GCSE EXAMINERS' REPORTS
PSYCHOLOGY
SUMMER 2014
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Psychology
General Certificate of Secondary Education
Summer 2014
Principal Examiner:
Sian Jenkins
General Comments for both Unit 1 and 2
The examining team were pleased with the overall standard of the candidates responses on
both units. In both units there were candidates who demonstrated a confident and
sophisticated knowledge of psychology, particularly in their extended answers. Although
there are now more lines given for the extended answers, candidates are not expected to fill
the space for full marks. Rather candidates should focus on giving a clear and concise
response. There was a range of responses to evaluative questions and teachers should
encourage candidates to identify positive and negative aspects of research and theories.
Some candidates had detailed knowledge and understanding but lacked the evaluative skills
or focused heavily on criticisms not strengths.
Very few candidates did not attempt to answer all of the questions indicating that time was
not an issue for either unit.
UNIT 1:
Q.1
SOCIAL, BIOLOGICAL AND DEVELOPMENTAL PSYCHOLOGY
(a)
Well answered with most candidates receiving full marks.
(b)
Most candidates identified and described Asch’s research correctly. Stronger
answers included all key aspects of the research such as the sample size,
number of critical trials, use of confederates, use of lines, and the instructions
given to participants. Too many candidates described Asch’s research in
limited detail and teachers should ensure candidates understand the
important aspects of named research. Candidates should also be reminded
that evaluative points would not receive credit on a description question.
(c)
Some mixed responses to this question. Many candidates achieved full
marks on part (ii) and they were able to explain a weakness of Asch’s
research in detail. Answers to part (i) were weaker and many candidates
struggled to identify any strengths, resorting to responses saying that Asch
proved conformity which received no credit. Teachers should encourage
candidates to evaluate the positive aspects of research such as the high
control of variables and not just the negatives.
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Q.2
Q.3
Q.4
(a)
Well answered with most candidates receiving full marks.
(b)
There were some mixed responses to this question and only some
candidates demonstrated a good understanding of what ageism is. Ageism is
a form of discrimination and so the examples given should have identified
situations where someone has been treated differently due to age. As two
examples were asked for in the question, candidates should ensure they are
distinctly different from each other.
(c)
Generally well answered with most candidates receiving full marks. Teachers
are reminded that there is a list of definitions in the Teachers Guide.
(d)
Some mixed responses to this question. Many candidates achieved full marks
on part (ii) and they were able to explain a weakness of Elliott’s research in
detail. Answers to part (i) were weaker and many candidates struggled to
identify any strengths. Teachers should encourage candidates to evaluate
the positive aspects of research e.g. conducted in a natural environment and
not just the negatives.
(a)
This question was generally answered well and in detail. Those receiving 3
or 4 marks made full reference to social learning theory, applying terms such
as modelling, observation, imitation, reinforcement, and motivation to the
behaviour in the picture.
(b)
Generally well answered with most candidates understanding the difference
between a visual and kinaesthetic learning style and applying this knowledge
in detail.
(c)
Some mixed responses to this question. Many candidates struggled to fully
explain advantages of using learning styles in education. Credit was given to
both range and depth but the better responses considered a few advantages
and discussed them in detail. Disadvantages of learning styles were given
credit when used to provide a counterargument to the advantage given.
(a)
Generally well answered with most candidates receiving full marks.
(b)
Generally well answered with most candidates receiving full marks.
(c)
Generally well answered with many candidates achieving high marks on this
question. The stronger answers showed a balance of arguments for and
against ESP including reference to psychological research to support both
sides. Some weaker candidates wrote detailed accounts of the book ‘Futility’
but failed to put this into the context of an argument and so received minimal
marks. Teachers should discourage candidates from making reference to
anecdotal evidence for this question.
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Q.5
Q.6
Q.7
(a)
There were some mixed responses to this question with few candidates
receiving full marks. Descriptions of the Diamond and Sigmundson (1997)
study were often vague and lacking any detail from the research. Teachers
are reminded that the Teachers Guide contains a summary of the research
and candidates should be encouraged to select the key aspects of the
research.
(b)
Part (ii) was generally answered well and most candidates were able to
explain one difference between the biological and behaviourist approaches.
In contrast, many candidates found part (i) more challenging with few able to
identify a similarity between the two approaches.
(c)
This question was generally answered well with many candidates achieving
high marks. There was no need for candidates to give a balanced response
to the nature/nurture debate in the context of the stimulus but this was visible
with stronger candidates. Some weaker responses had very little reference to
the stimulus material or used muddled biological arguments.
(a)
There was a range of responses to this question but with many candidates
receiving three or four marks. Stronger candidates made full use of the
stimulus and made full reference to Social Exchange Theory when explaining
which relationship is likely to continue. Some candidates gave very
superficial responses which made little or muddled reference to SET with no
reference to ‘profit’ or ‘loss’ in the relationships. Although Brad and Emma
was the obvious choice of couple likely to continue, candidates still received
credit if they chose Dave and Katie supported by an explanation.
(b)
Both part (i) and part (ii) had a range of responses. It was clear which
centres had taught this part of the specification in enough detail and had
spent time evaluating Social Exchange Theory. There is plenty of material in
A Level textbooks that teachers can simplify and use for teaching this topic at
GCSE level.
(a)
This question had mixed responses but it was pleasing to see that centres
have increased their emphasis on how case studies have increased our
understanding of brain function and this was reflected in candidates’
responses. Stronger answers selected two or three details about Phineas’
accident and explained how each of these increased our understanding of
brain function. Weaker responses simply described the story of Phineas
Gage.
(b)
This question had some mixed responses. Many candidates did not read the
question carefully and gave a simple description of one or two brain scanning
techniques. To achieve higher marks the candidates should have used their
knowledge and understanding of brain scanning techniques to explain how
they can examine brain damaged individuals.
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UNIT 2:
Q.1
Q.2
Q.3
COGNITIVE PSYCHOLOGY; INDIVIDUAL DIFFERENCES; AND ETHICS AND
RESEARCH ISSUES IN PSYCHOLOGY
(a)
Generally well answered with most candidates receiving full marks.
(b)
Very few candidates achieved full marks on this question and there was a
clear pattern amongst centres. When learning about Gestalt principles it is
helpful for teachers to use examples with students to deepen their
understanding. There are plenty available on the Internet and in textbooks for
teachers to use.
(a)
Generally well answered with most candidates receiving full marks.
(b)
Many candidates did not achieve more than two marks on this question.
Although application of the theories of Piaget (in addition to Bruner and
Vygotsky) is clearly stated on the specification there were many candidates
who were not comfortable with this skill. The obvious application for all three
theories is education and teachers should encourage candidates to consider
the wider use of these theories.
(c)
There were some excellent responses to this question with many candidates
able to identify and explain a difference between the theories of Piaget and
Vygotsky.
(d)
This question was generally answered well and many candidates received
three or four marks. However, there were some muddled responses that had
not considered that the question was about children in research. There were
also some candidates who had only given one ethical issue having read not
the question carefully.
(a)
This question was generally answered well with many candidates achieved
four or five marks. It is clear that Loftus and Palmer’s study is taught well and
in detail. As this question did specify a particular part of the study candidates
were credited for a holistic description of the research. To achieve the full
five marks candidates should have made reference to the two parts of this
study and it was pleasing to see that this was evident. Teachers should still
encourage candidates to learn key details of the research as some
descriptions were a bit vague.
(b)
This question was generally answered very well and many candidates
received full marks. It was pleasing to see a good understanding of schemas
and stereotypes. Weaker responses gave a limited explanation with little use
of terminology.
(c)
(i)
Generally well answered with most candidates receiving full marks.
(ii)
Generally well answered with many candidates receiving full marks.
Those who received one mark had often not made a comparison
between ‘wearing a hoodie’ and ‘not wearing a hoodie’.
(iii)
Generally well answered with most candidates receiving full marks.
(iv)
Generally well answered with most candidates receiving full marks.
Those who received one mark had often not made a comparison
between ‘wearing a hoodie’ and ‘not wearing a hoodie’ or had a
muddled response.
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Q.4
Q.5
(i)
Generally well answered with most candidates receiving full marks.
(ii)
Generally calculated correctly with most candidates receiving full
marks. If candidates showed their calculations but the mean given
was incorrect then they could still achieve one mark.
(iii)
Generally calculated correctly with most candidates receiving full
marks. If candidates showed their calculations but the mean given
was incorrect then they could still achieve one mark.
(iv)
Most candidates correctly identified the independent variable.
(v)
Many candidates were not able to identify the experimental design
used in the novel research. As a result many were not able to receive
any marks for the justification in the second part of the question. This
is an element of research design that many candidates find difficult
and so teachers should encourage students to identify experimental
design in examples of research.
(vi)
Most candidates were able to identify and explain two different ethical
issues relevant to this research. However, some candidates did not
apply the ethical issues to the research given and so only received
limited credit.
(a)
Generally well answered with most candidates receiving full marks. There
were a small number of candidates who incorrectly defined ‘deviation from
social norms’ as ‘statistical infrequency’.
(b)
Generally answered correctly with most candidates receiving full marks.
(c)
Most candidates were able to identify both similarities and differences
between unipolar and bipolar depression. The limited space on part (ii) was
taken into account when awarding marks. A small number of candidates
gave muddled responses that confused bipolar and unipolar.
(d)
In the past questions on psychosurgery have been answered well so it was
disappointing to see many superficial responses to this question. It was clear
which centres had taught this element of the specification in detail and there
were some excellent responses that referred to specific techniques. This is
usually a topic that candidates find very interesting and they can receive
credit for the historical background and also detail of different procedures. A
small number of candidates evaluated psychosurgery, which received no
credit in this question.
(e)
There was a wide range of responses to this question. Stronger candidates
had considered a range of evaluative points and discussed to what extent the
behavioural approach was effective in treating mental illness. Reference to
the biological approach was appropriate when making counterarguments.
Some candidates chose to describe techniques such as systematic
desensitisation and implosion/flooding but without any discussion of the
effectiveness of these techniques credit could not be given.
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Q.6
(a)
(i)
Most candidates drew a clear scattergraph that was correctly labelled
and so received full marks. Candidates could still pick up marks for
graphs that were drawn with errors or missing certain elements.
There were a few candidates that chose to draw a bar chart or a line
graph and so only limited marks could be given.
(ii)
Many candidates were able to identify a correct aim for their graph.
To achieve the full two marks candidates should have made reference
to there being a correlation or relationship between the co-variables.
(b)
(i)
Many candidates were able to identify a correct conclusion for their
graph. To achieve the full two marks candidates should have made
reference to there being a positive correlation between the covariables.
(b)
(i)
There were some mixed responses to this question with many
candidates unable to explain an advantage to using a correlation.
Teachers should encourage candidates to consider the benefits of
using a particular research method in addition to the drawbacks.
(ii)
Generally well answered with most candidates receiving full marks.
The popular disadvantage given related to cause and effect.
(c)
There was a range of responses to this question. Candidates needed to
demonstrate an understanding of systematic sampling and explain how it
could be done in the context of the study. Some candidates confused
systematic sampling with anther sampling technique and so received no
credit.
GCSE Psychology Examiners’ Report - Summer 2014/GH
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