and Silverman (button 2\nphobia):\nOutline the change in ratings of distress when the boy\nhad to imagine hugging his mother with her shirt full of\nbuttons.\n1 mark per correct point\ne.g.,\nThe (severity) rating began at 7 then decreased to 4 and at\nthe end of the final session was a 3 (2 marks)\nThe ratings decreased from Session 1/before imagery\nexposure to Session 2/midway through imagery exposure\nThe ratings further decreased from Session 2/midway\nthrough imagery exposure to Session 3/after imagery\nexposure\nThe ratings decreased from Session 1/before imagery\nexposure to Session 3/after imagery exposure\nThe largest decrease was from Session 1/before imagery\nexposure to Session 2/midway through imagery exposure\nThere are other correct responses\nIf data presented with at least two correct data points = 2\nmarks\nOne correct data point or all numbers incorrect but show\ndecrease = 1 mark\n© Cambridge University Press & Assessment 2024 Page 7 of 22\n\n2(b) Explain one weakness of this study. 2 Do accept ‘it was a rare phobia’.\n1 mark for the identification of weakness\n1 mark for explaining the weakness via example from the\nstudy\ne.g.\n(Lacks) generalisability (1 mark: identification) as it was a\ncase study on one child with a phobia of buttons and he may\nbe unique (1 mark: explained in context)\n(Potentially) unethical (1 mark: identification) as increased\nlevels of distress were recorded in some scenarios with\nbuttons (1 mark: explained in context)\nDifficult to control (participant) variables (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 8 of 22", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p07.png", "../answer-assets/9990_w24_ms_11-p08.png" ] }, { "id": "9990-2024-on-11-q03", "question_id": "9990-2024-on-11-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "3(a) From the study by Pozzulo et al (line-ups): 2 Responses about testing false negative/positive responses\n= 0 as this is how the aim was tested; it is not the aim of this\nOutline one aim of the study. study. The false responses are the predictions based on the\naim.\n2 marks for full aim\n1 mark for partial/brief aim\ne.g.,\nTo investigate the role of social and cognitive factors in false\npositive responding of children in line-ups (2 marks)\nTo investigate whether the pattern in correct identification\nand positive responding would remain when familiarity of a\ntarget is manipulated (2 marks)\nTo investigate the role of cognition in identification of faces\n(1 mark)\nTo investigate whether children are good eyewitnesses (1\nmark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 9 of 22\n\n3(b) Explain why this study is from the cognitive approach in 2 Ignore only descriptions of the study with no attempt at the\npsychology. why bit of the question.\n2 marks = clearly linked to cognitive approach (either\nthrough example or assumption)\n1 mark = partially linked to cognitive approach/assumption of\nthe cognitive approach only\ne.g.\nChildren correctly identified 99% of the cartoon faces (1\nmark example). This could follow the principles of input (see\ncartoon), process (memory of cartoon) and output\n(remember cartoon) (1 mark assumption link)\nAdults correctly identified 66% of human faces (1 mark\nexample). This shows that people do have individual\ndifferences in memory recall (1 mark assumption link).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 10 of 22", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p09.png", "../answer-assets/9990_w24_ms_11-p10.png" ] }, { "id": "9990-2024-on-11-q04", "question_id": "9990-2024-on-11-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "4(a) In the study by Milgram (obedience), there was a 5 List is definitive.\n‘learning task’. Milgram called this a ‘paired-associate\nlearning task’. The answer has to be about the learner and not the teacher.\nDescribe this ‘learning task’ as used in this study. The learning task is different to the shock instructions so\nignore reference to the latter.\n1 mark per correct point\nAward 1 mark max for:\nThe P read out a series of word pairs (to the learner). Each incorrect answer received a shock/correct answer\nThe P then read out one word. moved to next word.\nAlong with four terms.\nThe learner then had to indicate which word had been\noriginally paired/responded with the corresponding word.\nThis was done by him pressing one of four switches.\nThis lit up one of four quadrants in the answer box.\n© Cambridge University Press & Assessment 2024 Page 11 of 22", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p11.png" ] }, { "id": "9990-2024-on-11-q05", "question_id": "9990-2024-on-11-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "5(a) Outline two assumptions of the biological approach in 4\npsychology.\n2 marks for full assumption\n1 mark for partial/brief assumption\ne.g., 2 marks\nBehaviour, cognitions and emotions can be explained in\nterms of the working of the brain and the effect of hormones,\ngenetics and evolution (any two of these needed)\nSimilarities and differences between people can be\nunderstood in terms of biological factors and their interaction\nwith other factors\ne.g., 1 mark\nBehaviour, cognitions and emotions can be explained in\nterms of the working of the brain\nSimilarities and differences between people can be\nunderstood in terms of biological factors\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 12 of 22\n\n5(b) Explain how one finding from the study by Hölzel et al. 2 If the link is not with an assumption from 5a, can only be\n(mindfulness and brain scans) supports one of the awarded the result/conclusion mark.\nassumptions you outlined in part (a).\n1 mark for result/conclusion.\n1 mark for linking it to an assumption explicitly (not by name\nonly: a relevant concept needs to be mentioned)\ne.g.\nThere was a significant increase in grey matter in the\nMindfulness-Based Stress Reduction group (1 mark result).\nThis shows that there were similarities between the MBSR\ngroup in terms of how the program interacted with their brain\ndensity (1 mark supported link).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 13 of 22", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p12.png", "../answer-assets/9990_w24_ms_11-p13.png" ] }, { "id": "9990-2024-on-11-q06", "question_id": "9990-2024-on-11-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "6(a) In the study by Perry et al (personal space), the 3 List is definitive.\nparticipants had to complete two conditions, one week\napart. One was the oxytocin condition.\nDescribe how the participants received the ‘oxytocin’.\n1 mark per correct point\nThe participant had to self-administer the oxytocin\n24 international units (in 250ml).\nThis was done in the presence of the experimenter\nIt was administered intranasally/via the nose\nFrom a medicine dropper\nThree drops per nostril.\n\n6(b) Identify what was received by the participants in the 1 Take the first answer only.\nother condition, instead of oxytocin.\nAccept ‘placebo’ as Q is identify.\n1 mark for correct answer\nDo not accept placebo pill or placebo injection.\nSaline.\n© Cambridge University Press & Assessment 2024 Page 14 of 22\n\n6(c) Explain one strength of this study. 2 Strengths can be methodological, practical or ethical.\n1 mark for the identification of strength\n1 mark for explain the strength via example from the study\ne.g.\nThere were controls in place to try to ensure it was the IV\n(directly) affecting the DV (1 mark: identification). For\nexample, all participants waited 45 mins to ensure OT levels\nhad plateaued making sure it was the empathy/oxytocin\naffecting personal space (1 mark explained in context)\nThere was a clear standardised procedure which improves\nreliability/study can be replicated to check results etc. (1\nmark: identification). For example, in Experiment 1 the figure\napproached for 3s in which the participant had to press the\nspacebar to stop it getting any closer (1 mark explained in\ncontext).\nThe double-blind technique could reduce demand\ncharacteristics (1 mark: identification) as the participant did\nnot know if they had been given oxytocin/placebo (1 mark\nexplained in context).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 15 of 22", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p14.png", "../answer-assets/9990_w24_ms_11-p15.png" ] }, { "id": "9990-2024-on-11-q07", "question_id": "9990-2024-on-11-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "7 Gabriela has a job where she needs to listen to recorded 4 No mark for simply saying ‘doodle’\ntelephone conversations to check for the quality of\ncustomer service. However, she finds it difficult to pay Has to be advice based on the Andrade study, so any\nattention to the recordings. She wants advice on how to secondary task is fine to gain credit.\nimprove her attention.\nDo not credit ‘use a pencil/pen’.\nOutline what advice you would give to Gabriela, using\nyour knowledge of the study by Andrade (doodling).\n1 mark per piece of advice clearly based on the study by\nAndrade.\ne.g.\nTell Gabriela to get a piece of paper.\nTell her that whilst listening to/during the conversations she\ncan doodle.\nGabriela could go and sit in a dull/boring room.\nTell her she can doodle whenever she wants/about\nwhatever she wants.\nOr tell Gabriela that the paper can already have shapes on it\nso she can colour them in.\nAsk Gabriela to focus on specific pieces of information that\nare important.\nTell her she could review her concentration levels afterwards\nwith a colleague checking the recollection of the\nconversation(s).\nGabriela could write down information/take notes about the\nconversation.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 16 of 22", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p16.png" ] }, { "id": "9990-2024-on-11-q08", "question_id": "9990-2024-on-11-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "8 Adamu is talking about the study by Baron-Cohen et al. 4 Ignore responses about it having generalisability.\n(eyes test). He says that the findings are not\ngeneralisable. Max 1 mark can be awarded for ‘cannot generalise to\neveryday life’ with an example from the study.\nExplain why Adamu is correct that the findings are not\ngeneralisable, using evidence from the study in your\nanswer.\nUp to 1 mark available for defining generalisability/not\ngeneralisable.\nUp to 4 marks available per correct point made based on\nevidence.\ne.g.,\nGeneralisability is about whether the findings can extend\nbeyond the sample to the target population (1 mark:\ndefinition).\nGroup 1 were all males, so this makes it difficult to\ngeneralise to females (with AS/HFA).\nThe AS group was volunteers so may be different to non-\nvolunteer AS people.\nGroup 2 was only made up of people from education\nclasses/library users which is a specific part of the\npopulation.\nGroup 3 were only from a prestigious university (Cambridge)\nso may not represent other undergraduates.\nThe majority of Group 3 were science students so these\nmay be different to humanities students.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 17 of 22", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p17.png" ] }, { "id": "9990-2024-on-11-q09", "question_id": "9990-2024-on-11-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Dement and Kleitman (sleep and 4 Dream list is definitive.\ndreams):\nOutline two dreams reported by participants that had\nvertical eye movements.\nFor each dream:\n2 marks for detailed answer\n1 mark for brief answer\nOne P reported a dream of standing at the bottom of a cliff\noperating a hoist/looking at climbers on the cliff (2 marks).\nOne P reported a dream of standing at the bottom of a cliff\n(1 mark).\nOne P reported climbing up a ladder and looking up/down\nas he climbed (2 marks);\nOne P reported climbing up a ladder (1 mark).\nOne P reported playing basketball and looking up at the\nhoop as they shot/looking down to pick it up (2 marks).\nOne P reported playing basketball (1 mark).\n© Cambridge University Press & Assessment 2024 Page 18 of 22\n\n9(b) Explain two differences between the study by Dement 8 Award L1-L4 for each difference\nand Kleitman and the study by Hölzel et al. (mindfulness\nand brain scans). One of the differences must be about For Level 4 there must be some attempt at explaining the\nthe technique used to investigate the brain. difference.\nUse the marking grid below. If both differences do not focus on technique used to\n4 marks for the difference (twice), e.g., brain measurement, investigate the brain, then mark both but only credit the best.\nresearch techniques used, type of data collected\n(quantitative/qualitative), generalisability, sample size. Annotate with a tick to show they have a difference based\non the technique.\ne.g. difference\n4 marks To get L2 for technique, one of the techniques must be\nHölzel used an MRI scan to be able to see brain density mentioned in relation to what was being measured.\nchanges after a mindfulness stress reduction course.\nDement & Kleitman used a different technique called an Correct techniques must be mentioned to get L3 or L4.\nEEG that could only monitor brain wave activity/patterns.\nTherefore, Hölzel’s method looked at structure whereas Different aims = L1\nDement looked at (real-time) function (explanation). Quantitative/qualitative argument = L3 max\n3 marks Do credit experimental designs as D&K utilised repeated\nHölzel used an MRI scan to be able to see brain measures and Hölzel used independent groups.\ndensity/grey matter changes after a mindfulness stress\nreduction course. Dement & Kleitman used a different Extra rules for techniques:\ntechnique called an EEG that could only monitor brain wave\nactivity/patterns (during REM etc.) For L3 there needs to be specific examples of what was\nmeasured from both studies\n2 marks\nHölzel used an MRI scan measure brain density whilst If one of the techniques is incorrect, then L1 max.\nDement & Kleitman used an EEG.\n1 mark\nHölzel used an MRI scan and/or Dement & Kleitman used\nan EEG.\n© Cambridge University Press & Assessment 2024 Page 19 of 22\n\n9(b)\nMark/ Description\nLevel\n4 The difference is well explained using both\nstudies as examples.\n3 The difference is well explained but only one\nstudy is used as an example OR\nboth studies are used briefly.\n2 The difference is brief with an attempt at using\nat least one study as an example OR\nThe difference is well explained but there is no\nstudy evidence.\n1 The difference is brief with no attempt at using\nthe studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 20 of 22", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p18.png", "../answer-assets/9990_w24_ms_11-p19.png", "../answer-assets/9990_w24_ms_11-p20.png" ] }, { "id": "9990-2024-on-11-q10", "question_id": "9990-2024-on-11-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Bandura et al. (aggression) in 10 Use level descriptors in table below\nterms of two strengths and two weaknesses. At least\none of your evaluation points must be about validity.\nStrengths include: reliability (standardisation), quantitative\ndata, validity; children showing less demand characteristics\nWeaknesses include: ecological validity, ethics,\ngeneralisability, quantitative data\nExample: in detail (named issue)\nOne control was the participants being rated on aggression\nprior to the study, so Bandura could be more confident it\nwas the IV (type of model) affecting the DV (behaviour\nshown by the children including physical aggression).\nExample: brief but in context\nThere was a standardised procedure. For example, the\naggressive model always followed the same procedure. This\nincreases the reliability of the study.\nExample: no context\nThere were controls in place so they could establish cause\nand effect/has internal validity.\n© Cambridge University Press & Assessment 2024 Page 21 of 22", "source_pages": [ 21 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_11-p21.png" ] }, { "id": "9990-2024-on-12-q01", "question_id": "9990-2024-on-12-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Saavedra and Silverman, a boy was 1 Take the first answer only.\ntreated for a specific phobia.\nIdentify the specific phobia the boy was being treated\nfor.\n1 mark for correct answer\nButton/Koumpounophobia.\n\n1(b) Describe the ‘Feelings Thermometer’ used in the study. 2 List is definitive.\n1 mark per correct point Accept ‘researchers wanted to know his distress levels/used\n1 mark can be awarded for a correct stimuli rated it to assess his distress’ = 1 mark.\nThis was a hierarchy of distress/fear/disgust. Do not credit ‘measured how he felt’ by itself (needs to\nIt measured the subjective feelings of distress of the mention distress/buttons).\nboy/about types of buttons.\nOn a 9-point scale/scale of 0–8/0=no distress or 8=highest\nlevel of distress.\nThere were 11 different buttons to rate.\nSmall denim jean buttons were rated a 3 (example mark).\n\n1(c) Identify two findings from the post-treatment session. 2 List is definitive.\n1 mark per correct point Do not credit improvement in boy or that fear decreased.\nReported minimal distress about buttons. ‘Could wear plastic buttons on his school uniform’ = 2\nNo longer met (DSM) criteria for phobia/no longer feared marks.\nbuttons.\nHe could now wear (clear) plastic buttons.\nOn his school uniform shirt (on a daily basis).\n© Cambridge University Press & Assessment 2024 Page 6 of 21", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p06.png" ] }, { "id": "9990-2024-on-12-q02", "question_id": "9990-2024-on-12-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Baron-Cohen et al (eyes test): 2 Do not credit judgement responses like ‘better’ or ‘worse’.\nOutline one result in relation to sex of participant and Do not credit ‘normal’ group or ‘control’ group by itself.\nscores on the Reading the Mind in the Eyes test.\nCredit any combination across Groups 2 (general\n2 marks for the result with a meaningful comparison population) and 3 (students).\n1 mark for result with no meaningful comparison\nDo not credit responses about Groups 1 (AS/HFA as all\ne.g., 2 marks male) and 4 (IQ controls) as these were never analysed by\nMales from the general population scored lower than male sex.\nstudents/female students\nFemales from the general population scored lower than Accept no significant difference between males and females\nfemale students/male students in Group 2/3 = 2 marks.\ne.g., 1 mark\nMales scored lower than females\nMales scored the lowest\nThere are other creditworthy comparisons.\n© Cambridge University Press & Assessment 2024 Page 7 of 21\n\n2(b) Explain one weakness of this study. 2 Accept any reasonable weakness. It can be practical,\nmethodological, or ethical.\n1 mark for the identification of weakness\n1 mark for explaining the weaknesses via an example from\nthe study\ne.g.\n(Lacks) generalisability (1 mark: identification) as the sample\nsize for AS/HFA was small and they may be unique (1 mark:\nexplained in context)/all males so difficult to generalise to\nfemales (1 mark: alternative)\n(Lacks) mundane realism (1 mark: identification) as looking\nat pairs of (static) eyes and guessing an emotion is not a\ntypical everyday task (1 mark: explained in context).\nIt was unethical (at times)/might cause psychological\ndistress (1 mark: identification) as the AS/HFA group may\nhave become distressed by not being able to identify\nemotion/knowing they are expected to score low (1 mark:\nexplained in context)\nDifficult to control (participant) variables (1 mark).\nThere are other creditworthy weaknesses.\n© Cambridge University Press & Assessment 2024 Page 8 of 21", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p07.png", "../answer-assets/9990_w24_ms_12-p08.png" ] }, { "id": "9990-2024-on-12-q03", "question_id": "9990-2024-on-12-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "3(a) From the study by Piliavin et al. (subway Samaritans): 2 Accept arguments based on diffusion of responsibility.\nOutline what is meant by the term ‘bystander apathy’. Ignore more likely to help.\n1 mark for general component of bystanders Accept examples from Piliavin that illustrate either\n1 mark for general component of apathy component.\ne.g., Accept ‘no help’ as meaning ‘less likely to help’.\nThis is when people witness an event (like a crime) (1 mark:\nbystander) they are less likely to intervene/give help (1\nmark: apathy).\nThere are other creditworthy responses.\n\n3(b) Explain one reason why this study supports a 2 Ignore tautological responses like situational explanations is\nsituational explanation of behaviour. about the situation.\n1 mark for explaining what is meant by situational\nexplanation\n1 mark for example from the study by Piliavin et al.\ne.g.,\nThe situational explanation states that the environment we\nfind ourselves in affects our behaviour (1 mark: meaning).\nIn this study, the situation of seeing an ill or drunk victim\naffected the likelihood that someone might help (1 mark:\nexample).\nIn this study the amount of people in the subway carriage\ndid affect how quickly help was given (1 mark: example).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 9 of 21", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p09.png" ] }, { "id": "9990-2024-on-12-q04", "question_id": "9990-2024-on-12-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "4 In the study by Hölzel et al (mindfulness and brain 5 List is definitive.\nscans), one of the groups participated in a ‘Mindfulness-\nBased Stress Reduction course’. There were ‘inclusion Be careful with points made about medication and\ncriteria’ for this group. meditation.\nDescribe these inclusion criteria. Ignore anything about what the participants actually did in\nthe MBSR course.\n1 mark per correct point\nAccept MBSR as ‘meditation class’.\nDoctor or self-enrolled on MBSR course/seeking stress\nreduction. Handedness was not an inclusion criterion.\nSelf-report of physically/psychologically healthy (in last six\nmonths)/no health issues. Accept had to be ‘healthy’ or had no psychological\nNot taking any medication(s). disorders.\nNo meditation class participation in the last six months.\nNo more than four meditation classes in the past five\nyears/ten in lifetime.\nAged 25–55.\nNo issues with an MRI scan e.g., claustrophobia/metal\nimplants\nCommitment to attend all eight classes/do all homework.\nTaken from four MBSR classes/MBSR classes in New\nEngland.\n© Cambridge University Press & Assessment 2024 Page 10 of 21", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p10.png" ] }, { "id": "9990-2024-on-12-q05", "question_id": "9990-2024-on-12-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "5(a) Outline two assumptions of the social approach in 4 Ignore ‘affected by social factors’ as too generic\npsychology.\nDo accept ‘social demands’ or any explicitly named social\n2 marks for full assumption factor.\n1 mark for partial/brief assumption\ne.g., 2 marks\nBehaviour, cognitions and emotions are influenced by social\ncontexts, social environments and groups (any two of\nthese).\nBehaviour, cognitions and emotions are influenced by the\nactual, implied or imagined presence of others (any two of\nthese).\ne.g., 1 mark\nBehaviour, cognitions and emotions are influenced by social\ncontexts.\nBehaviour, cognitions and emotions are influenced by the\nimagined presence of others.\n\n5(b) Explain how one finding from the study by Perry et al. 2 If the link is not with an assumption from 5a, can only be\n(personal space) supports one of the assumptions you awarded the result/conclusion mark.\noutlined in part (a).\n1 mark for result/conclusion.\n1 mark for linking it to an assumption explicitly (not by name\nonly: a relevant concept needs to be mentioned).\ne.g.,\nOverall friends were allowed to be closer into a person’s\npersonal space compared to a stranger (1 mark: result).\nTherefore, people were having their personal space size\ninfluenced by the imagined presence of different types of\npeople approaching (1 mark: link).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 11 of 21", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p11.png" ] }, { "id": "9990-2024-on-12-q06", "question_id": "9990-2024-on-12-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "6(a) In the study by Hassett et al. (monkey toy preferences), 4 List is definitive.\neach trial lasted for 25 minutes within the monkey\nenclosure. Do not credit behavioural checklist, two observers, or time\nrecorded interacting as this happened after the trial.\nDescribe the procedure for a trial.\nAccept ‘enclosed area’ to mean either indoor or outdoor\n1 mark per correct point when used by a candidate.\nMonkeys/subjects/the social group was placed indoors.\nOne wheeled and one plush toy was placed in outdoor area.\nThese were 10m apart.\nLocation of toy was counterbalanced (left/right).\nThe monkeys were then allowed into the outdoor area.\nEach interaction with a toy was recorded/videotaped/each\ntrial recorded on camera.\nThere was a separate camera focused on each toy.\n© Cambridge University Press & Assessment 2024 Page 12 of 21\n\n6(b) Explain one strength of this study in relation to 2 Credit any strength that is feasible using observational\nobservations. techniques as used in this study.\n1 mark for identifying a strength of observations Arguments about inter-observer reliability is max 1 as it was\n1 mark for example from the study never measured in the study.\ne.g. Do not credit ethics.\nAs the interactions were videotaped it was easy to quantify\nmeasures/be objective in analyses (1 mark). For example,\nthe amount of time the monkey played with the toy/total\nnumber of interactions was objective, so comparisons were\nmeaningful (1 mark example).\nCovert observations used cameras away from the play area\nto increase validity/decrease demand characteristics (1\nmark). The interaction of monkeys with the toys was\ntherefore not influenced by the presence of the observers (1\nmark example).\nTwo observers analysed the videotapes using the same\nchecklist (1 mark), so this ensured that the behaviour was\ncoded correctly/time interacting measured accurately (1\nmark example)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 13 of 21", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p12.png", "../answer-assets/9990_w24_ms_12-p13.png" ] }, { "id": "9990-2024-on-12-q07", "question_id": "9990-2024-on-12-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "7 Children can be eyewitnesses to a crime. However, 4 Go with the intention of the candidate as long as it is based\nchildren’s identification of the criminal can be on Pozzulo et al.\ninaccurate.\nDo credit have the line-up drawn as cartoon characters =\nSuggest how child eyewitnesses can be helped to max 1.\naccurately identify the criminal they have seen, using\nyour knowledge of the study by Pozzulo et al (line-ups). Accept ask non-leading questions as this is mentioned in the\nimplications part of the original paper.\n1 mark per piece of evidence clearly based on the study by\nPozzulo et al. Accept do not use jargon words.\ne.g., Accept suggestions about reducing social pressure/stress\nDress of the investigator can be more casual/less (go with the logic of the candidate with the example).\nformal/less authoritative.\nInvestigator can engage in child friendly play beforehand. Accept that the tone of voice needs to be calm/should not be\nAnything authoritative needs to be kept at a minimum. stern.\nMake sure the child is comfortable before questioning.\nWhen questioning a child, always ensure there is a correct\nanswer.\nDo not have line-ups where the ‘target’ is absent.\nIncrease trust for decisions by children where the ‘target’ is\nknown to them (e.g., family member).\nIn a line-up ensure that the proposed ‘target’ is in there.\nDo not question a decision to make a child doubt what they\nhave chosen/said.\nDo ask open-ended questions to try to get more detail about\nthe crime.\nMonitor children for signs of stress/distress/anxiety and stop\nquestioning until feeling better.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 14 of 21", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p14.png" ] }, { "id": "9990-2024-on-12-q08", "question_id": "9990-2024-on-12-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "8 Tejas is talking about the study by Bandura et al 4 Go with the intention of the candidate.\n(aggression). He says that the study is not ethical.\nAcceptable guidelines:\nExplain why Tejas is correct that the study is not Minimising harm\nethical, using evidence from this study in your answer. Valid consent not taken\nRight to withdraw\nUp to 1 mark available for identifying one ethical guideline Deception\nthat was broken Debriefing\nUp to 1 mark available for explaining one ethical guideline\nthat was broken (generic) Non-acceptable guidelines:\nUp to 3 marks available per correct point made based on Confidentiality\nevidence Privacy (unless well argued about the final room)\ne.g.,\nThe children were put under psychological\nstress/psychological harm (1 mark: identifying ethical\nguideline).\nSome were having to witness an adult being aggressive\ntowards a Bobo doll (and this may have scared them).\nAll children had to go through the ‘Aggression Arousal’\nphase where they were stopped from playing with toys that\nwere for ‘better children’.\nThe children did not know they were being observed in the\nfinal test for delayed imitation.\nThe children could have hurt themselves during the final\nsession, playing with aggressive toys/aggressively with toys.\nThere was no attempt to reduce any aggressive behaviour\nbefore exiting the study.\nThey were stopped from leaving one of the rooms so no\nright to withdraw (at times).\nNo (valid) consent was taken from children/parents.\nThey were exposed to physical/verbal aggression.\nThey could have been aggressive after the study as learned\nto imitate it.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 15 of 21", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p15.png" ] }, { "id": "9990-2024-on-12-q09", "question_id": "9990-2024-on-12-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the sample used in the study by Milgram 4 Do credit any data about percentage total for different\n(obedience). occupational groups and age ranges (see Table 1 of original\npaper)\n1 mark per correct point\nn=40.\nMales.\nVolunteer sample/responded to a newspaper advertisement.\nAged 20–50 years.\nFrom New Haven (and surrounding areas).\nWide range of occupations.\nWide range of educational level.\nPaid for participation.\n© Cambridge University Press & Assessment 2024 Page 16 of 21\n\n9(b) Explain two differences between the study by Milgram 8 Award L1–L4 for each difference\n(obedience) and the study by Perry et al. (personal\nspace). One of the differences must be about ethics. For Level 4 there must be some attempt at explaining the\ndifference.\nUse the marking grid below.\n4 marks for the difference (twice), e.g., stooges, ethics, data If both differences do not focus on ethics, then mark both but\ncollection techniques, generalisability, (ecological) validity. only credit the best.\ne.g., difference Use a tick annotation to indicate that one of the differences\n4 marks is about ethics.\nThe studies used stooges in different ways/they were\ndifferent ‘types’ (explanation). Milgram used a human stooge Description of studies with no explicit difference = L1\nthat the participant met beforehand but did not see during Different aims = L1\nthe duration of the procedure. In the Perry study the Different experimental designs used = 0\nparticipants ‘met’ the animated stooge in various Both volunteer samples so = 0\nrooms/scenarios until they felt the stooge was invading\npersonal space. Ethical differences are:\nConsent, harm, right to withdraw, deception.\nExample: 3 marks Confidentiality/Debriefing = 0\nMilgram used a human stooge that the participant met\nbeforehand but did not see during the duration of the Rule for ethics:\nprocedure/ in the Perry study the participants ‘met’ the Explanation = Milgram less ethical and Perry more ethical.\nanimated stooge in various rooms/scenarios until they felt\nthe stooge was invading personal space L4: explaining why Milgram less ethical etc. via a named\nguideline with explicit examples from both studies.\nExample: 2 marks\nThe studies used stooges in different ways. Milgram used a L3: Describing a difference based on one guideline with\nhuman stooge that the participant met/ Perry used an examples but no explanation OR explanation given but\nanimated stooge. comparison is on different guideline.\nExample: 1 mark L2: Describing a difference with only one example or\nThe studies used stooges in different ways. compare studies on different guidelines\nOverall, Milgram was less ethical/Perry more ethical.\n© Cambridge University Press & Assessment 2024 Page 17 of 21\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained using\nboth studies as examples.\n3 The similarity/difference is well explained but\nonly one study is used as an example OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt\nat using at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt\nat using the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 18 of 21", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p16.png", "../answer-assets/9990_w24_ms_12-p17.png", "../answer-assets/9990_w24_ms_12-p18.png" ] }, { "id": "9990-2024-on-12-q10", "question_id": "9990-2024-on-12-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Andrade (doodling) in terms of 10\ntwo strengths and two weaknesses. At least one of your\nevaluation points must be about the sampling technique\nused.\nStrengths include: reliability, standardisation, validity\n(internal), sampling technique\nWeaknesses include: validity (external), sample, ethics,\nsampling technique\nExample: in detail\nOne control was the participants in the doodling group being\nencouraged to doodle (in the hope of it affecting\nconcentration), so Andrade could be more confident it was\nthe IV (doodling or not) affecting the DV (memory\nrecall/concentration/level of attention).\nExample: brief but in context\nThere was a standardised procedure. For example, the\ntelephone message was the same for all participants. This\nincreases the reliability of the study.\nExample: no context\nThere were controls in place so they could establish cause\nand effect/has internal validity.\n© Cambridge University Press & Assessment 2024 Page 19 of 21\n\n9990/12 Cambridge International AS & A Level – Mark Scheme October/November 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n5 • Very good evaluation including the 9–10\nnamed issue.\n• Thoroughly addresses both strengths\nand both weaknesses in detail.\n• Selection of evidence is very thorough\nand effective.\n4 • Good evaluation including the named 7–8\nissue.\n• Addresses strengths and weaknesses\nbut may include three or four points.\nThe majority of the points are in\ndepth.\n• Selection of evidence is thorough and\neffective.\n3 • Mostly appropriate evaluation but may 5–6\nnot include the named issue.\n• Addresses either two strengths or two\nweaknesses in detail or one of each\nin detail or all four briefly.\n• Selection of evidence is mostly\neffective.\n2 • Weak evaluation and may not include 3–4\nthe named issue.\n• Addresses either a strength or a\nweakness. Evaluation points are brief.\n• Some points may have no context.\n• Selection of evidence is sometimes\nappropriate.\n© Cambridge University Press & Assessment 2024 Page 20 of 21\n\n9990/12 Cambridge International AS & A Level – Mark Scheme October/November 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and\nweaknesses is absent or superficial.\n• Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 21 of 21", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_12-p19.png", "../answer-assets/9990_w24_ms_12-p20.png", "../answer-assets/9990_w24_ms_12-p21.png" ] }, { "id": "9990-2024-on-13-q01", "question_id": "9990-2024-on-13-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Dement and Kleitman (sleep and dreams), five 1 Take the first answer only.\nparticipants were studied intensively. There were also a number of\nparticipants who had minimal data collected from them.\nState the number of participants who had minimal data collected from\nthem.\n1 mark for the correct answer\n4\n\n1(b) Before the study began, participants were given two instructions about 2 List is definitive.\nwhat they must not do:\n• do not consume alcohol\n• do not consume caffeine\nParticipants were also given instructions about what they must do.\nStates these two instructions.\n1 mark per correct answer\nArrive a little bit before usual bedtime/at their usual bedtime\nEat ‘normally’\n© Cambridge University Press & Assessment 2024 Page 6 of 18\n\n1(c) Outline one conclusion from this study in relation to dreaming. 2 Ignore answers that are just results. These\ninclude things like named correlations,\n2 marks for detailed conclusion comparisons of behaviour during\n1 mark for partial/brief conclusion REM/nREM etc.\ne.g. However, ‘correlation’ used in an answer\nDreams are not instant events but are reported/experienced in real time about eye movement and content of dream\n(2 marks) is creditworthy (as this is linguistic).\nEye movements during sleep do correspond with the content of a dream\n(2 marks)\nDreaming happens more in REM (1 mark)\nEye movements match dreams (1 mark)\nPs recall more dreams in REM compared to NREM (0 marks: a result)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 7 of 18", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p06.png", "../answer-assets/9990_w24_ms_13-p07.png" ] }, { "id": "9990-2024-on-13-q02", "question_id": "9990-2024-on-13-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Hassett et al (monkey toy preferences): 2 Do not credit duration or preference.\nOutline one result in relation to sex differences in frequency of play with Reject ‘more of the females.’\n‘plush’ toys.\nDo credit any response based on the\n2 marks for the result with a meaningful comparison standard deviation.\n1 mark for result with no meaningful comparison\nIf response compares males plush with\ne.g. wheeled then female plush with wheeled =\nFemale (monkeys) played with plush toys, on average, with a higher 1 mark.\nfrequency compared to males (monkeys). (2 marks)\nFemales played with a higher frequency. (1 mark) Response must be male versus female\notherwise 0 marks.\nAccept ‘more’ as frequency.\n\n2(b) Explain one weakness of this study. 2 Do not credit ecological validity/unethical\nas use captive monkeys.\n1 mark for the identification of a weakness\n1 mark for explaining the weaknesses via an example from the study Do not credit comparisons with children.\ne.g.\n(Lacks) generalisability (1 mark: identification) as the sample was captive\n(rhesus) monkeys so wild monkeys may respond differently (1 mark:\nexplained in context)\n(Lacks) mundane realism (1 mark) as choosing (human) toys is not a typical\neveryday activity for (rhesus) monkeys (1 mark: explained in context).\nDifficult to control (participant) variables (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 8 of 18", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p08.png" ] }, { "id": "9990-2024-on-13-q03", "question_id": "9990-2024-on-13-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "3(a) From the study by Saavedra and Silverman (button phobia): 2 List is definitive.\nOutline how positive reinforcement was used in the treatment of the\nboy’s phobia.\n1 mark per correct point\nThis was provided by the boy’s mother\nIt was contingent on him successfully completing a gradual exposure to\nbuttons.\n\n3(b) Explain one reason why this study supports the nurture side of the 2 Ignore tautological responses like nurture\nnature versus nurture debate. is about the being nurtured.\n1 mark for explaining what is meant by nurture Do accept arguments that it is ‘not\n1 mark for example from the study by Saavedra and Silverman inherited’.\ne.g., ‘An experience’ by itself cannot get the\nNurture is about learning/developing a behaviour after birth/through example mark.\nexperiences (1 mark: meaning)\nIn this study the boy had a bad experience in the classroom with a bowl of\nbuttons and this probably caused his phobia (1 mark: example)\nBy gradually making him think about buttons, the level of distress/anxiety\ndecreased meaning it changed through the experience of therapy (1 mark:\nexample)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 9 of 18", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p09.png" ] }, { "id": "9990-2024-on-13-q04", "question_id": "9990-2024-on-13-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "4 From the study by Pozzulo et al. (line-ups): 5 The list is definitive.\nDescribe the ‘line-up presentation’ for the target-present condition. For the annotations use ticks as per usual\nbut use tick-b for the point in bold to\n1 mark per correct point made, up to 4 marks know that the response can access all\n1 mark for the marking point in bold as it is unique to the target-present available marks.\ncondition\nDo not credit how the photographs were\nThe target was in the line-up with three other photographs/foils. chosen.\nAll of the pictures were shown simultaneously.\nThe target’s line-up position was randomised. Do not credit what a participant was\nEach participant watched four videos. expected to do.\nThese were presented on a laptop/computer/on a screen.\nThese were in a random order.\nThe photo array/line-up was shown after each video.\nThe position of the target was counterbalanced across photo arrays/line-ups.\nA silhouette was also included in the line-up.\n© Cambridge University Press & Assessment 2024 Page 10 of 18", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p10.png" ] }, { "id": "9990-2024-on-13-q05", "question_id": "9990-2024-on-13-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "5(a) Outline two assumptions of the learning approach in psychology. 4 Do not credit environment by itself.\n2 marks for full assumption\n1 mark for partial/brief assumption\ne.g., 2 marks\nWe all begin life as a blank slate. Experiences and interactions with the\nenvironment shape our behaviour/these changes are directly observable.\nWe learn through the processes of operant conditioning, classical conditioning\nand social learning (at least 2 need to be named). (This can be understood\nusing the stimulus-response model).\ne.g., 1 mark\nWe all begin life as a blank slate.\nWe learn through the processes of operant conditioning/classical\nconditioning/social learning.\n\n5(b) Explain how one finding from the study by Bandura et al. (aggression) 2 If the link is not with an assumption from\nsupports one of the assumptions you outlined in part (a). 5(a), can only be awarded the\nresult/conclusion mark.\n1 mark for result/conclusion.\n1 mark for linking it to an assumption explicitly (not by name only: a relevant Ensure SLT is mentioned in 5(a),\nconcept needs to be mentioned and it does not have to be one mentioned in otherwise only result/conclusion mark is\n\n5(a)) available.\ne.g.,\nChildren were more likely to imitate aggressive behaviour if they had seen an\naggressive model compared to a non-aggressive model (1 mark: result).\nTherefore, this supports the idea of Social Learning as they observed and\nimitated the behaviour(s) (1 mark: link)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 11 of 18", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p11.png" ] }, { "id": "9990-2024-on-13-q06", "question_id": "9990-2024-on-13-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "6(a) From the study by Andrade (doodling): 4 There are no ID marks available.\nDescribe the psychology being investigated in this study. 1 mark is available for an example from\nAndrade.\n1 mark per correct point\nDo credit definitions of terms like attention,\ne.g. memory etc.\nLooking at whether doodling aids (cognitive) concentration/memory/attention.\nArousal levels need to be maintained to be able to concentrate.\nCognitive processing of dual tasks compete for the same levels of\nperformance.\nThis may slow down our overall cognitive processing speed.\nBoredom plays a role in paying attention to information.\nInformation processing when asked to do ‘two things at once’/multitasking.\nRemoves attention/takes away concentration/acts as a distraction (a second\ntask).\nThere are other creditworthy responses.\n\n6(b) Explain one strength of this study in relation to reliability. 2 Ignore reference to controls.\n1 mark for standardisation and replication (identification of the strength)\n1 mark for example from the study\ne.g.\nThe procedure was standardised so could be replicated (1 mark). For\nexample, the telephone message was the same length/contained the same\ninformation for all participants (1 mark link).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 12 of 18", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p12.png" ] }, { "id": "9990-2024-on-13-q07", "question_id": "9990-2024-on-13-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "7 Your friend Ruru has read a story in a newspaper about a nurse who 4 Go with the intention of the candidate.\ngave incorrect medicine to a patient because a doctor told her. Ruru\nsays that he cannot understand why the nurse would do that. 1 mark available for a relevant finding from\nMilgram (result or conclusion).\nSuggest to Ruru why the nurse gave the incorrect medicine, using your\nknowledge of the study by Milgram (obedience). 1 mark available for general commentary\nabout why she gave the medicine, e.g.,\n1 mark per piece of evidence clearly based on the study by Milgram she was simply following orders.\nThe doctor was seen as a person in authority\nThe uniform would have shown that the doctor was in authority\nIn Milgram, the participants did give an electric shock without really\nquestioning\nThe doctor may have had a stern appearance\nThe doctor may have said ‘you must give that dose of medication’\nThe doctor may have told the nurse that it was the doctor’s responsibility as\nan authority figure\nThe nurse may have just got a job at the prestigious hospital so did not want\nto question\nThe consequence of giving the medicine will not be hers, but the doctors\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 13 of 18", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p13.png" ] }, { "id": "9990-2024-on-13-q08", "question_id": "9990-2024-on-13-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "8 Betsy is talking about the study by Hölzel et al (mindfulness and brain 4 Marks can only be awarded for evidence\nscans). She says that the study has validity. (except one definition mark).\nExplain why Betsy is correct that the study has validity, using evidence Accept ‘control group’.\nfrom this study in your answer.\nGo with the logic/intention of the candidate\nUp to 1 mark available for explaining what one type of validity is to assess if about validity.\nUp to 4 marks available per correct point made based on evidence\nFFMQ is a valid measure of mindfulness\ne.g., (progress).\nValidity is about whether a measure is truly measuring what it should be (1\nmark: explaining)/Internal validity is about whether the IV is directly affecting\nthe DV due to strong controls (1 mark: alternative explaining).\nThe study used MRI scans which are objective measures of brain matter.\nThe study did have some controls like the inclusion criteria for participation\nmeaning that this variable was less likely to affect the DV of grey matter\ndensity.\nAs the MBSR program was a conducted in the real-world setting, it can be\nargued that the study had ecological validity.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2024 Page 14 of 18", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p14.png" ] }, { "id": "9990-2024-on-13-q09", "question_id": "9990-2024-on-13-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the sample used in the study by Fagen et al. (elephant 4 List is definitive.\nlearning).\nAccept ‘in captivity’.\n1 mark per correct point\nn=5\nAll females\nSame elephant stable in Nepal\nFour were juveniles/aged 5–7 years\nOne was an adult/aged in her 50s\nElderly elephant had foot abscess/impaired vision\nSelected for docility\nNot pregnant/no calf\nMahout was willing to participate too\nAll had been trained using traditional methods\nNo experience of secondary positive reinforcement training.\n\n9(b) Explain one similarity and one difference between the study by Fagen et 8 Award L1–L4 for similarity\nal. (elephant learning) and the study by Bandura et al. (aggression). Do Award L1–L4 for difference\nnot refer to the sample in your answer.\nFor Level 4 there must be some attempt at\nUse the marking grid below. explaining the similarity or difference.\n4 marks for the similarity, e.g., observational, lack mundane realism,\nquantitative data collection Different aim = L1\n4 marks for the difference, e.g., qualitative data collection, experimental Different species = L0 (sample)\ndesign used Experimental designs = 0\nSample/sampling = 0\ne.g., similarity Both from the learning approach = L2\ne.g. 4 marks\nBoth the Fagen study and the Bandura study used observation as part of their Fagen is not a field experiment so = 0\ndata collection techniques. This means that specific behaviours could be\noperationalised to improve validity (explanation). For example, in Fagen there\nwas trunk down which meant the trunk was hanging loose and in Bandura gun\nplay was pretending to shoot at an object in the room.\n© Cambridge University Press & Assessment 2024 Page 15 of 18\n\n9(b) 3 marks\nBoth the Fagen study and the Bandura study used observation as part of their\ndata collection techniques. For example, in Fagen there was trunk down\nwhich meant the trunk was hanging loose/Bandura gun play was pretending\nto shoot at an object in the room.\n2 marks\nBoth the Fagen study and the Bandura study used observation as part of their\ndata collection techniques. For example, in Fagen there was trunk down.\n1 mark\nBoth the Fagen study and the Bandura study used observation as part of their\ndata collection techniques\nMark/Level Description\n4 The similarity/difference is well explained using both\nstudies as examples.\n3 The similarity/difference is well explained but only one\nstudy is used as an example OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt at using\nat least one study as an example OR\nThe similarity/difference is well explained but there is no\nstudy evidence.\n1 The similarity/difference is brief with no attempt at using\nthe studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 16 of 18", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p15.png", "../answer-assets/9990_w24_ms_13-p16.png" ] }, { "id": "9990-2024-on-13-q10", "question_id": "9990-2024-on-13-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Piliavin et al. (subway Samaritans) in terms of two 10\nstrengths and two weaknesses. At least one of your evaluation points\nmust be about ethics.\nStrengths include: Qualitative data, quantitative data, reliability, validity\n(ecological)\nWeaknesses include: Ethics, field experiments, validity, generalisations\nExample: in detail\nThe study was unethical as one ethical guideline they broke was informed\nconsent as no passenger had any information about the study/agreed to take\npart in the study. Also, the event of watching someone stagger and fall to\nground could have been psychologically stressful for the passengers.\nExample: brief but in context\nThe data collected was rich in detail and directly from the P. The data could\nbe used to help explain why the Ps were helped or did not help. For example,\none participant said, ‘it’s for men to help’.\nExample: no context\nThe sample was only from one place making generalisability difficult.\n© Cambridge University Press & Assessment 2024 Page 17 of 18\n\n9990/13 Cambridge International AS & A Level – Mark Scheme October/November 2024\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n5 • Very good evaluation including the named issue. 9–10\n• Thoroughly addresses both strengths and both\nweaknesses in detail.\n• Selection of evidence is very thorough and\neffective.\n4 • Good evaluation including the named issue. 7–8\n• Addresses strengths and weaknesses but may\ninclude three or four points. The majority of the\npoints are in depth.\n• Selection of evidence is thorough and effective.\n3 • Mostly appropriate evaluation but may not 5–6\ninclude the named issue.\n• Addresses either two strengths or two\nweaknesses in detail or one of each in detail or\nall four briefly.\n• Selection of evidence is mostly effective.\n2 • Weak evaluation and may not include the 3–4\nnamed issue.\n• Addresses either a strength or a weakness.\nEvaluation points are brief.\n• Some points may have no context.\n• Selection of evidence is sometimes appropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and weaknesses is\nabsent or superficial.\n• Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2024 Page 18 of 18", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_13-p17.png", "../answer-assets/9990_w24_ms_13-p18.png" ] }, { "id": "9990-2024-on-21-q01", "question_id": "9990-2024-on-21-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 Explain what is meant by a ‘matched pairs design’, including any example. 2\nExplanation = 1\nExample (to illustrate not explain) = 1\nParticipants are matched/paired on key variables/characteristics with one placed in experimental and control conditions;\n(explanation)\nAllocating (pairs of) individuals who are similar characteristic (in important ways for a (named) study / levels of IV (in a\nmade-up situation); (example)\ne.g. same aggression level children allocated to different model conditions in an aggression study; (example).\ne.g. if twins with a boy and a girl were divided into separate groups to test gender differences in attention; (example).\ne.g. in Baron-Cohen they were matched on age/IQ (in the autism and no autism conditions);\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p07.png" ] }, { "id": "9990-2024-on-21-q02", "question_id": "9990-2024-on-21-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 A longitudinal experiment is testing the hypothesis ‘Elephants will learn better as they grow older’. 2\nIdentify the type of hypothesis in this experiment. Justify your answer.\nType of hypothesis = 1\nJustification = 1\nAlternative hypothesis; (type)\nAs it says there will be a difference (over time / with age); (justification)\nAs it says it will change (rather than being due to chance / no change); (generic justification)\nDirectional /one-tailed hypothesis; (type)\nAs it says the elephants’ learning will get better not worse / rather than just changing; (justification)\nNote: Stating what it is not = 0 marks for ‘because if it was non-directional it would just say there was a difference\nbetween the levels of the IV’.\nNote: anything correlational = 0.\n© Cambridge University Press & Assessment 2024 Page 7 of 24", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p07.png" ] }, { "id": "9990-2024-on-21-q03", "question_id": "9990-2024-on-21-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3 For the study by Baron-Cohen et al., a revised version of the ‘eyes test’ was developed. However, some problems\nwith ecological validity remained.\n\n3(a) Define what is meant by the term ‘ecological validity’. 1\nWhether results from one situation/study generalise to another situation = 1;\nACCEPT: Whether a study represents the real world;\nMeasure of everyday life of the study;\nWhether the situation is natural (to the participants / for the activity) = 0\n‘The realism of the study’ = 0 [NBOD]\n\n3(b)(i) Outline one problem with the ecological validity of the revised eyes test. 1\nOutline = 1\nEyes are not stationary (in everyday life);\nWe can look at eyes for as long as we need to;\nOnly shows the eyes;\nWe can normally see a whole face/body;\nWe can use body language not just their eyes;\nGeneric e.g. ‘not natural’ = 0\nSampling = 0\nEnvironment (lab) = 0 [NAQ]\n\n3(b)(ii) Explain one way in which the problem you identified in part (b)(i) could be solved. 1\nWay to solve problem linked to bi = 1\nUse a video of moving eyes;\nAllow unrestricted viewing time;\nUse photos of whole face/body;\n© Cambridge University Press & Assessment 2024 Page 8 of 24", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p08.png" ] }, { "id": "9990-2024-on-21-q04", "question_id": "9990-2024-on-21-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "4 The study by Hassett et al. (monkey toy preferences) was an experiment.\n\n4(a) Describe what is meant by an ‘experiment’. 2\nAny two of three definitive points:\n(Manipulated) IV and (measured) DV = 1 (need both IV and DV for the mark).\nControl of variables = 1.\nTo investigate causal effects = 1.\nFormulation of Hypotheses or examples. = 0\n\n4(b) State one independent variable from this study. 1\nAny IV = 1\nSex (gender);\nMales and females;\nType of toy;\nPlush and wheeled toys;\n© Cambridge University Press & Assessment 2024 Page 9 of 24\n\n4(c) Describe two strengths of experiments as a research method. 4\nStrength = 1 [2]\nDetail = 1 [2]\nIn a two-mark answer one mark can be for a term but cannot award for a term alone (so just saying ‘its reliable’ on its own\nis not enough for a mark)\nBecause the IV is manipulated it must be causing changes in the DV; (strength)\nSo differences/changes must be causal; (detail)\nBecause there are good controls only the IV can affect the DV; (strength)\nThis increases the validity of the results; (detail) Also accept increases reliability\nParticipants’ experiences are standardised; (strength)\nSo good reliability / easy to replicate; (detail)\nMeasurement of the DV is standardised / operationalised; (strength)\nSo good reliability / reduces need for interpretation / easy to replicate; (detail)\nCan lead to quantitative data/ scientific measurement which is objective; (strength)\nSo comparisons between conditions is possible; (detail)\nUse of counterbalancing (as a type of control / across conditions / ABBA); (strength)\nto reduce order effects; (detail)\nNote: ‘controlled’ is a description, so 0 [NAQ]\n© Cambridge University Press & Assessment 2024 Page 10 of 24", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p09.png", "../answer-assets/9990_w24_ms_21-p10.png" ] }, { "id": "9990-2024-on-21-q05", "question_id": "9990-2024-on-21-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "5 Describe inter-rater reliability and inter-observer reliability, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 2 for each term/concept.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept. Only 1 example needed to access 6\nExamples can include ones from studies using such measures of reliability,\nInter-rater reliability:\n• is a measure of whether different researchers are scoring consistently; (definition)\n• e.g. test/questionnaire/interview responses;\n• if data from an interview was interpreted in the same way; (example)\nInter-observer reliability:\n• is a measure of whether different researchers are producing the same records when they see the same behaviours;\n(definition)\n• e.g. of (behavioural) categories / in a structured observation; (detail)\nFor Either (credited only once) No mark for generic definition\n• indicates whether two researchers are rating responses in the same way: (detail – ONLY ONCE)\n• if they are (reliable), ratings for the same data by two (different) researchers should (positively) correlate; (detail –\nONLY ONCE)\ne.g., if the elephants in Fagan et al. performed the same behaviours, two observers should produce identical records:\n(example)\ne.g., Bandura et al. checked that the scoring of aggressive ratings was similar when done by different researchers;\n(example)\ne.g., Hassett et al. ensured that all observers used the same (operational) definitions of the play behaviours; (example)\ne.g. Piliavin et al. both observers recorded the comments so could check they has recorded the same thins; (example)\n© Cambridge University Press & Assessment 2024 Page 11 of 24", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p11.png" ] }, { "id": "9990-2024-on-21-q06", "question_id": "9990-2024-on-21-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "6 Dr Eynon is a university lecturer studying personality. She tested the personality of some of her students and\ndivided them into two groups, personality ‘R’ and personality ‘S’. Dr Eynon then showed them photographs of\npleasant scenes, such as a beach. Half of the scenes contained people and half did not contain people. They\nscored each photograph to show how much they liked it.\n\n6(a)(i) Suggest one pleasant scene that Dr Eynon could use for one of her photographs, other than a beach. 1\nPleasant scene named or described = 1\nriver / forest / sea/ park;\npeople resting / sleeping;\nThe Arctic;\nanimals playing / swimming;\n\n6(a)(ii) Dr Eynon needs to control many features about the scenes to ensure that they are similar, in addition to 2\nmanipulating whether they contain people or not.\nSuggest two features that Dr Eynon should control about the scenes.\nFeature to control = 1 [2]\nNumber of other features in scene;\nHow colourful it is;\nThe weather in the scene;\nTime of day;\nThe mood of the people in the pictures;\nNote: Number of people alone = 0\n© Cambridge University Press & Assessment 2024 Page 12 of 24\n\n6(a)(iii) Explain why one of the features you have suggested in part (a)(ii) would be important in Dr Eynon’s study. 2\nFeature: 1 or 2 …..\nexplanation for importance (can be generic) = 1\ndetail = 1\nPs may prefer more features/colours; (explanation)\nE.g. if they are more interesting; (detail)\nIndividual differences in weather preferences affect choices; (explanation)\nE.g. dislike of rain might obscure personality effects; (detail)\n\n6(b) Participants were shown the photographs a random order. Dr Eynon calculated a total liking score for each of the\ntwo types of scene.\n© Cambridge University Press & Assessment 2024 Page 13 of 24\n\n6(b)(i) Table 6.1 shows the total scores for the two types of scene, for each group of participants. 3\nDraw a graph showing only the results for ‘photographs with people’ from Table 6.1. You must label the axes.\nTotal score for photographs:\nwith people with no people\nPersonality 45 15\nR\nPersonality 18 25\nS\nTable 6.1\nFor full marks must have separate bars\nx-axis label: ‘Personality (type)’;\nx-axis units: R / S;\ny-axis label: Total score of (pleasant) scenes with people;\ny-axis units: numbers up to 45;\nbar heights correct; (accept 43–47; 16–20)\n© Cambridge University Press & Assessment 2024 Page 14 of 24\n\n6(b)(ii) Describe the conclusion that can be made from the data in Table 6.1. 2\nAny conclusion = 1\nComplete conclusion = 2\nType R personalities like peaceful scenes with people in more than ones without people whereas Type S personalities like\nscenes without people more than those with; = 2\nType R personalities prefer (peaceful) photographs/scenes with more people in whilst Type P personalities prefer\n(peaceful) photographs/scenes without people in them; = 2\nType S personalities are more variable in terms of their scene preferences than type R personalities who mostly prefer\nscenes without any people in; = 2\nPersonality affects the type of scene people like; = 1\nNote: just restating results = 0 [NAQ]\n© Cambridge University Press & Assessment 2024 Page 15 of 24", "source_pages": [ 12, 13, 14, 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p12.png", "../answer-assets/9990_w24_ms_21-p13.png", "../answer-assets/9990_w24_ms_21-p14.png", "../answer-assets/9990_w24_ms_21-p15.png" ] }, { "id": "9990-2024-on-21-q07", "question_id": "9990-2024-on-21-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "7 Mr Grainger trains each of his farm animals to enter a stable. He lets the animal approach the stable, then rewards\nit with food. Each time the animal gets closer to the stable than before, he rewards it with food. When the animal\nenters the stable, he rewards it again. He repeats this each day until the animal enters the stable without rewards.\n\n7(a)(i) Suggest one way that Mr Grainger can measure the success of this training. 2\nWay = 1\nDetail = 1\nTime how long the animal takes to train; (suggestion)\nFrom start to end of each session (adding all sessions together); (detail)\nCounting number of rewards used; (suggestion)\nThe number of food items (and number of times released back with other animals); (detail)\nNumber of days; (suggestion)\nTo enter without rewards; (detail)\nNote: Must measure success of training, so score 0 if qualitative.\n\n7(a)(ii) For the measure of success you suggested in part (a)(i): 2\nIdentify the type of data produced by the measure of success. Justify your answer.\nIdentification of type of data = 1\nJustification = 1\nQuantitative; (type)\nBecause each score is numerical; (justify)\nNote: If qualitative given in 7(a)(i), max 1 [i.e. TE if 7ai is incorrect, but just for first mark]\n© Cambridge University Press & Assessment 2024 Page 16 of 24\n\n7(a)(iii) For the measure of success you suggested in part (a)(i): 2\nExplain one weakness of the type of data produced by this measure of success.\nWeakness = 1\nDetail = 1 (generic or linked)\nNumbers don’t give in depth information; (weakness)\nSo [from the time] he wouldn’t know the number of reinforcements given; (linked detail)\nSo [from the number of rewards] he wouldn’t know how long it took to learn; (linked detail)\ne.g. details about why; (generic detail)\nNote: If qualitative, max 1 [i.e. TE as above]\n\n7(b) On some days the training sessions are more successful than on other days. This difference may be caused by\nsituational variables.\n\n7(b)(i) Suggest two situational variables that could have affected the success of training. 2\n1. ……………..\n2. ……………..\nSituational variable = 1 [2]\nThere was a distraction (noise/too many people);\nit was raining when one of the animals was being trained;\nIt was colder on one day;\nMr Grainger’s mood;\n© Cambridge University Press & Assessment 2024 Page 17 of 24\n\n7(b)(ii) For one of the situational variables you suggested in part (b)(i): 2\nExplain why this situational variable may have caused differences in the success of training of the animals.\nSituational variable: 1 or 2 …..\nExplanation = 1\ndetail = 1\ndistraction:\nthe animals would have been less likely to eat (because they were distracted); (explanation)\nso would have been rewarded less; (detail)\nweather;\nIf it was colder/raining, then the animals would want to go inside; (explanation)\nso would need less rewards/take shorter amount of time; (detail)\n© Cambridge University Press & Assessment 2024 Page 18 of 24", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p16.png", "../answer-assets/9990_w24_ms_21-p17.png", "../answer-assets/9990_w24_ms_21-p18.png" ] }, { "id": "9990-2024-on-21-q08", "question_id": "9990-2024-on-21-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "8 Chen is conducting a study that is similar to the study by Piliavin et al. (subway Samaritans). She has asked a\nyoung person and an old person to act as ‘victims’. Each victim will appear to have difficulty climbing the step on\nto a bus. Chen will count how many old passengers and how many young passengers help each victim to climb\nthe step.\n\n8(a) Suggest two ways in which Chen’s study is similar to the study by Piliavin et al. 2\nSimilarity = 1 [2]\nAbout helping;\nUse of stooges to deceive (young/old, drunk/ill);\n(Two types of) victims;\nParticipants are passengers;\nBoth public transport systems (mass transit);\nParticipants do not know they are in a study / cannot consent / cannot withdraw;\nNote: purely generic responses that can apply to any study = 0 i.e. both field experiments/observation.\n\n8(b) Suggest two ways in which Chen’s study is different from the study by Piliavin et al. 2\nExplicit difference = 1 [2] (must include comparison)\nBus not subway;\nAge is being compared rather than race/gender/drunk or ill;\nVictim struggles to get on bus instead of falling / ‘help’ defined as helping up instead of aiding on floor;\nPiliavin et al. used a model whereas Chen did not;\nPiliavin et al. used two observers Chen only herself;\nPiliavin et al. collected comments/qualitative data but Chen counted/had quantitative;\nPiliavin old study, Chen now.\nTwo IVs in Piliavin, only 1 in Chen’s study\n© Cambridge University Press & Assessment 2024 Page 19 of 24\n\n8(c) Explain the sampling technique Chen is using. 2\nSampling technique identified = 1 [opportunity]\nLink = 1 [Do not give in isolation]\nOpportunity sampling; (identification)\nBecause they will be on the bus anyway; (link)\n© Cambridge University Press & Assessment 2024 Page 20 of 24", "source_pages": [ 19, 20 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p19.png", "../answer-assets/9990_w24_ms_21-p20.png" ] }, { "id": "9990-2024-on-21-q09", "question_id": "9990-2024-on-21-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "9 Tanya is investigating prosocial behaviour (this is positive, friendly behaviour between individuals). She is\nstudying prosocial behaviours in children at her local school and will give a questionnaire to every teacher in the\nschool.\n\n9(a) Describe how Tanya could conduct a study using a questionnaire for teachers to investigate a variety of prosocial 10\nbehaviours in children.\nDo not describe sample/sampling technique or ethical issues/guidelines in your answer.\nUse the table below to mark candidate responses to this question.\nThe four required features for this questionnaire are:\n(a) question format (open / closed questions/explicit and correct examples, fillers)\n(b) examples of questions (at least two different prosocial not in Q, e.g. sharing, playing games together)\n(c) question scoring / interpretation (e.g. use of numerical scoring / measures of central tendency / analysis e.g.\nMeasures of Central Tendency, MoS / interpretation of qualitative data)\n(d) technique (paper & pencil / online)\n© Cambridge University Press & Assessment 2024 Page 21 of 24\n\n9(a) Other appropriate responses should also be credited.\nLevel The response:\nLevel 5 • has all the required features, all with detail, with mostly appropriate terminology.\n9–10 AND\nmarks • clearly applies knowledge of methodology involved in planning an investigation.\nLevel 4 • has all the required features, but only some of these with detail, with some appropriate terminology.\n7–8 marks AND\n• applies knowledge of methodology involved in planning an investigation.\nLevel 3 • has some of the required features with detail / all of the required features with no detail, and some\n5–6 marks appropriate terminology.\nAND\n• applies a basic knowledge of methodology involved in planning an investigation.\nLevel 2 • has at least two of the required features, with little appropriate terminology.\n3–4 marks AND\n• attempts to use knowledge of methodology involved in planning an investigation.\nLevel 1 • has one of the required features and uses little appropriate terminology.\n1–2 marks AND\n• makes a limited attempt to use knowledge of methodology involved in planning an investigation, e.g.\nmay not use the method required by the question.\n0 marks No creditable response.\n© Cambridge University Press & Assessment 2024 Page 22 of 24\n\n9(b)(i) Describe one practical/methodological strength of the procedure you have described in your answer to part (a). 2\nDo not refer to sampling or ethics in your answer.\nidentification of generic strength = 1\ndetail = 1 (generic or linked). [term alone does not get credit, but can be ‘detail’]\nStrengths may relate to:\nValidity\n• operationalisation\n• situational / participant variables factors\n• controls / standardisation\n• design / counterbalancing.\nReliability\n• type of question/data.\n• inter-rater consistency\n• intra-rater consistency.\nAccept other practical/methodological strengths.\n© Cambridge University Press & Assessment 2024 Page 23 of 24\n\n9(b)(ii) Describe one practical/methodological weakness of the procedure you have described in your answer to part (a). 2\nDo not refer to sampling or ethics in your answer.\nidentification of generic weakness = 1\ndetail = 1 (generic or linked). [term alone does not get credit, but can be ‘detail’]\nWeaknesses may relate to:\nValidity\n• operationalisation\n• situational / participant variables factors\n• controls / standardisation\n• design / counterbalancing.\n• Lack of depth\nReliability\n• inter-rater consistency\n• intra-rater consistency.\nAccept other practical/methodological weaknesses.\n© Cambridge University Press & Assessment 2024 Page 24 of 24", "source_pages": [ 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_21-p21.png", "../answer-assets/9990_w24_ms_21-p22.png", "../answer-assets/9990_w24_ms_21-p23.png", "../answer-assets/9990_w24_ms_21-p24.png" ] }, { "id": "9990-2024-on-22-q01", "question_id": "9990-2024-on-22-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 In the study by Milgram the variable of ‘obedience’ was measured. 2\nDescribe the measure of obedience used.\nIdentification = 1\nDetail = 1\nShock level / voltage (on the shock generator); (identification)\nhow high/far they went (on the scale) / maximum (voltage) reached / 450 V was fully obedient/higher the shock the greater\nthe obedience; (detail)\nObedience was measured using the number of volts on a shock generator = 1\nObedience was measured by seeing how high/maximum participants would go when shocking the learner = 2\nObedience was measured by seeing whether participants would go up to 450 volts when asked to shock learners = 2\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p07.png" ] }, { "id": "9990-2024-on-22-q02", "question_id": "9990-2024-on-22-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "2(a) Explain one similarity and one difference between a positive correlation and a negative correlation. 2\nsimilarity = 1\ndifference = 1\nsimilarity – both are relationships/links between two (measured) variables.\ndifference – the relationship goes in different directions / in a positive correlation both variables increase together, in a\nnegative correlation one variable increases as the other decreases.\n‘Both cannot prove causality’ as a similarity =1\n© Cambridge University Press & Assessment 2024 Page 7 of 20\n\n2(b) Describe one example of a correlation from the study by Hassett et al. (monkey toy preferences). 2\nexample = 1 (e.g. ‘Hassett, positive correlation’)\ndetail = 1\n• Positive correlation (1) between rank and total frequency with plush/wheeled toys for both sexes combined (1)\n• Positive correlation (1) between rank and total frequency with plush/wheeled toys for females (1)\n• Positive correlation (1) between rank and duration of interactions with plush toys (NOT wheeled toys) in females (1)\n• No correlation (1) between rank and total frequency/duration with plush/wheeled toys for males (1)\nGIVE BOD for positive correlation (1) between rank and duration of interactions (playing for more time) with toys in females\n(1)\nQuestion Answer Marks", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p07.png", "../answer-assets/9990_w24_ms_22-p08.png" ] }, { "id": "9990-2024-on-22-q03", "question_id": "9990-2024-on-22-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 In the study by Bandura et al. (aggression), details are not given about consent from the parents or the children.\n\n3(a) Explain what is meant by ‘informed consent’. 2\nSufficient understanding = 1\nTo agree = 1\nGiving participants enough details about the (procedure of) the study; (understand)\nso that they can decide whether they want to participate; (agree)\nIf responses only talk about consent = 0\n© Cambridge University Press & Assessment 2024 Page 8 of 20\n\n3(b) Suggest how informed consent could have been obtained from the children in this study in a way that they would 2\nhave understood.\nGain consent = 1\nChild-friendliness = 1\ne.g. Tell the children they will have some of the toys (but not others); (child friendly)\nis that okay? (consent)\ne.g. That they can watch an adult play with the toys;); (child friendly)\nDo they want to join in and play as well? (consent)\ne.g. Give them the aims/explain the study and see if they agree (generic informed consent only)\nQuestion Answer Marks", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p08.png", "../answer-assets/9990_w24_ms_22-p09.png" ] }, { "id": "9990-2024-on-22-q04", "question_id": "9990-2024-on-22-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "4 Daniel used a sample of 20 participants in a laboratory experiment using a repeated measures design. He had two\nconditions:\n• listening to loud music\n• listening to quiet music.\n\n4(a) Outline what is meant by a ‘repeated measures design’. Include an example from Daniel’s study. 2\nGeneric = 1 maximum\nExplanation = 1\nExample = 1\nThe same participants in every level of the IV / condition; (explanation)\nAll participants heard quiet & loud music; (example)\n\n4(b)(i) Outline what is meant by ‘counterbalancing’. Include an example from Daniel’s study. 2\nGeneric = 1 maximum\nExplanation = 1\nExample = 1\nDifferent participants do the conditions in different orders; (explanation)\nHalf/10 do soft then loud, half do loud then soft; (example)\n© Cambridge University Press & Assessment 2024 Page 9 of 20\n\n4(b)(ii) Explain one strength of a repeated measures design, other than the use of counterbalancing. 2\ndoes not need to be linked for 2 marks but needs sufficient detail\nstrength = 1\ndetail (generic or linked) = 1\nIndividual differences between participants even out; (strength)\ne.g. A participant who is ‘better’ will be better in both conditions (rather than being in just one condition and affecting the\nresults); (generic detail)\nE.g. some participants may enjoy loud music more than others; (linked detail)\nIt is more cost effective/less time consuming to find one set of participants (strength)\ne.g. A researcher may need to give incentives to a participant so the less they need to give participants the less the study\nwill cost. (detail)\ne.g. A researcher may need funding for their research so the less time/cost the more likely they are to get funding (detail)\n© Cambridge University Press & Assessment 2024 Page 10 of 20", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p09.png", "../answer-assets/9990_w24_ms_22-p10.png" ] }, { "id": "9990-2024-on-22-q05", "question_id": "9990-2024-on-22-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "5 Describe the techniques of ‘paper and pencil’ questionnaires and ‘online’ questionnaires, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 4 in total.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nPaper and Pencil\n• questionnaires have (questions asked) in written form; (definition)\n• ‘Pencil and paper’ mean that the participants fill in a physical sheet/a printed out questionnaire then give it to the\nresearcher (definition)\n• Participants will complete their answers on question paper using a pen or pencil rather than electronically (detail)\n• Where a participant fills in a questionnaire by hand/manually (definition)\n• Completed in a ‘real life’ situation\nOnline\n• ‘online’ means the participant and researcher communicate using digital technology (definition)\n• Questionnaire filled in on a website/email/ mobile phone/social media/tablet (max 2 for this type of detail)\n• Participants will access the questionnaire virtually.\n• Participants will access through the use of an internet connection (detail)\n• Participants will submit the form electronically (detail)\nBoth\n• both can use closed and open questions/ can generate quantitative and qualitative data; (detail only credited once)\ne.g. Holzel et al. use FFMQ (mindfulness questionnaire) pencil and paper.\ne.g. Baron-Cohen gave participants the AQ (Autism Quotient, a questionnaire) to complete online\ne.g. Perry et al. used the IRI, online test of empathy.\nNote: paper & pencil does not mean face-to-face (often by post)\nNote: Perry did not use paper & pencil CIDS\n© Cambridge University Press & Assessment 2024 Page 11 of 20", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p11.png" ] }, { "id": "9990-2024-on-22-q06", "question_id": "9990-2024-on-22-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "6 Mohsin is investigating whether colour affects supermarket shoppers’ food choices. He is comparing healthy and\nunhealthy snacks that are displayed in blue or green packaging. He spends two weeks conducting a field\nexperiment.\nIn Week 1 he displays the following combination:\n• healthy snacks in blue packets\n• unhealthy snacks in blue packets.\nIn the Week 2 he displays the following combination:\n• healthy snacks in green packets\n• unhealthy snacks in green packets.\nMohsin counts the number of each packet sold.\n\n6(a) Identify the two independent variables (IVs) in Mohsin’s study. 2\n1 mark per named IV or both levels [2]\nPackaging colour / blue and green = 1\nHealthiness of snacks / healthy and unhealthy = 1\n\n6(b) Mohsin will conduct his experiment for two more weeks. This is to be certain that only the independent variables\nare affecting the dependent variable.\n\n6(b)(i) State the two other combinations that Mohsin should display in the additional weeks. 2\nIn one week he should display the following combination:\nIn the other week he should display the following combination:\n1 mark per correct combination [x2] DEFINITIVE\n• healthy snacks in green packets with healthy snacks in blue packets;\n• unhealthy snacks in green packets with unhealthy snacks in blue packets;\n© Cambridge University Press & Assessment 2024 Page 12 of 20\n\n6(b)(ii) Explain why the two combinations that you stated in part (b)(i) would be useful. 2\nExplanation = 1\nDetail = 1\nit would control for food type; (explanation)\nIt would show whether it is really the colour that matters; (explanation)\nRather than just people food choices; (detail)\n\n6(c) Define the term ‘population’. 1\nDefinition = 1\nindividuals who share characteristics/share a characteristic/have something in common.\nOR\nAll the individuals in a group\nOR\nGroup from which a sample can be chosen from.\nNOT all individuals from one specific area/location/town\n\n6(d) Outline the population being studied by Mohsin. 2\nShared characteristic = 1 (2)\nPeople who visit the supermarket.\nIn his town/live near the supermarket.\nWho buy snacks/food/groceries.\nWho are not (green or blue) colourblind;\n© Cambridge University Press & Assessment 2024 Page 13 of 20", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p12.png", "../answer-assets/9990_w24_ms_22-p13.png" ] }, { "id": "9990-2024-on-22-q07", "question_id": "9990-2024-on-22-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "7 Jenny has noticed that some of her school friends doodle and some do not doodle. This may be because some of\nher friends are more creative than others. She plans to explore this difference using a questionnaire.\n\n7(a)(i) Write one closed question that Jenny could use to investigate the creativity of her friends. 1\nClosed question with answer choices = 1\nAre you creative? Yes / No\nHow creative are you on a scale of 0 (not at all)–10 (very)?\nAre you creative or unimaginative?\n‘I like to invent things’ Agree/don’t know/disagree.\n\n7(a)(ii) Write one open question that Jenny could use to investigate the creativity of her friends. 1\nOpen question = 1\nDescribe how creative you are.\nExplain why you think you are creative.\nTell me about the creative things you do.\nHow do you show your creativity? please explain.\n© Cambridge University Press & Assessment 2024 Page 14 of 20\n\n7(b) Jenny’s friends study different subjects at school. 3\nSuggest why differences between the subjects they study could also explain the differences in doodling.\nOne Suggestion = 1 Detail = 2 (marks) OR\nTwo (different) suggestions = 2 Detail (of one) = 1 (marks)\nSome subjects may be more boring/more interesting (suggestion)\nBoredom may lead the friends to daydream more; (detail)\nIf it was boring, you would doodle more to concentrate on the lesson; (detail)\nIf it was more interesting, they would concentrate on lesson and not doodle (1) (detail)\nSo, it would not be the ‘type’ of friend; (detail).\nIt may be that some subjects require students to show their creativity in lessons anyway (suggestion)\ne.g. students who take art and design subjects will be more likely to doodle (detail)\ne.g. Because they are good at drawing/ they are used to doing it in their subjects (detail).\ne.g. Students who take science subject would doodle less as they’re less used to being creative/doodling.\nOnly some subjects where you can sit and listen and have time to doodle (suggestion)\ne.g. in English/psychology, you may listen to the teacher more (detail)\ne.g. If you listen rather than ‘doing something’ you may doodle more (detail)\ne.g. But Science/art are more practical subjects so won’t have time to doodle as much (as in English). (detail)\n\n7(c) Jenny wants to conduct an overt observation of her friends doodling. She wants to do this the day after they 2\ncomplete the questionnaire.\nSuggest why this may not produce valid results.\nSuggestion = 1\nDetail (generic or linked) = 1\nDemand characteristics; (suggestion)\nThey would know her aim; (suggestion/generic detail)\nSo, doodle more / less /differently; (linked detail)\nSo, they would change their behaviour to please the researcher (generic detail)\n© Cambridge University Press & Assessment 2024 Page 15 of 20", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p14.png", "../answer-assets/9990_w24_ms_22-p15.png" ] }, { "id": "9990-2024-on-22-q08", "question_id": "9990-2024-on-22-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8 Parul has conducted a study about happiness. She has counted the number of her colleagues who are smiling\nwhen they arrive at work on Monday and on Friday. Fig 8.1 shows a graph of her results.\n\n8(a) Write axis headings for the x-axis and the y-axis on Fig 8.1. 2\nx-axis heading = 1\nday (of the week);\ny-axis heading = 1\nnumber of colleagues (who are smiling when they arrive at work);\n\n8(b) Parul’s friend says that she should have conducted the study for more than one week. 2\nExplain one reason why it would have been better to have conducted the study for more than one week.\nreason = 1\nlinked detail = 1\n(To improve) generalisability/reliability/improves validity; (reason)\nReduces effects of confounding variables (reason)\nBecause some people’s mood may have been affected by something other than the day of the week; (detail)\nBecause some people might have been unwell that one week (which will affect their mood); (detail)\nThere may have been an event at work which made people happier/more stressed; (detail)\nThey might not smile as they have had a problem at work/argued with a member of staff; (detail)\n\n8(c) Parul counted the number of colleagues smiling but now thinks this may not have been the best way to measure\nhappiness.\n© Cambridge University Press & Assessment 2024 Page 16 of 20\n\n8(c)(i) Suggest one other way that Parul could have measured happiness. 2\nway = 1\ndetail = 1\nlaughter; (way)\ntime the length of the laughter/how loud the laughter is; (detail)\npositive body language (way)\nhow many times they high five/hug (detail)\na questionnaire/interview; (way)\nusing closed questions like ‘How happy are you on a scale of 0 (not at all) to 5 (very happy); (detail)\nusing open questions and ask them to describe how they feel; (detail)\n\n8(c)(ii) For the measure of happiness, you have suggested in part (c)(i): 2\nExplain one advantage of this measure of happiness compared with counting the number of colleagues smiling.\nexplanation = 1\ndetail = 1\nLaughter:\nLaughter is a more reliable measurement than smiling (reason)\nas you can hear and see it, so Parul is less likely to miss a person laughing than smiling (detail)\nQuestionnaire/interview (scale/close question):\nEach person would have a rating of happiness rather than just a score of whether they smile/are not smiling, (reason)\nso, there will be more detail about how happy they actually are; (detail)\nUse of rating scales to measure would mean less researcher bias as participants are answering the questions themselves\n(reason);\nthey will know their own level of happiness rather than Parul assuming smiling means they are happy) (detail)\nQuestionnaire (open question):\nOpen questions about happiness will give more detail than just a score of smiling/not smiling; (reason)\nso, Parul could know how happy they are/and why; (detail)\n© Cambridge University Press & Assessment 2024 Page 17 of 20", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p16.png", "../answer-assets/9990_w24_ms_22-p17.png" ] }, { "id": "9990-2024-on-22-q09", "question_id": "9990-2024-on-22-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "9 Lixin is investigating the social behaviour of adults. He plans to observe adults in a town centre during their lunch\nbreak.\n\n9(a) Describe how Lixin could conduct an observational study using a structured observation to investigate the social 10\nbehaviour of adults in a town centre during their lunch break.\nDo not describe sample/sampling technique or ethical issues/ guidelines in your answer.\nUse the table below to mark candidate responses to this question.\nThe four required features for this participant observation are:\n(a) participant/non-participant: (how the observer(s) will be engaged in the context of socialising in the town centre or\nnot)\n(b) overt/covert: (how the observer(s) will be obvious or keep hidden)\n(c) naturalistic/controlled; (almost definitely naturalistic – no manipulation/intervention/natural environment)\n(d) structured (behavioural categories): (list of behaviours – at least 3 – and operational definitions)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2024 Page 18 of 20\n\n9(a)\nLevel The response:\nLevel 5 • has all the required features, all with detail, with mostly appropriate terminology.\n9–10 marks AND\n• clearly applies knowledge of methodology involved in planning an investigation.\nLevel 4 • has all the required features, but only some of these with detail, with some appropriate terminology.\n7–8 marks AND\n• applies knowledge of methodology involved in planning an investigation.\nLevel 3 • has some of the required features with detail / all of the required features with no detail, and some\n5–6 marks appropriate terminology.\nAND\n• applies a basic knowledge of methodology involved in planning an investigation.\nLevel 2 • has at least two of the required features, with little appropriate terminology.\n3–4 marks AND\n• attempts to use knowledge of methodology involved in planning an investigation.\nLevel 1 • has one of the required features and uses little appropriate terminology.\n1–2 marks AND\n• makes a limited attempt to use knowledge of methodology involved in planning an investigation, e.g.\nmay not use the method required by the question.\n0 marks No creditable response.\n© Cambridge University Press & Assessment 2024 Page 19 of 20\n\n9(b)(i) Explain how one feature of the procedure you described in part (a) helps to make the study valid. 2\nDo not refer to sampling or ethics in your answer.\nidentification of helpful part for validity = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables factors\n• controls / standardisation\n• being participant/non-participant\n• being overt/covert\nAccept other practical/methodological features.\n\n9(b)(ii) Explain how one feature of the procedure you described in part (a) could be a problem for the validity of the study. 2\nDo not refer to sampling or ethics in your answer.\nidentification of problem for validity = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables factors\n• controls / standardisation\n• being participant/non-participant\n• being overt/covert\nAccept other practical/methodological features.\n© Cambridge University Press & Assessment 2024 Page 20 of 20", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_22-p18.png", "../answer-assets/9990_w24_ms_22-p19.png", "../answer-assets/9990_w24_ms_22-p20.png" ] }, { "id": "9990-2024-on-23-q01", "question_id": "9990-2024-on-23-q01", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "1 Outline what is meant by the term ‘random sampling’. 1\nExplanation = 1\nselecting participants so that each has an equal chance of being chosen/selected;\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p07.png" ] }, { "id": "9990-2024-on-23-q02", "question_id": "9990-2024-on-23-q02", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "2 In a laboratory experiment, the happiness of participants is being compared in two situations: 2\n• with other people\n• without other people.\nIdentify the dependent variable (DV) in this study. Justify your answer.\nIdentification of DV = 1\nJustification of DV = 1\nHappiness; (id)\nBecause it is being measured; (justification)\nBecause it changes with people/no people; (justification)\nBecause it changes with the IV; (justification)\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p07.png" ] }, { "id": "9990-2024-on-23-q03", "question_id": "9990-2024-on-23-q03", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "3 In the study by Fagen et al. (elephant learning), most of the data collected was quantitative. Some qualitative data\nwas collected, including an initial observation that one elephant preferred to drink saline rather than water.\n\n3(a) Define what is meant by ‘qualitative data’. 1\nDefinition = 1\nDescriptive / in-depth / detailed data;\nNote: ‘in words’ = 0\n© Cambridge University Press & Assessment 2024 Page 7 of 19\n\n3(b) Define what is meant by ‘quantitative data’. Include an example from Fagen et al. 2\nDescription = 1\nExample = 1 (can stand alone)\nNumerical / produces a count / totals in categories;\ne.g. Fagan et al. time / number of cue offers / % success on tasks of: trunk wash (or trunk up / trunk here / bucket / blow /\nblow in bucket);\nQuestion Answer Marks", "source_pages": [ 7, 8 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p07.png", "../answer-assets/9990_w24_ms_23-p08.png" ] }, { "id": "9990-2024-on-23-q04", "question_id": "9990-2024-on-23-q04", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "4 Studies in social psychology can use stooges or imagined people to cause participants to respond.\n\n4(a) In the study by Piliavin et al. (subway Samaritans), stooges were used as ‘victims’. 2\nSuggest one way to improve the ecological validity of this study in relation to the victims.\nSuggestion to improving realism (can be generic) = 1\nLink = 1\nMake the victim’s behaviour/appearance/smell more realistic; (generic suggestion)\nego make the drunk victim smell of alcohol; (link)\ne.g. put the ill victim’s leg in plaster;\nInclude females within the sample/more ethnicities (generic suggestion)\nEgg females have different characteristics making the study reflect real life helping behaviour more (rather than just having\nmales);\n© Cambridge University Press & Assessment 2024 Page 8 of 19\n\n4(b) In the study by Perry et al. (personal space) Experiment 1, responses to imagined people were measured.\n\n4(b)(i) Suggest one reason why measuring responses to imagined people is more ethical than measuring responses to 2\nstooges.\nEthical reason (can be generic) = 1\nLink = 1\nLess distressing; (generic reason)\nif it is stressful, you can stop imagining (unlike if the situation is real); (link)\nas you can’t escape from the stooges as they are real (but can for imagined people) ; (linked reason)\nless need for deception; (generic reason)\nas they are told what to imagine; (link)\nas stooges only work if the Ps are unaware; (link)\nNote: ‘less ethical’ = 0\n\n4(b)(ii) Suggest one reason why measuring responses to stooges is more practical than measuring responses to 2\nimagined people.\nPractical reason (can be generic) = 1\nLink = 1\nFewer demand characteristics/less social desirability; (generic reason)\nAs Ps do not need to be told what to imagine; (link)\nStooge behaviour can be controlled / all Ps will experience the same influence; (linked reason)\nWhereas imaginings may differ from person to person; (link)\nMore realistic than using imagined people (reason)\nSo, their reactions to people coming into their personal with be natural (link)\n© Cambridge University Press & Assessment 2024 Page 9 of 19", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p08.png", "../answer-assets/9990_w24_ms_23-p09.png" ] }, { "id": "9990-2024-on-23-q05", "question_id": "9990-2024-on-23-q05", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 Pozzulo et al. (line-ups) calculated the mean number of correct identifications of human faces per child. 2\nExplain how the researchers calculated this mean in this study.\nPartial explanation of how the mean is calculated= 1\nCorrect explanation of how the mean is calculated in Pozzulo’s study = 2\nAdd/sum up all the values and divide by the number of scores; = 1 (partial generic explanation)\nAdd up all the correct identification of human faces and divide by the number of possible identifications/number of targets/ =\n2 (correct linked explanation)\nNote: Add up all the correct identifications and divide by the number of children = 1 (as correct method of a generic mean)\n© Cambridge University Press & Assessment 2024 Page 10 of 19", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p10.png" ] }, { "id": "9990-2024-on-23-q06", "question_id": "9990-2024-on-23-q06", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe laboratory experiments and field experiments, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 2 for each term/concept.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nLaboratory experiment:\nhas (manipulated) IV and (measured) DV; (definition)\nhappens in an artificial environment; (definition)\nSo there can be many controls; (definition)\nIV & DV e.g.:\nHölzel IV was pre/post mindfulness course, DV was brain scans;\nPerry IV was different antagonists, DV was personal space need;\nControls e.g.:\nDement & Kleitman controlled for factors affecting sleep as participants told not to drink alcohol/caffeine;\nAndrade controls also given paper and pencil; all doodling condition given sheets to constrain doodling;\nBaron-Cohen et al. access to a glossary controlled for understanding of the words;\nField experiment:\nhas (manipulated) IV and (measured) DV; (definition)\nhappens in the normal environment for the activity being investigated; (definition)\nSo there can be some/few controls; (definition)\nPiliavin et al. IV victim: cane or drunk, DV helping;\nPiliavin et al. social interaction/helping happens on subways;\nPiliavin et al. controlled the actions/clothing of the stooge;\n© Cambridge University Press & Assessment 2024 Page 11 of 19", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p11.png" ] }, { "id": "9990-2024-on-23-q07", "question_id": "9990-2024-on-23-q07", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "7 Daiyu is conducting a case study about a seven-year-old child with autism. She is interested in the child’s\ninteractions with their family and other children.\n\n7(a) Suggest two techniques, other than interviews, that Daiyu could use in her case study to collect data about the 4\nchild. Justify your answers.\nIdentification of technique = 1 [2]\nJustification of technique = 1 [2]\nObservation; (Id)\nData is about actual interactions, not remembered reports / would not need to rely on memory; (justification)\nQuestionnaire; (Id)\nAs children with ASD may not interview well / may be better at writing than answering face-to-face; (justification)\nNote: describing how the observation/questionnaire could be administered does not achieve a second mark\n\n7(b) Suggest two pieces of information about the child’s interactions that would be useful for Daiyu to collect in her 4\ncase study. Justify your answers.\nIdentification of info about interactions = 1 [2]\nJustification of info about interactions = 1 [2]\nResponding to social cues; (Id)\nindividuals with ASD don’t recognise emotions well so might not interact well with others as a result; (justification)\nDifferences in interactions with children and adults; (Id)\nFrequency of interactions (Id)\nas the children with ASD may interact more with their family than other children due to being more familiar (justification)\nJustification must be specific, e.g.\nMaking eye contact; (Id)\nNot making eye contact is a characteristic of ASD; (justification)\nResponding to questions; (Id)\navoiding social interaction is a characteristic of ASD; (justification)\n© Cambridge University Press & Assessment 2024 Page 12 of 19\n\n7(c) Outline one practical reason why obtaining information from the child could be difficult. 1\nPractical difficulty (generic or linked) = 1\nChildren don’t communicate well (so hard to ask/observe);\nPeople with ASD don’t communicate well (so hard to ask/observe);\nQuestion Answer Marks", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p12.png", "../answer-assets/9990_w24_ms_23-p13.png" ] }, { "id": "9990-2024-on-23-q08", "question_id": "9990-2024-on-23-q08", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "8 Hazel is conducting a study in a park to compare the behaviours of adults who have children with them and adults\nwho do not have children with them. She plans to record three behaviours of the adults: whistling, singing and\nshouting, rather than all actions that people perform.\n\n8(a) Explain the type of observation that Hazel plans to use because she is only recording whistling, singing and 2\nshouting.\nIdentification = 1\nExplanation = 1\nStructured observation; (id) [DEFINITIVE]\nBecause (behaviour in) categories/ there is a fixed/limited number of behaviours looked for (e.g. sing); (explanation)\n\n8(b) Outline how Hazel could operationalise one of the three behaviours she plans to record. 1\nOutline = 1\nSing = performing words to a tune\nWhistle = making a noise by blowing through lips/teeth;\nShout = project voice / talk very loudly;\n© Cambridge University Press & Assessment 2024 Page 13 of 19\n\n8(c) Hazel had planned to be an overt observer, but a colleague has said she should be a covert observer.\n\n8(c)(i) Suggest one reason why it would be more ethical to be an overt observer than a covert observer in this study. 2\nEthical reason for being overt = 1\nlink = 1\nHard to ensure privacy / consent / protection / right to withdraw when covert; (reason)\nObjection to being watched when out walking; (link)\nworry that their children are being watched; (link)\n\n8(c)(ii) Suggest one reason why it would be more practical to be a covert observer than an overt observer in this study. 2\nPractical reason for being covert = 1\nlink = 1\nCan get close to participants; (reason)\nSo she could see/hear exactly what they were saying / singing; (link)\nFewer demand characteristics/less social desirability; (generic reason)\nPs may whistle etc more/less if aware they are being watched; (link)\n© Cambridge University Press & Assessment 2024 Page 14 of 19", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p13.png", "../answer-assets/9990_w24_ms_23-p14.png" ] }, { "id": "9990-2024-on-23-q09", "question_id": "9990-2024-on-23-q09", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "9 Hudson is planning to correlate how much a person wants to sleep (sleepiness) and the amount of time since their\nlast meal. He will ask people to estimate the amount of time since their last meal, but he needs to find a way to\nmeasure sleepiness.\n\n9(a)(i) Suggest one way that Hudson could measure sleepiness. Do not use an interview in your answer. 2\nSuggestion = 1\nDetail = 1\nQuestionnaire; (suggestion)\nAsk them to respond to a question with a scale 0–5 are you sleeping 0 (not at all) to 5 (very sleepy); (detail)\nObserve; (suggestion)\nHow often their eyes close; (detail)\nDigital technology (suggestion)\nUse of health apps to measure alertness/energy (detail)\n\n9(a)(ii) Explain one strength of the measure of sleepiness you suggested in part (a)(i). 2\nStrength = 1\nDetail = 1 [this may be a comparison]\nQuestionnaire:\nThey can indicate ‘how much’ (they feel sleepy); (st)\n(rather than sleepy/not) so can measure extent; (det)\nDigital technology:\nIt is an objective/unbiased measure of alertness (st)\nRather than an observation where the researcher may misinterpret behaviours as sleepiness (when they’re not) (det)\nObserve:\nPeople may not be aware how tired they are; (st)\nSo, observation is more accurate than self-report; (det)\n© Cambridge University Press & Assessment 2024 Page 15 of 19\n\n9(a)(iii) Explain one weakness of the measure of sleepiness you suggested in part (a)(i). 2\nWeakness = 1\nDetail = 1 [this may be a comparison]\nQuestionnaire:\nPeople may not want to admit (they feel sleepy); (w)\nso invalid / affected by social desirability; (det)\nObserve:\nPeople may hide signs of sleepiness; (weak)\nSo appear less sleepy than they really are; (det)\nWhereas they couldn’t hide it on an EEG; (comp)\nDigital technology:\nIt is just a quantitative measure of physical state/biology (weak)\nSo, there will be no detail about why they are sleepy/the measurements may be due to other factors (such as illness/stress)\n(detail)\n\n9(b) Sketch a scatter graph, using the axes below, to show what the pattern of results would look like if Hudson found a 4\nnegative correlation. You must label the axes.\naxis headings (sleepiness) = 1 (can be on either axes)\nAxis headings (‘time since last meal’) = 1\nAxis units for ‘time since last meal’ e.g. mins/hours = 1\nNegative correlation shown = 1\ne.g.\nsleepiness\ntime since last meal\n(hours)\n© Cambridge University Press & Assessment 2024 Page 16 of 19", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p15.png", "../answer-assets/9990_w24_ms_23-p16.png" ] }, { "id": "9990-2024-on-23-q10", "question_id": "9990-2024-on-23-q10", "subject": "9990", "year": 2024, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Zeta notices that people respond in different ways to advertisements for products. People may find the\nadvertisements funny, annoying and/or informative. She is interested in advertisements for foods, vehicles and\nmobile phones.\n\n10(a) Describe how Zeta could conduct a study using an interview to investigate the different ways that people respond 10\nto advertisements for different products.\nDo not describe sample/sampling technique or ethical issues/guidelines in your answer.\nUse the table below to mark candidate responses to this question.\nThe four required features for this interview are:\n(a) question format (open / closed questions/fillers/types of closed questions e.g. ranked scale/yes or no/multiple\nchoice/type of data produced)\n(b) examples of questions (at least two products and two responses)\n(c) question scoring / interpretation (e.g. use of numerical scoring / measures of central tendency / analysis of qualitative\ndata)\n(d) format: (description of structured/unstructured/semi-structured)\n© Cambridge University Press & Assessment 2024 Page 17 of 19\n\n10(a)\nLevel The response:\nLevel 5 • has all the required features, all with detail, with mostly appropriate terminology.\n9–10 marks AND\n• clearly applies knowledge of methodology involved in planning an investigation.\nLevel 4 • has all the required features, but only some of these with detail, with some appropriate terminology.\n7–8 marks AND\n• applies knowledge of methodology involved in planning an investigation.\nLevel 3 • has some of the required features with detail / all of the required features with no detail, and some\n5–6 marks appropriate terminology.\nAND\n• applies a basic knowledge of methodology involved in planning an investigation.\nLevel 2 • has at least two of the required features, with little appropriate terminology.\n3–4 marks AND\n• attempts to use knowledge of methodology involved in planning an investigation.\nLevel 1 • has one of the required features and uses little appropriate terminology.\n1–2 marks AND\n• makes a limited attempt to use knowledge of methodology involved in planning an investigation, e.g.\nmay not use the method required by the question.\n0 marks No creditable response.\n© Cambridge University Press & Assessment 2024 Page 18 of 19\n\n10(b)(i) Explain how one part of the procedure you described in part (a) helps to make the study reliable. 2\nDo not refer to sampling or ethics in your answer.\nidentification of helpful part for reliability = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• consistency within the rater\n• test-retest\n• replication\nAccept other practical/methodological features.\n\n10(b)(ii) Explain how one part of the procedure you described in part (a) could be a problem for the reliability of the study. 2\nDo not refer to sampling or ethics in your answer.\nidentification of problem part for reliability = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• consistency within and between raters (if compared)\n• test-retest\n• replication\nAccept other practical/methodological features.\n© Cambridge University Press & Assessment 2024 Page 19 of 19", "source_pages": [ 17, 18, 19 ], "source_pdf": "_source-pdfs/2024-Oct-Nov/ms/9990_w24_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2024-Oct-Nov/9990_w24_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w24_ms_23-p17.png", "../answer-assets/9990_w24_ms_23-p18.png", "../answer-assets/9990_w24_ms_23-p19.png" ] }, { "id": "9990-2025-m-12-q01", "question_id": "9990-2025-m-12-q01", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Perry et al. (personal space), there were four types of ‘approaching 1 If more than one response\nfigure’. One of these figures was a friend. given, take first one only.\nIdentify one other ‘approaching figure’. Do accept boss or teacher\n(named authority figures by\n1 mark for correct answer. Perry).\nStranger/authority/ball. Reject parents.\n\n1(b) Outline what is meant by the term ‘empathy’. 2 Do accept ‘seeing it from\nanother person’s\n2 marks for full outline. perspective/in their shoes’ for\n1 mark for brief outline. the 2nd mark.\ne.g., 1 mark = ability\nThe ability to understand the emotional state of someone else (1 mark) by imagining what 1 mark = ‘how’ mechanism\nit would be like to be in that situation (1 mark).\n© Cambridge University Press & Assessment 2025 Page 6 of 21\n\n1(c) Outline one conclusion from this study. 2 Ignore results.\n2 marks for a full/detailed conclusion Comparison between different\n1 mark for a partial/brief conclusion conditions = 0 marks.\ne.g., 2 marks The role of oxytocin must be\nOxytocin affects the amount of personal space a person feels they need in relation to how part of the response to be\nempathic they are. awarded 2 marks.\nOxytocin and empathy interact differently depending on the individual, for example, a\nperson with low empathy level requires increased personal space in response to oxytocin.\nThe administration of oxytocin enhances social cues in different ways and is dependent on\nthe empathy levels of a person.\nIf a person has high levels of empathy and oxytocin then they will be more likely to want\ncloser interpersonal distances [and reverse argument for low].\ne.g., 1 mark\nOxytocin affects the amount of personal space a person needs.\nThe idea of social salience was supported.\nThe administration of oxytocin enhances social cues in different ways.\nPeople with high empathy require less personal space/people with low empathy require\nmore personal space.\nThere are other creditworthy conclusions, including ones based around the familiarity of a\nperson affecting levels of personal space.\n© Cambridge University Press & Assessment 2025 Page 7 of 21", "source_pages": [ 6, 7 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p06.png", "../answer-assets/9990_m25_ms_12-p07.png" ] }, { "id": "9990-2025-m-12-q02", "question_id": "9990-2025-m-12-q02", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "2(a) In the study by Hölzel et al. (mindfulness and brain scans), some participants took 2 List is definitive.\npart in formal mindfulness training. This included yoga, meditation, and body scan.\nOutline what happened during the ‘body scan’ part of the training in this study.\n1 mark per correct point.\nSequentially guided through (entire) body\nBe aware of sensations in all regions of the body.\nObserve this with non-judgemental awareness.\nEnd point is awareness of the body ‘as a whole’.\n\n2(b) Explain one weakness of this study. 2 Do not credit laboratory\nexperiment but do credit MRI-\n1 mark for identifying the weakness. related weaknesses.\n1 mark for explaining the weakness via example from the study.\nDo not accept ‘validity’ or\ne.g., ‘standardisation’ by itself as\nThe use of self-reports may lead to social desirability (1 mark: identification). The Ps may the ID mark.\ncomplete the FFMQ in a way to make it look like they were partaking in MBSR more than\nthey were (1 mark: example) Do not accept lack of\nstandardisation affecting\nNot all participants were protected from psychological harm (1 mark: identification). Some replicability (it did not) but do\nPs withdrew from the brain scan as they did not like it (1 mark: example) accept it related to reliability.\nThere are other creditworthy weaknesses, including sample generalisability; social Do accept representative as\ninteractions during the course affecting grey matter (and not MBSR), lack of generalisability.\nstandardisation affecting reliability, other ethical issues (e.g., control group not getting\nhelp), lack of correlation between FFMQ and GMC etc.\n© Cambridge University Press & Assessment 2025 Page 8 of 21", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p08.png" ] }, { "id": "9990-2025-m-12-q03", "question_id": "9990-2025-m-12-q03", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Dement and Kleitman (sleep and dreams): 2 Do not credit the aim about\neye movement patterns and\nOne aim was to investigate whether eye movement patterns were related to the content of dreams.\ncontent of dreams.\nOutline one other aim of this study.\n2 marks for full/detailed aim\n1 mark for brief/partial aim\ne.g.\nTo investigate if dream recall differs between REM and nREM stages of sleep (2 marks).\nTo investigate dream recall and stages of sleep (1 mark).\nTo investigate if there was a (positive) correlation between estimates of dream duration\nand length of REM sleep (2 marks).\nTo investigate estimates of dream duration (1 mark).\n\n3(b) One feature of the sample was that there were nine participants. 2 List is definitive.\nIdentify two other features of this sample. Do not accept ‘4 withdrew’.\n1 mark per correct feature. Accept opportunity sampling.\nAdults. Do not credit equal amounts\nMostly male/7 males. of males and females, or from\n2 females. Chicago.\n5 studied intensively.\n4 used minimally to confirm results.\n© Cambridge University Press & Assessment 2025 Page 9 of 21\n\n3(c) Suggest one application to everyday life using evidence from this study. Your 2 Annotate with a tick for what\nsuggestion must be ethical. the application is and a + for\nhow it will be achieved.\n1 mark for what the application is (clearly based on Dement and Kleitman).\n1 mark for how it will be achieved.\ne.g.,\nIt can help people with sleep related disorders (1 mark: what). Patients can be attached to\nan EEG monitor to see if brain waves whilst sleeping are typical or not (1 mark: how).\nIt can be used in therapy involving dream analysis (1 mark: what). Patients can be woken\nup in REM sleep (via a device that detects REM sleep) and asked to recall the content of\ntheir dream immediately (1 mark: how).\nThere are other creditworthy suggestions.\n© Cambridge University Press & Assessment 2025 Page 10 of 21", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p09.png", "../answer-assets/9990_m25_ms_12-p10.png" ] }, { "id": "9990-2025-m-12-q04", "question_id": "9990-2025-m-12-q04", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 3, "status": "available", "reason": null, "text": "4 In the study by Pozzulo et al. (line-ups), the participants were adults and children. 3 Tolerance for data is 2%\nDescribe one result from the children in the target-absent line-ups. You must use Use tick-d for data mark (must\ndata in your answer. be for children)\n2 marks for the result with a meaningful comparison. Do accept ‘better’ as within-\n1 mark for result with no meaningful comparison. group comparison.\n1 mark for correct data.\nIf compared to adults, max 1.\ne.g., 3 marks\nThe children were more accurate/had a higher correct rejection rate for cartoon faces Do not credit responses\n(74%) compared to human faces. about % of participants as we\nThe children were more accurate/had a higher correct rejection rate for Dora (80%) do not know this.\ncompared to Diego/female-target (human)/male-target (human).\nMust be about rejection\ne.g., 2 marks rates and not correct\nThe children were more accurate/had a higher correct rejection rate for cartoon faces identification (latter is for\ncompared to human faces. target-present trials).\nThe children were more accurate/had a higher correct rejection rate for Dora compared to\nDiego/female-target (human)/male-target (human). Reject comparisons to target-\npresent.\ne.g., 1 mark\nThe children were more accurate/had a higher correct rejection rate for cartoon faces.\nThe children were more accurate/had a highest correct rejection rate for Dora.\n© Cambridge University Press & Assessment 2025 Page 11 of 21", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p11.png" ] }, { "id": "9990-2025-m-12-q05", "question_id": "9990-2025-m-12-q05", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "5(a) Outline one assumption of the cognitive approach. 2\n2 marks: full/detailed assumption\n1 mark: partial/brief assumption\ne.g., 2 marks\nInformation processing is the same for all humans, like a computer: input then process\nthen output information.\nPeople have individual differences in the way they cognitively process information based\non attention/memory/language (need 2 of the processes named).\ne.g., 1 mark\nInformation processing is the same for all humans, like a computer.\nPeople have individual differences in the way they cognitively process information.\n\n5(b) Explain how the study by Baron-Cohen et al. (eyes test) supports the assumption 2 If the link is not with an\nyou outlined in part (a). assumption from 5a, can only\nbe awarded the\n1 mark for result/conclusion/concept. result/conclusion mark.\n1 mark for linking it to an assumption explicitly (not by name only)\nCannot simply repeat the\ne.g. assumption in 5(a) to get\nThe AS/HFA group scored significantly lower on the Eyes Test (compared to the other second mark.\nthree groups) (1 mark).\nThis shows that differences between the groups can be explained by individuals’ For input-process-output, the\ncognitions/thinking processes, in this case, Theory of Mind (1 mark). This clearly shows concepts can be integral\nthat people in the AS/HFA group, when it came to emotions, inputted information but found examples for maximum marks\nit difficult to process it (alternative 1 mark). (see indicative content).\nAll participants were shown a pair of eyes (input), they then had to process that in order to\nassess the emotion shown (process) and then choose the correct emotion from the four\noptions (output) (2 marks as examples are integral).\n© Cambridge University Press & Assessment 2025 Page 12 of 21", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p12.png" ] }, { "id": "9990-2025-m-12-q06", "question_id": "9990-2025-m-12-q06", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 7, "status": "available", "reason": null, "text": "6(a) Outline what is meant by the term ‘shaping’. Include an example from the study by 3 Only credit examples from the\nFagen et al. (elephant learning) in your answer. study by Fagen.\n1 mark per correct point, up to 2 marks. Do not credit descriptions of\n1 mark for an example from the study by Fagen. positive reinforcement in the\nabsence of any reference to\ne.g., the ‘shaping’ element of\nShaping is when behaviour is reinforced in successive approximation. training.\nWhen a behaviour gets closer to the one that is being taught, the organism is rewarded.\nThe rewards are then given when each progressive step is completed (towards the goal Do credit ‘rewards best\nbehaviour). performance/behaviour/\nIn Fagen, the elephants were rewarded with banana each time they got closer to the attempt’.\ndesired behaviour, for example, trunk here (1 mark: example).\nExample mark must have\nThere are other creditworthy points. banana and a\nnamed/description of\nbehaviour from the study.\n© Cambridge University Press & Assessment 2025 Page 13 of 21\n\n6(b) Two friends, Tenzin and Ambar, are discussing the ethics of the study by Fagen et 4 If both Tenzin and Ambar\nal. (elephant learning). feature in the answer, mark\nthem independently and credit\nTenzin says the study is ethical, but Ambar says it is not ethical. the highest score.\nOutline why you think either Tenzin or Ambar is correct, using evidence from this If the candidate mixes up\nstudy. Tenzin and Ambar (e.g. says\nTenzin but gives a ‘not ethical\n1 mark per point made, with: answer) then max 2 and\n1 mark for identification of a relevant guideline linked to animals. annotate with a ?\nUp to 3 marks for explanation(s) as to why guideline adhered to/broken.\ne.g., Tenzin\nThe study followed the guideline of numbers (1 mark: guideline). The sample size was only g = guideline mark\n5 so it was kept to a minimum (1 mark). e = explanation mark\nThe study followed the guideline of species chosen (1 mark: alternative guideline mark). Go with the intention of the\nThe purpose of the study was to teach a trunk wash for elephants to help in TB candidate.\nmanagement, so appropriate species was used (1 mark).\nRelevant guidelines are:\nThe elephants had constant access to food/water outside of training (1 mark). Minimising harm,\nThe elephants could walk away if they did not want to participate (1 mark). replacement, species,\nNo punishment was used in training/only used positive reinforcement in training (1 mark) numbers, housing,\nrewards/deprivation.\ne.g., Ambar\nThe study could be seen as possibly not following the guideline of housing (1 mark: Do not accept right to\nguideline). This is because the elephants were leg-chained to posts during some of the day withdraw for elephants being\nso might have found it difficult to be sociable (1 mark: explanation). able to walk away for the\navailable guideline mark.\nThe study could be seen as possibly not following the guideline of minimising harm (1\nmark: alternative guideline mark) as elephants would only gain the banana reward once a Do not accept informed\nbehaviour had been performed/lured and this might have been stressful for the elephants consent of elephant or\n(1 mark: explanation). mahout.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 14 of 21", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p13.png", "../answer-assets/9990_m25_ms_12-p14.png" ] }, { "id": "9990-2025-m-12-q07", "question_id": "9990-2025-m-12-q07", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "7 From the study by Andrade (doodling): 5 List is definitive.\nDescribe the procedure for a participant who was in the doodling condition. Use tick-b to show that at\nleast one mark is from bold\n1 mark per correct point. indicative list when awarding\nTo gain maximum marks, the answer must include at least one of the statements 5 marks.\nhighlighted in bold as Q is about the doodling condition.\nDo not credit details about\nThey were recruited after completing a different/unrelated study. the materials (e.g., 227 wpm,\nThey were taken into a visually dull room. A4 paper, 4.5cm margin) etc.\nThey were asked to listen to a tape recording of a telephone message/monotonous\nrecording. Do not credit ‘they were\n(Whilst listening) they were asked to shade in the squares and circles (on a piece of asked to doodle’.\npaper given to them).\nThey were told it does not matter how neat/how quickly as it is to relieve the Do not credit ‘they were\nboredom. asked to remember the\nThey were told they did not need to remember any of the message. names’.\nThey had been instructed to write down the names of the party-goers.\nEngaged in a one-minute conversation with the experimenter.\nThey were then asked to write down the names of the party-goers or the places.\nThey had not been told about the test on places/it was a surprise test.\n(They were debriefed) and asked if they suspected a memory test.\n© Cambridge University Press & Assessment 2025 Page 15 of 21", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p15.png" ] }, { "id": "9990-2025-m-12-q08", "question_id": "9990-2025-m-12-q08", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "8 Your friend, Aditi, has read a newspaper story about a person on a bus who 4 Go with the intentions of the\ncollapsed but did not receive help from other bus passengers. The story did not candidate. Anything that is\ncontain any information about the characteristics of the victim. Aditi says that she from the Piliavin study that is\ncannot understand why the other passengers did not help the person who had linked to the scenario can\ncollapsed. gain credit, including\nbackground, as the focus is\nSuggest to Aditi why the other passengers did not help, using your knowledge of on knowledge, not purely\nthe study by Piliavin et al. (subway Samaritans). evidence. Explanation is not\nnecessary but if provided it\n1 mark per correct point. must be credited.\ne.g., No identification marks for\nSometimes people can diffuse their responsibility and expect others to help. concepts of bystander apathy\nThis is more likely to happen (theoretically) if there were lots of people on the bus. or diffusion of responsibility.\nThe victim may have been drunk so people would have been less inclined to help.\nOne reason might have been the condition victim, e.g., ill/drunk. Evidence used to elaborate\nIf the victim was drunk, the passengers might think the victim did not deserve help/could be any reason is creditworthy.\naggressive.\nOne reason might have been the race of the victim, e.g., white/black. Do not credit responses\nOne reason might be the sex of the helpers / sex of people on the bus. about racial prejudice as\nIf the victim was male and the majority on the bus were female passengers, then the Piliavin stated there was very\nprobability of help could be less. little evidence for this.\nFemale passengers might have expected male passengers to help more as ‘it is a man’s\njob’.\nThere are other creditworthy suggestions.\n© Cambridge University Press & Assessment 2025 Page 16 of 21", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p16.png" ] }, { "id": "9990-2025-m-12-q09", "question_id": "9990-2025-m-12-q09", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the sample used in the study by Hassett et al. (monkey toy preferences). 4 List is definitive.\n1 mark per correct point. No tolerance on numbers.\nRhesus monkeys. Do credit information about\nTroop of 135 individuals. rank if presented.\nLived together for more than 25 years.\nLived at Yerkes Center.\nMatriline social structure/same natal group.\n14 not used due to hormonal treatment.\nAge range 3 months to over 13 years.\n61 females/21 males/more females than males used as potential participants/82 potential\nparticipants.\n23 females/11 males/34 monkeys used in data analysis.\n39 infants not used (as interactions not coded).\n53 monkeys were excluded in total.\n© Cambridge University Press & Assessment 2025 Page 17 of 21\n\n9(b) Explain one similarity and one difference between the study by Hassett et al. 8 The other studies from the\n(monkey toy preferences) and one other study from the biological approach. Do not biological approach are:\nrefer to the sample.\nHölzel et al\nUse the marking grid below. Dement and Kleitman\n4 marks for the similarity, e.g., assumptions they are based on, type of data collected,\nethics, experimental design, correlations. Do accept Perry if response\n4 marks for the difference, e.g., brain measurement, type of data collected about biological aspects of\n(quantitative/qualitative), type of experiment, experimental design. that study.\ne.g., similarity Award L1–L4 for the similarity\n4 marks Award L1–L4 for the\nBoth the studies by Hassett and Hölzel conformed to ethical bodies relevant to their difference\nstudies. In the study by Hassett this was in accordance with NIH Guidance to include\nenrichment and appropriate environmental management. In the study by Hölzel this was For Level 4 there must be\nvia guidelines from a hospital and a medical school to include obtaining informed consent. some attempt at explaining\nTherefore, both studies followed set ethical guidelines relevant to the setting the study took the similarity/difference.\nplace in (explanation).\nIf ethics used as a\ne.g., difference, then max L2.\n3 marks\nBoth the studies by Hassett and Hölzel conformed to ethical bodies relevant to their Different aims = L1.\nstudies. In the study by Hassett this was in accordance with NIH Guidance to include\nenrichment and appropriate environmental management. Sample generalisability,\nsampling technique or\ne.g., different species = L0\n2 marks\nBoth followed ethical guidelines relevant to their sample as Hölzel had to obtain informed\nconsent.\ne.g.,\n1 mark\nBoth conformed to ethical bodies relevant to their studies.\n© Cambridge University Press & Assessment 2025 Page 18 of 21\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained using both studies as examples.\n3 The similarity/difference is well explained but only one study is used as an\nexample OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt at using at least one study as\nan example OR\nThe similarity/difference is well explained but there is no study evidence.\n1 The similarity/difference is brief with no attempt at using the /studies as\nexamples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 19 of 21", "source_pages": [ 17, 18, 19 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p17.png", "../answer-assets/9990_m25_ms_12-p18.png", "../answer-assets/9990_m25_ms_12-p19.png" ] }, { "id": "9990-2025-m-12-q10", "question_id": "9990-2025-m-12-q10", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Bandura et al. (aggression) in terms of two strengths and two 10\nweaknesses. At least one of your evaluation points must be about generalisations\nfrom the sample.\nStrengths include: reliability (standardisation), quantitative data, validity.\nWeaknesses include: ecological validity, ethics, generalisability, quantitative data.\nExample: in detail\nThe study collected quantitative data which makes it easier to make meaningful\ncomparisons between groups/conditions. They measured things like the number of times a\nphysical/verbal aggression was imitated. This meant there could be a direct comparison\nbetween aggressive/nonaggressive models or male/female models.\nExample: brief but in context (named issue)\nThe sample was only from one nursery. This could make it difficult to generalise to a wider\npopulation outside of this sample.\nExample: no context\nThere was a standardised procedure meaning it could be replicated/tested for reliability.\n© Cambridge University Press & Assessment 2025 Page 20 of 21\n\n9990/12 Cambridge International AS & A Level – Mark Scheme February/March 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Marks\n5 • Very good evaluation including the named issue. 9–10\n• Thoroughly addresses both strengths and both weaknesses in\ndetail.\n• Selection of evidence is very thorough and effective.\n4 • Good evaluation including the named issue. 7–8\n• Addresses strengths and weaknesses but may include three or\nfour points. The majority of the points are in depth.\n• Selection of evidence is thorough and effective.\n3 • Mostly appropriate evaluation but may not include the named 5–6\nissue.\n• Addresses either two strengths or two weaknesses in detail or\none of each in detail or all four briefly.\n• Selection of evidence is mostly effective.\n2 • Weak evaluation and may not include the named issue. 3–4\n• Addresses either a strength or a weakness. Evaluation points\nare brief.\n• Some points may have no context.\n• Selection of evidence is sometimes appropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and weaknesses is absent or\nsuperficial.\n• Selection of evidence is limited.\n0 No creditable response. 0\n© Cambridge University Press & Assessment 2025 Page 21 of 21", "source_pages": [ 20, 21 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_12-p20.png", "../answer-assets/9990_m25_ms_12-p21.png" ] }, { "id": "9990-2025-m-22-q01", "question_id": "9990-2025-m-22-q01", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "1(a) Outline what is meant by an overt observation. 1\nOutline = 1\nWhen the role of the observer is not hidden/ is obvious;\nWhen people know / are aware that they being observed;\n\n1(b)(i) Suggest one reason why an overt observation may be better than a 2\ncovert observation.\n(Comparative) suggestion = 1\nDetail / comparison = 1\nMust make comparison for 2 marks\nMore ethical (when overt); (suggestion)\nAs easier to obtain consent / people can withdraw because they know they\nare in a study; (detail)\nbut Ps will not know to withdraw if it is covert; (comparison)\n\n1(b)(ii) Suggest one reason why an overt observation may not be better than a 2\ncovert observation.\n(Comparative) suggestion = 1\nDetail / comparison = 1\nMust make comparison for 2 marks\nHigher risk of social desirability (when overt) (suggestion);\nAs Ps will respond to the observer’s expectations (detail);\nbut in covert they have no reason to act more favourably; (comparison)\nQuestion Answer Marks", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p06.png" ] }, { "id": "9990-2025-m-22-q02", "question_id": "9990-2025-m-22-q02", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 Dr Bryan has been asked to investigate the effects of a new drug for 3\npeople with a psychological disorder. Each week, Dr Bryan’s patients\nvisit him to receive the drug and to report their symptoms.\nExplain what makes this investigation a longitudinal study.\nExplanation = 2\nlink = 1\nsame participants/patients tested repeatedly; (explanation)\nover a (long) period of time/over multiple weeks; (explanation)\nBecause they will need to see how well the drug works after several\nprescriptions; (link)\nwill need to track changes in symptoms over time; (link)\nVisit him every week to take the drug; (link/explanation)\n© Cambridge University Press & Assessment 2025 Page 6 of 14", "source_pages": [ 6 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p06.png" ] }, { "id": "9990-2025-m-22-q03", "question_id": "9990-2025-m-22-q03", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "3 In the study by Hölzel et al. (mindfulness and brain scans), two 2\nparticipants withdrew from the sample due to the MRI scan being\nuncomfortable.\nExplain why the withdrawal of these two participants could have\nreduced the validity of the study.\nExplanation = 1 (generic or specific)\nDetail of specific effect on validity in Hölzel = 1\nSmaller sample size; (generic)\nSample would be biased/increased effect of individual differences; (specific)\nBecause the participants who withdrew might have been more stressed;\n(specific detail)\nBoth male participants who withdrew so would have introduced a gender bias\n(Specific)\nOne gender might be more stressed / more responsive to MBSR (1)\nQuestion Answer Marks", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p07.png" ] }, { "id": "9990-2025-m-22-q04", "question_id": "9990-2025-m-22-q04", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "4 In studies in cognitive psychology, groups of participants are often\ngiven tests that produce numerical data so that the groups can be\ncompared.\n\n4(a) Outline the most appropriate measure of central tendency to use for a 2\nmaths test in which each question is equally difficult.\nMeasure of central tendency = 1 [Mean (definitive)]\nlink = 1\nMean; (definitive)\nOf the (maths test) scores/(test) scores/scores (on test); (link)\n\n4(b) In a study, the measures of central tendency from the maths tests of two 1\ngroups of participants could be compared.\nState the most appropriate type of graph to use for this data.\nType of graph = 1 [bar chart/graph definitive]\n© Cambridge University Press & Assessment 2025 Page 7 of 14", "source_pages": [ 7 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p07.png" ] }, { "id": "9990-2025-m-22-q05", "question_id": "9990-2025-m-22-q05", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "5 In the study by Fagen et al. (elephant learning), one way that data was\ncollected about elephant learning was the performance test.\n\n5(a) Suggest one way that the performance test could have lacked validity. 2\nJustify your answer.\nSuggestion = 1\nJustification = 1\nThe elephant only had to reach 80% correct; (suggestion)\nThe other 20% may have been ‘a bit’ or ‘a lot’ wrong; (justification)\n\n5(b) Suggest one way that the validity of the performance test could have 1\nbeen improved.\nSuggestion = 1\nExpecting the elephant to reach 90/100% correct;\nAdd more specific operationalisation;\nE.g. trunk height / trunk orientation;\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p08.png" ] }, { "id": "9990-2025-m-22-q06", "question_id": "9990-2025-m-22-q06", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe quantitative data and qualitative data, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 2 for each\nterm/concept.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core studies, other studies,\ncandidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nquantitative data:\nnumerical data / can be measured / counted;\nfrom closed questions /Likert scales /rating scales (in self reports);\nbehavioural categories (in observations);\ncan be analysed using statistics/represented on graphs;\ne.g. Andrade participants’ recall of names/places;\ne.g. Milgram participants’ voltage levels;\ne.g. Piliavin et al. helping/not helping totals;\ne.g. maths test;\nqualitative data:\ndescriptive/in-depth data;\nfrom open questions (in self reports);\nfrom non-focused observations;\nfrom thematic analysis;\nfrom transcripts of interviews;\nmedia e.g. radio, newspapers;\ne.g. Saavedra and Silverman descriptions of the boy’s phobia;\ne.g. Milgram participants’ reactions;\ne.g. Piliavin et al. verbal comments;\n© Cambridge University Press & Assessment 2025 Page 8 of 14", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p08.png" ] }, { "id": "9990-2025-m-22-q07", "question_id": "9990-2025-m-22-q07", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 11, "status": "available", "reason": null, "text": "7 Jacinda, a factory manager, is planning a study about her workers’\ninterpersonal distance preferences.\n\n7(a) Jacinda arranges the distance between workstations. In one section of\nthe factory the distance between workstations is large and in another\nsection the distance between workstations is small.\n\n7(a)(i) Suggest two situational variables that should be controlled so that they 2\nare the same for the two sections of the factory.\nSituational variable = 1  2\nTemperature (of the workplace);\nAmount of noise;\nWhether there is music playing;\nLighting;\nIf the work means they need to interact;\nIf they have workstations /structure of the workstations;\nThe type of job;\nHours worked;\nHow physical their work is;\nNumber of people / workstations (in each section);\nNumber of participants = 0\n\n7(a)(ii) For each of your suggestions in part (ai): 4\nExplain why each situational variable would be relevant to Jacinda’s\nstudy.\nExplanation = 1\nDetail = 1\nIf people are too hot, being cramped together would seem worse;\nSo this might affect their preference;\nSo they might want a bigger personal space;\nTo interact people might need to be closer;\nSo they would be happier with a smaller personal space;\nFixed workstations would mean they know their colleagues;\nSo they would be happier with a smaller personal space\n\n7(b) Suggest how Jacinda could obtain a volunteer sample for her study. 3\nSuggestion related to volunteering = 1 [can be generic]\nDetail about how = 1 [can be generic detail]\nLink (to Jacinda’s study) = 1\nSend an email/put up flyers/advertise in a newspaper (suggestion)\nAt their company email address/on their workstations/that is distributed to the\nworkforce (link to study)\nUse people who reply/give contact details so can reply (Generic detail)\n© Cambridge University Press & Assessment 2025 Page 9 of 14\n\n7(c) Suggest how Jacinda could measure her participants’ interpersonal 2\ndistance preference, other than by using an interview.\nSuggested method / technique / format for how = 1\nLinked detail = 1\nQuestionnaire; (method)\nE.g. ask ‘How close could a colleague’s workstation be to yours without being\ndistressing?’ (linked detail)\nUse an open question; (format)\nDescribe how far away from you someone needs to sit at work for you to feel\ncomfortable; (detail)\nAsk them to mark on a visual scale / SIDs; (technique)\nThe distance in metres they would be happy with; (detail)\nQuestion Answer Marks", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p09.png", "../answer-assets/9990_m25_ms_22-p10.png" ] }, { "id": "9990-2025-m-22-q08", "question_id": "9990-2025-m-22-q08", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "8 Dr Foster is conducting research about cognition using monkeys in a\nlaboratory. He wants to provide ethical housing for them so will\ninvestigate which materials the monkeys prefer to sleep on inside their\ncages. The monkeys will be given two choices: leaves or paper.\n\n8(a)(i) Suggest one ethical reason why it is important that the monkeys are 1\ncomfortable in the environment in which they are housed when they are\nnot being tested.\nDo not refer to the ethical guideline of ‘housing’.\nSuggestion = 1 [description of pain/distress or reference to guideline]\n(Lack of comfort would not be ethical because it could break the ethical\nguideline of) ‘pain and distress’;\nThe monkeys on leaves/paper may be uncomfortable/frightened;\nCould also refer to guideline of deprivation – of natural/normal/preferred\nmaterial (of twigs/fur/soil etc)\nNote: psychological harm = 0 [human guideline]\n\n8(a)(ii) Suggest one methodological reason why it is important that the 1\nmonkeys are comfortable in the environment in which they are tested.\nSuggestion = 1\nIf they are not comfortable/have not slept well they would not behave\nnormally, so the study would lose validity;\n© Cambridge University Press & Assessment 2025 Page 10 of 14\n\n8(b) Suggest one way to measure which material the monkeys prefer inside 2\ntheir cages.\nWay = 1\nDetail = 1\nPut out known weight/volume of different materials; (way)\nMeasure the weight/volume of each after nesting; (detail)\nSet up an observer / camera and different materials; (way)\nRecord each time each material is taken; (detail)\nRecord the number of hours sleep the monkeys have; (detail)\nRecord the amount of time spent inside the cage/asleep; (detail)\n\n8(c) Identify two features that are important in the ‘housing’ guideline in 2\nrelation to animal ethics.\nDo not refer to the material inside an animal’s cage.\nFeature = 1  2\nFood / water;\nSpace;\nCompanions / isolation;\nTemp;\nLight;\nQuestion Answer Marks", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p10.png", "../answer-assets/9990_m25_ms_22-p11.png" ] }, { "id": "9990-2025-m-22-q09", "question_id": "9990-2025-m-22-q09", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "9 A psychologist is investigating whether there is a relationship between\nhappiness and exercise. He thinks that either:\n• being happier would make people exercise more\n• exercising more would make people happier\n• happiness and exercise are both affected by another variable.\n\n9(a) Explain why it is better to use a correlation than an experiment for this 2\ninvestigation.\nExplanation = 1\nDetail = 1\nThe relationship may not be causal; (explanation)\nUnethical to manipulate happiness (explanation)\nSo it would not be possible to isolate the IV; (detail)\n\n9(b) Suggest one way that exercise could be measured in this investigation. 1\nWay = 1\nNumber of steps a day;\nCalories used / distance covered;\nDuration;\n© Cambridge University Press & Assessment 2025 Page 11 of 14\n\n9(c) For the way of measuring exercise that you suggested in part (b):\n\n9(c)(i) Suggest one strength of this way of measuring exercise. 2\nStrength = 1\nDetail = 1\nNumber of steps a day:\nCan use a wearable counter / smart watch /Fitbit; (strength)\nAccurate so valid; (detail)\nNot inconvenient so Ps will be likely to participate; (detail)\nCalories used:\nDifferent types of exercise could be measured; (strength)\nSuch as swimming or running; (detail)\n\n9(c)(ii) Suggest one weakness of this way of measuring exercise. 2\nWeakness = 1\nDetail = 1\nNumber of steps a day:\nSome people walk faster; (weakness)\nSo exercise more (for the same number of steps); (detail)\nWhich would be unreliable; (detail)\nReporting number of steps might be embarrassing; (weakness)\nBecause it breaks the ‘protection’ guideline; (detail)\nCalories used:\nPeople who are overweight will use more calories; (weakness)\nSo they will look like they are exercising more; (detail)\nWhich lower validity; (detail)\n© Cambridge University Press & Assessment 2025 Page 12 of 14", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p11.png", "../answer-assets/9990_m25_ms_22-p12.png" ] }, { "id": "9990-2025-m-22-q10", "question_id": "9990-2025-m-22-q10", "subject": "9990", "year": 2025, "session": "March", "session_code": "m", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Anand is interested in conversations that children aged 8–10 years\nold have with their parents. He wants to know about different features of\nthese conversations, such as:\n• how long they talk for\n• what they talk about\n• how positive they feel about talking to each other.\nHe intends to study these conversations using structured interviews.\n\n10(a) Describe how Dr Anand could use structured interviews to study 10\nconversations that 8–10 year old children have with their parents.\nDo not describe sample/sampling technique or ethical issues/guidelines\nin your answer.\nTo mark Q10(a), create four ‘imaginary columns’ down one margin, using one\ncolumn for each of the four required features. Tick each feature (tick-a, tick-\nb, tick-c, tick-d) when it appears, then underline the letter ( ) for detail.\nUse L1, L2, L3, L4, L5 at the end of the response to indicate the level.\nThe four required features for this structured interview are:\n(a) question format (open / closed questions, fillers)\n(b) examples of questions (at least two features and two responses)\n(c) question scoring / interpretation (e.g. use of numerical scoring /\nmeasures of central tendency / analysis of qualitative data)\n(d) format (description of structured: all Ps receive same questions, same\nnumber of questions, same order of questions, same tone, same clothes)\nLevel The response:\nLevel 5 • has all the required features, all with detail, with\n9–10 marks mostly appropriate terminology.\nAND\n• clearly applies knowledge of methodology involved\nin planning an investigation.\nLevel 4 • has all the required features, but only some of\n7–8 marks these with detail, with some appropriate\nterminology.\nAND\n• applies knowledge of methodology involved in\nplanning an investigation.\nLevel 3 • has some of the required features with detail / all\n5–6 marks of the required features with no detail, and some\nappropriate terminology.\nAND\n• applies a basic knowledge of methodology involved\nin planning an investigation.\n© Cambridge University Press & Assessment 2025 Page 13 of 14\n\n10(a)\nLevel The response:\nLevel 2 • has at least two of the required features, with little\n3–4 marks appropriate terminology.\nAND\n• attempts to use knowledge of methodology\ninvolved in planning an investigation.\nLevel 1 • has one of the required features and uses little\n1–2 marks appropriate terminology.\nAND\n• makes a limited attempt to use knowledge of\nmethodology involved in planning an investigation,\ne.g. may not use the method required by the\nquestion.\n0 marks No creditable response.\n\n10(b)(i) Explain how one feature of the procedure you described in part (a) helps 2\nto make the study reliable.\nDo not refer to sampling or ethics in your answer.\nIdentification of feature = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• standardisation\n• consistency within and between raters.\nAccept other practical influences on reliability\n\n10(b)(ii) Explain how one feature of the procedure you described in part (a) could 2\nbe a problem for reliability of the study.\nDo not refer to sampling or ethics in your answer.\nIdentification of feature = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• standardisation\n• consistency within and between raters.\nAccept other practical influences on reliability\n© Cambridge University Press & Assessment 2025 Page 14 of 14", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2025-March/ms/9990_m25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-March/9990_m25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_m25_ms_22-p13.png", "../answer-assets/9990_m25_ms_22-p14.png" ] }, { "id": "9990-2025-mj-11-q01", "question_id": "9990-2025-mj-11-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Fagen et al. (elephant learning): 1 If more than one response given, take\nfirst one only.\nState the number of elephants that successfully passed the trunk-wash\ntest.\n1 mark for correct number.\n4.\n\n1(b)(i) Identify the primary reinforcer used in this study. 1 If more than one response given, take\nfirst one only.\n1 mark for correct answer.\nDo not accept ‘food’.\nBanana.\n\n1(b)(ii) Identify the secondary reinforcer used in this study. 1 If more than one response given, take\nfirst one only.\n1 mark for correct answer.\nDo not accept ‘sound’ by itself.\nWhistle (sound).\n\n1(c) Outline the trained behaviour of ‘steady’ as used in this study. 2 List is definitive.\n1 mark per correct point. Do not accept ‘holds the trunk steady’.\ne.g., ‘Had to hold still’ = 0 marks\nThe elephant holds the trunk still.\nThe previously requested (trunk behaviour) was held in the position.\nThe elephant can move her head/ears/feet.\n© Cambridge University Press & Assessment 2025 Page 8 of 22", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p08.png" ] }, { "id": "9990-2025-mj-11-q02", "question_id": "9990-2025-mj-11-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "2(a) In the study by Perry et al. (personal space), in Experiment 1 each 2 List is definitive.\nparticipant took a computerised test of comfortable interpersonal\ndistance. ‘When the participant stops the figure’ =\n0 marks.\nOutline the two possible ways that this computerised test could end for a\nparticipant. Accept ‘hit the button’ to mean spacebar.\n1 mark per correct way.\nWhen the two figures collided/after 3 seconds/reached the centre/reached\nmaximum distance\n(Before collision) the participant pressed the spacebar.\n\n2(b) Explain one weakness of this study in relation to ethics. 2 Do accept deception for the 1 mark for\nguideline, but to get the example the\n1 mark for explaining the weakness (generic or by guideline). candidate must link it to feeling stressed\n1 mark for example from the study. as the deception was justifiable, and\nparticipants were debriefed.\ne.g.,\nThe study could have broken the ethical guideline of minimising ‘Deceived’ as they did not know if they\nharm/stress/distress (1 mark: guideline). This is because the participant may were taking oxytocin or placebo = 0\nhave become stressed as the figure approached them (if they needed a large marks (and in this instance no ID mark\npersonal space)/they thought they were going to discuss personal topics (1 can be awarded).\nmark: example).\nNot debriefed = 0 marks\nThe study could have broken the ethical guideline of deception (1 mark: No informed consent = 0 marks\nguideline). This is because the participants might have felt stressed thinking\nthat they had to speak with someone at a later date (as they were deceived into\nthinking this) (1 mark: example).\n© Cambridge University Press & Assessment 2025 Page 9 of 22", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p09.png" ] }, { "id": "9990-2025-mj-11-q03", "question_id": "9990-2025-mj-11-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Saavedra and Silverman (button phobia): 2 Do not credit any aim about the role of\ndisgust in phobias.\nOne aim was to investigate the role of disgust in a childhood phobia.\nDo accept cognitive-behavioural therapy.\nOutline one other aim of this study.\nThe role of operant conditioning = 1 mark\n2 marks for full/detailed aim. max.\n1 mark for brief/partial aim.\nIf disgust is mentioned as an aim about\ne.g., treatment = 1 mark max.\nTo investigate the role of classical conditioning/evaluative learning in the\n(button) phobia of a boy (2 marks).\nTo investigate whether behavioural/imagery exposure to buttons would help to\ntreat his phobia (2 marks).\nTo investigate if positive reinforcement helped treat a boy with a phobia (of\nbuttons) (2 marks).\nTo investigate what caused the phobia of buttons in a boy (1 mark).\nTo help treat his phobia of buttons (1 mark).\nTo investigate the origin of the phobia (1 mark).\nTo investigate the role of disgust in phobias (0 marks = already given in the\nquestion).\n\n3(b) The sample in the study was a boy with a phobia of buttons. 2 List is definitive.\nIdentify two other features of the sample. Do not accept boy or phobia of buttons.\n1 mark per correct feature. Do credit ‘got his phobia at 5 years of\nage/4 years prior to study.’\n9-year-old.\nHispanic/American.\nPresented by his mum to a Child Anxiety and Phobic Program.\nDid not meet the criteria for OCD.\nDid meet the criteria (DSM–IV) for a phobia.\nHe had experienced a bowl of buttons falling on him (at school).\n© Cambridge University Press & Assessment 2025 Page 10 of 22\n\n3(c) Suggest one application to everyday life using evidence from this study. 2 Annotate with a tick for what the\nYour suggestion must be ethical. application is and a + for how it will be\nachieved.\n1 mark for what the application is (clearly based on Saavedra and Silverman) or\nan element of the study that is useful to know for an application (due to the In this instance the ‘what’ can be a\nnature of this study). finding.\n1 mark for how it will be achieved (explicit).\nAnything linked to a therapeutic process\ne.g. used in the study is ethical for this\nThe boy revealed that during an art class a bowl of buttons fell on him as he question.\ntried to get some (1 mark: what). Therefore, a therapist may need to\ninvestigate/discover a situation when the person first came into contact with Only accept that imagery expose\ntheir phobic stimulus to (potentially) unearth the cause (1 mark: how). therapy should be used (as behavioural\nincreased his severity ratings).\nAfter just four sessions of the mother providing positive reinforcement, the boy\ncould cope with his worst button fears (1 mark: what). Therefore, for children\nwith phobias, having a parent involved in the therapy might bring about faster\npositive outcomes (1 mark: how).\nTherapists can use imagery exposure therapy with people who are diagnosed\nwith a phobia (1 mark: what).\nThere are other creditworthy suggestions.\n© Cambridge University Press & Assessment 2025 Page 11 of 22", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p10.png", "../answer-assets/9990_s25_ms_11-p11.png" ] }, { "id": "9990-2025-mj-11-q04", "question_id": "9990-2025-mj-11-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 3, "status": "available", "reason": null, "text": "4 From the study by Dement and Kleitman (sleep and dreams). 3 Do not credit answers about no dream\nrecall.\nOutline one result about dream recall and stages of sleep. You must use\ndata in your answer. Use tick–d for the data mark.\n2 marks for the result with a meaningful comparison Credit can be given for results from any\n1 mark for result with no meaningful comparison of the 9 individuals.\n1 mark for correct data\nMore vivid dreams in REM compared to\ne.g., 3 marks NREM = max 1.\nThere was more dream recall during REM sleep (152 in total) compared to\nNREM sleep. If data presented is incorrect but it shows\nKK had more dream recall in REM than NREM where they recalled zero the correct direction of results then can\ndreams. be awarded up to 2 marks.\ne.g., 2 marks Dreams reported:\nThere was more dream recall during REM sleep compared to NREM sleep. REM – 79.6% of awakenings\nKK had more dream recall in REM than NREM. NREM – 6.8% of awakenings\n(tolerance of 1%)\ne.g., 1 mark\nThere was more dream recall during REM sleep. Overall dream recall:\nKK had more dream recall in REM. 93% of dreams reported in REM\n7% of dreams reported in NREM\ne.g., 0 marks (tolerance of 1%)\n80% of participants recalled a dream in REM.\nDream recall only happens in REM and not NREM. No tolerance for total number of dreams\nMost participants could recall dreams during REM. recalled in REM/NREM.\nDo credit if the response reads like a\nconclusion (e.g., Dreams are recalled\nmore often in REM).\n© Cambridge University Press & Assessment 2025 Page 12 of 22", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p12.png" ] }, { "id": "9990-2025-mj-11-q05", "question_id": "9990-2025-mj-11-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "5(a) Outline one assumption of the biological approach. 2 Do accept neurotransmitters, evolution.\n2 marks: full/detailed assumption 2 marks can be awarded if the similarities\n1 mark: partial/brief assumption and differences assumption names a\nbiological concept instead of stating\ne.g., 2 marks ‘biological factors’.\nHuman behaviour/cognitions can be explained in terms of brain function and\nthe effect of hormones/genes (any two of the three terms required: brain–\nhormone–gene).\nThe similarities and differences seen in human behaviour can be understood in\nterms of internal (biological) factors and how they interact (with internal/external\nfactors).\ne.g., 1 mark\nBehaviour can be explained via brain function.\nBehaviour can be explained because of genes.\nBehaviour can be explained via hormones.\nThe similarities and differences seen in human behaviour can be understood in\nterms of internal (biological) factors.\n\n5(b) Explain how the study by Hölzel et al. (mindfulness and brain scans) 2 If the link is not with an assumption from\nsupports the assumption you outlined in part (a). 5a, it can only be awarded the\nresult/conclusion mark.\n1 mark for result/conclusion/biological example.\n1 mark for linking it to an assumption explicitly. 1 mark maximum if linked to the aim of\nthe study, rather than a finding including\ne.g., they measured GMC.\nThose who practised mindfulness showed an increase in grey matter (1 mark:\nresult) so this shows that there was an interaction between mindfulness\n(external factor) and brain density (internal factor) (1 mark: assumption link);\nscores on the FFMQ change showing that brain structure can affect behaviour\n(1 mark: alternative assumption link).\nThere are other creditworthy explanations.\n© Cambridge University Press & Assessment 2025 Page 13 of 22", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p13.png" ] }, { "id": "9990-2025-mj-11-q06", "question_id": "9990-2025-mj-11-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 7, "status": "available", "reason": null, "text": "6(a) Describe the psychology being investigated in the study by Pozzulo et al. 3\n(line-ups).\nuse this when you award the\n1 mark for each correct statement. ‘example mark’.\nExamples from the study Pozzulo can gain credit (max 1).\nAnything that is about what Pozzulo did\ne.g., (e.g., aim, finding, conclusion) is the\nSome eyewitnesses can produce false positive responses which is when a example mark.\nperson in a line–up is chosen by an eyewitness that is not accurate, but the\neyewitness believes it is (2 marks: detailed). 1 mark maximum for computer analogy\nEyewitness testimony is when a person attempts to recall what they have seen or input–process–output.\nin relation to a crime.\nThe information can be anything from what the person looked like/what they Do not credit any response in relation to\nwere wearing. children being good at identifying cartoon\nThe information obtained from an eyewitness may be used in a court of law. characters for the example mark.\nSocial demands are when people/children feel pressured to make a choice.\nChildren were asked to choose a cartoon face from a line–up (1 mark: example) Do credit a generic description of a line–\nup for 1 mark.\nThere are other creditworthy responses, including the use of line–ups to help\nrecall.\n© Cambridge University Press & Assessment 2025 Page 14 of 22\n\n6(b) Two friends, Eric and Quinn are discussing the validity of the study by 4 If both Eric and Quinn feature in the\nPozzulo et al. (line-ups). answer, mark them independently and\ncredit the highest score.\nEric says the study has validity, but Quinn says it does not have validity.\nIf the candidate mixes up Eric and Quinn\nOutline why you think either Eric or Quinn is correct, using evidence from (e.g., says Quinn but gives a ‘it is valid’\nthis study. based answer) then max 2 and annotate\nwith?\n1 mark per point made, with:\n1 identification mark for a relevant type of validity.\nUp to 3 marks for examples in relation to why/why not valid.\n= identification mark\ne.g., Eric\nStandardisation, reliability, replicability =\nIt can be argued that the study had ecological validity (1 mark: identification) as\n0 marks\nchildren are used to watching cartoons and identifying characters, (1 mark). The\nstudy did have some controls like the cartoon foils were rated by three judges to\nIdentification mark from:\nensure they were similar to the cartoon target faces (1 mark). This means that\nEcological validity/external\nthis variable was less likely to affect the DV of identification/rejection (1 mark).\nMundane realism\nThis also meant that it was more likely that the social pressures of target-absent\nInternal validity/IV affects DV/causal\nline-ups affected identification/rejection rates (1 mark).\nrelationship\nPopulation validity\ne.g., Quinn\nControl extraneous variables\nThe act of having to look at a line-up and choose/reject cartoon faces is not an\neveryday activity, even for children (1 mark). This means that the study lacks\necological validity/mundane realism (1 mark: identification) and has limited\nrelevance to eyewitness line-up identification (1 mark). Also, there were no\nparticipant variables controlled for, like exposure to the cartoon foils/personality\nof the child being tested (1 mark) so it could be that a child ‘went along’ with the\nsituation not because of social factors/pressures but because they are a more\nobedient child (1 mark)\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 15 of 22", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p14.png", "../answer-assets/9990_s25_ms_11-p15.png" ] }, { "id": "9990-2025-mj-11-q07", "question_id": "9990-2025-mj-11-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "7 In the study by Hassett et al. (monkey toy preferences), each trial used a 5 List is definitive.\n‘plush’ toy and a ‘wheeled’ toy.\nDo not credit anything that was recorded\nDescribe the procedure for one trial. (e.g., duration or frequency of play) as\nthese were post-trial.\n1 mark per point made.\n1 mark available for identification of one of the toys. Do not credit that the observers recorded\nbehaviours as this is incorrect\nInitially, the monkeys were kept indoors. (everything was videotaped). All of this\nOne plush toy and one wheeled toy were already in the outdoor area. happened post-trial.\nThey were separated by 10 metres.\nLeft or right placement was counterbalanced per trial.\nMonkeys were allowed/released into the outdoor area/let out/let into outdoor\narea.\nAny interaction was videotaped/the monkeys’ behaviours were recorded.\nUsing separate cameras for each toy (in the area)/used 2 cameras/observed\nthrough cameras.\nEach trial lasted 25 minutes.\nOne mark for any of these (only award once):\nPlush = Winnie-the-Pooh/Raggedy-Ann/koala/armadillo/bear/Scooby-Doo/turtle.\nWheeled = wagon/truck/car/construction vehicle/shopping cart/dump truck.\n© Cambridge University Press & Assessment 2025 Page 16 of 22", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p16.png" ] }, { "id": "9990-2025-mj-11-q08", "question_id": "9990-2025-mj-11-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "8 Your friend, Imelda, tells you about a problem with her child’s behaviour. 4 No credit for justifying advice as this is\nHer child keeps taking all of his toys from where they are stored in a box not what the question is about.\nand throwing them aggressively around the room. When she asks him to\ntidy the toys his only response is to shout. Imelda wants your advice on Do not credit positive reinforcement\nhow to improve her child’s behaviour. directly to the children as this is operant\nconditioning.\nOutline the advice you would give to Imelda, using your knowledge of the\nstudy by Bandura et al. (aggression). Your advice must be ethical. Any part of the study (e.g., frustration)\ncan gain credit. Go with intentions of the\n1 mark per piece of evidence clearly based on the study by Bandura et al. candidate.\ne.g. Do not credit trying to explain why he\nImelda could use a model that shows calm/peaceful/positive behaviour (generic might be aggressive. The question is\nmark). about advising Imelda on improving\nThe child could be asked to watch the model as they tidy up the toys/play with behaviour.\nthe toys.\nImelda could reward the model for their good behaviour. The generic examples of non-aggressive\nImelda could make sure that she does not display negative behaviour in front of behaviours (e.g., calm/peaceful) can only\nher child. be credited once.\nImelda could make sure the child does not get annoyed/frustrated before\nopening the toy box.\nImelda could make sure that any model is male/her husband/an uncle (as her\nchild is male).\nImelda could try to make sure her child is not exposed to aggressive behaviours\n(at home).\nImelda could try to find out who the child might be imitating and stop them from\nobserving.\nImelda could stop her child from watching aggressive TV shows/cartoons.\nImelda could encourage her child to watch TV shows/cartoons with friendly\nbehaviour/less aggression in them.\nThere are other creditworthy pieces of advice.\n© Cambridge University Press & Assessment 2025 Page 17 of 22", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p17.png" ] }, { "id": "9990-2025-mj-11-q09", "question_id": "9990-2025-mj-11-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) In the study by Andrade (doodling), the sample size was 40 participants. 4 List is definitive.\nDescribe the sample of participants used in this study, other than the Do not accept members of the Medical\nsample size of 40. Research Council or that they were\nstudents.\n1 mark for correct point.\nDo accept psychology panel, research\nRecruited via opportunity sampling. panel, research unit etc.\nThey had just finished a different study (before being asked to participate in this\none).\nMembers of a university participant panel/Applied Psychology Unit.\nGeneral population.\nAged 18–55 years.\nPaid for participation.\nMajority female/35 females/5 males.\nDoodling group = Female 17/Male 3 or Control group = Female 18/Male 2.\n© Cambridge University Press & Assessment 2025 Page 18 of 22\n\n9(b) Explain two differences between the study by Andrade (doodling) and one 8 The other cognitive approach studies are\nother study from the cognitive approach. Do not refer to the sample of Baron–Cohen and Pozzulo.\nparticipants.\nDo not credit any answer about the\nUse the marking grid below. sample but do credit sampling technique.\n4 marks for each difference, e.g., qualitative data collection, experimental\ndesign used, cognitive skills be assessed, individual-situation arguments, Award L1–L4 for each difference\nsampling techniques, use of a control group, levels of mundane realism.\nFor Level 4 there must be some attempt\nEach difference must be based on psychological principles. at explaining the difference.\ne.g., 4 marks All of the following are L1 max:\nThe studies by Andrade and Pozzulo used different experimental designs within Different aims/psychology\nthem. Andrade was only independent groups with participants being placed in Andrade using deception or is unethical.\nthe doodling or control group. Part of the Pozzulo study was repeated measures Audio vs. visual\nas all participants saw target absent and target present line-ups. Therefore, in The procedures were different\nAndrade Ps only participated in one level of the IV whilst in Pozzulo Ps\nparticipated in multiple levels of the IV (explanation). All of the following are L0:\nStandardisation comparisons\ne.g., 3 marks Different conclusions\nThe studies by Andrade and Pozzulo used different experimental designs within Different number of groups\nthem. Andrade was only independent groups with participants being placed in\nthe doodling or control group. Part of the Pozzulo study was repeated If response is about Baron–Cohen being\nmeasures. Matched Pairs = L2 max.\ne.g., 2 marks\nAndrade used only independent measures whilst Pozzulo used repeated\nmeasures for part of the study.\ne.g., 1 mark\nAndrade and Pozzulo used different experimental designs.\n© Cambridge University Press & Assessment 2025 Page 19 of 22\n\n9(b)\nMark/ Description\nLevel\n4 The difference is well explained using both studies as examples.\n3 The difference is well explained but only one study is used as an\nexample OR\nboth studies are used briefly.\n2 The difference is brief with an attempt at using at least one study\nas an example OR\nThe difference is well explained but there is no study evidence.\n1 The difference is brief with no attempt at using the studies as\nexamples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 20 of 22", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p18.png", "../answer-assets/9990_s25_ms_11-p19.png", "../answer-assets/9990_s25_ms_11-p20.png" ] }, { "id": "9990-2025-mj-11-q10", "question_id": "9990-2025-mj-11-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Milgram (obedience) in terms of two strengths and 10\ntwo weaknesses. At least one of your evaluation points must be about the\nsampling technique used to recruit participants.\nStrengths include reliability/replicability (standardisation), quantitative data,\nvalidity.\nWeaknesses include sample, ethics, generalisability, quantitative data,\nsampling technique.\nExample: in detail\nReading out word pairs is not an everyday task so lacks mundane realism. Ps\nhad to judge accuracy and give what they thought was an electric shock.\nHowever, this is not what happens in reality. We do not think we are giving\npeople an electric shock as punishment to a stranger in the real world.\nExample: brief but in context\nIn the study all were males from one geographical area of the United States.\nThis could make it difficult to generalise to a wider population of other\nmales/females.\nExample: no context\nThere was a standardised procedure meaning it could be replicated/tested for\nreliability.\nLevel Description Marks\n5 • Very good evaluation including the named issue. 9–10\n• Thoroughly addresses both strengths and both\nweaknesses in detail.\n• Selection of evidence is very thorough and\neffective.\n© Cambridge University Press & Assessment 2025 Page 21 of 22\n\n9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Marks\n4 • Good evaluation including the named issue. 7–8\n• Addresses strengths and weaknesses but may\ninclude three or four points. The majority of the\npoints are in depth.\n• Selection of evidence is thorough and effective.\n3 • Mostly appropriate evaluation but may not include 5–6\nthe named issue.\n• Addresses either two strengths or two weaknesses\nin detail or one of each in detail or all four briefly.\n• Selection of evidence is mostly effective.\n2 • Weak evaluation and may not include the named 3–4\nissue.\n• Addresses either a strength or a weakness.\nEvaluation points are brief.\n• Some points may have no context.\n• Selection of evidence is sometimes appropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and weaknesses is absent\nor superficial.\n• Selection of evidence is limited.\n0 No creditable response. 0\n© Cambridge University Press & Assessment 2025 Page 22 of 22", "source_pages": [ 21, 22 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_11-p21.png", "../answer-assets/9990_s25_ms_11-p22.png" ] }, { "id": "9990-2025-mj-12-q01", "question_id": "9990-2025-mj-12-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Perry et al. (personal space), Experiment 1 If more than one response given, take first one only.\n2 used four coloured pictures of a room. In these\npictures there were several objects including a lamp Accept ‘cupboard’.\nand a clock. Accept ‘chairs’.\nName one other object that was always in the pictures.\n1 mark for correct object.\nChair/table/plant/closet.\n\n1(b) Outline how the participants were deceived in 2 List is definitive.\nExperiment 2 of this study.\nNot knowing if given OT or PL = 0 marks.\n1 mark per correct point.\nAt the end of the experiment, they would discuss personal\ntopics with another participant.\nThis would happen in an ‘average’ room that has been\ncalculated by a computer.\nHowever, this was not true (for both of the above)/actually\nabout preferred distance.\n© Cambridge University Press & Assessment 2025 Page 8 of 25\n\n1(c) Outline one result from Experiment 2 of this study in 2 Do accept the opposite trend for low empathy Ps even\nrelation to the hormone oxytocin. though it did not reach significance.\n2 marks for the result with a meaningful comparison Must mention empathy grouping to gain credit.\n1 mark for result with no meaningful comparison\nNo significant result for tables = 1 mark max.\nParticipants in the high empathy group who had oxytocin\nchose closer distances compared to placebo/low empathy\ngroup (2 marks).\nOxytocin did not affect the average angle between objects\nacross empathy status/treatment/condition (2 marks).\nParticipants in the high empathy group who had oxytocin\nchose closer distances (1 mark).\nParticipants with oxytocin chose closer distance (0 marks:\nincorrect).\nQuestion Answer Marks Guidance", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p08.png", "../answer-assets/9990_s25_ms_12-p09.png" ] }, { "id": "9990-2025-mj-12-q02", "question_id": "9990-2025-mj-12-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Pozzulo et al. (line-ups). 2 List is definitive.\nIdentify two features of the female used as a ‘human Accept ‘white’.\nface target’. Accept ‘combing hair’.\n1 mark per correct point.\nCaucasian.\nStudent.\n22 years old.\n(she was) brushing her hair (in bathroom).\n© Cambridge University Press & Assessment 2025 Page 9 of 25\n\n2(b) Explain one strength of this study in relation to 2 Ignore reference to controls only.\nreliability.\n1 mark for standardisation and replication (identification of\nthe strength)\n1 mark for example from the study\ne.g.\nThe procedure was standardised so could be replicated (1\nmark). For example, every participant saw all four videos in\na random order (1 mark link).\nThere are other creditworthy responses.\nQuestion Answer Marks Guidance", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p09.png", "../answer-assets/9990_s25_ms_12-p10.png" ] }, { "id": "9990-2025-mj-12-q03", "question_id": "9990-2025-mj-12-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Milgram (obedience): 2 List is definitive.\nIdentify two features of the sample used in this study. Do not accept ‘adults’.\n1 mark per correct feature.\nVolunteers/from newspaper advert/direct mail.\nn=40.\nAll males.\nAge 20–50\nNew Haven area.\nWide range of occupations.\nWide range of educational levels.\n© Cambridge University Press & Assessment 2025 Page 10 of 25\n\n3(b) Outline one conclusion from this study. 2 Ignore responses that are simply results.\n2 marks full/detailed conclusion ‘Comply’ = max 1 mark.\n1 mark partial/brief conclusion ‘Conform’ = 0 marks.\nIndividuals appear to be much more obedient to an authority Did not support Germans are different hypothesis = max 1\nfigure than we might expect (2 marks). mark.\nPeople will follow/listen to an authority figure even if it\nmeans harming another person (2 marks).\nPeople are willing to harm someone if responsibility is taken\naway/passed on to someone else (2 marks).\nPeople find it stressful to follow destructive orders from a\nperson in authority (2 marks).\nPeople will be obedient to an authority figure (1 mark).\nPeople find it stressful to follow destructive orders (1 mark).\n100% of participants pressed the 300 V switch (0 marks:\nresult).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 11 of 25\n\n3(c) Suggest one application to everyday life using evidence 2 Annotate with a tick for what the application is and a + for\nfrom this study. Your suggestion must be ethical. how it will be achieved.\n1 mark for what the application is (clearly based on Milgram) Military examples e.g., soldiers being made more obedient\n1 mark for how it will be achieved. to protect a country may be ethical (the question is about the\nprocess).\ne.g.,\nA teacher could get students to be more obedient in the Link to explaining named/specific historical events is\nclassroom (1 mark: what) by wearing clothes that show creditworthy.\nauthority like a technician’s coat (1 mark: how).\n‘Help us to understand obedience’ = 0 marks.\nSoldiers could be encouraged to be more obedient (1 mark:\nwhat) as an authority figure can give out commands in a firm Examples must be specific for dress code and prods to be\ntone/stern voice (1 mark: how). awarded credit.\nThere are other creditworthy suggestions, including\nwhistleblowing policies in the workplace.\n© Cambridge University Press & Assessment 2025 Page 12 of 25", "source_pages": [ 10, 11, 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p10.png", "../answer-assets/9990_s25_ms_12-p11.png", "../answer-assets/9990_s25_ms_12-p12.png" ] }, { "id": "9990-2025-mj-12-q04", "question_id": "9990-2025-mj-12-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 3, "status": "available", "reason": null, "text": "4 From the study by Hassett et al. (monkey toy 3 Result can be about frequency or duration.\npreferences):\nUse tick-d for the data mark.\nDescribe one result for toy preferences of the male\nmonkeys. You must use data in your answer. Male vs. female preference = 0 marks, but if correct\ndirection for males given and “compared to females” written\n2 marks for the result with a meaningful comparison at the end, then can still be credited.\n1 mark for result with no meaningful comparison\n1 mark for correct data Data tolerance is 0.5 or 1%\ne.g., 3 marks Accept masculine and feminine toys.\nMales played with the wheeled toys (average 10 times)\nmore often than the plush toys.\nMales played with plush toys for less time than wheeled toys\n(4.76 minutes on average).\n73% of males preferred wheeled toys over plush toys.\ne.g., 2 marks\nMales played with the wheeled toys more often than the\nplush toys.\nMales played with plush toys for less time than wheeled\ntoys.\nMales preferred wheeled toys over plush toys.\ne.g., 1 mark\nMales played with the wheeled toys more often.\nMales played with plush toys for less time.\nMales preferred wheeled toys.\ne.g., 0 marks\nFemales played with wheeled toys for less time than males.\nFemales played with plush toys more often than males.\n© Cambridge University Press & Assessment 2025 Page 13 of 25", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p13.png" ] }, { "id": "9990-2025-mj-12-q05", "question_id": "9990-2025-mj-12-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "5(a) Outline one assumption of the learning approach. 2 Do not credit learn from environment, surroundings or\nconditioning by itself.\n2 marks: full/detailed assumption.\n1 mark: partial/brief assumption. Max 1 if the assumption is about naming/outlining one\nmechanism\ne.g., 2 marks (e.g., we learn from models).\nWe all begin life as a blank slate. The experiences and\ninteractions we have then shape our behaviour(s).\nWe learn through the mechanisms of classical\nconditioning/operant conditioning/social learning/stimulus-\nresponse model (any 2 mechanisms = 2 marks)\ne.g., 1 mark\nWe all begin life as a blank slate.\nWe learn through the mechanisms of classical\nconditioning/operant conditioning/social learning (1\nmechanism named = 1 mark).\n\n5(b) Explain how the study by Saavedra and Silverman 2 If the link is not with an assumption from 5(a), it can only be\n(button phobia), supports the assumption you outlined awarded the result/conclusion mark.\nin part (a).\nFor a link back to an assumption about a mechanism, a\n1 mark for result/conclusion/concept. named component must be covered, e.g., positive\n1 mark for linking it to an assumption explicitly. reinforcement.\ne.g., 1 mark maximum if linked to the aim/procedure of the study,\nPart of this therapy was based on positive reinforcement (1 rather than a finding.\nmark). He was rewarded for being able to handle buttons on\nthe Feeling Thermometer (1 mark). Accept ‘he was not born with the phobia’.\nHe had an experience of the bowl of buttons falling on to\nhim (1 mark). He never had this phobia before/not born with\nit, so it developed after this incident (1 mark).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 14 of 25", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p14.png" ] }, { "id": "9990-2025-mj-12-q06", "question_id": "9990-2025-mj-12-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 7, "status": "available", "reason": null, "text": "6(a) Outline what is meant by the term ‘positive 3 Only credit examples from the study by Fagen.\nreinforcement’. Include an example from the study by\nFagen et al. (elephant learning) in your answer. Do credit ‘encourage/strengthen/enhances behaviour’ as\nmeaning increasing probability.\n1 mark per correct point.\n1 mark for an example from the study by Fagen. Do not credit ‘rewarded with food’.\ne.g., Do not credit ‘rewarded with banana’ by itself.\nPositive reinforcement is when a reward is given after the\ncompletion of a desired behaviour.\nThis increases the probability that the desired behaviour will\nbe repeated.\nIn the study by Fagen, the elephants were rewarded with\nbanana when a specific behaviour was shown (1 mark:\nexample).\nThere are other creditworthy responses\n© Cambridge University Press & Assessment 2025 Page 15 of 25\n\n6(b) Two friends, Roksana and Tien are discussing the study 4 If both Roksana and Tien feature in the answer, mark them\nby Fagen et al. (elephant learning) in terms of the independently and credit the highest score.\nindividual and situational explanations for behaviour.\nIf the candidate mixes up Roksana and Tien (e.g. says Tien\nRoksana says the study supports the individual but gives an individual explanation answer) then max 2 and\nexplanation, but Tien says it supports the situational annotate with a ?\nexplanation.\nDo not credit definitions that are tautological, for example,\nOutline why you think either Roksana or Tien is correct, the situational explanation is based on the situation.\nusing evidence from the study.\nDo not credit why it is not individual or situational.\n1 mark per point made, with\n1 mark available for definition of individual/situational Do not credit individual differences as a definition mark.\nexplanation.\nUp to 4 marks for examples/explanations that support Do credit statements like ‘elephant 2 as the fastest’ etc.\nindividual/situational.\nFor Roksana:\ne.g., Roksana If the elephants are not correctly ‘numbered’ then generic\nThe individual side refers to behaviours from factors within statements like ‘one elephant was faster’ or ‘one failed to\nthe person (dispositional) (1 mark: definition). There were complete the trunk wash’ can only be credited once.\nindividual differences in the amount of time it took the\nelephants to be trained on the trunk wash (1 mark:\nexample). Elephant 2 only needed 25 sessions/Elephant 1\nneeded 30 etc. (1 mark: example). Elephant 5 did not\nsuccessfully complete the training (1 mark: example). This\ncould have been because she was older than the rest of the\nelephants/had vision problems/abscess on foot/trunk\nweakness (1 mark: explanation).\n© Cambridge University Press & Assessment 2025 Page 16 of 25\n\n6(b) e.g., Tien\nThe situational side refers to behaviour from factors in the\nexternal environment (1 mark). The reason the elephants\ncould complete the trunk wash was because of the\ntraining/operant conditioning (1 mark: explanation). Their\nbehaviour was shaped by the researchers who rewarded a\nseries of different behaviours like trunk here (1 mark:\nexample). The elephants received banana pieces every time\nthey performed a certain behaviour correctly, so this\nencouraged them to repeat the behaviours (1 mark:\nexample/explanation). There were distractions like tourists\nwhich slowed training (1 mark: example).\nThere are other creditworthy examples/explanations.\n© Cambridge University Press & Assessment 2025 Page 17 of 25", "source_pages": [ 15, 16, 17 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p15.png", "../answer-assets/9990_s25_ms_12-p16.png", "../answer-assets/9990_s25_ms_12-p17.png" ] }, { "id": "9990-2025-mj-12-q07", "question_id": "9990-2025-mj-12-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "7 From the study by Bandura et al. (aggression): 5 List is definitive.\nDescribe the procedure for the ‘Aggression Arousal’ If the description follows the definitive list presented here but\npart of this study. they say ‘model’ then award credit.\n1 mark per correct point Do not credit ‘they were not allowed to play with the toys’ as\nthey were.\nThe child was brought to an anteroom/a room.\nIt contained toys (for the children)/shown toys.\nThese included a fire engine, locomotive, a fighter jet, cable,\nspinning top, doll, doll carriage, crib, car, wardrobe (two\nneed to be named to gain 1 mark).\nThey were told they could play with them.\nAs soon as they did begin to play/get involved (usually 2\nmins), the experimenter stopped them/took the toys away.\nThe experimenter explained that she did not let just anyone\nplay with the toys.\nShe then said that she decided they were reserved for some\nother children.\nThe children were told that they were her very best toys.\nThe experimenter sat away from the child (during this\nphase)/completed some paperwork.\n© Cambridge University Press & Assessment 2025 Page 18 of 25", "source_pages": [ 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p18.png" ] }, { "id": "9990-2025-mj-12-q08", "question_id": "9990-2025-mj-12-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "8 Your friend, Rosalia, tells you that she has recently 4 No credit for justifying advice as this is not what the question\nbegun to feel stressed, even though nothing in her life is about.\nhas changed. Rosalia wants your advice on how to help\nreduce her level of stress. Do not credit ‘mindfulness’ by itself.\nOutline the advice you would give to Rosalia, using your 1 mark max can be awarded for identification of a relevant\nknowledge of the study by Hölzel et al. (mindfulness task, e.g., yoga, meditation, body scan etc.\nand brain scans).\nOnly credit any timeframe once, e.g., 8-weeks, 45 mins,\n1 mark per piece of advice clearly based on the study by long-term, daily etc.\nHölzel et al.\ne.g., she should attend an 8-week MBSR course = 2 marks\nRosalia should engage in mindful yoga with some stretching total (1 for MBSR and 1 from the timeframe).\nexercises.\nThese are slow movements in conjunction with breathing. Credit descriptions of what would happen in body scanning,\nShe can be taught to become “fully aware” of her body yoga, meditation etc.\nsensations.\nAnd use the deep breathing exercise to help control feelings Doing it in her ‘daily life’ as a statement by itself = 0 marks.\nof stress.\nShe can also use meditation to become aware of different\nsounds/feelings/emotions.\nShe can be encouraged to practise this for 45-minutes per\nday/daily.\nShe can join an (8 week) MBSR course.\nShe can practice mindfulness when eating/walking/at home.\nThere are other creditworthy pieces of advice.\n© Cambridge University Press & Assessment 2025 Page 19 of 25", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p19.png" ] }, { "id": "9990-2025-mj-12-q09", "question_id": "9990-2025-mj-12-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Piliavin et al. (subway Samaritans): 4 List is definitive.\nDescribe the two victims used in this study. 1 mark max for:\n1 mark for identifying a victim plus 1 mark for a correct What they were wearing\nfeature of that victim 2. Male\nAged 26–35\ne.g., White/black\nThe first victim was drunk (1 mark). They smelled of n=4\nliquor/alcohol (1 mark). The liquor/alcohol bottle was\nwrapped in brown paper bag (1 mark: alternative). Only award above if not been awarded 4 marks with drunk/ill\nstatements.\nThe second victim was ill (1 mark). They had a (black) cane\n(1 mark). They acted sober (1 mark: alternative). Accept ‘sick’ to mean ‘ill’.\nDo not accept ‘cane’ as the identifying mark for the ‘ill’\nvictim.\n© Cambridge University Press & Assessment 2025 Page 20 of 25\n\n9(b) Explain two differences between the study by Piliavin et 8 Award L1–L4 for each difference\nal. (subway Samaritans) and the study by Perry et al.\n(personal space). One of your differences must be about For Level 4 there must be some attempt at explaining the\nthe sample of participants. difference.\nUse the marking grid below. If both differences do not focus on the sample, then mark\n4 marks for each difference (twice), e.g., sample, stooges, both but only credit the best, and place an X next to the Q.\nethics, data collection techniques, generalisability,\n(ecological) validity. Place a tick next to the difference that is about the sample.\nNote: sampling technique does not count as the sample.\nEach difference must be based on psychological\nprinciples. At least one feature of each sample must be correct to get\nabove L2.\ne.g.,\n4 marks If the sample information about one of the studies is\nThe studies used stooges in different ways (explanation). incorrect (e.g., give it from a different study to Piliavin or\nPiliavin used a human stooge that the participant did not Perry) = L0.\nknow as acting ill/drunk/was a model. In the Perry study the\nparticipants ‘met’ the animated stooge in various Different aims = L1\nrooms/scenarios until they felt the stooge was invading Sample information from only Piliavin or Perry = L1 max.\npersonal space. Description of two samples only = L2\nExample: 3 marks To get L4, the candidate needs to explicitly state what the\nThe studies used stooges. Piliavin used a human stooge difference is.\nthat the participant did not know as acting ill/drunk/was a\nmodel and in the Perry study the participants ‘met’ the\nanimated stooge in various rooms/scenarios until they felt\nthe stooge was invading personal space.\nExample: 2 marks\nThe studies used stooges. Piliavin used a human stooge\nthat the acted ill or drunk/Perry used an animated stooge.\nExample: 1 mark\nThe stooges were different/one was human/one was\nanimated.\n© Cambridge University Press & Assessment 2025 Page 21 of 25\n\n9(b)\nMark/Level Description\n4 The similarity/difference is well explained\nusing both studies as examples.\n3 The similarity/difference is well explained\nbut only one study is used as an example\nOR\nboth studies are used briefly.\n2 The similarity/difference is brief with an\nattempt at using at least one study as an\nexample OR\nThe similarity/difference is well explained\nbut there is no study evidence.\n1 The similarity/difference is brief with no\nattempt at using the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 22 of 25", "source_pages": [ 20, 21, 22 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p20.png", "../answer-assets/9990_s25_ms_12-p21.png", "../answer-assets/9990_s25_ms_12-p22.png" ] }, { "id": "9990-2025-mj-12-q10", "question_id": "9990-2025-mj-12-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Baron-Cohen et al. (eyes test) in 10\nterms of two strengths and two weaknesses. At least\none of your evaluation points must be about\nquantitative data.\nStrengths include: reliability (standardisation), quantitative\ndata, validity.\nWeaknesses include: ecological validity, ethics,\ngeneralisability, quantitative data.\nExample: in detail (named issue)\nThe study collected quantitative data which makes it easier\nto make meaningful comparisons between groups/conditions\n(as you compare like with like). They counted the number of\ncorrect emotions identified from looking at the eyes. As a\nresult, they could compare performance across the four\ngroups of participants to see any trends/differences between\nthe AS/HFA groups and the other three groups.\nExample: brief but in context\nThe sample for the AS/HFA group was 15 males which may\nmake generalisation difficult and may not represent females\nwith AS/HFA.\nExample: no context\nThere was a standardised procedure meaning it could be\nreplicated/tested for reliability.\n© Cambridge University Press & Assessment 2025 Page 23 of 25\n\n9990/12 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Marks\n5 • Very good evaluation including the 9–10\nnamed issue.\n• Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n• Selection of evidence is very\nthorough and effective.\n4 • Good evaluation including the 7–8\nnamed issue.\n• Addresses strengths and\nweaknesses but may include three\nor four points. The majority of the\npoints are in depth.\n• Selection of evidence is thorough\nand effective.\n3 • Mostly appropriate evaluation but 5–6\nmay not include the named issue.\n• Addresses either two strengths or\ntwo weaknesses in detail or one of\neach in detail or all four briefly.\n• Selection of evidence is mostly\neffective.\n© Cambridge University Press & Assessment 2025 Page 24 of 25\n\n9990/12 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Marks\n2 • Weak evaluation and may not 3–4\ninclude the named issue.\n• Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n• Some points may have no context.\n• Selection of evidence is\nsometimes appropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and\nweaknesses is absent or\nsuperficial.\n• Selection of evidence is limited.\n0 • No creditable response. 0\n© Cambridge University Press & Assessment 2025 Page 25 of 25", "source_pages": [ 23, 24, 25 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_12-p23.png", "../answer-assets/9990_s25_ms_12-p24.png", "../answer-assets/9990_s25_ms_12-p25.png" ] }, { "id": "9990-2025-mj-13-q01", "question_id": "9990-2025-mj-13-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Fagen et al. (elephant learning): 1 If more than one response given, take first one only.\nState the number of elephants used in this study. Accept ‘4 juvenile + 1 adult’\n1 mark for correct number.\n5.\n\n1(b) Identify two criteria used to select the elephants in this 2 List is definitive.\nstudy.\nAccept ‘pregnancy’ by itself.\n1 mark per correct criterion.\nDo not accept healthy, Nepalese, or ‘not trained’.\n(level of) docility.\nLack of pregnancy/does not currently have calf.\nWillingness of mahout to participate.\nTrained using traditional methods.\nNo previous experience with secondary positive\nreinforcement.\n\n1(c) Elephants were trained to do a number of behavioural 2 List is definitive.\ntasks including ‘trunk here’.\nOutline the ‘trunk here’ task.\n1 mark per correct point.\n(Distal) end of trunk placed (gently) on palm of trainer.\nThe underside (ventral) part of the trunk must also be\ntouching the palm of trainer.\n© Cambridge University Press & Assessment 2025 Page 8 of 23", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p08.png" ] }, { "id": "9990-2025-mj-13-q02", "question_id": "9990-2025-mj-13-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "2(a) In the study by Dement and Kleitman (sleep and 2 List is definitive.\ndreams), an EEG (electroencephalogram) was used.\nDo not credit ‘on the eyes’, ‘in the brain’, ‘under eyes’, ‘in a\nOutline where on each participant’s body the EEG ponytail.’\nelectrodes were attached.\nAccept ‘skull’.\n1 mark per correct point.\nElectrodes were placed next to the eyes.\nElectrodes were placed on the scalp/head.\nAll electrode lead wires were further attached to top of the\nhead.\n\n2(b) Explain one weakness of this study in relation to 2 Credit population validity but not generalisability.\nvalidity.\nThe identification mark can be awarded by term or outline of\n1 mark for identifying the weakness in relation to the problem with validity (e.g., it wasn’t real).\nvalidity/identifying a type of validity.\n1 mark for example from the study.\ne.g.,\nEcological validity is how well the setting for a study reflects\na real-life setting (1 mark: explain) so in the study by\nDement and Kleitman the setting was an artificial sleep\nlaboratory/not at home that might have changed\nsleep/dream patterns (1 mark: example).\nThere are other creditworthy responses, including do not\nknow if they are telling the truth about dream content, could\nbe difficult to fall asleep in the laboratory, the stress of being\nin a laboratory might affect dream content.\n© Cambridge University Press & Assessment 2025 Page 9 of 23", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p09.png" ] }, { "id": "9990-2025-mj-13-q03", "question_id": "9990-2025-mj-13-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "3(a) From the study by Bandura et al. (aggression): 2 Do not credit responses about imitation in absence of model\nas this is in the question.\nOne aim was to investigate whether children would\nreproduce the aggression shown by a model when that ‘Imitate’ needed for the sex differences aim to be awarded 2.\nmodel is no longer there.\nTerms like reproduce, copy, repeat are synonyms for\nOutline one other aim of this study. imitate.\n2 marks full/detailed aim\n1 mark partial/brief aim.\ne.g., 2 marks\nTo investigate whether children imitate the aggressive\nbehaviour of an aggressive model\nTo investigate whether children are more likely to imitate the\nbehaviour of a same-sex model\nTo investigate whether males imitate more aggression than\nfemales.\ne.g., 1 mark\nTo investigate how children learn aggression.\nTo see if aggression was nature or nurture.\nThere are other creditworthy responses, including sex of\nmodel.\n\n3(b) Identify two features of the sample in this study. 2 List is definitive.\n1 mark per correct point. Accept age as 3–6 years.\nn=72 Male + female = 0 marks.\nAged 37–69 months/mean age of 52 months.\nSplit evenly across sex/36 male and 36 female. From Stanford Uni = 0 marks.\nEnrolled at Stanford University Nursery School.\n© Cambridge University Press & Assessment 2025 Page 10 of 23\n\n3(c) Suggest one application to everyday life using evidence 2 Annotate with a tick for what the application is and a + for\nfrom this study. Your suggestion must be ethical. how it will be achieved.\n1 mark for what the application is (clearly based on Do not credit explaining everyday behaviours, for example,\nBandura). we must be careful what we do around others, or it explains\n1 mark for how it will be achieved. why some people get aggressive.\ne.g. A finding can be used as a ‘what’ if it leads logically into the\nChildren can be taught prosocial behaviour (1 mark: what). ‘how’.\nA child can observe a model engaging in prosocial\nbehaviour/speech and they are likely to imitate this (1 mark:\nhow).\nChildren can be taught a new skill at school (1 mark: what).\nA child can observe a teacher showing them how to\ncomplete a new skill and then are given the opportunity to\nreplicate it (1 mark: how).\nCan be used by TV companies/video games creators/toy\ncompanies (1 mark: what) by reducing the amount of\naggression in programmes/presenting more prosocial\nbehaviour (1 mark: how).\nParents can use it to sensor TV/videogame content/time for\ntheir children (1 mark: what) by restricting the time\nplayed/presenting more prosocial behaviour/not allowing\nthem to play aggressive games (1 mark: how).\nThere are other creditworthy suggestions.\n© Cambridge University Press & Assessment 2025 Page 11 of 23", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p10.png", "../answer-assets/9990_s25_ms_13-p11.png" ] }, { "id": "9990-2025-mj-13-q04", "question_id": "9990-2025-mj-13-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 3, "status": "available", "reason": null, "text": "4 In Experiment 1 in the study by Perry et al. (personal 3 Tolerance for any reported mean is 2.\nspace), participants were given oxytocin (OT) or a\nplacebo (PL). Use tick-d for the data mark.\nDescribe one result from the high empathy OT condition Authority = boss/teacher but not parent/family.\nthat compares two approaching figures. You must use\ndata in your answer. No credit for comparisons with placebo or low empathy.\n2 marks for the result with a meaningful comparison.\n1 mark for result with no meaningful comparison.\n1 mark for correct data.\ne.g., 3 marks\nThe mean distance for the ball invading personal space was\nlower than that for a stranger (40).\nThe mean distance for the stranger invading personal space\nwas higher than that for a friend (8.4).\ne.g., 2 marks\nThe mean distance for the ball invading personal space was\nlower than that for a stranger.\nThe mean distance for the stranger invading personal space\nwas higher than that for a friend\ne.g., 1 mark\nThe mean distance for a friend invading personal space was\nthe lowest.\nThe mean distance for the stranger invading personal space\nwas the highest.\n© Cambridge University Press & Assessment 2025 Page 12 of 23", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p12.png" ] }, { "id": "9990-2025-mj-13-q05", "question_id": "9990-2025-mj-13-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "5(a) Outline one assumption of the social approach. 2 For 2 marks need two of the ‘influenced’ components to be\npresented by the candidate.\n2 mark full/detailed assumption.\n1 mark partial/brief assumption. Other acceptable ‘influenced by’ examples include:\ne.g., 2 marks Interaction with others\nBehaviour, cognitions, and emotions are influenced by social Social pressure\ncontexts, social environments and social groups (any 2\nmechanisms).\nBehaviour, cognitions and emotions are influenced by\nactual, implied or imagined presence of others (any 2 of\nthese).\ne.g., 1 mark\nBehaviour is affected by other people.\nBehaviour is influenced by groups.\n\n5(b) Explain how the study by Piliavin et al. (subway 2 If the link is not with an assumption from 5(a), it can only be\nSamaritans) supports the assumption you outlined in awarded the result/conclusion mark.\npart (a).\n1 mark maximum if linked to the aim of the study, rather than\n1 mark for result/conclusion/concept. a finding, e.g., diffusion of responsibility.\n1 mark for linking it to an assumption explicitly.\ne.g.\nThey were affected by the social context of witnessing a\ndrunk person needing help (1 mark). They were less likely to\nhelp as it was seen as ‘self-inflicted’ (1 mark).\nWhen there was a larger group, it affected their behaviour as\nthey were faster at helping (1 mark).\n© Cambridge University Press & Assessment 2025 Page 13 of 23", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p13.png" ] }, { "id": "9990-2025-mj-13-q06", "question_id": "9990-2025-mj-13-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 7, "status": "available", "reason": null, "text": "6(a) Describe the psychology being investigated in the study 3\nby Hassett et al. (monkey toy preferences).\nuse this when you award the ‘example mark’.\n1 mark for each correct statement.\nExamples from the study by Hassett can gain credit (max 1). Do not accept any answer about gender of monkeys.\ne.g., Accept description of nature-nurture for 1 mark.\nSex differences refer to behavioural differences based on\nbiological differences between males and female.\nThese can be based on hormones/chromosomes.\nThe main male hormone is testosterone/the main female\nhormone is oestrogen.\nPlay is any mental/physical activity performed in leisure time\nfor enjoyment/pleasure.\nSocialisation is any mechanism that changes/adapts a\nbehaviour to societal/cultural expectations.\nThe study looked at whether male and female monkeys\npreferred masculine or feminine toys (1 mark: example).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 14 of 23\n\n6(b) Two friends, Madison and Zach, are discussing the 4 If both Madison and Zach feature in the answer, mark them\nvalidity of the study by Hassett et al. (monkey toy independently and credit the highest score.\npreferences).\nIf the candidate mixes up Madison and Zach (e.g., says\nMadison says the study has validity, but Zach says it Zach but gives a ‘it is valid’ based answer) then max 2 and\ndoes not have validity. annotate with ?\nOutline why you think either Madison or Zach is correct,\nusing evidence from the study.\n= identification mark\n1 mark per point made, with:\nStandardisation, reliability, replicability = 0 marks\n1 identification mark for a relevant type of validity.\nUp to 3 marks for examples in relation to why/why not valid.\nIdentification mark from:\nEcological validity/external\ne.g., Madison\nMundane realism\nit could be argued that the study has some ecological\nInternal validity/IV affects DV/causal relationship\nvalidity (1 mark: identification) as the enclosure was their\nPopulation validity\neveryday setting (1 mark). The study did have some controls\nControl extraneous variables\nlike the types of toys chosen for wheeled/plush (1 mark).\nThis means that this variable was less likely to affect the DV\nof toy choice/preference (1 mark). This also meant that it\nmore likely that the idea of masculine/feminine toys was\naffecting the frequency/duration of play (1 mark).\ne.g., Zach\nThe act of having to choose human toys to play with is not\nan everyday activity for monkeys (1 mark). This means that\nthe study lacks ecological validity/mundane realism (1 mark:\nidentification). Also, there were no participant variables\ncontrolled for like amount of previous experiences with novel\nobjects (1 mark), it could be that a monkey/monkeys were\ndrawn to the more exciting toys and not because of the sex-\ntyping (1 mark)\n© Cambridge University Press & Assessment 2025 Page 15 of 23\n\n6(b) There are other creditworthy responses, including monkeys\nwere not exposed to any societal pressures, videotaped so\nno effect if having an experimenter nearby, toy\ncategorisation may have influenced toy choice, use of\ncounterbalancing, social rank controlled.\nQuestion Answer Marks Guidance", "source_pages": [ 14, 15, 16 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p14.png", "../answer-assets/9990_s25_ms_13-p15.png", "../answer-assets/9990_s25_ms_13-p16.png" ] }, { "id": "9990-2025-mj-13-q07", "question_id": "9990-2025-mj-13-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "7 In the study by Milgram (obedience), a shock generator 5 List is definitive.\nwas used. It consisted of 30 lever switches in a\nhorizontal line. If XXX already awarded, then needs to be two different\nlabels to gain the final marking point.\nDescribe the shock generator used in this study, other\nthan these features. Do not credit the 1,2,3,4 answer box.\n1 mark per correct point.\nEach switch was clearly labelled with a voltage.\nThe volts ranged from 15 V to 450 V/minimum\n15 V/maximum 450 V.\nEach button went up by 15 V levels.\nVerbal designations for groups of four voltage levels.\nLast two were labelled (simply) XXX.\nUpon depressing a switch, a red light appeared.\nAn electric buzzing was emitted.\nA blue light labelled ‘voltage energizer’ would light up.\nLabelled Slight Shock to Danger Severe Shock (any two of\nthese can be credited for max 1 mark).\nWas connected to the learner by electrodes/wires that were\n‘supposed’ to send a shock.\n© Cambridge University Press & Assessment 2025 Page 16 of 23", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p16.png" ] }, { "id": "9990-2025-mj-13-q08", "question_id": "9990-2025-mj-13-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "8 Your friend, Alfonso, is finding it difficult to concentrate 4 No credit for justifying advice as this is not what the question\nat school. He tells you that his concentration is worse is about.\nwhen he is bored. He has come to you for advice about\nways to help him improve his concentration. Do not credit ‘doodling’, ‘doodle’ or ‘secondary task’ by\nitself.\nOutline the advice you would give to Alfonso, using\nyour knowledge of the study by Andrade (doodling). Do not accept scribbling.\n1 mark per piece of advice clearly based on the study by Do not accept go into a quiet dull room.\nAndrade.\ne.g.\nTell Alfonso to have a piece of paper in class.\nTell Alfonso that he can draw shapes on the paper.\nTell Alfonso that he can shade the shapes.\nAlfonso can shade/draw whenever he wants/about whatever\nhe wants.\nTell Alfonso it does not matter how neat/quick he is when\nshading/drawing.\nThe paper can already have shapes on it he can colour\nthem in.\nHe could do this when the teacher has told him that\nimportant information needs to be remembered.\nThere are other creditworthy pieces of advice.\n© Cambridge University Press & Assessment 2025 Page 17 of 23", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p17.png" ] }, { "id": "9990-2025-mj-13-q09", "question_id": "9990-2025-mj-13-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) Describe the Five Facet Mindfulness Questionnaire 4 List is definitive.\n(FFMQ) used in the study by Hölzel et al. (mindfulness\nand brain scans). No credit for describing any of the five facets.\n1 mark per correct point. A response of:\n1 mark available for naming one of the five facets. 1 = never; 5 = very often is 3 marks (1–5 and the two correct\nexamples)\nIt is a 39-item questionnaire.\nMeasures the five factors of mindfulness:\nobserving/describing/acting with awareness/non-judging of\ninner experiences/ non-reactivity to inner experience (1 mark\nmaximum).\nRated on 5-point scale/scale of 1–5/Likert scale\n1=never or rarely true.\n5=very often or always true.\n© Cambridge University Press & Assessment 2025 Page 18 of 23\n\n9(b) Explain one similarity and one difference between the 8 The other biological approach studies are Hassett and\nstudy by Hölzel et al. (mindfulness and brain scans) and Dement.\none other study from the biological approach. Do not Do accept Perry but only for oxytocin-related comparisons.\nrefer to questionnaires.\nAward L1–L4 for the similarity\nUse the marking grid below. Award L1–L4 for the difference\n4 marks for the similarity, e.g., small samples, data\ncollection techniques, experimental design, brain scans. For Level 4 there must be some attempt at explaining the\nsimilarity/difference.\n4 marks for the difference, e.g., brain measurement\ntechniques, research techniques used, type of data Different aims = L1.\ncollected (quantitative/qualitative). Different species = L1.\nSame species = L1.\ne.g. difference Both have applications = L1.\n4 marks Both study biology = L0.\nHölzel used an MRI scan to be able to see brain density\nchanges after a mindfulness stress reduction course. Any response where it is just describing what each study\nDement & Kleitman used a different technique called an did, take as different aim = L1\nEEG that could only monitor brain wave activity/patterns.\nTherefore, Hölzel’s method looked at structure whereas\nDement looked at (real-time) function (explanation).\n3 marks\nDifferent techniques were used to measure the brain. Hölzel\nused an MRI scan to be able to see brain density changes\nafter a mindfulness stress reduction course/Dement &\nKleitman used a different technique called an EEG that\ncould only monitor brain wave activity/patterns.\n2 marks\nHölzel used an MRI scan to measure brain density whilst\nDement & Kleitman used an EEG.\n1 marks\nBoth studies used different techniques to measure the brain.\n© Cambridge University Press & Assessment 2025 Page 19 of 23\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained using\nboth studies as examples.\n3 The similarity/difference is well explained but\nonly one study is used as an example\nOR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt\nat using at least one study as an example\nOR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt\nat using the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 20 of 23", "source_pages": [ 18, 19, 20 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p18.png", "../answer-assets/9990_s25_ms_13-p19.png", "../answer-assets/9990_s25_ms_13-p20.png" ] }, { "id": "9990-2025-mj-13-q10", "question_id": "9990-2025-mj-13-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Saavedra and Silverman (button 10\nphobia) in terms of two strengths and two weaknesses.\nAt least one of your evaluation points must be about\nsubjective data.\nStrengths include reliability (standardisation), quantitative\ndata, validity, self-reports.\nWeaknesses include subjective data, ethics, generalisability,\nquantitative data, self-reports.\nExample: in detail\nThe sample was one boy with a button phobia so it may be\ndifficult to generalise/he had a ‘unique’ phobia of buttons.\nFemales may react differently to the type of therapy as they\ntend to be more emotional, plus people with other types of\nphobia may not find a Feelings Thermometer useful if the\nphobia is not a concrete object.\nExample: brief but in context\nThe participant could have lied/given false responses/shown\nsocial desirability. He could have rated some of the buttons\ndifferently to how he felt as he did not want to look as\nscared.\nExample: no context\nThere was a standardised procedure meaning it could be\nreplicated/tested for reliability.\n© Cambridge University Press & Assessment 2025 Page 21 of 23\n\n9990/13 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n5 • Very good evaluation including 9–10\nthe named issue.\n• Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n• Selection of evidence is very\nthorough and effective.\n4 • Good evaluation including the 7–8\nnamed issue.\n• Addresses strengths and\nweaknesses but may include\nthree or four points. The majority\nof the points are in depth.\n• Selection of evidence is thorough\nand effective.\n3 • Mostly appropriate evaluation but 5–6\nmay not include the named issue.\n• Addresses either two strengths or\ntwo weaknesses in detail or one\nof each in detail or all four briefly.\n• Selection of evidence is mostly\neffective.\n© Cambridge University Press & Assessment 2025 Page 22 of 23\n\n9990/13 Cambridge International AS & A Level – Mark Scheme May/June 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n2 • Weak evaluation and may not 3–4\ninclude the named issue.\n• Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n• Some points may have no\ncontext.\n• Selection of evidence is\nsometimes appropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and\nweaknesses is absent or\nsuperficial.\n• Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 23 of 23", "source_pages": [ 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_13-p21.png", "../answer-assets/9990_s25_ms_13-p22.png", "../answer-assets/9990_s25_ms_13-p23.png" ] }, { "id": "9990-2025-mj-21-q01", "question_id": "9990-2025-mj-21-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "1(a) Describe what is meant by a questionnaire. 2\nDescription = 1\nDetail = 1\n• Self-report / questions;\n• Written/ on paper / online;\n• Written questions = 2\n\n1(b) Explain one practical strength of using a questionnaire. 2 Accept fewer demand characteristics\nExplanation = 1 Ethical advantages = 0\nDetail / comparison = 1\n• unlikely to lie / low risk of social desirability/more likely\nto be honest: (explanation)\n• because not face to face / no researcher present / fill in\nalone: (detail)\n• Wider sample as can be posted/online (explanation)\n• which means that it will be more\nrepresentative/generalisable (detail)\n© Cambridge University Press & Assessment 2025 Page 8 of 27", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p08.png" ] }, { "id": "9990-2025-mj-21-q02", "question_id": "9990-2025-mj-21-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2(a) The study by Bandura et al. (aggression) provides no 1 Answer does not require informed consent but it is correct\ninformation about whether or not consent was obtained\nfrom the participants\nOutline what is meant by ‘consent’.\nOutline = 1\nConsent = agreeing to take part in a study\n\n2(b) Suggest why obtaining consent would have been 2 The children / parents had a choice = 0 [not linked]\nimportant in this study. The children / parents might not have wanted to participate\n= 0 [NAQ/not linked]\nLinked suggestion = 1\nDetail or second linked suggestion = 1\n• The children could have been made (permanently) more\naggressive; i.e. needs learn/imitate\n• The children could have been hurt;\n• The parents might not have wanted the children to learn\naggression;\n© Cambridge University Press & Assessment 2025 Page 9 of 27", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p09.png" ] }, { "id": "9990-2025-mj-21-q03", "question_id": "9990-2025-mj-21-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3(a) In the study by Milgram, obedience was tested. 2 Generalisability = 0 as repeating the question\nParticipants with a range of different occupations and\nages were used to improve generalisability.\nSuggest one reason why using participants with\ndifferent occupations could be important to Milgram’s\ntest of obedience. Use an example in your answer.\nLinked suggestion = 1\nExample = 1\nSuggestion (linked to obedience)\n• because some occupations expect employees to be\nmore obedient/are more likely to be obedient than other\n(linked suggestion) = 1\n• As there may be a difference in levels of obedience\ndependent on occupation = 1\nExamples\n• For example, managers / the police expect obedience\nfrom others; (example)\n• For example, workers must be (more) obedient to their\nemployers; (example)\n© Cambridge University Press & Assessment 2025 Page 10 of 27\n\n3(b) Suggest one reason why using participants with 2\ndifferent ages could be important to Milgram’s test of\nobedience. Use an example in your answer.\nLinked suggestion = 1\nExample = 1\nThese two elements must be separate.\nLinked Suggestion\n• younger people are expected to be more/less obedient\n(than older people);\n• That different ages would have different levels of\nobedience\nExamples\n• Parents / teachers expect children to obey; (example)\n• Older children give orders to younger children;\n(example)\n© Cambridge University Press & Assessment 2025 Page 11 of 27", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p10.png", "../answer-assets/9990_s25_ms_21-p11.png" ] }, { "id": "9990-2025-mj-21-q04", "question_id": "9990-2025-mj-21-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4(a) In the study by Baron-Cohen et al. (eyes test), the ages 1 The mean of the AS/HFA group (1) was bigger = 0 [NAQ]\nof all participants were known. The mean and standard\ndeviation of the ages of participants in Groups 1 and 3\nare shown in Table 4.1.\nGroup Mean Standard deviation\nGroup 1 (AS/HFA 29.7 14.5\nadults)\nGroup 3 (Students) 20.8 0.8\nState what the means show about the ages of the two\ngroups.\nExplanation = 1\n• That the AS-HFA / Group 1 were older (than the\nStudents/Group 3); ORA\n\n4(b) State what the standard deviations show about the ages 1 Greater deviation / deviated more = 0 [REP]\nof the two groups. The standard deviation of the AS/HFA group was bigger = 0\n[NAQ]\nExplanation = 1\n• The AS-HFA/ Group 1 ages were more spread out\n(than the students/3); ORA\n• Larger range of ages in group 1 than group 3\n© Cambridge University Press & Assessment 2025 Page 12 of 27", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p12.png" ] }, { "id": "9990-2025-mj-21-q05", "question_id": "9990-2025-mj-21-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 Explain one ethical weakness of the case study 2\nresearch method. Do not use consent in your answer.\nIdentification of ethical weakness = 1\nDetail = 1\n• The participant might find it difficult to withdraw;\n(weakness)\n• because they have built up a relationship with the\nresearcher; (detail)\n• There may be an invasion of privacy; (weakness)\n• the researcher cannot know in advance what they will\nask/find; (detail)\n• Confidentiality may be at risk; (weakness)\n• because details about the P may make them\nidentifiable; (detail)\n• Distress might be caused by the intensity; (weakness)\n• e.g. the depth of enquiry might bring up trauma; (detail)\n• e.g. Saavedra & Silverman were studying fear; (detail)\n© Cambridge University Press & Assessment 2025 Page 13 of 27", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p13.png" ] }, { "id": "9990-2025-mj-21-q06", "question_id": "9990-2025-mj-21-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe opportunity sampling and random sampling, 6 No marks for evaluation e.g. more /less representative\nusing any example(s). No marks for Bandura et al, Holzel et al., Perry et al. as no\ninformation on sampling in the original paper.\n1 mark for each definition/point of detail, up to a maximum of Pozzulo – adults volunteered for pool but not known if there\n2 for each term/concept. were opportunity or volunteer for sample, nor about child\n1 mark for each example, max 2 for each term/concept. participants.\nExamples can include examples from any studies (core\nstudies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nDefinition of ‘sampling technique’=1 MAX\nOpportunity sampling:\n• Using participants who are available at the time;\n(description)\n• Passers-by/students in the researcher’s class; (detail)\n• Baron-Cohen et al. found participants in adult\ncommunity education class (in Exeter)/(public) library (in\nCambridge); (detail)\n• Saavedra & Silverman child (& mother) in treatment (at\nFlorida International University); (detail)\n• Piliavin et al. subway passengers; (detail)\nRandom sampling:\n• Each individual in the population has an equal chance\nof being selected;\n• getting a numbered list of people/your target population\n(1) and putting the numbers in a hat and drawing the\nnumber required / using a random number generator to\nselect the sample size required; (1) (= 2 for detailed\nexample here)\n• a study might use the list of all students in a school and\nselect 30 from them (=1 for brief example)\n© Cambridge University Press & Assessment 2025 Page 14 of 27\n\n6 Other examples\n• Andrade – accept opportunity as although they had\noriginally volunteered for a different study, they were\nrecruited by opportunity after leaving it.\n• Dement & Kleitman accept opportunity.\n• Baron-Cohen used random sampling (allegedly) = 1\nmark", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p14.png", "../answer-assets/9990_s25_ms_21-p15.png" ] }, { "id": "9990-2025-mj-21-q07", "question_id": "9990-2025-mj-21-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "7(a)(i) Dr Smith wants to compare how easily two species of 2 Count number of bar presses; in a Skinner box; = 2\nanimal learn to press a lever to receive food.\nSuggest one way that Dr Smith could produce a\nquantitative measure of how easily the animals learn.\nIdentification of way = 1\nDetail = 1\nAccept any reasonable measure of ease/speed of learning\nLearning can be operant or classical conditioning or social\nlearning\n• Skinner box; (way) =1\n• Time how long before they press the lever / get food;\n(way or detail) =1\n• Count the number of lever presses / get food; (way or\ndetail) =1\n• The quicker the pressing of the lever achieves food the\nquicker they learn; (detail) =1\n• Time how long before they press a lever/get food (way);\nthe quicker they press the lever/get food the quicker\nthey learn =2\n© Cambridge University Press & Assessment 2025 Page 15 of 27\n\n7(a)(ii) The two species are very similar, but one is bigger than 2\nthe other.\nFor the way that you suggested for measuring how\neasily the animals learn in part (a)(i):\nExplain whether this would be valid for both species.\nExplanation (of why valid or invalid) = 1\nDetail = 1\nValid because:\n• Both can operate the lever; (explanation)\n• As they are similar /both probably have paws; (detail)\n• The learning task would be equally easy; (explanation)\n• The task is measuring cognitive abilities to learn and not\nsize so not relevant (explanation)\nNot valid because:\n• One is bigger so could reach the lever easily/more\nquickly; (explanation)\n• So they would look like they learned more easily; ORA\n(detail)\n• A bigger animal (with bigger paws) may struggle to\npress a small lever properly (explanation)\n• So they would struggle to get the food even when trying\nto press the lever (detail)\n© Cambridge University Press & Assessment 2025 Page 16 of 27\n\n7(b) Draw the axes for a graph that could be used to show 3\nthe results of Dr Smith’s study using the measure of\nlearning that you suggested in part (a)(i). You must label\nthe axes.\nFor full marks must have 1 mark for x-axis label\nand 1 mark for y-axis label\n[i.e. x and y units but only 1 label = 2 marks max, not 3]\nx-axis label: ‘Species’;\nx-axis units: two named species/ species 1 and 2;\ny-axis label: ‘Ease of learning’ (e.g. speed, number correct);\ny-axis units: numbers;\nFor PE and TLs only:\nFor the braille paper the question is:\nDescribe the axes for a graph that could be used to\nshow the results of Dr Smith’s study using the measure\nof learning that you suggested in part (a)(i). You must\ninclude the labels for the axes.\n© Cambridge University Press & Assessment 2025 Page 17 of 27\n\n7(b) Marks are allocated: Use BOD when marking this Q on a braille script.\n1 mark for label for x axis\n1 mark for label for y axis\n1 mark for either x axis units (two named species/species 1\nand 2)\nOR\nY axis units (numbers)\n\n7(c) Suggest how Dr Smith could follow one ethical 2\nguideline in relation to animals, other than ‘species’.\nIdentification of animal guideline = 1 (does not need to be\ndefined)\nLink = 1\n• Distress; (guideline)\n• Make sure the animals are not frightened in the\nSkinner box; (link)\n• Housing; (guideline)\n• Rats and mice are social, they should not be housed\nalone; (link)\n• Deprivation; (guideline)\n• They must not be hungry just to make them learn; (link)\n© Cambridge University Press & Assessment 2025 Page 18 of 27", "source_pages": [ 15, 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p15.png", "../answer-assets/9990_s25_ms_21-p16.png", "../answer-assets/9990_s25_ms_21-p17.png", "../answer-assets/9990_s25_ms_21-p18.png" ] }, { "id": "9990-2025-mj-21-q08", "question_id": "9990-2025-mj-21-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "8(a)(i) Josie is collecting data from other students in her class 2\nto test the hypothesis ‘There is a relationship between\ntidiness of classwork and enjoyment of lessons’.\nJosie will use one of these measures of tidiness:\n• look at the work herself and decide whether each\nstudent’s work is tidy or not\n• ask the student to rate the tidiness of their work on\na scale of 0 (untidy) to 5 (very tidy).\nExplain one problem about validity or reliability that\nJosie could have with one of her measures of tidiness.\nLinked problem = 1\nCorrect link to validity OR reliability = 1\nJosie looks:\n• The student may have a system of working that Josie\ndoes not understand (like putting newest notes at the\nfront, but Josie expects them at back), so thinks work is\nuntidy; (linked problem)\n• This is a problem of validity; (correct validity)\nStudents rate:\n• Different students might interpret the numbers\ndifferently, e.g. ‘3’ for one student might be much tidier\nthan for another; (linked problem)\n• This is a problem of reliability; (correct reliability)\n• validity is limited because only 2-point data if Josie rates\nso doesn’t discriminate between different levels of\ntidiness = 2\n© Cambridge University Press & Assessment 2025 Page 19 of 27\n\n8(a)(ii) Explain one problem about ethics that Josie could have 2\nwith one of her measures of tidiness.\nLinked problem = 1\nCorrect link to guideline = 1\nLooking at their work might be embarrassing; (linked\nproblem)\n(Intrusion into) privacy / harm / distress; (correct\nguideline/issue)\n\n8(b) The hypothesis that Josie is testing is correlational. 2 Being quantitative (or qualitative) is irrelevant = 0 [NAQ]\nExplain which one of the measures of tidiness in part (a)\nis not suitable for Josie to use in her correlation.\nNo mark for selection of measure (e.g. ‘look at the work\nherself)\nExplanation = 1\nLink = 1\n• Only continuous / scale / linear data can be\ncorrelated; (explanation)\n• Because it contains only nominal data / discrete / the\ndata needs to be at least ordinal; (explanation)\n• And tidy or not tidy is not continuous / is only in\ncategories; (link)\n© Cambridge University Press & Assessment 2025 Page 20 of 27\n\n8(c)(i) Josie’s data shows that students who enjoy lessons 2 Causal relationships = 0\nmore have tidier work. e.g. One variable causes the other one increase = 0\ne.g. Having a tidy work makes students enjoy lessons more\nExplain what Josie will conclude about her correlation. = 0\nExplanation first mark\nLink second mark\nPositive (correlation); (explanation)\nAs both variables go up together; (explanation)\nWhen tidiness increases/is more, lesson enjoyment\nincreases/is more; (link) ORA\n\n8(c)(ii) Explain whether Josie can conclude that having tidier 2\nclasswork influences students’ enjoyment of lessons.\nExplanation = 1\nDetail (generic or linked) = 1\nExplanation\n• No, a correlation does not mean causation;\n(explanation)\n• No, correlations do not test for causal effects;\n(explanation)\nDetail\n• She would not know which of the two variables was the\ncause; (detail)\n• A third factor could be causing the correlation; (detail)\nLinked detail\n• (Tidiness and enjoyment) could be due to parents;\n(linked detail)\n• The tidy work might make students get better grades or\nstudents who get better grades might happen to keep\ntheir files tidy; (linked detail)\n© Cambridge University Press & Assessment 2025 Page 21 of 27", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p19.png", "../answer-assets/9990_s25_ms_21-p20.png", "../answer-assets/9990_s25_ms_21-p21.png" ] }, { "id": "9990-2025-mj-21-q09", "question_id": "9990-2025-mj-21-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "9(a)(i) Dr Gao is planning a longitudinal study about changes 1 •\nin reading habits. She will study the same group of\nparticipants from childhood, through adolescence and\ninto adulthood.\nDr Gao will need to contact her participants at regular\nintervals.\nDr Gao is deciding how often to test her participants,\nand is considering:\n• weekly\n• yearly.\nExplain which of these intervals is the most suitable for\nDr Gao’s study.\nExplanation of yearly = 1\n• Children’s reading does not change fast enough to be\nvisible over a week;\n• Changes in reading ability are slow, so could take a\nyear to show\n• testing children every week would be unkind/intense/a\nlot of pressure/stressful.\n\n9(a)(ii) Suggest how Dr Gao could contact her participants 1\nduring the study.\nSuggesting how to recontact = 1\nSend letter/email (to address collected at the start of study);\nphone (with number collected as start of study);\n© Cambridge University Press & Assessment 2025 Page 22 of 27\n\n9(a)(iii) Suggest two problems that Dr Gao may have when 2\ntrying to contact her participants at regular intervals.\nProblem = 1 2\n• They might not reply;\n• They may have changed address/phone number;\n• They may have died/become too ill to participate;\n• They may no longer want to participate;\n• They may not be available (at that time for a call);\n• They may have gone on holiday so cannot reply;\n• They may have withdrawn\n© Cambridge University Press & Assessment 2025 Page 23 of 27\n\n9(b) A colleague, Dr Roberts, says that the study could be 2 References to changes in reading over the lifespan = 0\nconducted by comparing participants of different ages [NAQ]\nat one point in time. Children read comics but adults read newspapers = 0 [NAQ]\nSuggest one advantage of Dr Robert’s idea compared to\nDr Gao’s plan for a longitudinal study.\nDo not refer to contacting participants in your answer.\nAdvantage of Dr Roberts’ idea/disadvantage of longitudinal\n= 1\nLink = 1\nAdvantage (or disadvantage of longitudinal)\n• Differences may be due to society not age/\n(disadvantage)\n• Dr Roberts’ idea would mean that you do not have a\nthird variable of culture/societal changes which may\naffect reading habits (advantage)\n• You would be less likely to have participants drop out\n(subject attrition) when doing the study at one-point int\ntime (advantage)\nLink\n• Time available for reading changes with society; (link)\n• People now have less time for reading than they did;\n(link)\n• People read more on the internet now rather than\nbooks; (link)\n• Reading materials change over time; (link)\n• The results more representative of reading habits than a\nlongitudinal study (where people have dropped out)\n(link)\n© Cambridge University Press & Assessment 2025 Page 24 of 27", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p22.png", "../answer-assets/9990_s25_ms_21-p23.png", "../answer-assets/9990_s25_ms_21-p24.png" ] }, { "id": "9990-2025-mj-21-q10", "question_id": "9990-2025-mj-21-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a)\nLevel The response:\nLevel 1 • has one of the required features and\n1–2 marks uses little appropriate terminology.\nAND\n• makes a limited attempt to use\nknowledge of methodology involved in\nplanning this investigation, e.g. may\nnot use the method required by the\nquestion.\n0 marks No creditable response.\n\n10(b)(i) Explain one advantage of using an independent 2 No marks for ethics\nmeasures design in this study compared to using a\nrepeated measures design.\nDo not refer to ethics in your answer.\nIdentification of advantage (can be generic) = 1\nexplanation (linked) = 1\n(no) order effects; (generic advantage)\nparticipants only experienced one IV level so would not get\nbored sleeping at a lab / better at getting to sleep in an\nunfamiliar place; (link)\n(fewer) demand characteristics / participants only see one\ncondition so would have less idea about the aim of the\nstudy; (generic advantage)\nIf they had dance and art classes, they would guess it would\naffect sleep so would try to sleep / report better sleep (for\none condition); (link)\n© Cambridge University Press & Assessment 2025 Page 26 of 27\n\n10(b)(ii) Explain one disadvantage of using an independent 2 No marks for ethics\nmeasures design in this study compared to using a\nrepeated measures design.\nDo not refer to ethics in your answer.\nIdentification of disadvantage (can be generic) = 1\nexplanation (linked) = 1\n(higher risk of) participant variables / individual differences;\n(generic disadvantage)\nthe people in one group may all have been better sleepers\nanyway; (link)\nsample size needs to be bigger; (generic disadvantage)\nso, need to get more people who are willing to report their\nsleep / start or do different creative activities / stop doing\ncreative activities; (link)\n© Cambridge University Press & Assessment 2025 Page 27 of 27", "source_pages": [ 26, 27 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_21-p26.png", "../answer-assets/9990_s25_ms_21-p27.png" ] }, { "id": "9990-2025-mj-22-q01", "question_id": "9990-2025-mj-22-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1 Explain how the independent variable (IV) was 2 doodling and control = 0\noperationalised in the study by Andrade (doodling).\nIV = 1\nDetail = 1\nDoodling or no doodling: (IV) [doodling or not = minimum]\nWhether Ps had paper and pen to doodle on/had paper with\ndoodling shapes on (or not); (detail)\nQuestion Answer Marks Guidance", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p08.png" ] }, { "id": "9990-2025-mj-22-q02", "question_id": "9990-2025-mj-22-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2(a) In the study by Hassett et al. (monkey toy preferences), 1\nsome of the data was displayed on graphs. This\nincluded a comparison of time spent playing with\ndifferent types of toys by males and females.\nName the type of graph used to display this data.\nName = 1\nBar chart/graph [DEFINITIVE]\n© Cambridge University Press & Assessment 2025 Page 8 of 26\n\n2(b) Explain why this graph was a suitable way to display 2\nthis data.\nExplanation = 1\nDetail or second explanation = 1\n• Because male and female are discrete categories\n• So, you can compare males and females/plush and\nwheeled toys/data.\n• Because the vertical/x axis would be males and\nfemales/ plush and wheeled toys (explanation); and the\nhorizontal axis/y axis would be the time taken (detail) =\n2\nQuestion Answer Marks Guidance", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p08.png", "../answer-assets/9990_s25_ms_22-p09.png" ] }, { "id": "9990-2025-mj-22-q03", "question_id": "9990-2025-mj-22-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "3(a)(i) In the study by Milgram, two types of data were 1\ncollected to demonstrate obedience. One example of\neach type was:\n• voltage reached when the participant refused to\ncontinue\n• comments from the participants.\nFor the example of ‘voltage reached when the\nparticipant refused to continue’:\nIdentify this type of data.\nQuantitative/objective data = 1 (DEFINITIVE)\n© Cambridge University Press & Assessment 2025 Page 9 of 26\n\n3(a)(ii) State the highest voltage at which all participants 1\nobeyed.\n300 (v) = 1 [DEFINITIVE]\nVoltage level of 300 / e.g. obedient was ‘stopping after\n300 V’\n\n3(b)(i) For the example of ‘comments from the participants’ 1\nIdentify this type of data.\nQualitative/subjective data = 1 (definitive)\n© Cambridge University Press & Assessment 2025 Page 10 of 26\n\n3(b)(ii) Outline one of the comments made by a participant in 1 Repetition of bullet point from question = 0 [REP]\nthis study.\nAccept as BOD “I don’t want to continue anymore’ as a\nvariant of ai ‘don’t want to go on’.\nThe teacher refused to give more shocks = 0 [REP]\nExample of data from comments = 1 [does not have to be\nverbatim]\n• Participants asked if the victim was okay etc;\n• I think he’s trying to communicate;\n• Well, it’s not fair to shock the guy;\n• Oh, I can’t go on with this;\n• The guy is suffering in there;\n• No, I don’t want to go on;\n• I’m sorry I cannot do that to a man;\n• It’ll hurt his heart;\n© Cambridge University Press & Assessment 2025 Page 11 of 26\n\n3(c) Suggest one strength for each type of data in this study. 4\nStrength of qualitative/quantitative data = 1\nLink to the study for qualitative quantitative data = 1\nQualitative\n• Qualitative data gives a lot of detail / more\ninformative/shows the thoughts/feelings behind their\nactions; (strength)\n• Participants showed their emotions in their comments;\n(link)\nQuantitative\n• Quantitative data can be compared/analysed\neasily/statistically; (strength)\n• It was easy to see that most Ps stopped at 300 V; (link)\n• The mode for disobedience was 300 V; (link)\n• This quantitative data was objective; (strength)\n• Participants with higher voltages were clearly more\nobedient; (link)\n© Cambridge University Press & Assessment 2025 Page 12 of 26", "source_pages": [ 9, 10, 11, 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p09.png", "../answer-assets/9990_s25_ms_22-p10.png", "../answer-assets/9990_s25_ms_22-p11.png", "../answer-assets/9990_s25_ms_22-p12.png" ] }, { "id": "9990-2025-mj-22-q04", "question_id": "9990-2025-mj-22-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "4 In a study of learning, animals are taught to drop a small 1\nobject into a hole.\nSuggest how ‘learning’ could be operationalised in this\nstudy.\n1 mark for operational definition.\nAccept full definitions of learning i.e. the process of acquiring\nof new skills /knowledge/behaviours through\nexperience/being taught. = 1\n• Their accuracy of getting the small object in the hole\nincreases;\n• How many small objects go into the hole on each trial;\n• How fast they can get (10) small objects into the hole;\n• How many minutes it takes before they get small\nobjects into the hole;\n© Cambridge University Press & Assessment 2025 Page 13 of 26", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p13.png" ] }, { "id": "9990-2025-mj-22-q05", "question_id": "9990-2025-mj-22-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "5 In some studies, scientific equipment is used to 4 An example alone is not detail. The detail must explain the\nmeasure variables, such as brain activity or eye weakness.\nmovements.\nNo mark for just term /validity/reliability/demand\nSuggest two weaknesses of using scientific equipment characteristics\nto measure variables.\nWeakness = 1 (2)\nDetail = 1 ( 2)\n• Validity/distress/harm; (weakness)\n• People may be scared by the machines/being in an\nenclosed space/the noises that the machines make\n(weakness/detail)\n• So their behaviour may not represent what they would\ndo in real life (detail)\n• Machine could be faulty without the researcher knowing;\n(weakness)\n• This could lower validity if it is not measuring the correct\nvariable; (detail)\n• this could lower reliability if it is measuring\ninconsistently; (detail)\n© Cambridge University Press & Assessment 2025 Page 14 of 26", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p14.png" ] }, { "id": "9990-2025-mj-22-q06", "question_id": "9990-2025-mj-22-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe order effects, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of\n2 for either order, fatigue or practice effects.\n1 mark for each example, max 2 for either fatigue or\npractice.\nExamples can include examples from any studies (core\nstudies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about either fatigue or\npractice.\nOnly 1 example needed to access 6 marks.\nOrder effects:\n• are consequences of doing tests/tasks more than\nonce/repeating tasks; (definition)\n• performance is affected by the sequence in which a\ntask is presented (definition)\n• this will happen in a repeated measures design;\n(detail) or in a longitudinal study; (detail) an be\ncontrolled through counterbalancing (detail)\nFatigue effects:\n• Performance on a task get worse with repetition; (detail)\n• Often due to boredom; (detail or embedded example)\n• It maybe that the participants are tired; (detail or could\nbe an example if embedded)\n• practice effects:\n• Performance improves when repeating a task; (detail)\n• such as remembering the correct answers to a test;\n(example)\n• such as getting more skilled on a physical task;\n(example)\n© Cambridge University Press & Assessment 2025 Page 15 of 26\n\n6 Study examples\n• Dement & Kleitman: randomisation of REM and\nnREM wakings for participant WD so less risk of\n‘practise’ effects (example)\n• Andrade (independent measures but)\ncounterbalancing used to avoid order effects between\nthe names and places tests; (example)\n• Perry: rep measures repetitions in Expt 1/ Expt 2\n(choosing rooms: distance between chairs etc)\n(example);\n• Hölzel: Rep measures - before and after eight-week\nMBSR intervention – risk of order effects on FFMQ;\n(example)\n• Pozzulo: randomized the position of the target in\nphotos between participants so reduced order\neffects/order of video clips varied to reduce order effects\n(counterbalancing)\n© Cambridge University Press & Assessment 2025 Page 16 of 26", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p15.png", "../answer-assets/9990_s25_ms_22-p16.png" ] }, { "id": "9990-2025-mj-22-q07", "question_id": "9990-2025-mj-22-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "7(a)(i) Inma is observing one student at a time in the 1 Because having a headache might make them appear less\nplayground, to investigate how often each individual friendly = 0 [NAQ]\ntalks to other students. Inma is concerned about two\nuncontrolled variables:\n• a student being observed when few other students\nare present\n• a student with a headache may talk less.\nExplain which one of these is a participant variable.\n1 mark for explanation (no mark for identification)\n(Having a headache might make students talk less)\n• because a headache is internal / each individual is\ndifferent / individual differences / their body state\nmatters; (explanation)\n© Cambridge University Press & Assessment 2025 Page 17 of 26\n\n7(a)(ii) Suggest how Inma could limit the effect of the 2\nparticipant variable.\n1 mark for suggestion (can be solved by mitigation or\nelimination)\n1 mark for detail\nAccept 2 brief ways for 2 marks (but must both be for the\nsame variable)\nParticipant variable: headache\n• Do more than one observation of each person;\n(suggestion) To make sure the data is representative of\neach student; (detail)\n• Ask students about their health before/after the\nobservation; (suggestion) and remove them from the\nsample if they were unwell; (detail)\n• Observe them after they’ve had treatment for their\nheadache (suggestion) To ensure that the results\nobtained are representative of their true behaviour\n(detail)\n\n7(b)(i) Explain which one of these is a situational variable. 1\n1 mark for explanation (no mark for identification)\n(Being observed when there are few students around)\n• because this is something external / in the\nenvironment (explanation)\n© Cambridge University Press & Assessment 2025 Page 18 of 26\n\n7(b)(ii) Suggest how Inma could limit the effect of the 2\nsituational variable.\n1 mark for suggestion (can be solved by mitigation or\nelimination)\n1 mark for detail\nAccept 2 brief ways for 2 marks (but must both be for the\nsame variable)\nSituational variable: few students around\n• Limit the effect by collecting data when lots of students;\n(suggestion) e.g. when there are more than 50 students\nin the room; (detail) e.g. by using the end of lunchtime\nwhen the students have eaten so are in the common\nroom; (detail)\n• Record in the corridor or playground; (suggestion)\nBecause they are always crowded; (detail)\n© Cambridge University Press & Assessment 2025 Page 19 of 26\n\n7(c)(i) Inma is also concerned about the effect of social 2\ndesirability on her results.\nSuggest one way that social desirability could affect\nInma’s results.\n1 mark for identification of a possible source of social\ndesirability in this study (generic or linked)\n1 mark for effect on results (linked)\nIdentification\n• The participants might become aware of the aim;\n(generic identification)\n• The participants might become aware of the aim from\nInma only recording when the person talks; (linked\nidentification)\n• The participants may want to look good/have a positive\nreaction and so change their behaviour (generic\nidentification)\nLinked effect on results\n• This could lead them to talk more / less; (linked effect\non results)\n• They might want to exaggerate the amount they talk;\n(linked effect on results)\n© Cambridge University Press & Assessment 2025 Page 20 of 26\n\n7(c)(ii) Suggest how Inma might reduce the effect of social 2\ndesirability on her results.\n1 mark for identification of a way to reduce social desirability\n(generic)\n1 mark for detailed link\nAccept 2 brief ways for 2 marks (still need to be linked in\nsome way\n• Hide the aim of the study; (generic) E.g. say they were\nobserving studying; (linked detail) So, it is not obvious\nthat it is a study about talking; (linked detail)\n• Making herself a covert observer; (generic) E.g. by\npretending to be a new student / a cleaner; (linked\ndetail)\nQuestion Answer Marks Guidance", "source_pages": [ 17, 18, 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p17.png", "../answer-assets/9990_s25_ms_22-p18.png", "../answer-assets/9990_s25_ms_22-p19.png", "../answer-assets/9990_s25_ms_22-p20.png", "../answer-assets/9990_s25_ms_22-p21.png" ] }, { "id": "9990-2025-mj-22-q08", "question_id": "9990-2025-mj-22-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "8(a)(i) Kong is interviewing people about friendliness. He tells 1\nhis participants his study is about how they spend their\nfree time. Kong uses two measures of friendliness:\n• timing the duration of eye contact between himself\nand each participant\n• asking the question ‘Are you excited or scared at\nparties?’.\nState which measure of central tendency Kong should\nuse to analyse his data from timing the duration of eye\ncontact.\n1 mark for stating mean (definitive)\n© Cambridge University Press & Assessment 2025 Page 21 of 26\n\n8(a)(ii) State which measure of central tendency Kong should 1\nuse to analyse his data from asking participants ‘Are\nyou excited or scared at parties?’.\n1 mark for stating mode (definitive)\n\n8(b)(i) Kong’s friend says that both of his measures of 2 Accept any other reasonable applications\nfriendliness could be unethical, but for different\nreasons.\nExplain one reason why timing the duration of eye\ncontact could break one ethical guideline.\n1 mark for identifying a reason, e.g. guideline\n1 mark for linked detail related to the guideline.\n• Consent; (guideline)\nKong said it was a study on free time and it isn’t; (link)\n• Consent/deception (guideline)\nThe participants would be aware that they were answering\nquestions but would be unaware that they were being timed;\n(link)\n• Protection from harm (guideline)\nThe experimenter making eye contact and seeing how long\nit is maintained may make the participant feel uncomfortable\n(link)\n© Cambridge University Press & Assessment 2025 Page 22 of 26\n\n8(b)(ii) Explain one reason why asking participants ‘Are you 2 Accept any other reasonable applications\nexcited or scared at parties?’ could break one ethical\nguideline.\nYou must use a different ethical guideline from your\nanswer to part (b)(i).\n1 mark for identifying a different reason from b(i), e.g.\nguideline but okay to explain the issue not state it\n1 mark for linked detail related to the guideline.\n• Protection from harm; (guideline)\nShy participants might find the question of whether they are\nscared embarrassing; (link)\n• Privacy; (guideline)\nThey might believe their partying habits were too personal;\n(link)\n• Consent/deception; (guideline)\nKong said it was a study on free time, and it isn’t; (link)\n\n8(c) Kong will use opportunity sampling. 2\nOutline what is meant by ‘opportunity sampling’, using\nKong’s study as an example.\n1 mark for outline of opportunity sampling\n1 mark for linked example (naming Kong is enough)\nOutline\n• Opportunity sampling is finding participants who are\navailable; (outline)\n• Gathering nearby participants / by convenience;\n(outline)\nLinked example\n• Kong could approach people in the street / at his\nschool/at a park; (linked example)\n© Cambridge University Press & Assessment 2025 Page 23 of 26", "source_pages": [ 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p21.png", "../answer-assets/9990_s25_ms_22-p22.png", "../answer-assets/9990_s25_ms_22-p23.png" ] }, { "id": "9990-2025-mj-22-q09", "question_id": "9990-2025-mj-22-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "9(a) Dr Shaw is planning a questionnaire about early 2\nchildhood memories.\nThere are two techniques for presenting a questionnaire\nto participants.\nIdentify the two techniques.\n1 mark for identifying 2 (definitive)\n• Paper and pencil (accept ‘written’)\n• Online (accept ‘by computer’)\n\n9(b) For one of the questionnaire techniques that you 2\nidentified in part (a):\nSuggest one reason why this would be appropriate for\nDr Shaw to use.\n1 mark for reason suggested\n1 mark for detail (linked)\nPaper & pencil:\n• May feel more private; (reason)\n• Some childhood memories may be unpleasant; (linked\ndetail)\nOnline:\n• Participants don’t have to bother to send it back/can\nsent it out to a wider sample of people; (reason)\n• So would get a more representative set of results about\nchildhood memories; (linked detail)\n© Cambridge University Press & Assessment 2025 Page 24 of 26", "source_pages": [ 24 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p24.png" ] }, { "id": "9990-2025-mj-22-q10", "question_id": "9990-2025-mj-22-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "22", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a) Dr Brent works in a busy hospital. There are noises 10\nLevel The response:\nfrom equipment and people on the wards. He thinks\nthere might be a link between two variables:\nLevel 5 • has all the required features, all with detail,\n• how noisy wards are\n9-10 with mostly appropriate terminology.\n• the quality of patients’ sleep.\nmarks AND\n• clearly applies knowledge of methodology\nDescribe how Dr Brent could conduct a study to\ninvolved in planning this investigation.\ninvestigate whether there is a correlation between how\nnoisy wards are and the quality of patients’ sleep.\nLevel 4 • has all the required features, but only some\n7–8 of these with detail, with some appropriate\nDo not describe sample/sampling technique or ethical\nmarks terminology.\nissues/guidelines in your answer.\nAND\n• applies knowledge of methodology involved\nTo mark Q10a, create four ‘imaginary columns’ down one\nin planning this investigation.\nmargin, using one column for each of the four required\nfeatures. Tick each feature (tick-a, tick-b, tick-c, tick-d)\nLevel 3 • has some of the required features with\nwhen it appears, then underline the letter ( ) for detail.\n5–6 detail / all of the required features with no\nmarks detail, and some appropriate terminology.\nUse L1, L2, L3, L4, L5 at the end of the response to indicate\nAND\nthe level.\n• applies a basic knowledge of methodology\nUse the table opposite to mark candidate responses to this\ninvolved in planning this investigation.\nquestion.\nLevel 2 • has at least two of the required features,\nThe four required features for this correlational study are:\n3–4 with little appropriate terminology.\n(a) two co-variables (quality of sleep & level of noise on\nmarks AND\nwards).\n• attempts to use knowledge of methodology\n(b) measure of variable 1 (sleep quality – how measured\ninvolved in planning this investigation.\ni.e. questionnaire (scale)/EEG (time or stages)/interview\n(rating)\n(c) measure of variable 2 (noise on wards – how recorded\ni.e. decibel counter/questionnaire/rating scale).\n(d) nature of relationship (positive/negative, strong/weak\nlinked to variables) and how could be presented\n(scattergraph)\nOther appropriate responses should also be credited\n© Cambridge University Press & Assessment 2025 Page 25 of 26\n\n10(a)\nLevel The response:\nLevel 1 • has one of the required features and uses\n1–2 little appropriate terminology.\nmarks AND\n• makes a limited attempt to use knowledge\nof methodology involved in planning this\ninvestigation, e.g. may not use the method\nrequired by the question.\n0 No creditable response.\nmarks\n\n10(b) For one of the variables you have described in part (a): 4 If strength and limitation are about different variables, only\none gains credit. Mark both and credit the best.\nExplain one practical strength and one practical\nlimitation in relation to this variable.\nIdentification of strength = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables\nAccept other practical strengths\nIdentification of limitation = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables\nAccept other practical limitations\n© Cambridge University Press & Assessment 2025 Page 26 of 26", "source_pages": [ 25, 26 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_22-p25.png", "../answer-assets/9990_s25_ms_22-p26.png" ] }, { "id": "9990-2025-mj-23-q01", "question_id": "9990-2025-mj-23-q01", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "1(a) Outline the ethical guideline of ‘confidentiality’. 1\nOutline = 1\n• Keeping the identity of the participant a secret;\n• Not revealing who the participants were;\n• Keeping data secure from people not part of the study.\n\n1(b) Explain one way that the ethical guideline of 2\nconfidentiality was followed in the study by Dement and\nKleitman (sleep and dreams).\nGeneric explanation = 1\nLinked explanation = 2\n• The names of the participants were not published =1\n(generic)\n• The participants’ names were replaced by their initials\n= 2\n• Only the Ps’ genders/occupations were known (so\nthey couldn’t be identified) = 2\n© Cambridge University Press & Assessment 2025 Page 8 of 27", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p08.png" ] }, { "id": "9990-2025-mj-23-q02", "question_id": "9990-2025-mj-23-q02", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2(a) Cognitive psychologists sometimes study people’s 1 ‘not being objective’ / ‘lacking objectivity’ = 0 [NAQ]\nrecall of past events.\nOutline what is meant by ‘subjectivity’.\nOutline = 1\n• Seeing things from your own perspective;\n• Being unable to take on external viewpoint;\n• That your interpretation of behaviour is influenced by\nyour own/personal bias.\n\n2(b) Suggest how subjectivity could be a problem when 2\nstudying people’s recall of past events.\nSuggestion of problem = 1\nDetail = 1\nSuggestion\n• Participants recall could be distorted (over time);\n• Events in between could interfere with memories;\n• New memories could overwrite old ones;\n• A bad event later might affect the way an early memory\nis remembered; (problem)\n• The researcher may have a memory of the same event\nDetail\n• So, two people might recall the same event differently;\n(deal)\n• Which may mean they interpret the information given\ndifferently to what the participant meant (detail)\n© Cambridge University Press & Assessment 2025 Page 9 of 27", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p09.png" ] }, { "id": "9990-2025-mj-23-q03", "question_id": "9990-2025-mj-23-q03", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "3(a) A study tested the relationship between average 3\nnumber of hours of sleep per night and physical health.\nThe participants slept in their own homes. The results\nshowed a positive correlation.\nSketch a graph to show the results of this study. You\nmust label the axes.\n2 axes with sleep and physical health (either way) = 1\npositive correlation (line or points) = 1\n‘Hours’ marked on the sleep axis = 1\nScale for health (words or numbers) = 1\n© Cambridge University Press & Assessment 2025 Page 10 of 27\n\n3(b) Suggest two problems with collecting data about the 4\nnumber of hours of sleep in this study.\nSuggestion = 1 (2)\nLink = 1 (2)\n• Participants may lie; (suggestion)\n• They may feel they have to say they have slept a long\ntime; (link)\n• Their sleep may be disturbed; (suggestion)\nE.g. by dogs/children at home; (link)\n• The environment they sleep in can’t be controlled;\n(suggestion)\nE.g. how dark/noisy the (bed)room is; (link)\n© Cambridge University Press & Assessment 2025 Page 11 of 27", "source_pages": [ 10, 11 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p10.png", "../answer-assets/9990_s25_ms_23-p11.png" ] }, { "id": "9990-2025-mj-23-q04", "question_id": "9990-2025-mj-23-q04", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "4 An investigation is testing the hypothesis ‘Intelligence 2\naffects obedience’.\nState whether this is a directional or a non-directional\nhypothesis. Justify your answer.\nNO mark for ‘non-directional’/two-tailed (it is for justification)\nJustification = 1 (generic or specific)\nLink = 1\n(Non-directional because:)\n• It only says that the results (DV) in the two conditions/\nlevels of the IV will be different; (generic justification =1)\n• As it only says the levels of obedience (DV) will be\ndifferent based on the levels of intelligence (IV) (linked\njustification = 2)\n• The difference in obedience varies / differs with\nintelligence; (linked justification = 2)\n© Cambridge University Press & Assessment 2025 Page 12 of 27", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p12.png" ] }, { "id": "9990-2025-mj-23-q05", "question_id": "9990-2025-mj-23-q05", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 In the study by Bandura et al. (aggression) a sample of 2\nchildren was recruited from a university nursery. The\nsampling technique is not stated.\nSuggest why Bandura et al. may not have used\nvolunteer sampling.\nSuggestion (of problem) = 1\nLink = 1\n• Bias/ lack of generalisability; = 1 (generic)\n• An aggressive child’s parent may have been too\nembarrassed to let their child take part; (linked problem)\n= 2\n• Parents of non-aggressive children might have been too\nworried about consequences to let them take part = 2\n(linked problem)\n© Cambridge University Press & Assessment 2025 Page 13 of 27", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p13.png" ] }, { "id": "9990-2025-mj-23-q06", "question_id": "9990-2025-mj-23-q06", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe structured interviews and semi-structured 6\ninterviews, using any example(s).\n1 mark for each definition/point of detail, up to a maximum of\n2 for each term/concept.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core\nstudies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nInterviews\n• self-report / a way to ask the participant questions;\n• face-to-face/ telephone/ real time;\n• can include open and closed questions; (no ‘example’\nmarks for open and closed)\nstructured:\n• interview follows set questions/a script;\n• may also have set dress;\n• same tone of voice to standardise the interviewer;\nsemi-structured:\n• interviews follow some questions the same;\n• the interviewer can add follow up questions based on\nthe participant’s responses;\n© Cambridge University Press & Assessment 2025 Page 14 of 27\n\n6 Examples\n• Dement & Kleitman asked all Ps whether they had had\na dream but sometimes asked them more questions\nabout each dream;\n• Saavedra and Silverman used interviews at the 6 and\n12 month follow up period to ask about progress\n(general interview example)\n• Milgram conducted interviews one year after the study\nhad finished to see how the participants felt about the\nstudy.\n© Cambridge University Press & Assessment 2025 Page 15 of 27", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p14.png", "../answer-assets/9990_s25_ms_23-p15.png" ] }, { "id": "9990-2025-mj-23-q07", "question_id": "9990-2025-mj-23-q07", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 8, "status": "available", "reason": null, "text": "7(a) Dr Jones is conducting a case study of a man, Kevan, 2 Accept questions from FFMQ\nwho has been practising mindfulness for 10 years.\nSuggest two questions that Dr Jones could use in a\nself-report (questionnaire or interview) that would\ninvestigate different features of Kevan’s mindfulness.\nQuestion relevant to mindfulness (2)\nCan be open or closed\n• Describe how you have learned mindfulness;\n• Tick each of the following that you have done to help\nwith mindfulness: body scan, yoga, sitting meditation;\n• Why do you think you find it so easy to enter a mindful\nstate?\n• How easy do you think you find it to enter a mindful\nstate 0 (not at all easy) to 5 (very easy);\n• How often do you practice mindfulness?\n• What do you think is the most important part of your\nmindfulness. routine\n© Cambridge University Press & Assessment 2025 Page 16 of 27\n\n7(b)(i) Dr Jones wants to investigate whether Kevan has 2\nchanged in any other ways that could be linked to his\nmindfulness. He plans to interview Kevan’s friends.\nSuggest two changes in Kevan that his friends could\nobserve. These changes must be behavioural,\nemotional or cognitive.\nChange = 1 2\n• Changes in his sleep/eating; (eating more/less, sleeping\nbetter, less tired)\n• Differences in sociability; (more friendly, happier)\n• Behaviour at work; (happier at work, more efficient at\nwork, more motivated)\n\n7(b)(ii) Explain why one of the changes that you suggested in 2\npart (b)(i) would be difficult to investigate.\nExplanation = 1\nDetail = 1\n• It would be difficult for friends to observe sleep\n(explanation)\n• As they usually do not live together and therefore would\nnot see it regularly; (detail)\n• Friends could only observe behaviour outside of work\n(explanation)\n• So they wouldn’t be able to observe whether he is more\nmotivated at work/for work behaviour they would have\nto ask not observe (detail)\n• Friends would find it difficult to observe such changes\nas kindness (explanation)\n• As what one friend classes as kindness another\nwouldn’t; (detail)\n© Cambridge University Press & Assessment 2025 Page 17 of 27\n\n7(c)(i) Dr Jones has several different questions on his self- 1 Ignore comments that the participant is not consistent\nreport that he has used repeatedly with similar case. He\nhas identified two problems:\n• Problem 1 – When he studies the responses to one\nitem, he discovers that there are several different\nways to interpret the answers.\n• Problem 2 – He is concerned that another item,\nwhich was supposed to measure mindfulness, is\nmeasuring happiness instead\nExplain which problem relates to reliability.\nExplanation of why the problem relates to reliability = 1\n(generic or specific)\nNO mark for ‘Item or identification of Problem 1/differences\nin responses only.\nItem 1/differences in responses)\n• because (interpretation) not consistent; (justification)\n\n7(c)(ii) Explain which problem relates to validity. 1\nExplanation of why problem relates to validity = 1 (generic or\nspecific)\nNO mark for ‘Item or Problem 2/measuring happiness’\nItem 2/measuring happiness\n• because not testing what it claims to; (justification)\n• Item 1\n• because the inconsistencies mean Dr Jones can’t be\nsure that any of the interpretations are true/correct\n© Cambridge University Press & Assessment 2025 Page 18 of 27", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p16.png", "../answer-assets/9990_s25_ms_23-p17.png", "../answer-assets/9990_s25_ms_23-p18.png" ] }, { "id": "9990-2025-mj-23-q08", "question_id": "9990-2025-mj-23-q08", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "8(a) Dr Mohan has proposed a study using monkeys in a 2\nlaboratory. A colleague has two suggestions to make\nthe study more ethical:\n• suggestion 1: using animals which have less\ncomplex brains\n• suggestion 2: using videos of the animals’\nbehaviour in the natural habitat.\nExplain why suggestion 1 would make Dr Mohan’s\nstudy more ethical.\nExplanation (e.g. generic, based on guideline) = 1\nDetail = 1\n• Species (guideline)\n• Simpler animals will experience less distress; (detail)\n• Distress (guideline)\n• Simpler animals will suffer less / be less distressed;\n(detail)\n\n8(b) Explain why suggestion 2 would make Dr Mohan’s 2\nstudy more ethical.\nExplanation (e.g. generic, based on guideline) = 1\nDetail = 1\nReplacement (guideline);\n• Using (undisturbed) wild animals will avoid use in labs;\n(explanation/detail)\n• (undisturbed) wild animals will be less distressed than\ncaptive ones; (detail)\nDistress (guideline);\n• Wild animals will suffer less / be less distressed than\ncaptive ones; (detail)\n© Cambridge University Press & Assessment 2025 Page 19 of 27", "source_pages": [ 19 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p19.png" ] }, { "id": "9990-2025-mj-23-q09", "question_id": "9990-2025-mj-23-q09", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 11, "status": "available", "reason": null, "text": "9(a) Kioni is conducting a longitudinal study. Her aim is to 1\nstudy changes in personal space throughout her\nparticipants’ lives.\nKioni is deciding how frequently throughout her\nparticipants’ lives she should test them.\nSuggest a suitable frequency for Kioni to use to test her\nparticipants throughout their lives.\nFrequency = 1\nMust give at least 3 measures over an average lifespan\nMust not be more frequent than yearly\nEach year;\nEvery two years from 15 – 40;\nAt 10, 20, 30, etc;\n\n9(b) Suggest one way for Kioni to re-contact her participants 2\neach time she needs to test them.\nAppropriate way to contact = 1\nLink/detail = 1\n• Email (way)\nto ask if they still want to be part of the study on personal\nspace (link)\n• Phone (way)\nto say she would like their personal space to be tested again\n(link)\nand ask them about their personal space preferences (link)\n• Set up a group chat for the study and send a message\n(way)\nTo say their yearly test on personal space is due (link)\n© Cambridge University Press & Assessment 2025 Page 20 of 27\n\n9(c)(i) Describe one way that Kioni could measure personal 2\nspace.\nBasic/incomplete outline of way = 1\nDetailed/complete outline of way = 2\ne.g. one of three from Perry\nOriginal paper-and-pencil CID:\n• Participants circled on paper where they would want a\nperson approaching to stop = 1\n• Participants imagined themselves in a room, and would\ndraw a circle/line where they wanted an approaching\nperson to stop – 2\ncomputerised CID:\n• When figure approaches, they press spacebar when\nthey want them to stop = 1\n• Pp in centre of (virtual) ‘room’ and a figure approaches\nthem from different entrances, and they press a\nspacebar to say when they would want them to stop =2\nroom choice test:\n• Participants will choose between rooms with chairs at\ndifferent distances = 1\n• Participants can be shown images of rooms with chairs\nat different distances and would choose which one they\nwould use to (allegedly) talk to a person.\n© Cambridge University Press & Assessment 2025 Page 21 of 27\n\n9(c)(ii) For the way that you described in part (ci): 2\nSuggest one strength of measuring personal space in this\nway.\nStrength = 1\nDetail = 1\nOriginal paper-and-pencil CID:\n• Simple to use; (strength)\n• So can easily gather a large therefore representative\nsample;\ncomputerised CID:\n• High ecological validity; (strength)\n• Because static / real people move / we approach people\nin space;\nroom choice test:\n• Low social desirability / demand characteristics;\n• Because distance decision is embedded in other tasks;\n© Cambridge University Press & Assessment 2025 Page 22 of 27\n\n9(d)(i) Kioni is concerned that there may be variables other 2 Age / gender = 0 [NAQ]\nthan age that could affect an individual’s personal\nspace preferences.\nSuggest two variables that could affect an individual’s\npersonal space, other than age and gender.\nVariable affecting personal space (x2)\n• Culture;\n• Number of siblings;\n• Mental health;\n• Past experiences\n• Personality (extrovert/introvert/empathy)\n© Cambridge University Press & Assessment 2025 Page 23 of 27\n\n9(d)(ii) For one of the variables that you suggested in part (di): 2\nSuggest how this variable could affect an individual’s\npersonal space.\nEffect of variable on personal space = 1\nDetail = 1\nCulture:\n• Being close is less/more acceptable in some cultures;\n(effect)\ne.g. (From Beaulieu 2006) Anglo-Saxons> Asians>\nCaucasians> Mediterranean’s> Latinos; (detail)\nNumber of siblings:\n• People with siblings are used to being close to people;\n(effect)\nSo would tolerate smaller personal spaces; (detail)\nMental health:\n• Some disorders make closeness more easy/difficult;\n(effect)\ne.g. some people with Down’s syndrome accept closer\ncontact; (detail)\ne.g. some people with autism find close contact difficult;\n(detail)\n© Cambridge University Press & Assessment 2025 Page 24 of 27", "source_pages": [ 20, 21, 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p20.png", "../answer-assets/9990_s25_ms_23-p21.png", "../answer-assets/9990_s25_ms_23-p22.png", "../answer-assets/9990_s25_ms_23-p23.png", "../answer-assets/9990_s25_ms_23-p24.png" ] }, { "id": "9990-2025-mj-23-q10", "question_id": "9990-2025-mj-23-q10", "subject": "9990", "year": 2025, "session": "May/June", "session_code": "mj", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10(a) Isla is a teacher. She thinks that allowing students to 10\nLevel The response:\nplay with an object in class will improve attention. Isla is\nunsure whether it will be better to play with a pen or\nLevel 5 • has all the required features, all with\nplay with a different object that is not used for writing.\n9-10 detail, with mostly appropriate terminology.\nmarks • AND\nDescribe how Isla could conduct an experiment to test\n• clearly applies knowledge of methodology\nwhether attention is better with a pen or an object that is\ninvolved in planning an investigation.\nnot used for writing.\nLevel 4 • has all the required features, but only\nDo not describe sample/sampling technique or ethical\n7–8 some of these with detail, with some\nissues/guidelines in your answer.\nmarks appropriate terminology.\nAND\nTo mark Q10a, create four ‘imaginary columns’ down one\n• applies knowledge of methodology\nmargin, using one column for each of the four required\ninvolved in planning an investigation.\nfeatures. Tick each feature (tick-a, tick-b, tick-c, tick-d)\nwhen it appears, then underline the letter ( ) for detail.\nLevel 3 • has some of the required features with\n5–6 detail / all of the required features with\nUse L1, L2, L3, L4, L5 at the end of the response to indicate\nmarks no detail, and some appropriate\nthe level.\nterminology.\nAND\nUse the table opposite to mark candidate responses to this\n• applies a basic knowledge of methodology\nquestion.\ninvolved in planning an investigation.\nThe four required features for this experiment are:\nLevel 2 • has at least two of the required features,\n(a) independent variable: (different objects: pen and e.g.\n3–4 with little appropriate terminology.\nkey ring, elastic bands – consider match of second object to\nmarks AND\n‘pen’ – is it ‘playable with’?)\n• attempts to use knowledge of\n(b) dependent variable: (attention: operationalisation – in a\nmethodology involved in planning an\nlesson; scores on test)\ninvestigation.\n(c) controls/standardisation; (classroom, lesson – e.g.\ninterest, length etc. At least two)\n(d) experimental design: (repeated – counterbalancing? or\nindependent measures - how allocated?)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 25 of 27\n\n10(a)\nLevel The response:\nLevel 1 • has one of the required features and uses\n1–2 little appropriate terminology.\nmarks AND\n• makes a limited attempt to use knowledge\nof methodology involved in planning an\ninvestigation, e.g. may not use the method\nrequired by the question.\n0 No creditable response.\nmarks\n\n10(b)(i) For one feature of the experiment you have described in 2 No marks for: ethics or sampling technique\npart (a):\nIf (bi) and (bii) are about different features, only one gains\nExplain why that feature is a strength of the study. credit. Mark both and credit the best.\nDo not refer to sampling or ethics in your answer.\nIdentification of = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables factors\n• controls\n• design / counterbalancing\nAccept other strengths\n© Cambridge University Press & Assessment 2025 Page 26 of 27\n\n10(b)(ii) Explain how that feature could be a weakness of the 2 No marks for: ethics or sampling technique\nstudy.\nIf (b)(i) and (b)(ii) are about different features, only one\nDo not refer to sampling or ethics in your answer. gains credit. Mark both and credit the best.\nIdentification of = 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables factors\n• controls\n• design / counterbalancing\nAccept other weaknesses\n© Cambridge University Press & Assessment 2025 Page 27 of 27", "source_pages": [ 25, 26, 27 ], "source_pdf": "_source-pdfs/2025-May-June/ms/9990_s25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-May-June/9990_s25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_s25_ms_23-p25.png", "../answer-assets/9990_s25_ms_23-p26.png", "../answer-assets/9990_s25_ms_23-p27.png" ] }, { "id": "9990-2025-on-11-q01", "question_id": "9990-2025-on-11-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 1, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 5, "status": "available", "reason": null, "text": "1(a) In the study by Hassett et al. (monkey toy preferences), 1 If more than one response given, take first one only.\nan example of a toy in the ‘wheeled’ category was a car.\nAccept trolley, bin wagon, lorry.\nIdentify one other toy that was in the ‘wheeled’\ncategory.\n1 mark for a correct toy.\nWagon/truck/construction vehicle/shopping cart/dump truck.\n\n1(b) Outline what was meant by the behaviour ‘drag’ as used 2 List is definitive.\nin this study.\nDo not credit ‘drag the toy’.\n1 mark per correct point.\nAccept ‘pulling’ as meaning ‘behind the monkey’.\nMoving the toy along the ground.\nWith the toy behind the monkey.\n\n1(c) Outline what is meant by the term ‘socialisation’. 2 Ignore reference to ‘social behaviour’ or ‘interacting with\npeople’.\n2 marks full/detailed definition.\n1 mark partial/brief definition. 1 mark = changing/adapting or equivalent.\ne.g., 2 marks 1 mark = societal/cultural norms/expectations or equivalent.\nSocialisation is any mechanism that changes/adapts a (Do not accept environment as this mechanism).\nbehaviour to societal/cultural expectations.\nThe way someone is educated/reinforced/conditioned/learns\nsocially acceptable/typical behaviours.\ne.g., 1 mark\nThe way society has made certain behaviours typical/’the\nnorm’.\nThe process of conforming to roles.\nWhat society expects from a person.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 8 of 24", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p08.png" ] }, { "id": "9990-2025-on-11-q02", "question_id": "9990-2025-on-11-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Milgram (obedience): 2 Ignore responses that are simply results.\nOne conclusion from the study was that when a Do not credit responses that are the same as the conclusion\nperson’s responsibility is taken from them, they are in the question.\nwilling to harm someone else.\nOutline one other conclusion from this study.\n2 marks full/detailed conclusion.\n1 mark partial/brief conclusion.\nIndividuals appear to be much more obedient to an authority\nfigure than we might expect (2 marks).\nPeople will follow/listen to an authority figure even if it\nmeans harming another person (2 marks).\nPeople find it stressful to follow destructive orders from a\nperson in authority (2 marks).\nPeople will be obedient to an authority figure (1 mark).\n26 participants pressed the 450v switch (0 marks: result).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 9 of 24\n\n2(b) Explain one strength of this study. 2 Do not credit laboratory experiment arguments (e.g., IV/DV\ncause-effect), but in a laboratory so controlled can be\n1 mark for identifying the strength via naming or description. credited for max 1 mark.\n1 mark for outlining the strength with an example from\nMilgram. Validity by itself is not enough for the identification mark.\ne.g.\nThe procedure was standardised so could be\nreplicated/tested for reliability (1 mark: identification). For\nexample, all participants received a 45v shock (1 mark:\nexample).\nThere are other creditworthy responses, including\nvalidity/credibility, debriefing of participants, collection of\nquantitative and/or qualitative data etc.\n© Cambridge University Press & Assessment 2025 Page 10 of 24", "source_pages": [ 9, 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p09.png", "../answer-assets/9990_w25_ms_11-p10.png" ] }, { "id": "9990-2025-on-11-q03", "question_id": "9990-2025-on-11-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 3, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "3(a) From the study by Fagen et al. (elephant learning): 2 List is definitive.\nThe ‘capture technique’ was used in the training of the\nelephants. Spontaneous = 1 mark\nReward = 1 mark\nOutline what is meant by the ‘capture technique’ as\nused in this study. Accept ‘accidental’.\n1 mark per correct point.\n1 mark available for example from study.\nThe trainer waits for an animal to perform a specified\nbehaviour.\nThis has to be spontaneous/natural.\nThis behaviour is then marked/rewarded repeatedly.\nThe behaviour of blow was captured from a natural exhale\n(from the elephant).\n\n3(b) Outline one result about the mean success rate for the 2 Do not credit that 4 juveniles passed/adult failed.\n‘trunk wash’ task over time.\nDo not credit the number of trials it took to pass the trunk\n2 marks for the result with a meaningful comparison. wash.\n1 mark for result with no meaningful comparison.\nIf two numbers are approximately correct (e.g., 36% up to\ne.g., 2 marks 86%) = 2 marks.\nThere was a general trend of the higher the number of\nsessions, the higher the mean percentage pass trunk\nwashes.\nThere was a dip in mean percentage success rates between\nsessions 25 and 30.\ne.g., 1 mark\nThe elephants got better over time/had more\nsuccess/increased over time.\n© Cambridge University Press & Assessment 2025 Page 11 of 24", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p11.png" ] }, { "id": "9990-2025-on-11-q04", "question_id": "9990-2025-on-11-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 4, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "4 From the study by Perry et al. (personal space): 4 List is definitive.\nDescribe the procedure of one trial for Experiment 1 Do not credit fixation point as this is in the question.\nfrom when the fixation point appeared until the end of\nthe trial. Do not credit that the name of the protagonist was displayed\non the screen as this happened before the fixation point\n1 mark per correct point appeared.\nThe participant was shown a still picture.\nThis was of a circular room.\nThere was a figure at the centre of the room.\nThere was an approaching figure.\nThis came from one of eight entrances.\nThis was a ball/friend/authority/stranger (only 1 mark for\nexample)\nThere was a 3s animation of the figuring approaching the\ncentre.\nPs were asked to imagine themselves at the centre of circle.\nThey had to press the spacebar when they wanted the\nfigure to stop.\nOr the trial ended when the figure collided with the\n‘participant’.\n© Cambridge University Press & Assessment 2025 Page 12 of 24", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p12.png" ] }, { "id": "9990-2025-on-11-q05", "question_id": "9990-2025-on-11-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 5, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "5(a) From the study by Baron-Cohen et al. (eyes test): 2 List is definitive.\nThe Group 1 sample consisted of 15 participants who\nwere all male. Age tolerance is 29–30 years.\nIdentify two other features of the Group 1 sample. Do credit ‘from the UK’.\n1 mark per correct feature.\nAdults.\nDiagnosed with AS/HFA.\nRecruited via advertisements in magazine/volunteer sample.\nSimilar socioeconomic class to Group 2.\nSimilar education background to Group 2.\nMean IQ 115/similar IQ for Group 4.\nMean age = 29.7 years.\n© Cambridge University Press & Assessment 2025 Page 13 of 24\n\n5(b) Explain one strength of the revised eyes test. 2 Do credit responses about improvements from the original\nversion of the eyes test.\n1 mark for identifying the strength of the RET.\n1 mark for explaining the strength using an example from Do not credit strengths about the study itself, it must be\nthe RET. about the RET.\ne.g.,\nQuantitative data is collected so easy to compare/is\ncomparable (1 mark: identification). This means that the\nability on the eyes test can be compared between those\ndiagnosed with AS/HFA and those in the control groups to\ndetect Theory of Mind (1 mark: explanation).\nPublished so can replicate and test for reliability (1 mark:\nidentification). This means that other researchers can use\nthe eyes test on a different sample of AS/HFA participants to\nsee if the same results/deficit happens (1 mark:\nexplanation).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 14 of 24", "source_pages": [ 13, 14 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p13.png", "../answer-assets/9990_w25_ms_11-p14.png" ] }, { "id": "9990-2025-on-11-q06", "question_id": "9990-2025-on-11-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 6, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 7, "status": "available", "reason": null, "text": "6(a) In the background to their study, Pozzulo et al. (line- 3 Do not credit findings from the study by Pozzulo.\nups) outlined the role of social factors in identification\nerrors made by children. There is no identification mark available.\nOutline the role of social factors in these errors.\n1 mark per correct point.\nThe experimenter/police officer might be seen as an\nauthority figure.\nThis makes the child feel intimidated/nervous/stressed.\nThe child chooses to not get into trouble.\nThe child might want to ‘please’ the experimenter/police\nofficer so chooses anyway.\nIt could be social pressure affecting identification in line-ups\n(rather than cognitive).\nThe mere presentation of a line-up from an adult might make\nthe child feel like a choice has to be made.\nNot selecting might indicate that the child is not willing to\ntake part and therefore a wrong choice is made.\nThe child might guess who the experimenter/police officer\nthinks is the culprit and choose them.\nThere are other creditworthy points.\n© Cambridge University Press & Assessment 2025 Page 15 of 24\n\n6(b) Two friends, Doris and Tony are discussing the ethics 4 If both Doris and Tony feature in the answer, mark them\nof the study by Pozzulo et al. (line-ups). independently and credit the highest score.\nDoris says the study is ethical, but Tony says it is not If the candidate mixes up Doris and Tony (e.g. says Tony\nethical. but gives an ethical based answer) or does not choose a\nname, then max 2 and annotate with a ?\nOutline why you think either Doris or Tony is correct,\nusing evidence from the study. Tick–e = ethical guideline\n1 mark for identifying a relevant ethical guideline. Relevant guidelines are:\nUp to 4 marks for explanation(s) or consequence(s) of\nbreaking/adhering to guidelines. Doris: consent; harm/stress; debrief; confidentiality.\ne.g., Doris Tony: harm/stress; consent (only award if in context of\nConsent for the child participants is assumed (1 mark: children); right to withdraw.\nidentification) as the child’s parent/guardian completed the\nDemographic and Cartoon Watching Form/consented on Do not accept deception.\nbehalf of their child (1 mark: explanation). The task of\nwatching a line-up and having to identify a cartoon character\nis not stressful (1 mark: explanation). Also, the children were\nalready familiar with Dora/Diego so seeing these faces\namongst others would not be seen as psychologically\nstressful (1 mark: explanation).\ne.g., Tony\nThe children might have felt some psychological stress in\nthe target-absent line-up (1 mark: identification). This is\nbecause we know that social pressures can impact on\nchildren, and they may have chosen under cognitive stress\n(1 mark: explanation). It can also be argued that there was\nno right to withdraw (1 mark: guideline) as participants were\nquestioned by an adult and they may have felt like they had\nto answer (1 mark: explanation).\nThere are other creditworthy arguments.\n© Cambridge University Press & Assessment 2025 Page 16 of 24", "source_pages": [ 15, 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p15.png", "../answer-assets/9990_w25_ms_11-p16.png" ] }, { "id": "9990-2025-on-11-q07", "question_id": "9990-2025-on-11-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 7, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "7 The debate about individual and situational 4 Ignore tautological definitions.\nexplanations relates to the study by Piliavin et al.\n(subway Samaritans): Example marks can only be awarded for Piliavin’s study.\nOutline what is meant by this debate, including one Tick = definition\nexample from the individual explanation and one Tick–e = example from Piliavin.\nexample from the situational explanation, each from the\nstudy by Piliavin et al. Go with the logic of the candidate.\n1 mark for outlining individual explanation plus 1 mark for\nexample from Piliavin.\n1 mark for outlining situational explanation plus 1 mark for\nexample from Piliavin.\ne.g., individual\nThe individual side refers to behaviours from factors within\nthe person (dispositional) (1 mark).\nSome people left the critical area after the victim collapsed\nas they had a personality of not helping (1 mark).\ne.g., situational\nThe situational side refers to behaviour from factors in the\nexternal environment (1 mark).\nOverall, the ill victim was helped more than the drunk victim.\nThis could be because the drunk victim had caused the\nsituation of collapsing themselves, which was not true for the\nill victim (1 mark).\nThere are other creditworthy examples.\n© Cambridge University Press & Assessment 2025 Page 17 of 24", "source_pages": [ 17 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p17.png" ] }, { "id": "9990-2025-on-11-q08", "question_id": "9990-2025-on-11-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 8, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 6, "status": "available", "reason": null, "text": "8(a) Your friend, Pavel, is complaining that he cannot relax. 4 No credit for justifying advice as this is not what the question\nHe tells you that his job is stressful. He has come to you is about.\nfor advice on how to relax.\nDo not credit ‘mindfulness’ by itself.\nUsing your knowledge of the study by Hölzel et al.\n(mindfulness and brain scans): 1 mark max can be awarded for identification of a relevant\nOutline the advice you would give to Pavel. task, e.g., MBSR class, yoga, meditation, body scan etc.\n1 mark per piece of advice clearly based on the study by Only credit any timeframe once, e.g., 8-weeks, 45 mins,\nHölzel et al. long-term, daily etc.\nPavel should engage in mindful yoga. e.g., he should attend an 8-week MBSR course = 2 marks\nWith some stretching exercises/slow movement in total (1 for MBSR and 1 from the timeframe).\nconjunction with breathing.\nHe can be taught to become ‘fully aware’ of his body Credit descriptions of what would happen in body scanning,\nsensations. yoga, meditation etc.\nHe could begin to mentally note these feelings of stress, so\nhe knows when he feels them.\nHe could begin “observing” where he notices stressful\nstimuli.\nHe can be encouraged to practice this for 45 minutes per\nday/practice at work or home.\nHe should continue to engage in mindfulness for around 8\nweeks.\nThere are other creditworthy pieces of advice.\n© Cambridge University Press & Assessment 2025 Page 18 of 24\n\n8(b) Explain one reason for one piece of advice you outlined 2 The response must be linked to something mentioned in\nin part (a). Q8(a).\n2 marks for full/detailed reason either based on findings of\nthe study or knowledge of mechanisms of technique (e.g.,\nmindfulness, meditation).\n1 mark for partial/brief reason.\ne.g., 2 marks\nOne result from the study showed that engaging in\nmindfulness increased ‘observing’ behaviour so Pavel can\nidentify and control stressors at work, therefore, reducing\nstress.\nMeditation allows Pavel to focus on one thing at a time\nallowing him to reconnect/make time for himself and not let\nwork dominate.\nThere was an increase in grey matter in the MBSR group in\nareas that could control stress/emotion.\ne.g., 1 mark\nIn the study by Hölzel, the effects of mindfulness were seen\nin the long-term.\nThere was an increase in grey matter in the MBSR group.\nMeditation helps to clear stressful thoughts.\nMindfulness allows you to relax/promotes relaxation.\n© Cambridge University Press & Assessment 2025 Page 19 of 24", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p18.png", "../answer-assets/9990_w25_ms_11-p19.png" ] }, { "id": "9990-2025-on-11-q09", "question_id": "9990-2025-on-11-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 9, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Dement and Kleitman (sleep and 4 List is definitive.\ndreams):\nDo not credit ‘on the eyes’, in the brain’ or ‘attached to head’\nDescribe how the EEG (electroencephalogram) was (too generic).\nused in this study.\nUsed to detect brain waves/electrical (brain)\n1 mark per correct point. activity/frequency and amplitude = 1 mark max.\nElectrodes were placed next to the eyes.\nElectrodes were placed on the scalp.\nAll electrode lead wires were further attached to top of the\nhead.\nThey were made into a single cord.\nTo prevent entanglement/give P free movement.\nThe EEG ran continuously (all night).\nThe speed of paper (3 or 6 mm per sec) allowed easy\nrecognition of eye-movements.\nThe eye movements picked up by the EEG allowed the\nresearcher to wake up the P at specific times (in REM or\nNREM)/used to identify stage of sleep the participant was in.\nIt could measure the direction of eye movement (during\ndreaming).\n© Cambridge University Press & Assessment 2025 Page 20 of 24\n\n9(b) Explain two similarities between the study by Dement 8 The other studies from the biological approach are Hölzel\nand Kleitman (sleep and dreams) and one other study and Hassett.\nfrom the biological approach.\nDo accept Perry if about biological mechanisms.\nDo not refer to brain measurement techniques.\nAward L1–L4 for each similarity.\nUse the marking grid below.\n4 marks for the similarity (twice), e.g., research techniques For Level 4 there must be some attempt at explaining the\nused, type of data collected (quantitative/qualitative), similarity.\nsampling technique, ethics.\nIgnore responses about brain measurement techniques like\ne.g., similarity EEG/MRI etc.\n4 marks\nBoth studies collected quantitative data which allowed for Both investigated biology = L1 max.\ndirect comparisons between groups/conditions\n(explanation). In the Dement study, the number of times For Dement vs. Hölzel:\ndreams were recalled in REM and NREM were recorded Both studied brain = L0\nand compared for differences. Also, in the study by Hassett, Both used humans = L1\nthe duration of play with wheeled and plush toys was Repeated measures = L3 max.\nrecorded so sex differences between monkeys could be\nseen.\n3 marks\nBoth studies collected quantitative data. In the Dement\nstudy, the number of times dreams were recalled in REM\nand NREM were recorded and compared for differences.\nAlso, in the study by Hassett, the duration of play with\nwheeled and plush toys was recorded.\n2 marks\nBoth studies collected quantitative data. In the Dement\nstudy, the number of times dreams were recalled in REM\nand NREM were recorded.\n1 mark\nBoth Dement and Hassett collected quantitative data.\n© Cambridge University Press & Assessment 2025 Page 21 of 24\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained using\nboth studies as examples.\n3 The similarity/difference is well explained but\nonly one study is used as an example OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt\nat using at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt\nat using the studies as examples.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 22 of 24", "source_pages": [ 20, 21, 22 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p20.png", "../answer-assets/9990_w25_ms_11-p21.png", "../answer-assets/9990_w25_ms_11-p22.png" ] }, { "id": "9990-2025-on-11-q10", "question_id": "9990-2025-on-11-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "11", "question_number": 10, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Bandura et al. (aggression) in 10\nterms of two strengths and two weaknesses.\nAt least one of your evaluation points must be about\nethics.\nStrengths include reliability (standardisation), quantitative\ndata, validity.\nWeaknesses include ecological validity, ethics,\ngeneralisability, quantitative data.\nExample: in detail\nThe study collected quantitative data which makes it easier\nto make meaningful comparisons between\ngroups/conditions. They measured things like number of\ntimes a physical/verbal aggression was imitated. This meant\nthere could be a direct comparison between\naggressive/nonaggressive models or male/female models.\nExample: brief but in context (named issue)\nThe children may have been psychologically\nharmed/stressed by watching an adult beat up a Bobo doll in\nfront of them.\nExample: no context\nThere was a standardised procedure meaning it could be\nreplicated/tested for reliability.\n© Cambridge University Press & Assessment 2025 Page 23 of 24", "source_pages": [ 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_11.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_11.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_11-p23.png" ] }, { "id": "9990-2025-on-12-q01", "question_id": "9990-2025-on-12-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 1, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Milgram (obedience): 1 If more than one response given, take first one only.\nState the number of participants who pressed the\nmaximum shock level switch (450 volts).\n1 mark for correct number.\n26.\n\n1(b) One example of a sign of tension shown by the 2 List is definitive.\nparticipants in this study was nervous laughter.\nAccept ‘verbal comments’/they asked to stop.\nIdentify two other signs of tension shown by\nparticipants. Do not accept shouting or nervous laughter.\n1 mark per correct identification.\nSweat(ing).\nTremble/trembling/shaking/shivering.\nStuttering.\nBiting lip.\nGroaning.\nDig nails into flesh.\nSmiling.\nViolent convulsion/seizure.\n© Cambridge University Press & Assessment 2025 Page 8 of 23\n\n1(c) Before the study, fourteen psychology students from 2 List is definitive.\nYale University were told about the procedure of the\nstudy. Do credit ‘asked at which voltage they would stop’ for\nmarking point 2.\nOutline what these students were asked to predict about\nthe study. Do credit answers like ‘asked to predict if people would harm\nanother to obey authority’ etc. for 1 mark.\n1 mark per correct point.\nDo not credit any findings of these predictions\nThey were asked to reflect carefully/predict the behaviour of\n100 (hypothetical) people.\nThey had to plot the distribution of obedience based on the\ncharacteristics of the sample.\nThey were asked what percentage of participants/how many\nparticipants would press the 450-volt switch.\n© Cambridge University Press & Assessment 2025 Page 9 of 23", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p08.png", "../answer-assets/9990_w25_ms_12-p09.png" ] }, { "id": "9990-2025-on-12-q02", "question_id": "9990-2025-on-12-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 2, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Bandura et al. (aggression): 2 Do not credit the conclusion already presented in the\nquestion.\nOne conclusion was that boys are more likely to imitate\naggressive behaviour than girls. No mention of aggression = 1 mark max.\nOutline one other conclusion from this study. For sex differences conclusions based on type of\naggression, the only creditworthy response is about girls and\n2 marks full/detailed conclusion. verbal aggression for 1 mark max.\n1 mark partial/brief conclusion\nComparisons to no-model or non-aggressive model = 1\nWitnessing an aggressive act is enough to produce mark max as part result.\naggression in the person who observed it (2 marks).\nChildren will reproduce aggressive behaviours in the Mention of ‘group’ or ‘condition’ = 0 marks (result).\nabsence of an observed model/adult (2 marks)\nChildren are more likely to imitate the aggression of a same\nsex model (2 marks)\nGirls are more likely to imitate verbal aggression (1 mark)\nChildren will imitate aggression (1 mark)\nBoys showed more gun aggression (0 marks: result).\nThere are other creditworthy conclusions.\n\n2(b) Outline one weakness of this study in relation to the 2 Accept arguments linked to the ethics of using children for 1\nsample of participants. mark max.\n1 mark for identifying the weakness related to the sample. Do not credit ‘cannot generalise to adults’.\n1 mark for outlining the weakness with an example from the\nstudy. Do award the identification of ‘low generalisability’ even if\nthe example is incorrect.\ne.g.,\nDifficult to generalise from the sample (1 mark: Accept ‘cannot be applied’ and ‘not representative’ as ID\nidentification). The sample was only from one nursery so this marks.\ncould make it difficult to generalise as the sample may not\nfully represent children in other parts of the world/different\nnurseries as it was a university nursery (1 mark: outlining).\nThere are other creditworthy sample-related weaknesses.\n© Cambridge University Press & Assessment 2025 Page 10 of 23", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p10.png" ] }, { "id": "9990-2025-on-12-q03", "question_id": "9990-2025-on-12-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 3, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "3(a) In the study by Piliavin et al. (subway Samaritans), there 2 List is definitive.\nwere:\n• models Ignore reference to the victims.\n• victims (acting drunk or acting ill)\nDo credit n=4\nIdentify two features of the models used in this study.\nDo accept ‘boys’, ‘students’ and ‘Caucasian’\n1 mark per correct feature.\nDo not accept ‘adults’\nWhite.\nMale.\nAge 24-29.\nWore informal/casual clothes.\n\n3(b) Outline one result in relation to the victim acting drunk 2 If candidate compares drunk and ill victims = 1 mark max.\nbefore any model gave help.\n“Drunk received (spontaneous) help on 19 out of 38 trials =\n2 marks for the result with a meaningful comparison. 2 marks.\n1 mark for result with no meaningful comparison.\nResponses do not need to mention ‘drunk’ to get credit as\ne.g., 2 marks this is implied from the question.\nA white drunk victim was helped more than a black drunk\nvictim. Ignore references to speed of helping.\nMore people left the critical area when the drunk victim was\nwhite compared to when the drunk victim was black.\nMore comments were made when the drunk victim was\nwhite compared to when the drunk victim was black.\nSame-race helping was seen more than other-race helping.\ne.g., 1 mark\nOn a higher percentage of trials, a white drunk victim was\nhelped.\nMore people left the critical area when the drunk victim was\nwhite.\nMore likely to help same-race (drunk) victim.\n© Cambridge University Press & Assessment 2025 Page 11 of 23", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p11.png" ] }, { "id": "9990-2025-on-12-q04", "question_id": "9990-2025-on-12-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 4, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "4 Describe how Hassett et al. followed ethical guidelines 4 Ignore reference to ethical guidelines for human participants.\nin relation to animals in their study about monkey toy\npreferences. Go with the intention of the candidate.\n1 mark per correct point up to 4 marks Relevant guidelines are:\n1 mark available for identifying a relevant ethical guideline.\nHarm/distress\ne.g., Species\nThey followed the ethical guideline of housing (1 mark: Number\nidentification) as the monkeys were socially housed in Housing\naccordance with them being a social species (1 mark). Reward/deprivation\n(There was no deprivation of) the monkeys as water was\ncontinuously available/fed regularly on appropriate Tick-e = relevant guideline identified\ndiet/given access to food and water.\nThe monkeys had a 25 m x 25 m outdoor enclosure (to roam The candidate can score 4 marks even if a guideline is not\naround in). explicitly named.\nThe indoor enclosure was temperature-controlled (for\ncomfort).\nThey followed the guideline stipulated by NIH with\nenvironmental enrichment so again no deprivation.\nThere was minimum harm as the toys chosen were not\ndangerous.\nThey followed the guideline for species, and the purpose of\nthe study was to study organisms close to humans on the\nevolutionary scale (used rhesus monkeys).\nNo direct observations/observed via cameras to reduce\ndistress.\nThe monkeys were kept/tested in an area they were familiar\nwith (to reduce stress).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 12 of 23", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p12.png" ] }, { "id": "9990-2025-on-12-q05", "question_id": "9990-2025-on-12-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 5, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "5(a) From the study by Hölzel et al. (mindfulness and brain 2 For 2 marks there needs to be mention of:\nscans):\nConscious focus\n‘Acting with awareness’ was a factor measured by the (opposed) to unconscious.\n‘Five Facet Mindfulness Questionnaire’.\nDo not credit ‘being aware of….’\nOutline what is meant by ‘acting with awareness’ in this\nstudy. ‘Know what are doing’/thinking or equivalent = 1 mark (take\nas conscious/current).\n2 marks for full outline.\n1 mark for partial outline.\nThis is focusing on current behaviour/actions instead of\nbehaving automatically (2 marks).\nFocusing on current behaviour (1 mark).\n\n5(b) Outline one strength of the Five Facet Mindfulness 2 Do not credit general strengths about the study by Hölzel. It\nQuestionnaire as used in this study. must be about the FFMQ.\n1 mark for identifying the strength. Do not credit anything being ‘easier’\n1 mark for outlining the strength via example from the study.\ne.g.,\nThe FFMQ generated quantitative data which allowed for\nstatistical comparisons (1 mark: identifying), therefore, the\nscores could be compared before and after MBSR training\nto see any changes/effects of the programme (1 mark:\nexample).\nThe FFMQ is a standardised test for mindfulness (1 mark:\nidentifying).\nThere are other creditworthy strengths, including used as a\nbaseline measure, used in other studies (reliable).\n© Cambridge University Press & Assessment 2025 Page 13 of 23", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p13.png" ] }, { "id": "9990-2025-on-12-q06", "question_id": "9990-2025-on-12-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 6, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 7, "status": "available", "reason": null, "text": "6(a) In the background to their study, Perry et al. outlined 3 Do not credit procedure or findings from the study by Perry.\nhow biological factors affect interpersonal distance\n(personal space) preferences. There is no identification mark available.\nOutline how biological factors affect interpersonal Do accept ‘healthy amygdala may prefer further\ndistance (personal space) preferences. interpersonal distance’\n1 mark per correct point.\nOxytocin (may) plays a role in personal\nspace/empathy/social bonding/social salience etc.\nLesions in the amygdala appear to reduce the need for\npersonal space.\nAmygdala activity in healthy individuals is correlated with\nfeeling uncomfortable at close distances.\nAmygdala activation is affected by levels of oxytocin.\nIn some contexts, oxytocin promotes any aversion to\nrisk/envy/lack of cooperation.\nOxytocin can also affect the personal space needed\nbetween self and someone perceived as attractive.\nThere are other creditworthy responses.\n\n6(b) Two friends, Alexandre and Derek are discussing the 4 If the candidate mixes up Alexandre and Derek (e.g. says\nethics of the study by Perry et al. (personal space). Derek but gives an ethical based answer) then max 1 per\nperson and annotate with a ?\nAlexandre says the study is ethical, but Derek says it is\nnot ethical. Do not credit deception (including ID mark) for the following\narguments:\nOutline one reason why Alexandre is correct and one\nreason why Derek is correct. 1. Not knowing whether they were being given OT or\nplacebo\nFor each reason: 2. The idea that they never had the conversation in Exp2\n1 mark for evidence/relevant ethical guideline and 1 mark without reference to this being distressing\nfor explanation.\n© Cambridge University Press & Assessment 2025 Page 14 of 23\n\n6(b) e.g., Alexandre So, only award the deception ID mark if the argument is\nWritten consent was taken from the participants (1 mark: linked to feeling stressed, otherwise = 0\nguideline). They knew the study would be about personal\nspace/knew they would have oxytocin (1 mark: explanation). If ethical guideline is the same for Alexandre and Derek,\nThe ethical committee at the Medical Centre/University then can only award the ID mark once. However, physical\napproved the study as being ethical/required it (1 mark: and psychological harm can be awarded separately.\nalternative explanation).\nThe task of watching someone get closer is minimising risk\n(1 mark: guideline). They could press the spacebar to stop\nthe figure approaching more, protecting them from\npsychological stress (1 mark: explanation).\ne.g., Derek\nIn experiment 2 they were told they would be chatting with\nanother participant/ a computer would calculate an average\nroom for them and this might have been distressing (1 mark:\nexplanation). This never happened, so the Ps were\ndeceived (1 mark: guideline)\nThe act of intruding into someone’s personal space (even if\nit was an animation) can still be stressful/harmful (1 mark:\nguideline).\nThere was also no way of knowing if any participant would\nreact to oxytocin (1 mark: explanation) so there was\nrisk/potential physical harm involved (1 mark: guideline).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 15 of 23", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p14.png", "../answer-assets/9990_w25_ms_12-p15.png" ] }, { "id": "9990-2025-on-12-q07", "question_id": "9990-2025-on-12-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 7, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "7 The debate about individual and situational 4 Ignore tautological definitions, including “individual\nexplanations relates to the study by Dement and differences or individual factors”\nKleitman (sleep and dreams).\nExample marks can only be awarded for Dement and\nOutline what is meant by this debate, including one Kleitman’s study or related to sleep and dreaming in\nexample from the individual explanation and one general.\nexample from the situational explanation from the study\nby Dement and Kleitman. Tick-e = example mark (go with the logic/intention of the\ncandidate).\n1 mark for outlining individual explanation plus 1 mark for\nexample from Dement. Do not credit ‘different people have different dreams’ for the\n1 mark for outlining situational explanation plus 1 mark for example mark for the individual explanation.\nexample from Dement.\ne.g., individual\nThe individual side refers to behaviours from factors within\nthe person (dispositional) (1 mark).\nAll the dreams reported were unique, like throwing tomatoes\nat each other, showing that a person’s individual personality\nis seen in their dreams (1 mark).\ne.g., situational\nThe situational side refers to behaviour from factors in the\nexternal environment (1 mark).\nThe participants were sleeping in a laboratory with an EEG\nattached to them so this scenario may have affected their\nability to recall dreams/estimated time in REM (1 mark).\nThere are other creditworthy examples.\n© Cambridge University Press & Assessment 2025 Page 16 of 23", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p16.png" ] }, { "id": "9990-2025-on-12-q08", "question_id": "9990-2025-on-12-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 8, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 6, "status": "available", "reason": null, "text": "8(a) Carole, a language teacher, has noticed that her 4 No credit for justifying advice as this is not what the question\nstudents have difficulty concentrating when listening to is about.\na recording of people talking in a second language. Her\nstudents have difficulty recalling the information from Do not credit the following:\nthis recording. Carole needs to help her students and\nhas come to you for advice. ‘Doodling’, ‘doodle’ or ‘secondary task’ by itself.\nScribbling.\nUsing your knowledge of the study by Andrade Give them a monotonous recording.\n(doodling): Give them a surprise test.\nAllow them to draw their own doodles.\nOutline the advice you would give to Carole.\nAsk them to start shading in the shapes = 2 marks\n1 mark per piece of advice clearly based on the study by\nAndrade. A different explicitly named secondary task can be awarded\n1 mark (e.g., fidget toy).\ne.g.\nCarole could give each student a piece of paper.\nThat has shapes on it\nThey can colour/shade them in.\nThere should be a margin to write notes/target information.\nTell the students not to worry about being neat/their\nneatness (at shading).\nShe could ask them to focus on specific pieces of\ninformation in the listening task.\nShe must tell them that there will be a test after the listening\ntasks.\nShe needs to tell them not to engage in free\ndoodling/drawing their own doodles.\nLet them listen in a (dull) quiet room\nThere are other creditworthy pieces of advice.\n© Cambridge University Press & Assessment 2025 Page 17 of 23\n\n8(b) Explain one reason for one piece of advice you outlined 2 The response must be linked to something mentioned in\nin part (a). Q8(a).\n2 marks for full/detailed reason Only credit advice chosen by the candidate that is based on\n1 mark for partial/brief reason the study by Andrade.\ne.g., 2 marks\nOne result from the study showed that the group who\ndoodled whilst listening to a dull telephone recording, could\nrecall more (monitored) information/(incidental) information,\nshowing that doodling is good for concentration/recall.\nDoodling could avoid/avoids daydreaming to help\nconcentration/aiding memory recall.\nA dull quiet room will not have other sounds so\nconcentration should be better.\nDoodling can improve concentration/attention which helps\nimprove memory recall.\ne.g., 1 mark\nIn the study by Andrade, doodling aided memory recall.\nDoodling could avoid/avoids daydreaming.\nDoodling can aid concentration/information\nprocessing/attention\nA dull/quiet room will allow for better concentration.\n© Cambridge University Press & Assessment 2025 Page 18 of 23", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p17.png", "../answer-assets/9990_w25_ms_12-p18.png" ] }, { "id": "9990-2025-on-12-q09", "question_id": "9990-2025-on-12-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 9, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Saavedra and Silverman (button 4 List is definitive.\nphobia):\nDo not credit he had a phobia of buttons as this is in the\nDescribe the participant used in this study. question.\n1 mark per correct point made.\n(one) boy/male.\n9-year-old.\nHispanic/American.\nHe was presented (by his mum) to a Child Anxiety and\nPhobic Program.\nHe did not meet the criteria for OCD.\nHe did meet the criteria (DSM-IV) for a phobia.\nHe had experienced a bowl of buttons falling on him (at\nschool).\nHad his phobia at 5 years of age/4 years prior to study.\n\n9(b) Explain one similarity and one difference between the 8 Award L1-L4 for the similarity\nstudy by Saavedra and Silverman (button phobia) and Award L1-L4 for the difference\nthe study by Bandura et al. (aggression). Do not refer to\nsampling in your answer. For Level 4 there must be some attempt at explaining the\nsimilarity/difference.\nUse the marking grid below.\n4 marks for the similarity, e.g., quantitative data collection, For similarity:\nboth about learnt behaviours.\n4 marks for the difference, e.g., experimental vs. non- Both used children = L1\nexperimental, sample, learning theory focused on. Both from the learning approach/follow learning assumptions\n= L1\n© Cambridge University Press & Assessment 2025 Page 19 of 23\n\n9(b) e.g., difference For difference:\ne.g., 4 marks\nThe two studies focus on a different theory from the learning Different aims = L1\napproach. Bandura focused on social learning involving Quantitative vs qualitative = L2 max\nimitation and observation. Saavedra focused on operant\nconditioning/classical conditioning whereby the boy got If the candidate does not identify the similarity or difference\nrewarded by his mum during the treatment of his button explicitly so it reads like a description of both studies = L1\nphobia. So, Bandura is about vicarious learning, but\nSaavedra is about direct ‘hands-on’ experiences\n(explanation).\ne.g., 3 marks\nThe two studies focus on a different theory from the learning\napproach. Bandura focused on social learning involving\nimitation and observation. Saavedra focused on operant\nconditioning/classical conditioning.\ne.g., 2 marks\nThe two studies focus on a different theory from the learning\napproach. Bandura focused on social learning involving\nimitation and observation.\ne.g., 1 mark\nThe two studies focus on a different theory from the learning\napproach.\n© Cambridge University Press & Assessment 2025 Page 20 of 23\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained using\nboth studies as examples.\n3 The similarity/difference is well explained but only\none study is used as an example OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt at\nusing at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt at\nusing the studies as examples.\n0 No creditable response.\nQuestion Answer Marks Guidance", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p19.png", "../answer-assets/9990_w25_ms_12-p20.png", "../answer-assets/9990_w25_ms_12-p21.png" ] }, { "id": "9990-2025-on-12-q10", "question_id": "9990-2025-on-12-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "12", "question_number": 10, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Pozzulo et al. (line-ups) in terms 10\nof two strengths and two weaknesses. At least one of\nyour evaluation points must be about ecological\nvalidity.\nStrengths include reliability (standardisation), quantitative\ndata, validity, ethics.\nWeaknesses include ecological validity, ethics,\ngeneralisability, quantitative data.\n© Cambridge University Press & Assessment 2025 Page 21 of 23\n\n10 Example: in detail\nThe procedure was standardised so could be replicated. For\nexample, for every participant the instructions for the line-up\nidentification process were the same, and we know that the\ncartoon targets were Dora and Diego. Therefore, the study\ncan be tested for reliability.\nExample: brief but in context\nThe sample came from a participant pool at Eastern Ontario\nUniversity so they might not represent other people as they\ncould be more motivated to participate\nExample: no context\nThere were controls in place so they could establish cause\nand effect/has internal validity\nLevel Description Mark\n5 • Very good evaluation including the 9–10\nnamed issue.\n• Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n• Selection of evidence is very\nthorough and effective.\n4 • Good evaluation including the 7–8\nnamed issue.\n• Addresses strengths and\nweaknesses but may include three\nor four points. The majority of the\npoints are in depth.\n• Selection of evidence is thorough\nand effective.\n© Cambridge University Press & Assessment 2025 Page 22 of 23\n\n9990/12 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\nLevel Description Mark\n3 • Mostly appropriate evaluation but 5–6\nmay not include the named issue.\n• Addresses either two strengths or\ntwo weaknesses in detail or one of\neach in detail or all four briefly.\n• Selection of evidence is mostly\neffective.\n2 • Weak evaluation and may not 3–4\ninclude the named issue.\n• Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n• Some points may have no context.\n• Selection of evidence is sometimes\nappropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and\nweaknesses is absent or superficial.\n• Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 23 of 23", "source_pages": [ 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_12.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_12.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_12-p21.png", "../answer-assets/9990_w25_ms_12-p22.png", "../answer-assets/9990_w25_ms_12-p23.png" ] }, { "id": "9990-2025-on-13-q01", "question_id": "9990-2025-on-13-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 1, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 5, "status": "available", "reason": null, "text": "1(a) From the study by Andrade (doodling): 2 List is definitive.\nOutline how the participants were recruited in this\nstudy.\n1 mark per correct point.\nBy opportunity sampling.\nThe participants had just completed an unrelated\nexperiment.\nThey were asked if they would spend another 5 minutes\nhelping out another study.\nThey were members of a participant panel/volunteers.\n\n1(b) Identify two features of the piece of paper given to the 2 List is definitive.\nparticipants in the doodling condition.\nAccept ‘same size shapes’ = 1 mark\n1 mark per correct feature.\nShapes were 1cm (in diameter).\n10 shapes per row.\n(Alternating rows of) squares and circles.\nMargin down the side (to write target information).\nA4 size.\n\n1(c) Identify how recall of incidental information was 1 Take the first answer only.\nmeasured.\n1 mark for correct answer.\n(Correct) number of places (recalled).\n© Cambridge University Press & Assessment 2025 Page 8 of 23", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p08.png" ] }, { "id": "9990-2025-on-13-q02", "question_id": "9990-2025-on-13-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 2, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "2(a) From the study by Piliavin et al. (subway Samaritans): 2 Do not credit conclusions about spontaneous help as this is\nin the question.\nOne conclusion was that, in a natural setting, people do\noffer spontaneous help to a victim in need. Conclusions relating to diffusion of responsibility, the\nbystander effect or cost-reward are acceptable.\nOutline one other conclusion from this study.\n2 marks full/detailed conclusion.\n1 mark partial/brief conclusion.\ne.g.,\nA person who is ‘ill’ is more likely to receive help than a\nperson who is ‘drunk’ (2 marks).\nPeople help ill victims more often (1 mark).\n\n2(b) Outline one ethical weakness of this study. 2 Do not credit a methodological weakness.\n1 mark for identifying an appropriate/possible ethical issue. Guidelines are:\n1 mark for outlining the weakness using an example from\nPiliavin. Deception\nDebriefing\ne.g., Harm/stress\nThe participants were deceived by the whole set up (1 Consent\nmark). The victim was acting ill/drunk but the Ps never knew Right to withdraw\nthis (1 mark). Privacy\nConfidentiality\nAs there were so many participants debriefing never\nhappened so not everyone knew it was a fake set up/had\ntaken part in a study (1 mark). Debriefing after the event\nhappened would have ensured people knew it was fake (1\nmark).\nThere are other creditworthy weaknesses.\n© Cambridge University Press & Assessment 2025 Page 9 of 23", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p09.png" ] }, { "id": "9990-2025-on-13-q03", "question_id": "9990-2025-on-13-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 3, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 4, "status": "available", "reason": null, "text": "3(a) The study by Hassett et al. (monkey toy preferences) 2 List is definitive.\nused a sample of male and female monkeys.\nNo tolerance on numbers.\nIdentify two features of the sample used in this study,\nother than sex and species. Do credit information about rank if presented.\n1 mark per correct feature.\nTroop of 135 individuals.\nLived together for more than 25 years.\nLived at Yerkes Center.\nMatriline social structure/same natal group.\n14 not used due to hormonal treatment.\nAge range 3 months to over 13 years.\n82 potential participants.\n34 monkeys used in data analysis.\n39 infants not used (as interactions not coded).\n53 monkeys were excluded in total.\n\n3(b) Describe one result for the toy preferences of female 2 Accept results based on frequency or duration of play or %\nmonkeys in this study. preference.\n2 marks for the result with a meaningful comparison. No significant preference = 1\n1 mark for result with no meaningful comparison.\nAny result compared to males = 1 mark max\ne.g., 2 marks\nThere was only a slight increase in duration for play with a\nplush toy compared to a wheeled toy (for females).\nMore female monkeys preferred wheeled toys compared to\nplush toys/no preference.\nFemale monkeys played with plush toys with a longer\nfrequency than wheeled toys.\ne.g., 1 mark\nThere was only a slight increase in duration for play with a\nplush toy.\n© Cambridge University Press & Assessment 2025 Page 10 of 23", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p10.png" ] }, { "id": "9990-2025-on-13-q04", "question_id": "9990-2025-on-13-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 4, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 4, "status": "available", "reason": null, "text": "4 From the study by Pozzulo et al. (line-ups): 4 List is definitive.\nDescribe how the cartoon foils were selected. Do not credit what the pictures looked like (e.g., black and\nwhite; cropped) as the question is about selection.\n1 mark per correct point.\nThey were selected from readily available images on the\ninternet.\nThey were chosen as they had a similar appearance to\nDora/Diego.\nSimilarity was based on facial structure/hair length/hair\ncolour (only 1 mark for any of these).\nThree judges conducted the ratings.\nOn 10 photographs for each target.\nThe four cartoon characters receiving the highest similarity\nscores were used.\n© Cambridge University Press & Assessment 2025 Page 11 of 23", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p11.png" ] }, { "id": "9990-2025-on-13-q05", "question_id": "9990-2025-on-13-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 5, "topic": "AS Social approach", "topic_slug": "9990-as-social", "marks": 4, "status": "available", "reason": null, "text": "5(a) From the study by Perry et al. (personal space): 2 List is definitive.\nOne feature of the sample was that it consisted of only Tolerance for average age is 25–26\nmale participants.\nIdentify two other features of the sample used in the\nstudy.\n1 mark per correct feature.\nn=54\nUndergraduates/students.\nUniversity of Haifa.\nAge 19–32/average age 25.29\nGained course credit/volunteer sample.\nNormal/corrected to normal vision.\nNo history of psychiatric/neurological conditions.\n5 were left-handed.\n© Cambridge University Press & Assessment 2025 Page 12 of 23\n\n5(b) Explain one weakness of using animations in 2 Do not credit general weaknesses of the study by Perry. It\nExperiment 1 in this study. must be about animations.\n1 mark for identifying a weakness of using animations.\n1 mark for explaining the weakness via example from the\nstudy by Perry.\ne.g.,\nThe use of animations lacks ecological validity/mundane\nrealism (1 mark). The situations of an animated person\napproaching to measure personal space is not an everyday\noccurrence (1 mark).\nThe use of animations is not a valid measure of personal\nspace (1 mark). A person may act differently when personal\nspace is invaded in reality compared to an animation (1\nmark).\nThere are other creditworthy weaknesses.\n© Cambridge University Press & Assessment 2025 Page 13 of 23", "source_pages": [ 12, 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-social/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p12.png", "../answer-assets/9990_w25_ms_13-p13.png" ] }, { "id": "9990-2025-on-13-q06", "question_id": "9990-2025-on-13-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 6, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 7, "status": "available", "reason": null, "text": "6(a) In the background to their study, Saavedra and 3 List is all that is covered in the original paper but do credit\nSilverman (button phobia) outlined the role of disgust in other examples.\nchildhood phobias.\nDo credit ‘usually triggered by a traumatic event in\nOutline the role of disgust in childhood phobias. childhood’\n1 mark per correct point. Do not credit examples from the boy in the study.\nDisgust is a feeling of aversion towards something\noffensive/something we fear.\nDisgust when interacting with fear can result in avoidance\nbehaviour(s).\nChildren can negatively evaluate a specific phobic object.\nThis evaluation happens without any anticipation of threat\n(from the phobic object).\nSo, as there is no fear, it must be disgust that is causing a\nnegative evaluation.\nA study that measured disgust in children with a spider\nphobia, showed it decreased as fear decreased/showed a\nlink between disgust and fear.\nThey can be repulsed by a (previously) neutral stimulus.\n\n6(b) Two friends, Hannah and Josh, are discussing the 4\ngeneralisability of the study by Saavedra and Silverman\n(button phobia).\nHannah says the study is generalisable, but Josh says it\nis not generalisable.\nOutline why you think either Hannah or Josh is correct,\nusing evidence from the study.\n1 mark per point made linked to generalisability\n© Cambridge University Press & Assessment 2025 Page 14 of 23\n\n6(b) e.g., Hannah If both Hannah and Josh feature in the answer, mark them\nThe study used a fear/disgust hierarchy to rate the buttons. independently and credit the highest score.\nThis could easily be used with other people who have\ndifferent phobias. For Hannah, can give credit for arguments stating\nThe use of positive reinforcement from his mum is useful to mechanisms of the therapy that could be used with many\nknow. other people.\nAs this could be used with other children who have different\nphobias to help them overcome them. If the candidate mixes up Hannah and Josh (e.g., says\nHannah but gives a ‘is not generalisable’) or does not name\ne.g., Josh the friend then max 2 and annotate with a ?\nThe sample was just one (Hispanic American) boy (with a\nbutton phobia). For Josh, 1 mark is available for stating who the study might\nThis is rare/unique and would be difficult to generalise to not be generalisable to.\nother people with phobias.\nIt might be that the results only apply to him and his\npersonal experience in the classroom that caused the\nphobia.\nThe experience of the bowl of buttons falling on him in a\nclassroom is probably unique.\nOther children may react differently to certain buttons when\nthey rate them on the Feelings Thermometer meaning it is\nsubjective/less generalisable.\nThe Imagery Exposure therapy may not generalise to people\nwho have a more common phobia.\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 15 of 23", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p14.png", "../answer-assets/9990_w25_ms_13-p15.png" ] }, { "id": "9990-2025-on-13-q07", "question_id": "9990-2025-on-13-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 7, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 4, "status": "available", "reason": null, "text": "7 The nature versus nurture debate relates to the study by 4 Ignore examples that are not from Bandura.\nBandura et al. (aggression)\nDo not accept tautological outlines, for example, nurture is\nOutline what is meant by this debate, including one about being nurtured.\nexample from the nature side and one example from the\nnurture side from the study by Bandura et al. Tick-e = example.\n1 mark for outlining nature plus 1 mark for example from\nBandura.\n1 mark for outlining nurture plus 1 mark for example from\nBandura.\ne.g., Nature\nNature is about behaviours being genetically encoded and\nwith us from birth (1 mark). Boys were more physically\naggressive than girls as this could be due to them having\nhigher levels of testosterone/due to hormones (1 mark).\ne.g., Nurture\nNurture is about the learning of behaviours through\nexperiences/after birth (1 mark). Participants in all conditions\nhad already been matched on (pre-existing) aggression\nlevels yet, for instance, male Ps were much more likely to\nimitate a physically aggressive male role model (1 mark).\nPs were matched on levels of aggression (1 mark) and there\nwere differences in levels of imitated behaviour depending\non whether a model was aggressive or not, so learned (1\nmark).\nThere are other creditworthy examples.\n© Cambridge University Press & Assessment 2025 Page 16 of 23", "source_pages": [ 16 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p16.png" ] }, { "id": "9990-2025-on-13-q08", "question_id": "9990-2025-on-13-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 8, "topic": "AS Learning approach", "topic_slug": "9990-as-learning", "marks": 6, "status": "available", "reason": null, "text": "8(a) Pauline, a teacher, is helping her class of younger 4 No credit for justifying advice as this is not what the question\nchildren to learn a new skill. The skill has a correct is about.\nsequence of tasks. However, many children are getting\nthis sequence wrong. Pauline needs to help the children The main ideas are operant conditioning including positive\nand has come to you for advice. reinforcement, shaping, primary reinforcers, secondary\nreinforcers, capturing, luring, chaining.\nUsing your knowledge of the study by Fagen et al.\n(elephant learning): Do not credit punishment but do credit do not punish the\nchildren.\nOutline the advice you would give to Pauline.\nIf candidate names a task and uses that throughout answer,\n1 mark per piece of advice clearly based on the study by then credit.\nFagen et al.\n1 mark available for identifying a relevant primary or Do not credit classical conditioning or social learning\nsecondary reinforcer. examples.\nPauline could use a rewards-based system to get the Responses such as ‘shape the behaviour, ‘using chaining’,\nchildren to learn the new skill. ‘capture the behaviour’ etc. cannot be awarded credit\nEvery time the children get the task/part of the task correct, without telling how this would be achieved.\nthey get rewarded with something they desire.\nThis could be a primary reinforcer/reward like some\nfruit/candy/food.\nShe could also use a secondary reinforcer where the\nchildren can earn tokens every time they get the task\ncorrect.\nThey could exchange the tokens for something they desire,\nlike some extra play time.\nPauline could shape the sequence needed to complete the\nnew task/skill.\nThis can be done by rewarding behaviours that get closer to\nthe correct sequence.\nFor example, they could be rewarded when the first attempt\nis correct but then when the get it correct two times and so\non.\n© Cambridge University Press & Assessment 2025 Page 17 of 23\n\n8(a) Pauline could teach/instruct them each individual part of a\nsequence (and reward them).\nShe could capture naturally occurring behaviours that the\nchildren show as part of the new skill.\nPauline can reward the children for the correct sequence.\nThere are other creditworthy pieces of advice\n\n8(b) Explain one reason for one piece of advice you outlined 2 The response must be linked to something mentioned in\nin part (a). Q8(a).\n2 marks for full/detailed reason. Credit can be given to findings or theoretical arguments.\n1 mark for partial/brief reason.\nDo not credit ‘association’.\ne.g., 2 marks\nOne result from the study showed that shaping the Encourages them to continue/repeat = 2\nbehaviour of elephants with a sequence of behaviours lead\nto a successful trunk wash through secondary positive\nreinforcement.\nOperant conditioning predicts that rewards will increase the\nprobability/encourage/motivate the children to repeat the\nbehaviours.\ne.g., 1 mark\nIn the study by Fagen, shaping the elephant’s behaviour led\nto success.\nRewards will motivate/encourage the children.\nThere are other creditworthy reasons.\n© Cambridge University Press & Assessment 2025 Page 18 of 23", "source_pages": [ 17, 18 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-learning/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p17.png", "../answer-assets/9990_w25_ms_13-p18.png" ] }, { "id": "9990-2025-on-13-q09", "question_id": "9990-2025-on-13-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 9, "topic": "AS Cognitive approach", "topic_slug": "9990-as-cognitive", "marks": 12, "status": "available", "reason": null, "text": "9(a) From the study by Baron-Cohen et al. (eyes test): 4 Do credit descriptions of AS/HFA for 1 mark max.\nDescribe the psychology being investigated.\n1 mark per correct point.\nCreditworthy points include theory of mind, social sensitivity,\nreliability, validity.\n1 mark available for an example from the study.\ne.g., Theory of Mind\nThis refers to our ability to attribute mental states to\nourselves and others.\nIt is linked to empathy which is the ability to understand how\nother people are feeling/thinking.\nThis can be done by imagining what the other person is\nfeeling/thinking/putting ourselves in the shoes of others.\nIt is also about how we use this knowledge to explain the\nactions of other people.\nIt is also about how we use this knowledge to predict the\nactions of others.\nWe use this knowledge to understand that people may have\ndifferent ideas and hold different emotions to us.\nIt can be tested using the Eyes Test where people have to\njudge the emotions of others’ by looking at eyes only\n(example mark).\nThere are other creditworthy responses.\n© Cambridge University Press & Assessment 2025 Page 19 of 23\n\n9(b) Explain two similarities between the study by Baron- 8 Award L1-L4 for each similarity\nCohen et al. (eyes test) and the study by Andrade\n(doodling). For Level 4 there must be some attempt at explaining the\nsimilarity.\nUse the marking grid below.\n4 marks for the similarity, e.g., experimental, lack mundane Both used humans = L1\nrealism, quantitative data collection, experimental design Both about cognitive psychology = L1\nused. Both laboratory = L1\nBoth have good application = L3 max\ne.g., similarity\ne.g., 4 marks\nBoth Andrade and Baron-Cohen studies were experimental\nin nature. For example, both studies had IVs. In the Andrade\nstudy there were two conditions of doodling and non-\ndoodling. In the Baron-Cohen study the IV was natural and\nbased around if a person had been diagnosed with AS/HFA\nor not. Therefore, both were trying to establish cause and\neffect (explanation).\ne.g. 3 marks\nBoth Andrade and Baron-Cohen studies were experimental\nin nature. For example, both studies had IVs. In the Andrade\nstudy there were two conditions of doodling and non-\ndoodling/in the Baron-Cohen study the IV was natural and\nbased around if a person had been diagnosed with AS/HFA\nor not.\ne.g. 2 marks\nBoth Andrade and Baron-Cohen studies were experimental\nin nature. For example, both studies had IVs and measured\nDVs.\ne.g. 1 mark\nBoth Andrade and Baron-Cohen were experimental in\nnature.\n© Cambridge University Press & Assessment 2025 Page 20 of 23\n\n9(b)\nMark/ Description\nLevel\n4 The similarity/difference is well explained using\nboth studies as examples.\n3 The similarity/difference is well explained but only\none study is used as an example OR\nboth studies are used briefly.\n2 The similarity/difference is brief with an attempt at\nusing at least one study as an example OR\nThe similarity/difference is well explained but\nthere is no study evidence.\n1 The similarity/difference is brief with no attempt at\nusing the studies as examples.\n0 No creditable response.\nQuestion Answer Marks Guidance", "source_pages": [ 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-cognitive/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p19.png", "../answer-assets/9990_w25_ms_13-p20.png", "../answer-assets/9990_w25_ms_13-p21.png" ] }, { "id": "9990-2025-on-13-q10", "question_id": "9990-2025-on-13-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 1, "variant": "13", "question_number": 10, "topic": "AS Biological approach", "topic_slug": "9990-as-biological", "marks": 10, "status": "available", "reason": null, "text": "10 Evaluate the study by Hölzel et al. (mindfulness and 10\nbrain scans) in terms of two strengths and two\nweaknesses. At least one of your evaluation points\nmust be about self-reports.\nStrengths include: reliability (standardisation), quantitative\ndata, validity, self-reports.\nWeaknesses include: ethics, generalisability, quantitative\ndata, self-reports.\n© Cambridge University Press & Assessment 2025 Page 21 of 23\n\n10 Example: in detail (named issue)\nThe self-report collected quantitative data which makes it\neasier to have meaningful comparisons between\ngroups/conditions. They Ps completed the FFMQ at two-\ntime points (before and after MBSR or control). As a result,\nthey could compare changes in all five measures of\nmindfulness for both groups of Ps to test longer-term\neffectiveness.\nExample: brief but in context\nThe sample size was only 16 participants making it difficult\nto generalise beyond the sample.\nExample: no context\nThere were controls in place so they could establish cause\nand effect/has internal validity.\nLevel Description Mark\n5 • Very good evaluation including the 9–10\nnamed issue.\n• Thoroughly addresses both\nstrengths and both weaknesses in\ndetail.\n• Selection of evidence is very\nthorough and effective.\n4 • Good evaluation including the 7–8\nnamed issue.\n• Addresses strengths and\nweaknesses but may include three\nor four points. The majority of the\npoints are in depth.\n• Selection of evidence is thorough\nand effective.\n© Cambridge University Press & Assessment 2025 Page 22 of 23\n\n9990/13 Cambridge International AS & A Level – Mark Scheme October/November 2025\nPUBLISHED\nQuestion Answer Marks Guidance\n10\n3 • Mostly appropriate evaluation but 5–6\nmay not include the named issue.\n• Addresses either two strengths or\ntwo weaknesses in detail or one of\neach in detail or all four briefly.\n• Selection of evidence is mostly\neffective.\n2 • Weak evaluation and may not 3–4\ninclude the named issue.\n• Addresses either a strength or a\nweakness. Evaluation points are\nbrief.\n• Some points may have no context.\n• Selection of evidence is sometimes\nappropriate.\n1 • Little or no evaluation. 1–2\n• Discussion of strengths and\nweaknesses is absent or superficial.\n• Selection of evidence is limited.\n0 No creditable response.\n© Cambridge University Press & Assessment 2025 Page 23 of 23", "source_pages": [ 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_13.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_13.pdf?download=true", "html": "9990-as-biological/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_13-p21.png", "../answer-assets/9990_w25_ms_13-p22.png", "../answer-assets/9990_w25_ms_13-p23.png" ] }, { "id": "9990-2025-on-21-q01", "question_id": "9990-2025-on-21-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 5, "status": "available", "reason": null, "text": "1 A researcher is conducting an observation to investigate the study habits of students. The observation uses a\nfixed list of behavioural categories.\n\n1(a) Explain whether this observation is structured or unstructured. 1\n1 mark for explanation of why it is structured\n• Structured because there is a fixed list of behavioural categories;\n• Structured because only set observations will be recorded;\n\n1(b)(i) Suggest two behavioural categories that the researcher could use to observe the study habits of students. 2\nSuggestion must be an observable/measurable category of student study habits = 1 [x2]\n• time spent working;\n• frequency of using books;\n• note taking;\n• Use of flashcards\n• Studying alone\n• Study with others\n• Studying whilst listening to music\n• Studying whilst doodling.\n© Cambridge University Press & Assessment 2025 Page 8 of 24\n\n1(b)(ii) For one of the behavioural categories, you suggested in part (b)(i): 2\nSuggest one methodological problem with using this category to observe the study habits of students.\nSuggestion = 1\nLink = 1\nOne problem with ‘number of books used’:\n• The category may be underestimated/miscategorised; (suggestion)\n• As a book could be on their phones/iPad (link)\nOne problem with ‘note taking/doodling’:\n• Difficult to operationalise; (suggestion)\n• When does one ‘note’ end and the next one start/as it’s difficult to state what is meant by a note/doodle/picture; (link)\nOne problem with studying whilst listening to music\n• The category may be underestimated/miscategorised; (suggestion)\n• as they may be listening to music on their headphones which the researcher will not hear/the researcher may assume\nthey are listening to music if they are wearing headphones (and they are not) (link)\nOne problem with studying with others/alone.\n• The category may be underestimated/overestimated (suggestion)\n• As they may be talking about things with others that are not to do with studying/ they may seem to be studying alone\nbut they are actually studying together using electronics (link).\n© Cambridge University Press & Assessment 2025 Page 9 of 24", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p08.png", "../answer-assets/9990_w25_ms_21-p09.png" ] }, { "id": "9990-2025-on-21-q02", "question_id": "9990-2025-on-21-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 In the study by Saavedra and Silverman (button phobia), imagery exposure was investigated. During this, the boy\nreported a ‘severity rating’ for distress at three different ‘time frames.\n\n2(a) State what was meant by the time frames 1, 2 and 3. 2\nTwo out of three correct time frames = 1\nAll three correct time frames = 2\nJust one correct = 0\n• Time frame 1: before (imagery exposure/therapy) session;\n• Time frame 2: midway through (imagery exposure/therapy) session;\n• Time frame 3: after the (imagery exposure/therapy) session;\n\n2(b) Outline the change in severity rating from time frame 1 to time frame 3 when the boy had to imagine hundreds of 1\nbuttons falling on his body.\nOutline of change = 1\nthe boy’s (distress) rating decreased over time/from timeframes 1-3\n© Cambridge University Press & Assessment 2025 Page 10 of 24", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p10.png" ] }, { "id": "9990-2025-on-21-q03", "question_id": "9990-2025-on-21-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 The study by Hölzel et al. (mindfulness and brain scans) used participants who wanted to reduce their stress and\nwere able to have an MRI scan. There were several other inclusion criteria (reasons for being included in the\nsample).\n\n3(a) Outline two other inclusion criteria. 2\nInclusion criterion = 1 (x2)\n• not taking any medications;\n• Physically and psychological healthy\n• no meditation classes in the past six months;\n• no more than 4 classes in the past 5 years, or 10 classes in lifetime;\n• 25-55 years old;\n• commitment to attend all classes;\n• commitment to do homework;\n• No contraindications for MRi scanning such as metal implants/claustrophobia.\n• All right-handed\n© Cambridge University Press & Assessment 2025 Page 11 of 24\n\n3(b) For each of the inclusion criteria outlined in part (a): 2\nSuggest why each inclusion criterion was important in this study, other than to ensure that the experimental and\ncontrol groups were similar.\nReason for criterion = 1 (x2)\nnot taking any medications:\n• symptoms could reduce even without mindfulness;\n• no meditation classes in the past six months:\n• Classes could obscure brain changes due to study’s intervention/IV / MBSR; ensure that the changes were due to the\ncurrent MBSR and not the previous ones\nno more than 4 classes in the 5 years/ 10 in life:\n• Could obscure brain changes due to study’s intervention / MBSR;\n• 25-55 years old: people\n• younger/older adults could have brain differences/impairments.;\n• commitment to attend classes/do homework:\n• otherwise, difficult to tell is MBSR was cause;\nNo contraindications for MRi scanning\n• As metal implants may cause harm to the participants\nRight handedness\n• To ensure that the differences were not due to differences in brain lateralisation.\n© Cambridge University Press & Assessment 2025 Page 12 of 24", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p11.png", "../answer-assets/9990_w25_ms_21-p12.png" ] }, { "id": "9990-2025-on-21-q04", "question_id": "9990-2025-on-21-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 The study by Baron-Cohen et al. (eyes test) used an independent measures design.\n\n4(a) Explain one strength of using an independent measures design. 2\nStrength = 1\nDetail/link = 1\nLess chance of demand characteristics (than RM); (strength)\n• Because the Ps only see one level of the IV; (detail)\nCan be used to study fixed/pre-existing groups; (strength)\n• As participants could not be both AS and control; (detail)\nEliminates the chance of order effects (strength)\n• Because the Ps only see one level of the IV; (detail)\n\n4(b) Explain one weakness of using an independent measures design. 2\nWeakness = 1\nDetail/link = 1\nHard to control the effect of individual differences; (weakness)\n• Which would be a confounding variable which affects the DV (other than the IV); (detail)\n• e.g. the AS/HFA group might have had less experience with people than the controls; (link)\nYou will need a bigger sample for IM than RM (weakness)\n• which may be more difficult especially if it’s a hard-to-find sample (detail)\n• this may lead to rising costs for the researcher which may lead to a smaller sample (and lower generalisability) (detail)\n© Cambridge University Press & Assessment 2025 Page 13 of 24", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p13.png" ] }, { "id": "9990-2025-on-21-q05", "question_id": "9990-2025-on-21-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "5 Sketch a graph on the axes in Fig. 5.1 to show a negative correlation between ‘time spent watching television’ and 2\n‘attention span’. You must label the axes.\nAxis labels (both, either way round) = 1\nNegative correlation (line/points) = 1\n© Cambridge University Press & Assessment 2025 Page 14 of 24", "source_pages": [ 14 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p14.png" ] }, { "id": "9990-2025-on-21-q06", "question_id": "9990-2025-on-21-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe measures of central tendency, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 2 for each term/concept.\n1 mark for each example, max 2 for each term/concept (up to a maximum of 4).\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nMeasures of central tendency:\n• Way to find typical / average of data set / single number to describe the data; (description)\n• e.g. mean / median / mode; (description)\ndescription of how to calculate mode = 1 (max)\ndescription of how to calculate median = 1 (max)\ndescription of how to calculate mean = 1 (max)\nExamples\nAndrade mean of monitoring/number names recalled; (core study)\nBandura mean aggression scores; (core study)\nBaron-Cohen mean eyes test/AQ/IQ/age; (core study)\nDement & Kleitman mean nightly awakenings/sleep time; (core study)\nFagen mean offers by elephants on each behavioural task/ mean percent correct (pass rate) for all elephants for all tasks;\nmedian passing scores given for behaviours in sequences (core study)\nHassett mean total time and mean frequency with plush and wheeled toys for males and females / mean dominance rank;\nHölzel means from MBSR: homework time/body scan practice/yoga/ sitting meditation;\nMilgram mean percent students saying Ps would reach 450V / mean and mode for interview of How painful?/\nPerry means of IRI/empathy score/percent distances in CID and choosing rooms for OT and placebo groups;\nPiliavin mean number of people per car / people in critical area / number of comments (for white v Black, Cane v Drunk,\nbefore v after 70 sec)/ mean and median latencies);\nPozzulo mean correct identifications (for human v cartoon, adult v child);\n© Cambridge University Press & Assessment 2025 Page 15 of 24", "source_pages": [ 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p15.png" ] }, { "id": "9990-2025-on-21-q07", "question_id": "9990-2025-on-21-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "7 Professor March is interested in interpersonal distance. He has met Dennis, who needs a large interpersonal\ndistance. Dennis has agreed to Professor March conducting a case study about him using a questionnaire.\n\n7(a) Suggest why Dennis may prefer Professor March to use a questionnaire rather than a face-to-face interview. 1\nSuggestion = 1\n• Professor March would need to be too close;\n• Dennis does not need to be in the same room as Professor March;\n• Because Dennis may get distressed/nervous about Professor March being too close for a face-to-face interview.\n\n7(b) Suggest two examples of questions that Professor March could use to collect data about the need Dennis has for a 2\nlarge interpersonal distance.\nDescription = 1 x2\ne.g. Describe what people you cannot tolerate close to you;\ne.g. Describe why you cannot tolerate people close to you;\ne.g. How do you feel when someone gets close to you?\ne.g. Rate how you felt when we met 0 (okay) to 5 (bad);\ne.g. Use a (paper-based) CIDS; mark on lines for comfortable interpersonal distance;\n© Cambridge University Press & Assessment 2025 Page 16 of 24\n\n7(u) Suggest one problem that Professor March could have when using a questionnaire to study Dennis. 3\nIdentification of problem = 1 (i.e. linked)\nDetail = 2 (generic or linked)\n• Prof March may need to hand him the questionnaire; (problem)\n• Which could make him uncomfortable /nervous; e.g. (detail)\n• and affect his responses on to the questions; (detail)\n• reducing validity; (detail)\n• Dennis won’t like being given paper for the CIDs; (problem)\n• Because it could make them uncomfortable /nervous; (detail)\n• This could affect his responses on the task; (detail)\n• reducing validity; (detail)\n• It may be more may make it more likely that Dennis will give socially desirable answers; (problem)\n• especially given the topic area is sensitive as it is about not wanting to get close (detail)\n• and the researcher does not see the body language so won’t know they are lying (unlike face-to-face interview) (detail)\n© Cambridge University Press & Assessment 2025 Page 17 of 24", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p16.png", "../answer-assets/9990_w25_ms_21-p17.png" ] }, { "id": "9990-2025-on-21-q08", "question_id": "9990-2025-on-21-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "8 Dr East is observing children playing. She is a participant observer. The children have met Dr East before and\nbelieve she is a playground assistant who watches them when their teachers have lunch.\n\n8(a) Suggest one strength of using participant observation in this study. 2\nSuggestion of strength = 1\nLink (to play) = 1\n‘Can get close to /interact with the children (strength)\n• So is more likely to understand their play/games; (link)\nShe will be aware of the children’s mood; (strength)\n• She will know whether they are enjoying playing/games; (link)\nShe can approach the children; (strength)\n• So can see what they are playing with; (link)\nShe can easily talk to the children; (strength)\n• So can ask the children what they are playing; (link)\n© Cambridge University Press & Assessment 2025 Page 18 of 24\n\n8(b) Suggest one advantage of Dr East using a non-participant observation compared to a participant observation. 2\nSuggestion of advantage of non-participant = 1\nLinked (to play) detail/justification = 1\nThe children will be unaware she is there; (advantage)\n• So, their play/games will be more natural; (link)\nThere is distance between the researcher and the children/the researcher does not get involved in the situation (advantage)\n• So, their play/games will be more natural (link)\nShe could use a video to record the children’s behaviour; (advantage)\n• Which she can use to accurately analyse the children’s play (link)\nShe could use a second observer; (advantage)\n• Which means comparisons can be made to ensure they have the same results about children’s play (link)\n\n8(c) Explain one ethical problem caused by the children believing that Dr East is a playground assistant. 2\nExplanation of problem = 1\nDetail = 1\n• They are being misled / lied to (because they are told she is a playground assistant); (problem/detail)\n• Deception; (problem/detail)\n• So cannot give consent; (detail)\n© Cambridge University Press & Assessment 2025 Page 19 of 24", "source_pages": [ 18, 19 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p18.png", "../answer-assets/9990_w25_ms_21-p19.png" ] }, { "id": "9990-2025-on-21-q09", "question_id": "9990-2025-on-21-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "9 Dr Okami is using animals in an experiment to study the effects of noise on learning. In this study, the animals will\nlearn to run through narrow tunnels and will meet other animals. Each animal will either run through the tunnels\nwith noise or run through the tunnels without noise.\n\n9(a) Explain whether the experimental design of Dr Okami’s study is repeated measures or independent measures. 1\nExplanation of why independent measures = 1 (generic or specific)\n• (Independent measures) because each animal only does one level of the IV/ either with or without noise (not both);\n(explanation)\n\n9(b) The independent variable is ‘with noise or without noise’ and the dependent variable is ‘learn to run through the 2\ntunnels.\nDefine what is meant by the terms ‘independent variable’ and ‘dependent variable’.\nIndependent variable ……….\nDependent variable ………\nGeneric definition of IV = 1\nGeneric definition of DV = 1\nMarks are for definitions, not examples\nIndependent variable is manipulated by the researcher to create two (or more) different conditions/levels;\nDependent variable is measured to see effect of IV;\n\n9(c) Dr Okami needs to follow ethical guidelines in relation to animals.\n\n9(c)(i) Dr Okami will use reinforcement to help the animals to learn to run through the narrow tunnels. 1\nSuggest one way that the animals could be reinforced. Your answer must be ethical.\nWay to reinforce = 1\n• Deprivation then a reward;\n• Food;\n• Water;\n• Treat\n© Cambridge University Press & Assessment 2025 Page 20 of 24\n\n9(c)(ii) Dr Okami needs to follow the guideline of ‘species’. 4\nExplain two ways that Dr Okami’s choice of animal will be affected by following this guideline.\nExplanation = 1 (x2)\nlink to stem = 1 (x2)\nChoose a small animal/do not choose a large animal; (explanation re. guideline)\n• as tunnels are narrow / animals need to pass; (link to stem)\nChoose a social species/animal; (explanation re. guideline)\n• as the animals will meet/might be aggressive; (link to stem)\n\n9(c)(iii) Dr Okami needs to follow the guideline of ‘minimising harm’. 2\nSuggest why this guideline is relevant to Dr Okami’s study.\nSuggestion = 1\nSecond suggestion or detail = 1\n• Noise could be distressing / cause pain;\n• Other social animals could be distressing / cause pain;\n© Cambridge University Press & Assessment 2025 Page 21 of 24", "source_pages": [ 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p20.png", "../answer-assets/9990_w25_ms_21-p21.png" ] }, { "id": "9990-2025-on-21-q10", "question_id": "9990-2025-on-21-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "21", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Dr Aster is interviewing people about their exciting experiences. He is interested in people’s feelings about\ndifferent types of exciting experience.\n\n10(a) Describe how Dr Aster could conduct a study using an interview to investigate people’s feelings about different 10\ntypes of exciting experience.\nDo not describe sample/sampling technique or ethical issues/guidelines in your answer.\nTo mark Q10(a), create four ‘imaginary columns’ down one margin, using one column for each of the four required features.\nTick each feature (tick-a, tick-b, tick-c, tick-d) when it appears, then underline the letter ( ) for detail.\nUse L1, L2, L3, L4, L5 at the end of the response to indicate the level.\nUse the table below to mark candidate responses to this question.\nThe four required features for this interview are:\n(a) format: (description of structured/unstructured/semi-structured)\n(b) question format (open / closed questions, fillers/quantitative/qualitative)\n(c) examples of questions (at least two)\n(d) question scoring / interpretation (e.g. use of numerical scoring / measures of central tendency / analysis of\nqualitative data)\n© Cambridge University Press & Assessment 2025 Page 22 of 24\n\n10(a)\nLevel The response:\nLevel 5 • has all the required features, all with detail, with mostly appropriate terminology.\n9-10 marks AND\n• clearly applies knowledge of methodology involved in planning an investigation.\nLevel 4 • has all the required features, but only some of these with detail, with some appropriate\n7–8 marks terminology.\nAND\n• applies knowledge of methodology involved in planning an investigation.\nLevel 3 • has some of the required features with detail / all of the required features with no detail, and some\n5–6 marks appropriate terminology.\nAND\n• applies a basic knowledge of methodology involved in planning an investigation.\nLevel 2 • has at least two of the required features, with little appropriate terminology.\n3–4 marks AND\n• attempts to use knowledge of methodology involved in planning an investigation.\nLevel 1 • has one of the required features and uses little appropriate terminology.\n1–2 marks AND\n• makes a limited attempt to use knowledge of methodology involved in planning an investigation,\ne.g. may not use the method required by the question.\n0 marks No creditable response.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 24\n\n10(b) For one part of the procedure, you described in (a):\n\n10(b)(i) Describe one practical/methodological strength of this part of the procedure. 2\nDo not refer to sampling or ethics in your answer.\nIdentification of practical strength of one part of the procedure= 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation / a specific question content\n• question content / a specific question content\n• question format / a specific question format\n• controls / a specific control\nAccept other practical influences on validity or reliability\n\n10(b)(ii) Describe one practical/methodological weakness of this part of the procedure. 2\nDo not refer to sampling or ethics in your answer.\nIdentification of practical weakness of one part of the procedure= 1\nexplanation (generic or linked) = 1\nPart of procedure may relate to:\n• operationalisation / a specific question content\n• question content / a specific question content\n• question format / a specific question format\n• controls / a specific control\nAccept other practical influences on validity or reliability\n© Cambridge University Press & Assessment 2025 Page 24 of 24", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_21.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_21.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_21-p22.png", "../answer-assets/9990_w25_ms_21-p23.png", "../answer-assets/9990_w25_ms_21-p24.png" ] }, { "id": "9990-2025-on-22-q01", "question_id": "9990-2025-on-22-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1(a) Outline what is meant the term ‘fatigue effect’. 1\nOutline = 1\n• Poor performance due to repetition;\n• Worse scores/performance declines due to boredom;\n\n1(b) Suggest one fatigue effect that could have occurred in the study by Hölzel et al. (mindfulness and brain scans). 1\nLinked suggestion = 1\n• Bored with mindfulness exercises (and stopped / not try as hard);\n• Stopped doing the homework (before end of study);\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p08.png" ] }, { "id": "9990-2025-on-22-q02", "question_id": "9990-2025-on-22-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 3, "status": "available", "reason": null, "text": "2 Data can be qualitative or quantitative.\n\n2(a) Outline what is meant by ‘qualitative data’. 1\nOutline = 1\n• Data that is descriptive / in depth / detailed / gives insight;\n© Cambridge University Press & Assessment 2025 Page 8 of 24\n\n2(b) Describe the qualitative data that was collected from one of the following studies: 2\n• Milgram (obedience)\n• Piliavin et al. (subway Samaritans).\nIdentification of qualitative data from Milgram/Piliavin = 1\nDetail/second ID = 1 (example of comments, how data used)\nMilgram:\n• What people said about feelings when shocked; (ID)\n• How people reacted (verbally) when they shocked the learner (ID)\n• What people said after about (not) regretting having participated; (ID)\n• For example, “I do not think this is humane” (detail/example)\nPiliavin:\n• Comments people made about the victims; (identification)\n• Saying they were scared of the drunk/that they were not strong enough to help; (detail)\n© Cambridge University Press & Assessment 2025 Page 9 of 24", "source_pages": [ 8, 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p08.png", "../answer-assets/9990_w25_ms_22-p09.png" ] }, { "id": "9990-2025-on-22-q03", "question_id": "9990-2025-on-22-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "3 In the study by Fagen et al. (elephant learning) behaviours such as ‘trunk here’, ‘trunk up’ and ‘bucket’ were 2\nrecorded using a structured observation.\nExplain one strength of using a structured observation in this study.\nStrength = 1 (generic or linked)\nDetail = 1 (generic or linked)\nThe response must be linked at least once (either in the strength or detail) to earn full credit (2 marks)\nImproved reliability (inter or intra-observer); (generic strength)\n• As observations such as the two trunk positions can be compared to ensure that both agreed (linked detail)\nObservers would not get distracted by the elephant’s other behaviour/only focus on the elephant behaviours that are\nrelevant to the study; (linked strength)\n• Making the observations more valid; (generic detail)\n© Cambridge University Press & Assessment 2025 Page 10 of 24", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p10.png" ] }, { "id": "9990-2025-on-22-q04", "question_id": "9990-2025-on-22-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "4 In the study by Pozzulo et al. (line-ups):\n\n4(a) There was a sample of children and a sample of adults. In both samples there were some males and some females. 2\nSuggest why it was important that both males and females were present in both samples.\nSuggestion for why both genders = 1\nDetail / suggestion for why both groups = 1\nSuggestions\n• Males and females might differ in their recall/ response to social factors / knowledge of cartoons; (suggestion for both\ngenders)\n• It could hide the effect of age / difference between adults and children (if there were more/less males/females in one\ngroup); (why both groups)\n• It will mean that you are able to generalise to males and females”\nDetail\n• This would be a confounding factor / would affect the DV; (detail)\n• As males and females may react differently to the situation (and therefore you need to have both to ensure that is\nmeasured/can apply the results to both) (detail)\n\n4(b) The standard deviation for the age of the adults was larger than the standard deviation for the age of the children.\n\n4(b)(i) Describe what is meant by a ‘standard deviation’. 2\nBasic outline = 1 Detail = 1\nNo link to the study needed for full marks.\n• A measure of spread / variation / dispersion = 1\n• (calculated as) the (average) difference from the mean = 1\n• A measure a spread/variation (looking at difference) from the mean = 2\n© Cambridge University Press & Assessment 2025 Page 11 of 24\n\n4(b)(ii) Explain one reason why the standard deviation for the age of the adults was larger than the standard deviation for 2\nthe age of the children.\nSimple explanation = 1\nDetailed explanation = 2\nThere must be a link for full marks\n• The spread of age in the adults was greater than the spread in children; (explanation)\n• Because the children had to be young, so aged 4–7, whereas there are decades of adulthood; (justification)\n© Cambridge University Press & Assessment 2025 Page 12 of 24", "source_pages": [ 11, 12 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p11.png", "../answer-assets/9990_w25_ms_22-p12.png" ] }, { "id": "9990-2025-on-22-q05", "question_id": "9990-2025-on-22-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "5 Describe semi-structured interviews and unstructured interviews, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 2 for each term/concept.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\ninterviews generally:\n• self-report / a way to ask the participant questions directly;\n• face-to-face/ telephone/ real time;\n• can include open and closed questions (can be credited only once in response);\n• Milgram used interviews to debrief his participants after the main study had finished.\n• Pozzulo et al. used interviews with the children.\nsemi-structured:\n• interviews follow some set/fixed questions;\n• the interviewer can add some questions in response to the participant’s responses;\n• can include open and closed questions (can be credited only once in the response);\nExamples\n• e.g. Dement and Kleitman used a semi-structured interview when asking participants a fixed question about whether\nthey dreamed or not = 1 (brief example)\n• Dement & Kleitman asked all Ps whether they had had a dream and if they did, they would follow up and ask them\nmore questions about each dream = 2 (detailed example)\n• Saavedra and Silverman used interviews with both the boy and his mother = 1 (brief example)\n• Saavedra and Silverman used interviews with both the boy and his mother to ensure that the boy met the criteria for a\ndiagnosis with a specific phobia = 2 (detailed example)\nunstructured:\n• interview does not have set questions;\n• questions follow on from participant’s answers;\n• so, the interviewer can pursue lines of interest/thought;\n• can include open and closed questions (can be credited only once in the response);\n• Saavedra and Silverman asked the boy and mother about stressful life events that may have triggered the onset of\nthe phobia.\n© Cambridge University Press & Assessment 2025 Page 13 of 24", "source_pages": [ 13 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p13.png" ] }, { "id": "9990-2025-on-22-q06", "question_id": "9990-2025-on-22-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "6 Dr Raj is conducting a case study to investigate an elderly man, who he refers to as ‘Mr J’, who has an exceptional\nmemory.\n\n6(a) Dr Raj is considering the ethics of his study.\n\n6(a)(i) Explain one ethical reason Dr Raj refers to his participant as Mr J. 2\nReason: confidentiality = 1 [definitive]\nLinked explanation of reason = 1\nconfidentiality; (guideline)\n• Because Mr J/the elderly man should not be identifiable; (link)\n• His memories might make him recognisable; (link)\n\n6(a)(ii) Mr J can recall most of his life events, including negative ones. 2\nExplain the ethical guideline Dr Raj should follow when studying Mr J because he can remember negative life\nevents.\nReason: Protection from (psychological) harm = 1\nLinked explanation/detail of reason = 1\nProtection from (psychological) harm; (guideline)\n• Because negative events are distressing; (linked detail)\n• Mr J may become upset by his negative memories; (linked detail)\nRight to withdraw (guideline)\n• Because if he feels uncomfortable talking about negative events he can choose to leave (linked detail)\nPrivacy (guideline)\n• Because negative life events may be very personal and he may not want to disclose them (linked detail)\n© Cambridge University Press & Assessment 2025 Page 14 of 24\n\n6(b) Dr Raj wants to triangulate his data. 2\nExplain what is meant by triangulation, using Dr Raj’s study as an example.\nExplanation (generic/linked) = 1\nDetail/link = 1\nTo get 2 marks there must be a link to the study.\nUsing more than one technique to collect data (can be both between or within methods); (explanation)\n• To check Dr Raj gets the same findings about memory; (link)\n• Dr Raj could use interviews and a questionnaire; (link)\n• Dr Raj could use a questionnaire and then use open questions to gain qualitative data and also ranked-scale questions\nto gain qualitative data\n\n6(c) Explain two weaknesses of case studies. 4\nExplanation = 1 [2]\nDetail (may be linked or generic) = 1 [2]\nOne participant so low generalisability of findings; (weakness)\n• Especially as they tend to focus on rare instances; (generic detail)\n• As case studies tend to be of one person/group (who have unique characteristics) (generic detail)\n• Not even all exceptional people will be the same as Mr J; (linked detail)\nResearcher gets to know participant well/forms an attachment with the participant (weakness)\n• This may lead to the researcher writing down responses that make the participant ‘look good’/ignoring any wrong\nanswers the participants give (generic detail)\nAfter working with them intensely, participants will get to know the researcher well/like the researcher leading to high social\ndesirability; (weakness)\n• The P tries to ‘look good’ as the researcher’s opinion will matter to them; (linked detail)\nAs the study is in depth the participant may get to know a lot about study; (weakness)\n• This may lead to demand characteristics such as Mr J trying really hard to remember; (linked detail)\nEthical issues are also creditworthy i.e. distress/confidentiality/ right to withdraw\n© Cambridge University Press & Assessment 2025 Page 15 of 24", "source_pages": [ 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p14.png", "../answer-assets/9990_w25_ms_22-p15.png" ] }, { "id": "9990-2025-on-22-q07", "question_id": "9990-2025-on-22-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 7, "status": "available", "reason": null, "text": "7 Lorna has noticed that children often talk to their toys. She thinks this may be related to the children’s vocabulary\nsize (how many words they know). Lorna is planning a correlational study to investigate whether there is a\nrelationship between how often a child talks to their toys and the child’s vocabulary size.\n\n7(a) Suggest one way that Lorna could measure a child’s vocabulary size. 1\nWay to measure vocabulary size = 1\n• Observe/ count different words used;\n• Observe /how many/frequency different words used (in 1 hour);\n• Count number of different words used in school exercise book;\n• Listen to them talking, count how many different words used;\n\n7(b) Lorna must ask the children and their parents/guardians for consent to participate in her study.\n\n7(b)(i) Explain why it is important to ask both the children and their parents/guardians for consent in this study. 2\nExplanation = 1 (understand study AND agree)\nLink to both children and parents (likely to be partly implicit) = 1\nConsent allows participants to (have enough information to) understand the study and agree to it; (explanation)\n• (Parents must agree as) children cannot give valid consent; (link)\n• As children can’t fully understand / too young (so need parents too); (link)\n© Cambridge University Press & Assessment 2025 Page 16 of 24\n\n7(b)(ii) Suggest one suitable way that Lorna could ask for consent from the children. 2\nSuggestion of a child friendly generic request/question asking for consent = 1\nSuggestion of a child friendly way of asking for consent linked to the study = 2\n• Asking them if they agree to join/take part in a study using simple language (generic suggestion) = 1\n• Asking them if they agree to join/take part in a study (generic suggestion) and then show them a child friendly video\nabout what they will be doing with the toys/words (linked detail) = 2\n• Will you come and talk to me for a while then play with the toys?’ (linked suggestion) = 2\n• Would you like to come and play a game word game with me and my toys? (linked suggestion) = 2\n• Lorna could show them a child friendly video with children playing happily with toys and then ask them if they agree to\ndo the same = 2\n\n7(c) Lorna finds a positive correlation. She concludes that vocabulary size in children is increased by talking to toys 2\nmore often.\nExplain why this conclusion is not correct.\nGeneric/linked Explanation = 1\nGeneric/linked detail = 1\n(response must be linked at least once for full 2 marks)\nShe cannot say it is a causal relationship; (generic explanation)\n• Therefore, she could only conclude that vocabulary size and number of toys are related; (linked detail)\nA third factor could affect both vocabulary and talking play; (linked explanation /detail)\n• e.g. parenting could affect both vocabulary and talking play; (linked detail)\nQuestion Answer Marks", "source_pages": [ 16, 17 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p16.png", "../answer-assets/9990_w25_ms_22-p17.png" ] }, { "id": "9990-2025-on-22-q08", "question_id": "9990-2025-on-22-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "8 Dr Chand is going to measure how much adults want to participate in social activities, such as team sports or\nattending a festival.\n© Cambridge University Press & Assessment 2025 Page 17 of 24\n\n8(a) Dr Chand wants to collect quantitative data about how much adults want to participate in social activities. He can 2\nuse the methods of questionnaires or interviews.\nSuggest two ways that Dr Chand could collect this data using one or both of these methods.\n1. …\n2. …\nSuggestion = 1 [2]\nAnswer does not have to produce a score out of 15 to earn credit, the ‘total’ in the Q could be a composite score.\n• A (closed) question ‘How likely are you join in social activities, on a scale (of 0 (I wouldn’t) to 15 (I definitely would)’);\n• An (open) question ‘Describe how much you like or dislike joining in with social activities’ and score the answer (on a\nscale of 1–15);\n\n8(b) For one of the ways of collecting data you suggested in part (a):\n© Cambridge University Press & Assessment 2025 Page 18 of 24\n\n8(b)(i) ‘Explain one way this method of collecting data is valid. 2\nStrength = 1\nDetail = 1\nQuestionnaire:\nCan be done online/through the post (strength);\n• Therefore, if they are embarrassed about not joining in, they may be more honest (detail);\n• unlike interviews which may be face to face and subject to social desirability bias (leading to less honest answers)\n(comparative detail)\nInterview:\nCan explain the nature of the question if the participant does not understand (strength);\n• whereas a questionnaire can only help with general printed instructions (leading to answers not related to the aim)\n(comparative detail)\n• means that the response given will be directly related to the question asked/the information the researcher wants to\nfind out (detail).\nClosed Q:\nQuantitative data is achieved so easy to analyse/is more objective; (strength)\n• Can just produce a score that can be averaged/comparisons can be made between different groups i.e. ages (detail)\n• meaning it is not subject to researcher bias or interpretation (lowering validity); (detail)\nOpen Q:\nAllows opportunity to give individual/detailed responses; (strength)\n• So, people with different reasons/feelings can express themselves more allowing a greater insight into their feelings;\n(detail)\n© Cambridge University Press & Assessment 2025 Page 19 of 24\n\n8(b)(ii) Explain one way this method of collecting data is not valid. 2\nWeakness = 1\nDetail = 1\nQuestionnaire:\nPs may not understand the questions being asked (weakness);\n• Whereas an interviewer would be able to explain (comparative detail)\n• meaning that the responses given may not be directly related to the question asked (general detail);\nInterview:\nIf the interview is face to face the Ps might lie/may give socially desirable answers (weakness);\n• e.g. as they many want to appear more sociable as they feel this is more socially acceptable;\n• Closed Q:\nLimits responses (to a number/to fixed choices); (weakness)\n• Ps may want to say ‘in situation X I would be willing’; (detail)\n• Meaning that the questionnaire answers may not have the choice that is more relevant to the desired answer for the\nparticipant (detail)\nOpen Q:\nThe scoring of a response is subject to the interpretation by researcher; (weakness)\n• Comments may imply willingness and therefore they may give it a higher score, but that is not what the participant\nmeant; (detail)\n© Cambridge University Press & Assessment 2025 Page 20 of 24\n\n8(c) When Dr Chand conducts his study, he gives each adult a score out of 15 for how much they want to participate in 4\nsocial activities. He divides the adults into four different age groups and finds an average willingness to participate\nscore for each group. These averages are shown in Table 8.1.\nAge groups (years)\n20–29 30–39 40–49 50–59\nAverage willingness to\n14 10 7 12\nparticipate score\nPlot a suitable graph of Dr Chand’s data. You must label the axes.\nCan achieve marks for any of the following but max 3 if the bars are not touching even if heights are correct.\nx-axis label: ‘Age group (in years)’; = 1\nx-axis units: 20–29 etc; = 1\ny-axis label: willingness to participate; = 1\ny-axis units: numbers up to at least 14; = 1\nbar heights correct and touching\n© Cambridge University Press & Assessment 2025 Page 21 of 24", "source_pages": [ 17, 18, 19, 20, 21 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p17.png", "../answer-assets/9990_w25_ms_22-p18.png", "../answer-assets/9990_w25_ms_22-p19.png", "../answer-assets/9990_w25_ms_22-p20.png", "../answer-assets/9990_w25_ms_22-p21.png" ] }, { "id": "9990-2025-on-22-q09", "question_id": "9990-2025-on-22-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "22", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "9 Dr Gul is investigating whether people focus their attention more on brightly coloured advertisements than on less\nbrightly coloured advertisements. He is planning to conduct a field experiment on a train.\n\n9(a) Describe how Dr Gul could conduct a field experiment to investigate the effect of colour brightness on how much 10\ntrain passengers focus their attention on advertisements.\nDo not describe sample/sampling technique or ethical issues/ guidelines in your answer.\nTo mark Q10(a), create four ‘imaginary columns’ down one margin, using one column for each of the four required features.\nTick each feature (tick-a, tick-b, tick-c, tick-d) when it appears, then underline the letter ( ) for detail.\nUse L1, L2, L3, L4, L5 at the end of the response to indicate the level.\nUse the table below to mark candidate responses to this question.\nThe four required features for this field experiment are:\n(a) independent variable: (ads bright v dull coloured)\n(b) dependent variable: (attention: operationalisation)\n(c) controls/standardisation; (advert size/content on the advert/time of day/route of the train. At least two)\n(d) experimental design: (probably independent measures/ knowledge of what this means)\n© Cambridge University Press & Assessment 2025 Page 22 of 24\n\n9(a)\nLevel The response:\nLevel 5 • has all the required features, all with detail, with mostly appropriate terminology.\n9–10 marks AND\n• clearly applies knowledge of methodology involved in planning this investigation.\nLevel 4 • has all the required features, but only some of these with detail, with some appropriate\n7–8 marks terminology.\nAND\n• applies knowledge of methodology involved in planning this investigation.\nLevel 3 • has some of the required features with detail / all of the required features with no detail, and\n5–6 marks some appropriate terminology.\nAND\n• applies a basic knowledge of methodology involved in planning this investigation.\nLevel 2 • has at least two of the required features, with little appropriate terminology.\n3–4 marks AND\n• attempts to use knowledge of methodology involved in planning this investigation.\nLevel 1 • has one of the required features and uses little appropriate terminology.\n1–2 marks AND\n• makes a limited attempt to use knowledge of methodology involved in planning this investigation,\ne.g. may not use the method required by the question.\n0 marks No creditable response.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 23 of 24\n\n9(b) Explain two strengths of the study you described in part (a). 4\nDo not refer to sampling or ethics in your answer.\nIdentification of strength = 1 (x2)\nexplanation (generic or linked) = 1 (x2)\nPart of procedure may relate to:\n• operationalisation\n• situational / participant variables factors\n• controls\n• design / counterbalancing\nAccept other practical influences on validity\n© Cambridge University Press & Assessment 2025 Page 24 of 24", "source_pages": [ 22, 23, 24 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_22.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_22.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_22-p22.png", "../answer-assets/9990_w25_ms_22-p23.png", "../answer-assets/9990_w25_ms_22-p24.png" ] }, { "id": "9990-2025-on-23-q01", "question_id": "9990-2025-on-23-q01", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 1, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 2, "status": "available", "reason": null, "text": "1(a) Define what is meant by ‘counterbalancing’. 1\nOutline = 1\n• Counterbalancing is) having two groups of Ps who do tasks / conditions / levels of the IV in opposite orders; (definition)\n• When one group do condition A then condition B the other do condition B then condition A (ABBA)\n\n1(b) Outline one reason why counterbalancing is important in experiments. 1\nReason for importance = 1\n• To reduce order effects; (importance)\nQuestion Answer Marks", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p08.png" ] }, { "id": "9990-2025-on-23-q02", "question_id": "9990-2025-on-23-q02", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 2, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 1, "status": "available", "reason": null, "text": "2 State whether the hypothesis ‘attention will be better when eating than when not eating’ is a: 1\n• directional hypothesis\n• non-directional hypothesis\n• null hypothesis.\nCorrect choice = 1 [definitive]\n• directional hypothesis\n© Cambridge University Press & Assessment 2025 Page 8 of 23", "source_pages": [ 8 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p08.png" ] }, { "id": "9990-2025-on-23-q03", "question_id": "9990-2025-on-23-q03", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 3, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "3 In the study by Fagen et al. (elephant learning), there were several stages to the training process.\n\n3(a) Explain why there was no fixed length of time for the elephants’ training. 2\nBasic explanation = 1 (can be generic)\nDetail = 1 (Response must contain a link for 2 marks)\nIndividual differences; (generic explanation)\n• one had to be retrained because she preferred saline (to water); (linked detail)\n• All elephants will have different learning rates / different needs (linked detail)\n• the trainers knew the elephants, so learning time was tailored towards their elephant; (detail)\n\n3(b) Some behavioural tasks were more difficult than others for the elephants to learn. This difference in difficulty was 2\ncalled ‘relative difficulty’ in the study.\nExplain how Fagen et al. measured relative difficulty.\nBasic explanation = 1 (can be generic)\nDetail = 1 (Response must contain a link for 2 marks)\nTotal number of offers/cues which had to be given (to pass a behavioural test); (basic explanation)\n• The average of the totals for all the elephants was used; (detail)\n• ‘Average number of offers/cues’ = only 1 mark\n© Cambridge University Press & Assessment 2025 Page 9 of 23", "source_pages": [ 9 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p09.png" ] }, { "id": "9990-2025-on-23-q04", "question_id": "9990-2025-on-23-q04", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 4, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "4 Hölzel et al. (mindfulness and brain scans) measured changes in mindfulness using the 39‑item five facet\nmindfulness questionnaire (FFMQ).\n\n4(a) Explain one strength of measuring the change in mindfulness in this way. 2\nStrength = 1 (generic or specific)\nLinked detail = 1\n• High (internal) reliability; (generic strength)\n• Produced objective/quantitative data (generic strength)\n• Five subscales are consistent with each other; (specific strength)\n• Meaning that a P with high score on one scale would have a high score on the others; ORA (specific detail)\n• Meaning that the scores before and after the study can be easily compared/analysed to see whether scores had risen\n(specific detail)\n\n4(b) Explain one weakness of measuring the change in mindfulness in this way. 2\nWeakness = 1 (generic or specific)\nLinked detail = 1 (generic or specific)\nWeakness\n(It’s a questionnaire) so people might lie / give socially desirable answers; (generic weakness)\nFatigue effect; (generic weakness)\n39 questions items is a lot, Ps might get bored; (specific weakness)\nPractice effect; (generic weakness)\nDetail\n• So, their answers to the questions may not reflect their level of mindfulness lowering validity;\n• So, they might not answer the questions at the end of the questionnaire/ towards the end of the study;\n• People might give the same answers about mindfulness even when they are more / less mindful;\n© Cambridge University Press & Assessment 2025 Page 10 of 23", "source_pages": [ 10 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p10.png" ] }, { "id": "9990-2025-on-23-q05", "question_id": "9990-2025-on-23-q05", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 5, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "5 In the study by Piliavin et al. (subway Samaritans), there were two types of victim who collapsed on the train.\n\n5(a) Describe three ways that the two types of victim differed. 3\nIdentification of difference = 1 [x3]\nDifference can be implicit.\n• One was ‘drunk’ whereas one was ‘ill’\n• One carried a (black) cane whereas one carried a bottle (in a brown bag)\n• One smelled of liquor/alcohol whereas one appeared sober.\n\n5(b) Explain why it was important that there were also similarities between the two types of victim. 3\nExplanation = 1\nDetail = 2 (can be 1 or 2 further suggestions)\nNeeds at least one link to the study for all three marks.\nStandardisation / control / to limit confounding variables; (explanation)\n• so, differences were only due to the IV; (generic explanation /detail)\n• so, the victims looked like ordinary passengers; (linked detail)\n• to ensure other trials (e.g. model) were consistent; (linked detail)\n© Cambridge University Press & Assessment 2025 Page 11 of 23", "source_pages": [ 11 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p11.png" ] }, { "id": "9990-2025-on-23-q06", "question_id": "9990-2025-on-23-q06", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 6, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 6, "status": "available", "reason": null, "text": "6 Describe open questions and closed questions, using any example(s). 6\n1 mark for each definition/point of detail, up to a maximum of 2 for each term/concept.\n1 mark for each example, max 2 for each term/concept.\nExamples can include examples from any studies (core studies, other studies, candidate’s own studies).\nMax 4 if no examples or if only about one term/concept.\nOnly 1 example needed to access 6 marks.\nOpen questions:\n• allow participants to choose own response; (1 for definition)\n• produce more detailed/ in depth / descriptive / qualitative data; (1 for detail)\n• open questions are interpreted researchers / are subjective; (1 for detail)\nExamples\n• answers to ‘Describe/Explain …’ (1 for example)\n• Dement & Kleitman ‘where participants were instructed to describe the content of the dream.’ (1 for example)\nClosed questions:\n• only allows P to choose from a limited number of options; (1 for definition)\n• closed questions produce quantitative/ numerical data; (1 for detail)\n• closed questions tend to be more objective /less subjective; (1 for detail)\nExamples\n• answers to ‘How many times on a scale of 1–10 …’ (1 for example)\n• Eyes test choices in Baron-Cohen; (1 for example)\n© Cambridge University Press & Assessment 2025 Page 12 of 23", "source_pages": [ 12 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p12.png" ] }, { "id": "9990-2025-on-23-q07", "question_id": "9990-2025-on-23-q07", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 7, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 9, "status": "available", "reason": null, "text": "7 Pedro is conducting a study about children’s interest in different types of objects. He has objects for children to\nexplore, including picture books and toy bricks. Pedro is recording which objects children choose and for how\nlong they interact with those objects.\n\n7(a)(i) Pedro wants to add more objects and is considering plush (soft) toys, wheeled toys, noisy toys and balls. 2\nExplain why two of these objects could interest children. Your two answers must be different.\nExplanation of interest to children = 1\nSoft/animal toys:\n• They could cuddle them / they are comforting/feel soft and warm. ;\nNoisy toys:\n• More stimulating than noiseless toys;\nWheeled toys:\n• More stimulating because move; (allow only once)\nBalls:\n• More stimulating because move; (allow only once)\n• They could play social games / games with others;\n© Cambridge University Press & Assessment 2025 Page 13 of 23\n\n7(a)(ii) Suggest one reason why one of the objects named in part (a)(i) may not interest the children. 2\nExplanation of lack of interest to children= 1\nLink = 1\nSoft/animal toys:\n• The soft toy reminds them of bedtime (link);\n• So they would not find them stimulating\nNoisy toys:\n• They might be scared of the noise (link)\n• So they will not go near them;\nBalls:\n• Some children may be introverted;\n• Which means that they do not want to play with the balls; (link)\nWheeled toys:\n• The girls may see cars/trucks as ‘boys’ toys (link)\n• And therefore, not be interested in playing them.\n\n7(b) Suggest how Pedro could tell the children that they have the right to withdraw from his study in a way that they 2\nwill understand.\nSuggestion of generic offer of withdrawal = 1 (e.g. a statement)\nSuggestion of children friendly way of offering withdrawal linked to the study = 2\n• Telling them they can leave the study (generic suggestion) = 1\n• Telling the children that they don’t have to stay in the room and play with the toys (linked suggestion) = 2\n• Saying that ‘You can stop playing with the toys and go home if you want to’ = 2\n• Saying ‘You don’t have to stay and play with the toys if you don’t want to’ = 2\n© Cambridge University Press & Assessment 2025 Page 14 of 23\n\n7(c) Pedro tests two children using a choice of picture books, toy bricks and one other object. He collects data about 3\nhow long each child interacts with the objects.\nDraw a table that Pedro could use to collect this data. You must label the rows and columns of your table.\nRow heading ‘Object’/’toy’ (type) = 1\nRow categories of ‘object’ minimum picture books, toy bricks, ‘other object’ (abstractly or named) = 1\nColumn heading ‘Duration of interaction (with object) = 1\nColumn categories of Participants = 1\nThere are several acceptable table layouts, row/column layout can be reversed.\nDuration of interaction\nObject (e.g.)\nParticipant 1 Participant 2\nPicture books\nToy bricks\nAny other object\n© Cambridge University Press & Assessment 2025 Page 15 of 23", "source_pages": [ 13, 14, 15 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p13.png", "../answer-assets/9990_w25_ms_23-p14.png", "../answer-assets/9990_w25_ms_23-p15.png" ] }, { "id": "9990-2025-on-23-q08", "question_id": "9990-2025-on-23-q08", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 8, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 10, "status": "available", "reason": null, "text": "8 Dr Bakar is investigating the effect of boredom on people’s estimation of time. Her participants were separated\ninto two groups, and did different activities:\n• Group A watched an exciting film (non-boring activity)\n• Group B moved small boxes from one pile to another (boring activity).\nBoth activities lasted 30 minutes. Each participant was asked to estimate how long the activity had lasted.\n\n8(a) Outline the dependent variable in Dr Bakar’s study. 2\nOutline of dependent variable = 1\nOperationalisation = 1\n• Estimation of time; (DV) = 1\n• (Estimation of) how long the activity lasted; (operationalisation) = 2\n\n8(b) Dr Bakar is concerned about possible differences between individuals in Group A and Group B that could affect\nthe validity of her study.\n\n8(b)(i) Suggest why two possible differences between individuals in Group A and Group B could lower validity. 4\nSuggestion of difference in participant variables = 1 [2]\nWhy = 1 [2]\n• Watch more films / more interested in films; (suggestion)\n• Likely to get involved (so time passes faster); (justification)\n• Do box moving type job / shelf stacker; (suggestion)\n• Even more bored so time moves extra slowly; (justification)\n• Better at timing; (suggestion)\n• Better timing when bored / in box condition; (justification)\n• It may be that one person really likes moving boxes/stacking shelves more than another (suggestion)\n• So they really get involved in the task (so time passes more quickly)\n© Cambridge University Press & Assessment 2025 Page 16 of 23\n\n8(b)(ii) For one of the differences you suggested in part (b)(i): 2\nSuggest how Dr Bakar could change her study to improve validity.\nSuggested change = 1\nDetail (e.g. how to achieve / how it helps) = 1\nWatch more film/enjoys moving boxes:\n• Use a questionnaire to match Ps; (suggestion)\n• Then used matched pairs, one in each condition; (how it helps)\nShelf stacker:\n• Randomly allocate people to conditions; (suggestion)\n• so not all shelf stackers in one group; (detail)\nBetter at timing:\n• Do a timing test first (and allocate accordingly); (suggestion)\n• So differences due to IV/activity not timing ability; (detail)\n\n8(c) Dr Bakar includes a control group in her study.\n\n8(c)(i) Suggest a suitable control group for Dr Bakar’s study. 1\nSuggestion of control group = 1\n• No activity;\n• A boring film;\n• Moving exciting things about;\n© Cambridge University Press & Assessment 2025 Page 17 of 23\n\n8(c)(ii) Explain why the control group you suggested in part (c)(i) is suitable. 1\nExplanation of control group = 1\nNo activity:\n• Time estimation might be the same as for boring;\n• This will give a baseline to compare to the exciting/boring groups.\nA boring film:\n• Any difference might be due to vision/movement not boredom;\n• Because that would remove the confounding variable of film preference.\nMoving exciting things about:\n• Any difference might be due to excitement (not vision or movement);\n© Cambridge University Press & Assessment 2025 Page 18 of 23", "source_pages": [ 16, 17, 18 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p16.png", "../answer-assets/9990_w25_ms_23-p17.png", "../answer-assets/9990_w25_ms_23-p18.png" ] }, { "id": "9990-2025-on-23-q09", "question_id": "9990-2025-on-23-q09", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 9, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 4, "status": "available", "reason": null, "text": "9 Daniel is investigating the effect of childhood experiences on adult food preferences. He asked adult participants\nto taste one food item. He counted the number of participants who liked this food item who had:\n• a positive childhood experience of that food item\n• a negative childhood experience of that food item\n• no childhood experience of that food item.\n\n9(a)\nA graph of Daniel’s results is shown in Fig. 9.1.\n\n9(a)(i) Name the type of graph in Figure 9.1. 1\nName = 1\nBar chart / Bar graph [definitive]\n\n9(a)(ii) Suggest one conclusion from Daniel’s results. 1\nConclusion = 1\n• Early food experiences affect later liking;\n• Positive early experiences with a food increases later liking;\n• Negative early experiences with a food decreases later liking;\n• No early experience with the food produces greater liking than negative early experiences;\n© Cambridge University Press & Assessment 2025 Page 19 of 23\n\n9(b) Suggest one problem with validity that Daniel may have because he is only using adults in his study, other than 2\ngeneralisability.\nProblem = 1 (can be generic)\nDetail of effect on validity = 1\nAdults may not remember early experiences; (problem)\n• So may not miss out positive/negative experiences; (detail)\n• So (may lie and) create experiences they did not have; (detail)\nLow generalisability / low representativeness = 0 [NAQ]\n© Cambridge University Press & Assessment 2025 Page 20 of 23", "source_pages": [ 19, 20 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p19.png", "../answer-assets/9990_w25_ms_23-p20.png" ] }, { "id": "9990-2025-on-23-q10", "question_id": "9990-2025-on-23-q10", "subject": "9990", "year": 2025, "session": "Oct/Nov", "session_code": "on", "paper": 2, "variant": "23", "question_number": 10, "topic": "AS Research Methods", "topic_slug": "9990-as-research-methods", "marks": 14, "status": "available", "reason": null, "text": "10 Liam is a young man who is unusually good at focussing his attention on many types of stimuli, such as sights or\nsounds.\n\n10(a) Describe how a researcher could conduct a case study to investigate Liam’s unusual ability to focus his attention. 10\nDo not describe ethical issues / guidelines in your answer.\nTo mark Q10(a), create four ‘imaginary columns’ down one margin, using one column for each of the four required features.\nTick each feature (tick-a, tick-b, tick-c, tick-d) when it appears, then underline the letter ( ) for detail.\nUse L1, L2, L3, L4, L5 at the end of the response to indicate the level.\nUse the table below to mark candidate responses to this question.\nThe four required features for this case study are:\n(a) details about the participant / unit (exceptional attention, male, age, how found, other info e.g. from parents,\nteachers/coworkers)\n(b) content of information collected: (e.g. depth/detail: e.g. attention span (time), associated with different stimuli,\neffect of boredom etc.)\n(c) two or more techniques for data collection (observation, interview him, interview parents/teachers/coworkers\n– at least two)\n(d) analysis / interpretation / triangulation: (description of how data used: qualitative and/or quantitative)\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 21 of 23\n\n10(a)\nLevel The response:\nLevel 5 • has all the required features, all with detail, with mostly appropriate terminology.\n9–10 marks AND\n• clearly applies knowledge of methodology involved in planning an investigation.\nLevel 4 • has all the required features, but only some of these with detail, with some appropriate\n7–8 marks terminology.\nAND\n• applies knowledge of methodology involved in planning an investigation.\nLevel 3 • has some of the required features with detail / all of the required features with no detail, and\n5–6 marks some appropriate terminology.\nAND\n• applies a basic knowledge of methodology involved in planning an investigation.\nLevel 2 • has at least two of the required features, with little appropriate terminology.\n3–4 marks AND\n• attempts to use knowledge of methodology involved in planning an investigation.\nLevel 1 • has one of the required features and uses little appropriate terminology.\n1–2 marks AND\n• makes a limited attempt to use knowledge of methodology involved in planning an investigation,\ne.g. may not use the method required by the question.\n0 marks No creditable response.\nOther appropriate responses should also be credited.\n© Cambridge University Press & Assessment 2025 Page 22 of 23\n\n10(b) Explain how two features of the procedure you described in part (a) help to make the study valid. 4\nDo not refer to ethics in your answer.\nIdentification of = 1 2\nexplanation (generic or linked) = 1 2\nPart of procedure may relate to:\n• operationalisation\n• data collection techniques\n• triangulation\nAccept other practical influences on validity\n© Cambridge University Press & Assessment 2025 Page 23 of 23", "source_pages": [ 21, 22, 23 ], "source_pdf": "_source-pdfs/2025-Oct-Nov/ms/9990_w25_ms_23.pdf", "source_pdf_url": "https://pastpapers.co/api/file/caie/A-Level/Psychology-9990/2025-Oct-Nov/9990_w25_ms_23.pdf?download=true", "html": "9990-as-research-methods/answers.html", "image_paths": [ "../answer-assets/9990_w25_ms_23-p21.png", "../answer-assets/9990_w25_ms_23-p22.png", "../answer-assets/9990_w25_ms_23-p23.png" ] } ] }