CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the October/November 2013 series
9698 PSYCHOLOGY
9698/21
Paper 2 (Core Studies 2), maximum raw mark 70
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
Section A
1
Bandura et al (aggression) conducted a laboratory experiment to investigate the imitation
of an aggressive role model in young children. An alternative way to investigate this
would be to conduct a field experiment, for example, in a school.
(a) Describe the laboratory experiment as a research method and outline how it was used
in the Bandura et al study.
[5]
Any five correct points (2 marks for description of method and 3 for Bandura or 3 marks for
description of method and 2 for Bandura).
1 mark for each point up to a maximum of five points.
No answer or incorrect answer, 0.
Indicative content
This is a study that takes place in a controlled environment with an IV and a DV.
In the Bandura et al study there were three IVs:
gender of child,
gender of model,
type of model – aggressive or non-aggressive.
The DV was the behaviour of the child observed in the 3rd room of the study. The
researchers also noted down comments made by the children about the model’s behaviour.
The study was controlled via similar procedures for all participants (example can get a mark).
Matched pairs design was used (example of how matched can get a mark).
(b) Design an alternative study to the Bandura et al study using the field experiment
method and describe how it could be conducted.
[10]
Candidates should describe the who, what, when, where and how.
Major omissions include an indication of where, what and how. Candidates must describe
how the DV is collected. Candidates must give an indication, even if implied, of where the
study was carried out. A description of the IV and DV is required (although the candidate
doesn’t have to label these).
Minor omissions include who and detail of where.
It is possible to achieve 9 marks with a small minor omission.
If very unethical limit to 4 marks, if somewhat unethical limit to 6 marks.
Alternative study is incomprehensible.
[0]
Alternative study is muddled and impossible to conduct.
[1–2]
Alternative study is muddled and/or there are major omissions.
[3–4]
Alternative study is clear with a few minor omissions and possible.
[5–6]
Alternative study is described with one minor omission and in some detail.
[7–8]
Alternative study is described in sufficient detail to be replicable.
[9–10]
© Cambridge International Examinations 2013
Page 3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
(c) Evaluate this alternative way of studying aggression in practical and ethical terms.
[10]
Indicative content
Candidates need to consider a number of points regarding their study. These points can be
both positive and/or negative.
Appropriate points could include a discussion about:
Ethics of using children.
Ethics of field experiments.
Ecological validity of field experiments.
Qualitative/quantitative data used and strengths and/or weaknesses of each, researcher bias
in collecting data in the field.
Generalisability of results using children.
Reliability of measuring device and/or field experiment method.
Validity of measuring device and/or field experiment method.
Demand characteristics if participants realise they are in an experiment.
Any other appropriate point.
In order to achieve more than four marks the candidate must link their points to their
investigation described in part (b).
Candidates must discuss both practical and ethical points to achieve 7+ marks.
No comment on practical/ethical issues.
[0]
Comment on practical and/or ethical issues is muddled and weak.
[1–2]
Comment on practical and ethical issues which is not specific to the
investigation
OR Comment on one issue which is simplistic but specific to investigation.
[3–4]
Consideration of both practical and ethical issues which is simplistic but specific
to investigation
OR Consideration of one issue which is detailed and specific to investigation.
[5–6]
Consideration of both practical and ethical issues which is good but brief and
specific to investigation.
[7–8]
Consideration of both practical and ethical issues which is detailed and directly
relevant to the investigation.
[9–10]
© Cambridge International Examinations 2013
Page 4
2
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
Rosenhan (sane in insane places) carried out a participant observation in a mental
institution.
(a) What is meant by ‘qualitative data’?
[2]
1 mark partial
2 marks full
Indicative content
Descriptive/in-depth/detailed data of participants behaviour, thoughts and feelings.
In depth data – 1 mark.
In depth data often obtained via open questions – 2 marks.
Allow examples although on their own would receive a maximum of 1 mark.
(b) Describe one piece of qualitative data from the Rosenhan study.
1–2 marks partial
3 marks full
Indicative content
Any finding from the Rosenhan study that is qualitative. Do not credit evaluation points.
Being described as having Oral acquisitive syndrome when waiting outside the cafeteria.
Treatment of patients (e.g. beating up a patient in the corridor).
Pacing up and down and being asked if they were nervous.
© Cambridge International Examinations 2013
[3]
Page 5
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
(c) Discuss the strengths and weaknesses of making generalisations from the study
by Rosenhan.
[10]
Appropriate strengths and weaknesses will be varied. These could include:
Strengths
Ecological validity of the study in the mental hospital.
Usefulness to the psychiatric community/patients/carers/etc.
Representativeness of the 12 hospitals.
Validity of the detailed qualitative records.
Weaknesses
Reliability – procedures followed by pseudopatients not standardised.
Validity – due to the data being subjective.
Determinism – factors other than labelling could have caused the results.
Generalisability of data is poor due to the ethnocentric nature of the study being in the USA
Subjective data – nothing positive was recorded by the pseudopatients. Difficult to believe
nothing good happened to any of them.
Etc.
No comment on generalisations.
[0]
Comment given but muddled and weak.
[1–2]
Consideration of both strengths and weaknesses but not specific to
investigation
OR Consideration of either strength or a weakness but is simplistic but specific
to investigations.
[3–4]
Consideration of two or more points (at least one strength and one weakness)
which are clear and specific to investigation.
[5–6]
Consideration of both strengths and weaknesses which is good but brief and
specific to investigations.
[7–8]
Consideration of both strengths and weaknesses which is detailed and directly
relevant to the investigations.
[9–10]
© Cambridge International Examinations 2013
Page 6
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
(d) Compare and contrast the use of quantitative and qualitative data using Rosenhan’s
study as an example.
[10]
Candidates may describe/evaluate quantitative/qualitative data with no comparison point.
These candidates can achieve up to 4 marks maximum.
Appropriate comparison points will be varied. These could include:
Ability to show clear comparisons (e.g. responses by staff to pseudopatient’s questioning).
Detail (things that were said to pseudopatients).
Ability to use statistical tests (e.g. on responses by staff to pseudopatients).
Validity (e.g. more depth in qualitative data of pseudopatient diaries, but is subjective).
Reliability (e.g. difficult to replicate qualitative – the diaries were not written in the same way
by each pseudopatient whereas easy to replicate the questioning of staff as all of the
pseudopatients did this in the same way).
Reductionism versus holism (qualitative data is holistic – the diaries, whereas quantitative is
reductionist – table of results of questioning of staff).
Usefulness – both types are useful for the different reasons mentioned above. Qualitative for
its depth and quantitative for its statistics.
Any other appropriate point.
Maximum of 6 marks if candidate gives just comparisons or contrasts.
The answer does not give any creditworthy material.
[0]
Comment on a comparison/contrast issue which is muddled and weak
OR brief descriptions/evaluation of qualitative/quantitative data.
[1–2]
Comment on comparison/contrast issues which is weak
OR a clear and fairly detailed description/evaluation of qualitative/quantitative
data.
[3–4]
Comments on comparison/contrast issue/s which are simplistic with few
examples. This could be one detailed point.
[5–6]
Consideration of comparison and contrast issues which are fairly detailed with
examples.
[7–8]
Consideration of comparison and contrast issues which are detailed and directly
linked to relevant examples.
[9–10]
© Cambridge International Examinations 2013
Page 7
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
Section B
3
(a) Outline what is meant by the ‘physiological approach’ in psychology.
[2]
1 mark partial
2 marks full
The physiological approach is the scientific study of biological and physiological processes in
the body and the effect these have on behaviour and psychological states.
Appropriate answers could include assumptions of the physiological approach.
Using the studies from the list below, answer the questions which follow.
Dement and Kleitman (sleep and dreaming)
Maguire et al (taxi drivers)
Demattè et al (smells and facial attractiveness)
(b) Describe how the data were collected in each of these studies.
[9]
Indicative content: Most likely answers (any appropriate answer receives credit):
Dement and Kleitman: Participants go into a sleep lab and their EEG and EOG is
recorded. Woken at various intervals in the night and asked if they had been dreaming and
they recorded their answer into a tape recorder. Participants also estimated the length of
their dream (5 or 15 minutes) and gave a summary of the dream content.
Maguire et al: Participants are given radioactive glucose which is read by a PET scanner.
They are asked to describe four different memories (routes, film plots, famous landmarks and
film frames) the PET scanner records the activity in different parts of the brain. Maguire was
particularly interested in the activity of the hippocampus.
Demattè et al: The participants judged the attractiveness of 40 male faces presented briefly
on a computer screen using a 9–point scale. Participants were simultaneously presented
with either clean air or else with 1 of 4 odorants (2 pleasant and 2 unpleasant). It was a
repeated measures design as participants experienced all odorants and the clean air control.
For each study
No answer or incorrect answer.
[0]
Identification of point relevant to question but not related to study or comment
from study but no point about data collection from the study.
The description may be very brief or muddled.
[1]
Description of point about data collection explanation from the study.
(Comment with a lack of understanding).
A clear description that may lack some detail.
[2]
As above but with analysis (comment with comprehension) about data collection
from the study. A clear description that is in sufficient detail.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 8
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
(c) What problems may psychologists have when they investigate the physiological
approach?
[9]
Emphasis on problem. Answers supported with named (or other) studies. Each problem
does not need a different study; can use same study.
Indicative content:
Equipment may be inaccurate.
The equipment used may give very basic readings (e.g. EEG).
Lacks detailed data.
No indication of participant’s thoughts and feelings.
May be difficult to create studies that are ecologically valid.
May create unethical studies.
May be difficult to find a representative sample.
Participants may respond to demand characteristics if the study is unnatural.
The findings may offer a reductionist explanation of physiological processes and their effect
on behaviour.
Or any other relevant problem.
Marks per point up to a MAXIMUM of three points.
No answer or incorrect answer.
[0]
Identification of problem.
[1]
Description of problem related to investigating physiological approach
OR a weak description of a problem related to investigating physiological
approach and applied to a study.
[2]
Description of problem clearly related to investigating physiological approach
and applied to the study effectively.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 9
4
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
(a) Outline what is meant by the term ‘psychometric test’.
[2]
1 mark partial
2 marks full
An IQ test – 1 mark.
Mathematical measure of the mind – 2 marks.
Give 2 marks for a weak definition and an example.
Using the studies from the list below, answer the questions which follow.
Baron-Cohen et al (eyes test)
Thigpen and Cleckley (multiple personality disorder)
Billington et al (empathising and systemising)
(b) Describe the use of a psychometric test in each of these studies.
[9]
Indicative content: Most likely answers (any appropriate answer receives credit):
Baron-Cohen et al: Group 1 (autistic/AS participants) and Group 4 (IQ matched controls)
were given the short WAIS-R. This was to show that lack of advanced theory of mind is
unconnected to IQ. Participants (Autistic/AS – Group 1, Group 3 – students and Group 4 –
IQ matched controls) were also given the AQ test (Autistic Spectrum Quotient) to show the
level of autism in these groups.
Thigpen and Cleckley: Eve White and Eve Black were given an IQ test. This was given to
her to prove she had MPD and show the differences between the 2 personalities. She was
also given a memory test.
Billington et al: Participants were given the EQ (Empathy Quotient) and the SQ-R
(Systemising Quotient) to show the differences in the cognitive style of participants choosing
physical science subjects and those choosing humanities subjects.
For each study
No answer or incorrect answer.
[0]
Identification of point relevant to question but not related to study or comment
from study but no point about psychometric testing from the study.
The description may be very brief or muddled.
[1]
Description of point about psychometric testing from the study. (Comment with
a lack of understanding).
A clear description that may lack some detail.
[2]
As above but with analysis (comment with comprehension) about psychometric
testing from the study.
A clear description that is in sufficient detail.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 10
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
21
(c) What are the advantages of using psychometric testing?
Emphasis on advantages. Answers supported with named (or other) studies.
advantage does not need a different study; can use same study.
[9]
Each
Indicative content:
Advantages
Usefulness of findings.
Can easily compare results of participants.
Can compare results to norm referenced groups.
Can be used to quickly diagnose special needs, etc.
Numerical data which is seen as scientific.
Or any other relevant advantage.
Marks per point up to a MAXIMUM of three points.
No answer or incorrect answer.
[0]
Identification of advantage.
[1]
Description of advantage related to using psychometric testing or a weak
description of an advantage related to using psychometric testing and applied to
a study.
[2]
Description of advantage related to using psychometric testing and applied to
the study effectively.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the October/November 2013 series
9698 PSYCHOLOGY
9698/22
Paper 2 (Core Studies 2), maximum raw mark 70
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
Section A
1
Billington et al (empathising and systemising) conducted a snapshot self report study to
investigate cognitive style and entry into physical sciences and humanities. An alternative
way to investigate this would be to conduct a longitudinal study of children and their
eventual choice of subject at university.
(a) Outline the snapshot method and describe how it was used in Billington et al’s study.
[5]
Any five correct points
Give 1 mark for snapshot and up to 4 marks for applying it to Billington. Candidates can also
be awarded 2 marks for snapshot and 3 marks for applying it to Billington.
1 mark for each point up to a maximum of five points
No answer or incorrect answer, 0.
Indicative content
This is a study that takes place over a short period of time.
Participants were asked to complete two questionnaires and two performance tasks online.
The SQ-R has 75 items and the EQ has 40 items. This would take a short period of time.
The embedded figures task had 12 pairs of diagrams for participants to work through. The
eyes task had four choices for each set of eyes and participants chose one. This would not
take long for the participants to complete.
(b) Design an alternative study to the Billington et al study using the longitudinal method
and describe how it could be conducted.
[10]
Candidates should describe the who, what, when (time scale), where and how.
Major omissions include the what, some indication of time scale and how. Candidates must
describe how the data is collected. Candidates need to indicate something about the length
of the study. They also need to outline how the data is collected (e.g. questionnaires/
interviews) and what the data is that is collected (e.g. an example of a question asked could
indicate this).
Minor omissions include who and clear indication of time scale.
It is possible to achieve 9 marks with a small minor omission.
Alternative study is incomprehensible.
[0]
Alternative study is muddled and impossible to conduct.
[1–2]
Alternative study is muddled and/or major omissions but possible.
[3–4]
Alternative study is clear with a few minor omissions and possible.
[5–6]
Alternative study is described with one minor omission and in some detail that is
clearly an alternative to the Billington study.
[7–8]
Alternative study is described in sufficient detail to be replicable that is clearly an
alternative to the Billington study.
[9–10]
© Cambridge International Examinations 2013
Page 3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
(c) Evaluate this alternative way of studying empathising and systemising in practical and
ethical terms.
[10]
Indicative content
Candidates need to consider a number of points regarding their study. These points can be
both positive and/or negative.
Appropriate points could include a discussion about:
Ethics of longitudinal research as it can be intrusive.
Ecological validity is good as longitudinal studies are natural, qualitative/quantitative data as
both may be collected.
Researcher bias due to overinvolvement.
Generalisability is often poor as the sample is often small.
Reliability is very difficult.
Validity could be poor due to overinvolvement or good due to detail.
Demand characteristics, participants may become aware of the aim due to the length of the
study.
Subject attrition.
Over involvement of researcher.
Any other appropriate point.
In order to achieve higher marks (5+) the candidate must link their points to their
investigation described in part (b).
Candidates must discuss both practical and ethical points to achieve 7+ marks.
No comment on practical/ethical issues.
[0]
Comment on practical and/or ethical issues is muddled and weak.
[1–2]
Comment on practical and ethical issues which is not specific to the investigation
OR Comment on one issue which is simplistic but specific to investigation.
[3–4]
Consideration of both practical and ethical issues which is simplistic but specific to
investigation
OR Consideration of one issue which is detailed and specific to investigation.
[5–6]
Consideration of both practical and ethical issues which is good but brief and
specific to investigation.
[7–8]
Consideration of both practical and ethical issues which is detailed and directly
relevant to the investigation.
[9–10]
© Cambridge International Examinations 2013
Page 4
2
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
Schachter and Singer carried out a laboratory experiment on male university students to
investigate the two factor theory of emotion.
(a) What is meant by the term ‘generalisations’?
[2]
1 mark partial
2 marks full
Indicative content
Generalisations are possible where the study is realistic or has a good sample – 1 mark.
The extent to which one group’s results can be applied to the target/general population – 2
marks.
The extent to which a study is realistic and can be applied to everyday situations – 2 marks.
(b) Describe one control used by Schachter and Singer in their study.
1–2 marks partial
3 marks full
Indicative content
Anything from –
Same amount of adrenaline given.
Euphoric/angry stooge behaved in a similar manner for each participant.
Materials in the room kept consistent.
Procedure the same for each participant (=2 mark answer, example needed for 3).
Same questionnaire at the end.
Same scripted behaviour of stooge for each participant.
© Cambridge International Examinations 2013
[3]
Page 5
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
(c) Discuss the strengths and weaknesses of making generalisations from the study by
Schachter and Singer.
[10]
Appropriate strengths and weaknesses will be varied and need to link back to generalisations
– except for representativeness and ecological validity which are already linked.
These could include:
Strengths
Representativeness as a good size sample was used.
Ecological validity – as the majority of the participants believed the stooges were genuine.
Candidates might discuss the use of adrenaline which produced real physiological changes
in the participants.
Usefulness – to medical profession.
Weaknesses
Ecological validity – was poor as the situation was unrealistic.
Usefulness – poor due to the weaknesses of the study.
Validity – poor due to possible demand characteristics and/or quantitative nature of study.
Representativeness – is poor due to it just being males, all students, from Minnesota, etc.
No comment on generalisations.
[0]
Comment given but muddled and weak.
[1–2]
Consideration of both strengths and weaknesses but not specific to investigation
OR Consideration of either a strength or a weakness but is simplistic but specific
to investigation.
[3–4]
Consideration of two or more points (at least one strength and one weakness)
which are clear and specific to the investigation.
[5–6]
Consideration of both strengths and weaknesses which is good but brief and
specific to investigation.
[7–8]
Consideration of both strengths and weaknesses which is detailed and directly
relevant to the investigation.
[9–10]
© Cambridge International Examinations 2013
Page 6
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
(d) Discuss the extent to which the conclusions reached by Schachter and Singer are
reductionist.
[10]
Indicative content:
Appropriate points could include a discussion about:
Reductionism/holism and the factors in the study that make it complex (all of the different
groups, complex nature of stooge’s behaviour) and/or simple (questionnaire at the end was
simplistic, behavioural coding).
The lack of ecological validity makes the study more reductionist and therefore the
conclusions become based on simple evidence.
As the study is scientific it makes it more reductionist which makes the conclusions simplistic.
Generalisability – could be argued either way as the sample was large but unrepresentative.
Demand characteristics make the study more reductionist and the conclusions invalid.
Any other appropriate point.
No comment on reductionism.
[0]
Comment on reductionism is muddled and weak.
[1–2]
Comment on reductionism which is not specific to the investigation
OR very brief evaluation which is specific to the study.
[3–4]
Consideration of reductionism which is simplistic but specific to investigation.
[5–6]
Consideration of reductionism which is good but brief and specific to
investigation.
[7–8]
Consideration of reductionism which is detailed (with two or more points) and
directly relevant to the investigation.
[9–10]
© Cambridge International Examinations 2013
Page 7
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
Section B
3
(a) Outline what is meant nature and nurture in psychology.
[2]
1 mark partial
2 marks full
Nature is what we are born with (biological/genetic) and nurture is what we learn (product of
experience or the environment) or any other suitable answer.
Give one mark for each correct definition.
Using the studies from the list below, answer the questions which follow.
Bandura et al (aggression)
Held and Hein (kitten carousel)
Maguire et al (taxi drivers)
(b) Describe what each of these studies tells us about the importance of nurture to
development.
[9]
Indicative content: Most likely answers (any appropriate answer receives credit):
Bandura et al: The children in the study learn to be aggressive. Children watch the
aggressive role model and directly copy their behaviour (e.g. hitting the bobo doll). Children
also learn to become more aggressive generally and invent new aggressive behaviours (e.g.
aggressive gun play). Answers could also include reference to same gender model imitation.
Held and Hein: Due to lack of activity, the passive kittens had failing paw placement,
discrimination on visual cliff and blink response. These were all normal in the active kitten
showing experience is necessary for perceptual skills.
Maguire et al: The experience of learning the knowledge has potentially caused a change in
the function of brain activity in specific areas of the the taxi drivers. Landmarks and routes
activated occipitotemporal regions, posterior cingulate gyrus, medial parietal area and the
parahippocampal gyrus compared to the baseline. The main difference was in the right
hippocampus which was activated during the routes task.
For each study
No answer or incorrect answer.
[0]
Identification of point relevant to question but not related to study or comment from
study but no point about nurture from the study.
The description may be very brief or muddled.
[1]
Description of point about nurture from the study. (Comment with lack
of understanding).
A clear description that may lack some detail.
[2]
As above but with analysis (comment with comprehension) about nurture from the
study. A clear description that is in sufficient detail.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 8
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
(c) What are the problems for psychologists when investigating whether behaviour is due
to nature or nurture?
[9]
Emphasis on problem. Answers supported with named (or other) studies. Each problem does
not need a different study; can use same study.
Indicative content:
Difficult to distinguish whether behaviour is due to nature or nurture.
Studies are often on children which may be unethical.
Studies may lack ecological validity.
Validity/reliability of measuring devices used.
Sample may not be representative.
Difficult to find a representative sample.
If very realistic may be unethical.
If informed consent obtained may be unrealistic.
Difficult to control the variables in very realistic studies.
Difficult to replicate due to lack of control.
Or any other relevant problem.
Marks per point up to a MAXIMUM of three points.
No answer or incorrect answer.
[0]
Identification of problem.
[1]
Description of problem related to nature/nurture
OR a weak description of a problem related to nature/nurture and applied to a
study.
[2]
Description of problem related to nature/nurture and applied to the study
effectively.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 9
4
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
(a) Outline what is meant by the ‘individual differences approach’ in psychology.
[2]
1 mark partial
2 marks full
Indicative content
This approach investigates ways we are all different – 1 mark.
This approach believes all people are unique – 1 mark.
This approach believes all of us are unique in terms of our personality and our behaviour – 2
marks.
Appropriate answers could include assumptions or aims of the individual differences
approach.
© Cambridge International Examinations 2013
Page 10
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
Using the studies from the list below, answer the questions which follow.
Rosenhan (sane in insane places)
Veale and Riley (mirror gazing)
Thigpen and Cleckley (multiple personality disorder)
(b) Describe how the data were collected in each of these studies.
[9]
Indicative content: Most likely answers (any appropriate answer receives credit):
Rosenhan: The pseudopatients kept diaries of their experiences in the hospitals. They
recorded the behaviour of both staff and patients. They regularly asked various members of
staff when they would be presented at the staff meeting and recorded the responses. They
also kept track of the tablets they were given as well as the amount of time spent in therapy.
Veale and Riley: BDD and control patients completed a mirror gazing questionnaire.
Questions focused on length of time mirror gazing, motivation before looking in the mirror,
focus of attention, distress before and after looking in front of mirror, behaviour in front of the
mirror, type of light preferred, types of reflective surfaces and mirror avoidance.
Thigpen and Cleckley: 100+ hours of therapy over 14 months. Records of therapy sessions
and results from various tests kept by the therapists. These included IQ test, memory test,
ink blot, EEG and drawing of human figures. The outside consultant gave his general
impressions of Eve after his visit.
For each study
No answer or incorrect answer.
[0]
Identification of point relevant to question but not related to study or comment
from study but no point about data collection from the study.
The description may be very brief or muddled.
[1]
Description of point about data collection from the study. (Comment with lack of
understanding).
A clear description that may lack some detail.
[2]
As above but with analysis (comment with comprehension) about data collection
from the study.
A clear description that is in sufficient detail.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 11
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
22
(c) What are the advantages of investigating individual differences?
[9]
Emphasis on advantage. Answers supported with named (or other) studies. Each advantage
does not need a different study; can use same study.
Indicative content:
Usefulness of research.
Accepts varied results within studies rather than reaching general conclusions.
Holistic
Often gets very detailed results via case studies/longitudinal studies.
Can be ethical research.
Any other appropriate advantage.
Marks per point up to a MAXIMUM of three points.
No answer or incorrect answer.
[0]
Identification of advantage.
[1]
Description of advantage related to investigating individual differences OR a weak
description of an advantage related to investigating individual differences and
applied to a study.
[2]
Description of advantage related to investigating individual differences and
applied to the study effectively.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the October/November 2013 series
9698 PSYCHOLOGY
9698/23
Paper 2 (Core Studies 2), maximum raw mark 70
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
Section A
1
Demattè et al (smells and facial attractiveness) conducted a laboratory experiment on
female college students. An alternative method to investigate this would be to conduct a
field experiment, for example, at a social event.
(a) Describe the field experiment as a research method.
[5]
Any five correct points.
1 mark for each point up to a maximum of five points.
No answer or incorrect answer, 0.
Indicative content
This is a study that takes place in the natural environment.
IV is manipulated.
DV is measured by researchers.
Variables are controlled as much as possible.
Causal relationships can be shown.
Participants may be unaware the study is taking place.
(b) Design an alternative study to the Demattè et al study using a field experiment and
describe how it could be conducted.
[10]
Candidates should describe the who, what, when, where and how.
Major omissions include an indication that it is a field experiment, what and how. Candidates
must describe how the DV is collected. Candidates must give an indication, even if implied,
of where the study was carried out. A description of the IV and DV is required (although the
candidate doesn’t have to label these).
Minor omissions include who and a clear description of the study as a field experiment (e.g.
could state where the study is taking place).
It is possible to achieve 9 marks with a small minor omission.
Alternative study is incomprehensible.
[0]
Alternative study is muddled and impossible to conduct.
[1–2]
Alternative study is muddled and/or major omissions but possible.
[3–4]
Alternative study is clear with a few minor omissions and possible.
[5–6]
Alternative study is described with one minor omission and in some detail.
[7–8]
Alternative study is described in sufficient detail to be replicable.
[9–10]
© Cambridge International Examinations 2013
Page 3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
(c) Evaluate this alternative way of studying smells and facial attractiveness in practical
terms rather than ethical terms.
[10]
Indicative content
Candidates need to consider a number of points regarding their study. These points can be
both positive and/or negative.
Appropriate points could include a discussion about:
Ecological validity of a field experiment.
Generalisability of the sample or situation.
Reliability if their study has a lot of controls or a comment on the difficulty in replicating
the study.
Validity of measuring the dependent variable.
Demand characteristics/social desirability if the participants realise they are in a study.
Usefulness of the data collected.
Difficulty in setting up the scenario/recording data.
Any other appropriate point.
In order to achieve higher marks the candidate must link their points to their investigation
described in part (b).
Do not credit any discussion of ethical issues.
No evaluation.
[0]
Evaluation is muddled and weak.
[1–2]
Evaluation is simplistic and not specific to the investigation.
[3–4]
Evaluation is simplistic but specific to the investigation (may include general
evaluation). May include one detailed point.
[5–6]
Evaluation is good and specific to the investigation. Two or more points.
[7–8]
Evaluation is detailed and directly relevant to the investigation.
[9–10]
© Cambridge International Examinations 2013
Page 4
2
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
Maguire et al investigated the brain activity of taxi drivers using a PET scanner.
(a) What is meant by the term ‘physiological processes’?
[2]
1 mark partial
2 marks full
Brain activity – 1 mark.
Physiological processes are biological functions within the body such as heart rate
– 2 marks.
Because the study investigates biological processes – 2 marks.
(b) Explain why Maguire et al’s study is an example of the physiological approach.
[3]
1–2 marks partial
3 marks full
Because the study uses a PET scanner – 1 mark.
Because the study investigates the brain activity of the hippocampus of taxi drivers
– 2 marks.
Because the study investigates the link between experience of driving and the activity of the
hippocampus in the brain – 3 marks.
A link between physiology and behaviour needs to be given for full marks.
(c) Discuss the strengths and weaknesses of using the snapshot method to investigate
brain activity.
[10]
Strengths
Quick study.
Easier to get participants as they don’t have to commit for very long.
Less expensive as only using PET scanner once.
Less risk of participant attrition due to short nature of the study.
Weaknesses
Doesn’t show change over time.
Cannot look at cause and effect over time.
Individual differences between participants might not controlled for as they are in longitudinal
studies.
No comment on the snapshot method.
[0]
Comment given but muddled and weak.
[1–2]
Consideration of both strengths and weaknesses but not specific to
investigation OR Consideration of either strength or a weakness but is simplistic
but specific to investigation.
[3–4]
Consideration of two or more points (at least one strength and one weakness)
which is clear and specific to investigation.
[5–6]
Consideration of both strengths and weaknesses which is good but brief and
specific to investigation.
[7–8]
Consideration of both strengths and weaknesses which is detailed and directly
relevant to the investigation.
[9–10]
© Cambridge International Examinations 2013
Page 5
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
(d) Compare and contrast the physiological testing approach as used by Maguire et al
with other ways of gathering data.
[10]
Candidates may describe/evaluate physiological testing approach and other ways of
gathering data with no comparison point. These candidates can achieve up to 4 marks
maximum.
Other ways could include:
Self reports with either qualitative or quantitative data.
Observations which are either structured or unstructured.
Psychometric testing.
Qualitative data collected in either a lab experiment or field experiment.
Other types of quantitative data.
Appropriate comparison points will be varied. These could include:
Contrasts
Scientific nature of testing in contrast to other methods.
Biological processes investigated in contrast to other methods.
Comparisons/contrasts (can be argued either way).
Quantitative versus qualitative (scans are quantitative and self reports can be both).
Validity of measurement.
Reliability of measurement.
Ethics of measurement (e.g. scans are uncomfortable and self reports are intrusive).
Reductionism versus holism (scans are reductionist and self reports can be holistic).
Demand characteristics.
Social desirability.
Experimenter/observer bias.
Usefulness.
Any other appropriate point.
Candidates are awarded a maximum of 6 marks if they only do comparisons or contrasts and
not both.
The answer does not give any creditworthy material.
[0]
Comment on a comparison/contrast issue which is muddled and weak
OR brief descriptions/evaluation of physiological testing approach and one other
approach.
[1–2]
Comment on comparison/contrast issues which is weak
OR a clear and fairly detailed description/evaluation of the physiological testing
approach and one other approach.
[3–4]
Comments on comparison/contrast issue/s which are simplistic with few
examples.
[5–6]
Consideration of comparison and contrast issues which are fairly detailed with
examples.
[7–8]
Consideration of comparison and contrast issues which are detailed and directly
linked to relevant examples.
[9–10]
© Cambridge International Examinations 2013
Page 6
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
Section B
3
(a) Outline what is meant by the term ‘reductionism’.
[2]
1 mark partial, 2 marks full
An approach to understanding the nature of complex things by reducing them to the
interactions of their parts, or to simpler or more fundamental things.
Reductionism is the argument that we can explain behaviour and experiences by reference
to only one factor, such as physiology or learning.
Indicative content
Only uses one thing – 1 mark.
Basic ideas – 1 mark.
Simple ideas – 1 mark
Reductionism is an overly simplistic explanation of behaviour – 2 marks.
Using the studies from the list below, answer the questions which follow.
Tajfel (intergroup categorisation)
Billington et al (empathising and systemising)
Bandura et al (aggression)
(b) Describe how the data were collected in each of these studies.
[9]
Indicative content: Most likely answers (any appropriate answer receives credit):
Tajfel: Participants are placed into one of two groups and given matrices to complete.
These involve selecting from a variety of options points to give members of either the
participants’ in group or their out group. The participant is told these points will be converted
into money at the end of the study. Participants are all tested alone.
Billington et al: Participants were given the EQ (Empathy Quotient) and the SQ-R
(Systemising Quotient) to show the differences in the cognitive style of participants choosing
physical science subjects and those choosing humanities subjects. They were also given the
eyes task and imbedded figures task.
Bandura et al: Data collected through a one way mirror. Children observed by two observers
for imitative and non imitative behaviour. They were observed in five second intervals.
For each study
No answer or incorrect answer.
[0]
Identification of point relevant to question but not related to study or comment
from study but no point about data collection from the study. The description
may be very brief or muddled.
[1]
Description of point about data collection from the study. (Comment with lack of
understanding). A clear description that may lack some detail.
[2]
As above but with analysis (comment with comprehension) about data collection
from the study. A clear description that is in sufficient detail.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 7
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
(c) What are the advantages of using a reductionist explanation for psychologists?
[9]
Emphasis on advantage. Answers supported with named (or other) studies.
advantage does not need a different study; can use same study.
Each
Indicative content:
Advantages
Useful.
Easy to understand.
Simplistic studies can show clear cause and effect.
Reductionist studies are often in the lab which has good control.
Easy to test as often the dependent variable is simple.
Simple to simulate.
Or any other relevant advantage.
Marks per point up to a MAXIMUM of three points.
No answer or incorrect answer.
[0]
Identification of advantage.
[1]
Description of advantage related to reductionist explanations OR a weak
description of an advantage related to reductionist explanations and applied to a
study.
[2]
Description of advantage related to reductionist explanations and applied to the
study effectively.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 8
4
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
(a) Outline what is meant by the term ‘ethical guideline’.
[2]
1 mark partial, 2 marks full.
These are a set of protocols which psychologists carrying out research should follow.
Informed consent – 1 mark.
Groundrules to protect participants in psychological studies – 2 marks.
Using the studies from the list below, answer the questions which follow.
Milgram (obedience)
Loftus and Pickrell (false memories)
Nelson (children’s morals)
(b) Outline one ethical guideline. Explain how it was addressed in each of these studies.
[9]
The same guideline must be used throughout.
Milgram: Any issue is acceptable. How it was addressed could include following up
participants one year later, offering right to withdraw at the start, worthy purpose of the study,
full debrief at the end, etc.
Loftus and Pickrell: Any issue is acceptable. How it was addressed could include
participants were all adults so more ethical than using children, the memory was a harmless
one and not too upsetting for the participants, a full debrief was given and the researchers
apologised for the deception, worthy purpose of the study for court cases, etc.
Nelson: Any issue is acceptable. How it was addressed could include that parental consent
was obtained, the procedure of the study was not harmful in any way, the procedure was
explained well to the children so they should not have been frightened about what they were
being asked to do, worthy purpose of the study, etc.
For each study
No answer or incorrect answer.
[0]
Identification of point relevant to question but not related to study or comment
from study but no point about ethics from the study. The description may be
very brief or muddled.
[1]
Description of point about ethics from the study. (Comment with a lack of
understanding). A clear description that may lack some detail.
[2]
As above but with analysis (comment with comprehension) about ethics from
everyday life. A clear description that is in sufficient detail.
[3]
Max mark
[9]
© Cambridge International Examinations 2013
Page 9
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9698
Paper
23
(c) What problems do psychologists face when they try to create ethical studies?
[9]
Emphasis on problem. Answers supported with named (or other) studies. Each problem
does not need a different study; can use same study.
Indicative content
Studies may lack ecological validity.
Participants may show demand characteristics if they know they are in a study.
Cannot study negative human behaviour.
Social desirability may be shown.
Or any other relevant problem.
Marks per point up to a MAXIMUM of three points.
No answer or incorrect answer.
[0]
Identification of problem.
[1]
Description of problem related to creating ethical studies
OR a weak description of a problem related to creating ethical studies and
applied to a study.
[2]
Description of problem related to creating ethical studies and applied to the
study effectively.
[3]
Max mark
[9]
© Cambridge International Examinations 2013