Mark Scheme

Section A — Structured Questions

1. (a) (up to 2) The independent variable (IV) is the variable the researcher deliberately changes/manipulates to see its effect on the dependent variable. [2] (b) (up to 4) One extraneous variable (e.g. noise in the room, differences in participants' memory ability, time of day, difficulty of the words) (2); control — e.g. test all participants in the same quiet room, use a standardised word list, or use the same participants in both conditions (2). Must be relevant to this study. [4] (c) (up to 4) Advantage: can collect data from many people quickly/cheaply; produces data that is easy to analyse (2). Disadvantage: people may give socially desirable/untruthful answers, or misunderstand questions, lowering validity (2). [4]

2. (a) (up to 2) Encoding = the process of converting information into a form that can be stored in memory (e.g. acoustic, visual or semantic). [2] (b) (up to 4) Short-term memory: limited capacity (about 7 ± 2 items) and short duration (about 18–30 seconds without rehearsal). Long-term memory: potentially unlimited capacity and very long/potentially lifelong duration. Both dimensions for both stores. [4] (c) (up to 4) Two factors: interference (other memories/new learning disrupt recall); lack of retrieval cues (cue-dependent forgetting); decay over time. 1 + 1 development each. [4]

3. (a) (up to 2) The presence of a group giving the wrong answer greatly increased conformity — from 1% alone to 37% in the group — so people are strongly influenced by others. Must use the figures. [2] (b) (up to 4) Two reasons: normative social influence — wanting to fit in / be accepted and avoid rejection; informational social influence — believing the group is right/knows better, especially when unsure. 2 each. [4] (c) (up to 6) Two factors developed: proximity of the authority figure (people obey more when the authority is close/present); legitimacy/uniform of the authority (a person seen as a genuine authority is obeyed more); presence of allies/others who disobey reduces obedience; personal responsibility. 3 marks each (factor + explanation of how it changes obedience). [6]

4. (a) (up to 2) Any two: persistent low mood/sadness; loss of interest/pleasure; changes in sleep or appetite; low energy/fatigue; feelings of worthlessness; difficulty concentrating. 1 each. [2] (b) (up to 4) The cognitive approach explains depression as resulting from negative/faulty thinking — negative thoughts about the self, world and future (a "negative triad"), and cognitive biases where people focus on the negative. These irrational thoughts cause and maintain low mood. [4] (c) (up to 6) Two treatments developed: CBT (cognitive behavioural therapy) — identifies and challenges negative thoughts, replacing them with more realistic ones; antidepressant drugs — increase the availability of neurotransmitters (e.g. serotonin) to improve mood. 3 marks each (treatment + how it works + brief evaluation/limitation). [6]

Section B — Extended Response

5. (16 marks) Levels-marked discussion.

• Nature (biological): genes, brain structure and neurotransmitters influence behaviour; twin studies show higher concordance for identical twins in some traits/disorders; evolutionary explanations.
• Nurture (environmental): learning through classical/operant conditioning and social learning; the influence of upbringing, culture and experience; conformity/obedience studies show situational influence.
• Interactionist view: most psychologists accept behaviour results from an interaction of nature and nurture (e.g. a genetic vulnerability triggered by environmental stress — the diathesis-stress model).
• Evaluation: difficulty separating the two (twins share environments); different behaviours weight the two differently.
• Level 4 (13–16): balanced discussion of both sides with evidence, an interactionist conclusion; Level 3 (9–12): several developed points; Level 2 (5–8): limited/one-sided; Level 1 (1–4): basic.

Sample Answers with Examiner Commentary

Question 2(b) — Sample Answers

Grade A response. "According to the multi-store model, short-term memory and long-term memory differ in both capacity and duration. Short-term memory has a very limited capacity of only about seven items, plus or minus two, and a short duration of roughly 18 to 30 seconds unless the information is rehearsed, after which it is lost. Long-term memory, by contrast, has a capacity that is thought to be potentially unlimited, and a duration that is very long — information can last for years or even a lifetime. So the key contrast is that short-term memory holds a small amount of information for a brief time, while long-term memory can hold a vast amount for a very long time."

Mark: 4/4. Examiner commentary: A full-mark answer that addresses both required dimensions — capacity and duration — for both stores, with accurate figures (7 ± 2 items, 18–30 seconds) and a clear final contrast. The question specifically asks about capacity and duration, and the candidate answers both precisely rather than giving a vague general difference. Including the specific values and the condition (unless rehearsed) is what secures top marks.

Grade C response. "Short-term memory doesn't last very long and can only hold a few things. Long-term memory lasts a lot longer and can hold much more information."

Mark: 2/4. Examiner commentary: The candidate correctly conveys the general idea — that short-term memory is smaller and briefer while long-term memory is larger and longer-lasting — earning marks for a broad understanding of both dimensions. However, the answer lacks the precise detail the question rewards: the specific capacity of short-term memory (about 7 ± 2 items), its duration (18–30 seconds), and that long-term capacity is potentially unlimited. Adding these specific figures would gain the remaining marks.

Question 3(c) — Sample Answers

Grade A response (extract). "One factor that affects obedience is the proximity of the authority figure. People are more likely to obey when the authority is physically close and present, because they feel more pressure and find it harder to ignore the instruction; when the authority gives orders from another room or by phone, obedience drops because the person feels less directly supervised and more able to resist. A second factor is the legitimacy of the authority, often signalled by a uniform. If the person giving the order is seen as a genuine, legitimate authority — for example wearing a lab coat or a uniform — people are far more likely to obey, because they assume the authority has the right to give the order and will take responsibility for the outcome. If that legitimacy is removed, obedience falls."

Mark: 6/6. Examiner commentary: A full-mark answer. Two distinct, valid factors (proximity and legitimacy/uniform) are each explained with a clear mechanism for how they change obedience — proximity through direct pressure and supervision, legitimacy through the perceived right to give orders and to hold responsibility. The answer does not merely name the factors but develops each with cause and effect, which is exactly what a six-mark 'explain how' question requires.

Grade C response. "People obey more if the authority figure is close to them. They also obey more if the person is wearing a uniform because they look important."

Mark: 3/6. Examiner commentary: The candidate identifies two correct factors — proximity and uniform/legitimacy — and gives a basic reason for each, earning three marks. However, neither point is developed. The proximity point could explain why closeness increases obedience (more pressure, harder to resist); the uniform point could explain that it signals legitimate authority whom people assume has the right to give orders. Developing each factor with a clear mechanism would earn the remaining marks.