Mark Scheme

Section A — Structured Questions

1. (a) (up to 2) Perception = the process by which the brain organises and interprets sensory information to make sense of it (giving meaning to what we sense). [2] (b) (up to 4) A visual illusion is when perception does not match reality — the brain is "tricked" into seeing something incorrectly; normal perception usually matches reality. Example: an illusion where two identical lines look different in length, or an ambiguous figure. Distinction (2) + example (2). [4] (c) (up to 4) Two factors: expectation/perceptual set (we see what we expect to see); context (surroundings change interpretation); motivation/emotion; culture. 1 + 1 development each. [4]

2. (a) (up to 2) Attachment = a strong, close, two-way emotional bond between two people (e.g. an infant and its caregiver). [2] (b) (up to 4) Two signs: seeking proximity (staying close to the caregiver); separation distress (upset when the caregiver leaves); stranger anxiety; pleasure on reunion; the caregiver's sensitive responsiveness. 2 each. [4] (c) (up to 4) One effect explained: problems forming relationships later; emotional difficulties/insecurity; possible effects on development/behaviour. Effect (2) + explanation of how the lack of attachment causes it (2). [4]

3. (a) (up to 2) The amount of sleep needed decreases with age — from 16 hours as a newborn to 9 as a teenager and 8 as an adult. Must use the figures/trend. [2] (b) (up to 4) Two reasons: physical restoration/repair of the body; growth (release of growth hormone); consolidation of memory/learning; restoring energy and brain function. 1 + 1 development each. [4] (c) (up to 6) One theory of dreaming developed, e.g.: memory-consolidation/information-processing — dreams help the brain process and store the day's information; Freud's wish-fulfilment — dreams express unconscious desires in symbolic form; activation-synthesis — dreams are the brain making sense of random neural activity in sleep. 6 = clear, developed theory with how it explains dreaming; 3–4 = some detail; 1–2 = basic. [6]

4. (a) (up to 2) A hypothesis = a precise, testable statement/prediction about the relationship between variables, made before a study. [2] (b) (up to 4) Quantitative data = numerical data that can be measured/counted (e.g. reaction time in seconds, a test score); qualitative data = non-numerical/descriptive data about thoughts, feelings or opinions (e.g. an interview transcript). Distinction (2) + example each (2). [4] (c) (up to 6) Two ethical issues + how dealt with, 3 each: informed consent (tell participants what is involved and get agreement); protection from harm (do not cause physical/psychological harm; stop if distressed); deception (avoid, or debrief afterwards); confidentiality (keep data anonymous); right to withdraw. Issue + how it is managed. [6]

Section B — Extended Response

5. (16 marks) Levels-marked discussion.

• For psychology as a science: uses the scientific method — controlled experiments, objective measurement, hypotheses, replication; seeks cause and effect; some areas (biological, cognitive) are highly scientific.
• Against: much behaviour is hard to measure objectively (thoughts/feelings); studies of humans have problems of control, demand characteristics and bias; small/unrepresentative samples; ethical limits on experiments; some approaches (e.g. psychodynamic) are hard to test/falsify.
• Judgement: psychology uses scientific methods but faces limits that the natural sciences do not; a balanced conclusion.
• Level 4 (13–16): balanced discussion with evidence and a justified 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 4(b) — Sample Answers

Grade A response. "Quantitative data and qualitative data differ in the form the data takes. Quantitative data is numerical — it can be measured or counted and expressed as numbers, so it is easy to analyse statistically and compare. An example would be measuring participants' reaction times in seconds, or the number of words they recall in a memory test. Qualitative data, by contrast, is non-numerical and descriptive: it is about the quality of experience, such as people's thoughts, feelings and opinions. An example would be the written answers from an open interview about how someone felt during a study. Quantitative data gives objective numbers, while qualitative data gives richer, more detailed insight."

Mark: 4/4. Examiner commentary: A full-mark answer that draws the key distinction — numerical versus non-numerical/descriptive — and supports each with a clear, correct example (reaction times/recall scores for quantitative; interview responses about feelings for qualitative). The candidate goes a step further by noting the strength of each type (objective numbers versus rich detail), which confirms secure understanding. Precise definitions plus apt examples of each are exactly what the marks require.

Grade C response. "Quantitative data is numbers and qualitative data is words. For example a survey could give quantitative data."

Mark: 2/4. Examiner commentary: The candidate captures the basic distinction — numbers versus words — which earns marks, and offers one example. However, the example is only partly developed (a survey can give both types), and there is no example of qualitative data at all. The question asks for an example of each, so adding a clear qualitative example (such as interview responses about feelings) and tightening the quantitative example (e.g. a reaction time in seconds) would gain the remaining marks.

Question 4(c) — Sample Answers

Grade A response (extract). "One ethical issue is informed consent. Before taking part, participants should be told what the study involves so they can make an informed decision about whether to agree, and they should not be pressured. This is dealt with by giving participants an information sheet and a consent form to sign before the study begins, and by getting parental consent if they are children. A second ethical issue is protection from harm: participants should not be exposed to physical or psychological harm, such as stress or embarrassment, greater than they would meet in everyday life. This is managed by designing the study to avoid distress, monitoring participants during the study and stopping if someone becomes upset, and offering a debrief and support afterwards so they leave in the same state they arrived."

Mark: 6/6. Examiner commentary: A full-mark answer. Two distinct ethical issues (informed consent and protection from harm) are each clearly explained and paired with a realistic way of dealing with them (consent forms and parental consent; careful design, monitoring, the right to stop and a debrief). The question asks both to identify the issues and to say how each can be dealt with, and the candidate does both fully for each issue, which is what secures all six marks.

Grade C response. "Psychologists should get consent and not harm participants. They can get consent by asking them first."

Mark: 3/6. Examiner commentary: The candidate correctly names two valid ethical issues — consent and protection from harm — and gives a basic way of dealing with the first (asking first), earning three marks. To reach full marks, each issue needs to be explained and each paired with a clear method: consent through an information sheet and signed form, and protection from harm through careful design, monitoring, the right to withdraw and a debrief. The 'protection from harm' point currently has no method attached, which is where marks are lost.