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Teacher Support
GCSE Psychology 4180
Preparing to Teach
Unit 1 Making Sense of Other People
Specimen Answers
In the candidates’ responses which follow, any spelling or
grammatical errors in the original scripts have been left in.
Spring 2009
Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
SECTION A: MEMORY
1 (b)
Use your knowledge of psychology to identify and briefly describe one practical
application based on the multi-store explanation of memory.
(3 marks)
Any valid practical application that is identified will earn 1 mark.
Possible answer: revising for exams (1 mark).
A brief description can earn up to 2 marks.
Possible answer: The multi-store model says that rehearsal (1 mark) allows information to be
transferred from short-term memory to the long-term memory (1 mark).
AO2 = 3 marks
Candidate A
Revising.
Pay attention to key facts and reherse them to ensure they get to the long term memory.
3 marks
Examiner’s comment
This is good enough for GCSE level for all three marks.
1 (d)
(i)
Describe one study in which eye-witness testimony was investigated. Include in
your answer the reason why the study was conducted, the method used, the
results obtained and the conclusion drawn.
(4 marks)
Any relevant study can receive credit, the most likely being Loftus.
Possible answer: Loftus wanted to see if asking leading questions affected the accuracy of
eye-witness testimony. She showed participants a film of a car accident. They were then
asked to estimate the speed the car was going when it either ‘smashed’ into the other car, or
when it ‘hit’ the other car. When the word ‘smashed’ was used, the estimated speed was faster
than when the word ‘hit’ was used. Loftus therefore concluded that asking leading questions can
affect recall.
4 marks:
3 marks:
2 marks:
1 mark:
A clear description of a relevant study containing all four required elements.
A reasonable description of a recognisable study although one element may be
missing.
A description of a recognisable study that is either very brief or has more than
one element missing.
A muddled description of a recognisable study.
AO1 = 4 marks
Candidate A
To see if leading questions can alter out memory of things.
3 groups watched a video of a car accident and had to recall the event. Some were asked
what happened when the car crashed, others smash & some hit.
Those who heard smash described the crash more dramatically than those who heard
crash or hit.
Leading questions can affect our memory of events.
3 marks
Examiner’s comment
Reasonable but not clear description. Results a little vague. Very close to 4 marks.
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
Candidate B
To see if eye witness account / memory can be affected by leading questions.
Participants shown car crash video and asked the speed with words hit and smashed.
Speed was estimated higher when participants heard the word smashed.
Peoples memory can be effected by leading questions.
4 marks
Examiner’s comment
Four elements, both conditions described. Clear description.
Candidate C
To see if an eye-witness’s statement could be influenced by certain questions.
Participants were shown a video of a car crash. Some participants were asked irrelevant
questions.
Participants that were not asked irrelevant questions remembered the crash more
clearly.
Irrelevant questions can influence a eye-witness’s statement.
1 mark
Examiner’s comment
Example of a muddled account of a study with some relevance.
Candidate E
To find if questions asked in certain ways can affect the answer of an eye-witness.
Children were asked questions about the speed of a car when it ‘hit’ or ‘smashed’ into
another.
If the child was asked using the word ‘hit’ they gave an average speed of 34 mph, if
smashed, 41 mph.
Questions asked in certain ways can affect the answer given.
4 marks
Examiner’s comment
Clear description of a recognisable study.
Candidate F
To see if leading questions can effect a witness’ memory of an incident.
Show two groups of people a video of a car accident. Ask one group how fast car was
going when it ‘hit’ and ‘how fast was the car going when it ‘smashed’.
Participants who heard the word ‘smashed’ estimated a higher average speed.
Leading questions can distort the memory.
4 marks
Examiner’s comment
Clear description of a recognisable study.
Candidate K
To see whether eye witnesses were reliable or not.
Show them a video of a car accident and get them to recall certain facts.
Many recalled wrong events and certain words in the question also affected the way they
answered.
Eye witnesses aren’t always reliable, certain words can also change what the person
thought they saw.
2 marks
Examiner’s comment
Less than reasonable description of a recognisable study.
2
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
1 (d)
(ii) Evaluate the study you have described in your answer to (d) (i).
(3 marks)
Evaluation marks can be earned in several ways: Candidates could state three criticisms
(positive and/or negative) or they could focus on one or two criticisms with appropriate
elaboration.
Possible answer: This study can be criticised because it lacks ecological validity (1 mark). The
participants were not witnessing a real life event (1 mark) and this may have influenced their
answers (1 mark).
AO3 = 3 marks
Candidate A
The study is good as it helps us to see the danger of using leading questions, however it is
unethical to show a video that may cause stress to participants and also the trick them
with leading questions.
3 marks
Examiner’s comment
Three evaluation points included for 3 marks.
Candidate C
It is unethical to show a recorded crash as what actually happens may not be as clear as
it would if they saw the crash in real life. This could also influence what they can and
cannot remember.
1 mark
Examiner’s comment
1 mark for reference to real life.
Candidate D
A criticism of this study is that the car crash they saw was on a video, if it had been real
life, their memories may not have been changed.
2 marks
Examiner’s comment
Good enough for 2 marks at GCSE level.
Candidate F
The study was good as it proved that leading questions can distort the memory, this can be
helpful to the police as they know not to use any leading questions in an enquiry as they
may lead a suspect to giving false information. However this study may be seen as bad as it
is unethical to make people watch a car accident.
3 marks
Examiner’s comment
Very good GCSE answer.
Candidate E
The study may not be reliable as it was not completely relevant to real life as the
participants watched a video. It may also be easier to affect a child’s answer than an
adults.
3 marks
Examiner’s comment
Good answer.
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
SECTION D: STEREOTYPING, PREJUDICE AND DISCRIMINATION
4 (a)
Read the following conversation between two students:
Sharon: “Why does our teacher always give you higher marks than me?”
Tracey: “That’s easy. You’ve got blonde hair and he thinks all blondes are
stupid.”
Sharon: “That’s discrimination, because I’m not stupid.”
4 (a)
(i)
What is meant by the term stereotyping? Refer to the conversation in your
answer.
(3 marks)
AO1 marks by definition or may be by example.
Possible answer: Stereotyping is when we apply generalised set of ideas (1 mark) to anyone
belonging to a particular group (1 mark).
AO2 mark for reference to the conversation.
Possible answer: In the conversation, Tracey thinks that the teacher has stereotyped Sharon
as stupid (1 mark).
AO1 = 2 marks AO2 = 1 mark
Candidate C
Stereotyping is where you lable someone because of a certain characteristic. Like in the
conversation above Tina says that because Susan is blonde she’s thought to be dumb
when realy she isn’t.
2 marks
Examiner’s comment
AO1: 1 mark. Reference to conversation: 1 mark. Total: 2 marks.
Candidate D
It means judging a certain person for certain characteristics they have an associating
them with something such as judging blondes to be stupid.
1 mark
Examiner’s comment
1 mark for ‘judging and associating’ reference.
Candidate E
Stereotyping is forming a rigid, generalised opinion of a certain group of people. For
example, the teacher believes that all blonde haired people are stupid, so he has formed
a stereotype. A stereotype is usually untrue.
3 marks
Examiner’s comment
Good answer.
4
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
4 (a)
(ii)
What is meant by the term discrimination? Refer to the conversation in your
answer.
(3 marks)
AO1 marks by definition or may be by example.
Possible answer: Discrimination means treating someone favourably or unfavourably (1 mark)
because they belong to a particular group (1 mark).
AO2 mark for reference to the article
Possible answer: In the conversation, Sharon says that the teacher is discriminating against
her by giving her a lower mark (1 mark).
AO1 = 2 marks AO2 = 1 mark
Candidate C
Discrimination is where you treat somebody differently because of a certain
characteristic. Like in the conversation above because Susan is blonde her teacher gives
her lower marks than Tina.
2 marks
Examiner’s comment
AO1: 1 mark. Reference to conversation: 1 mark. Total: 2 marks
Candidate D
It means acting on your feelings instead of just thinking it was just as the teacher gives
the blonde lower marks because he judges her to be stupid.
2 marks
Examiner’s comment
1 mark for ‘acting on your feelings’ and 1 mark for reference to conversation.
Candidate E
Discrimination is acting in a favourable or infavorable way to a group you are prejudiced
towards. For example, the teacher gives Susan low marks because he thinks that all
blondes are stupid – not because Susan is stupid.
3 marks
Examiner’s comment
Good answer.
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
4 (c)
Using your knowledge of psychology, describe and evaluate one way that prejudice
might be reduced.
(use continuous prose)
(6 marks)
AO1: up to 3 marks for a clear description of one way that prejudice might be reduced. This
could be achieved by suggesting one way of reducing prejudice plus relevant elaboration of how
this way might succeed in the reduction of prejudice.
Possible answer: Prejudice can be reduced through increasing social contact. This would give
people more information about others and therefore break down stereotypes which lead to
prejudice.
AO3: up to 3 marks for appropriate evaluation.
Evaluation marks can be earned in several ways: Candidates could simply state three
criticisms (positive and/or negative). Other answers could focus on one criticism with detailed
elaboration that adds at least two more elements of clarification to the answer. Candidates
could also state two criticisms with a brief elaboration of one of these adding an additional point
of clarification.
Possible answer: Research has shown that it is not enough simply to bring people together in
order to reduce prejudice. Prejudice towards individuals may be reduced but this is not
generalised to all members of the group.
Another possible answer: There has always been contact between black and white Americans
but this has not reduced prejudice. White Americans are seen as higher-status and dominant.
Therefore, their prejudiced views are more likely to be followed.
AO1 = 3 marks AO3 = 3 marks
Marks awarded for this answer will be determined by the quality of written communication.
6 or 5 marks
For 6 marks, there is a clear description and evaluation of one way
that prejudice might be reduced reflecting the detail of the possible
answer in the mark scheme. For 5 marks, both description and
evaluation are present but one of these features is slightly lacking
in detail.
The answer is well-structured with effective use of sentences
and/or paragraphs. There are few spelling and punctuation errors.
4 or 3 marks
For 4 marks, both description and evaluation of one way that
prejudice might be reduced have been attempted but lacks the
detail of the possible answer in the mark scheme. For 3 marks,
either clear description or clear evaluation is present that reflects
the detail of the possible answer in the mark scheme.
The answer has some structure with appropriate use of sentences.
There are some spelling and punctuation errors.
2 or 1 mark
For 2 marks, there is a brief description and/or evaluation of how
prejudice might be reduced. For 1 mark the answer is muddled.
There is little evidence of structure in terms of correct use of
sentences. There are frequent spelling and punctuation errors.
0 marks
6
No relevant content
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
Candidate A
Prejudice may be reduced by setting a task that requires everyone to participate to be
successful and if not there will be a consequence. For example: 2 teams are prejudiced
toward one another (like the Robers cave exp) And there is a broken down truck that has
to go back to camp- if it doesn’t reach camp nobody gets dinner. Adding a consequence
makes the groups participate, and moreover, makes them work together, thus reducing
prejudice. This study is good as it gives a positive outcome and does not put people in
discomfort in the process.
3 marks
Examiner’s comment
Maximum AO1 marks but the evaluation is not worth anything. QWC qualifies for band 2.
Candidate B
Prejudice may be reduced by making people of the different discriminative groups work
together in order to achieve or complete a important goal. For example in Sherriff’s study
he made the boys work together to pull the truck back to camp in time for tea. He soon
found the boys prejudice was reduced and they quickly became friends.
3 marks
Examiner’s comment
AO1: max 3 marks. No AO2 marks. QWC OK for this band of marks.
Candidate D
Prejudice may be reduced by making the person in which they are prejudice about act in
a certain way, not the behaviour they are stereotyped with, to make people think
differently. You could make them have to work together to achieve something, because
then they will try harder to get on, rather than being prejudice.
1 mark
Examiner’s comment
1 mark for reference to working together to achieve something.
Candidate E
Sherif discovered that prejudice can be reduced by getting to groups or people, who are
prejudice against each other, to work together, completing a task that one groupcouldn’t
do on it’s own. For example, Sherif had two groups of 12 year old boys – who were
prejudice against each other – pull a truck to a location so they could receive a prize. The
prejudice between the groups was reduced. However in some cases prejudice groups
may not be willing to work together and therefore the prejudice wouldn’t be reduced.
4 marks
Examiner’s comment
AO1: 3 marks AO3: 1 mark. QWC OK for this band of marks.
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
SECTION E: RESEARCH METHODS
5
A psychologist conducted an experiment to investigate pupil dilation. His aim was to find
out if the pupils of participants’ eyes were wider when they looked at a picture of a smiling
face or a picture of an angry face. This is what he did:
•
•
•
•
•
He used 10 volunteers to take part in both conditions of his experiment.
In Condition A he showed each participant a photograph of a person who was smiling.
He then used a special camera to measure the width in millimetres of each
participant’s pupils.
In Condition B he showed each participant a photograph of the same person but this
time the person had an angry face.
He then measured the width in millimetres of each participant’s pupils again.
5 (a)
Write a suitable hypothesis for this experiment.
(2 marks)
The hypothesis must be a testable statement.
Possible answer: The pupils of participants’ eyes will be wider when they look at a picture of a
smiling face than when they look at a picture of an angry face.
Statement (1 mark), sense of 2 variables (1 mark).
AO2=2 marks
Candidate A
Participants that are shown a happy person, their pupils will dilate more than those that
are shown an angry face.
2 marks
Examiner’s comment
Statement which conveys the sense of two variables.
Candidate D
I believe that the pupils of participants eyes will be wider when they look at a picture of a
smiling face.
1 mark
Examiner’s comment
1 mark for statement. Only one variable mentioned.
Candidate F
I predict that the width of the pupil will on average be bigger when looking at the smiling
picture.
1 mark
Examiner’s comment
1 mark for statement but sense of only one variable.
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Teacher Resource Bank / GCSE Psychology / Teacher Support Presentation Materials: Unit 1 Sample Answers / Version 1.0
Candidate G
I think that the participants pupils will be dilated when they see happy faces more than
they would if they saw angry faces,
2 marks
Examiner’s comment
Statement and sense of both variables.
Candidate H
To find out wether peoples eyes dilate or widen when shown an image of a happy or angry
face.
0 marks
Examiner’s comment
This is an aim; not a hypothesis.
Candidate I
People in condition B are most likely to have more dilated eyes than the participants that
see the smiling photo in condition A.
1 mark
Examiner’s comment
1 mark for statement but ‘most likely’ is not an operational term.
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