Mark Scheme (Results)
October 2017
Pearson Edexcel International GCE in
Psychology (WPS01)
PAPER 1: Social and Cognitive Psychology
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November 2017
Publications Code WPS01_01_1710_MS
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© Pearson Education Ltd 2017
General Marking Guidance
All candidates must receive the same treatment. Examiners
must mark the first candidate in exactly the same way as
they mark the last.
Mark schemes should be applied positively. Candidates must
be rewarded for what they have shown they can do rather
than penalised for omissions.
Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries
may lie.
There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according to
the mark scheme.
Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded and
exemplification may be limited.
When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader
must be consulted.
Crossed out work should be marked UNLESS the candidate
has replaced it with an alternative response.
Section A
Question Answer Mark
Number
AO1 (1 mark)
1(a) (1)
Credit one mark for an accurate aim.
For example:
Milgram aimed to see whether the physical distance
between the experimenter and the teacher would affect
obedience levels. (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO3 (1 mark)
1(b) (1)
Credit one mark for an accurate conclusion.
For example:
Milgram concluded that reduced proximity of the
experimenter lead to fewer participants obeying. (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (1 mark) AO3 (1 mark)
1 (c) (2)
Credit one mark for identification of weakness (AO1).
Credit one mark for justification of weakness (AO3).
For example:
One weakness in Milgram’s Experiment 7 is that he placed
participants in an artificial laboratory setting to answer
the telephone (1) which is not an ecologically valid setting
for measuring everyday obedience to an authority figure
giving instructions over the telephone (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (1 mark) AO3 (1 mark)
1 (d) (2)
Credit one mark for accurate identification of individual
difference (AO1).
Credit one mark for justification of individual difference (AO3).
For example:
Adorno (1950) claimed that those with an authoritarian
personality tend to obey (1) Elms and Milgram (1966)
found that those with an authoritarian personality are said
to like rules, which leads to high levels of obedience (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO2 (1 mark)
2 (a) (1)
Credit one mark for stating an accurate closed question in
relation to scenario.
For example:
Do you always obey your parents? Yes/No (1)
Look for other reasonable marking points.
Generic answers score 0 marks
Question Answer Mark
Number
AO2 (1 mark), AO3 (1 mark)
2(b) (2)
Credit one mark for accurate identification of weakness in
relation to scenario (AO2)
Credit one mark for justification of weakness (AO3)
For example:
Quantitative data lacks detail about why the participants
are more likely to obey (1) because it only provides
numerical data which lacks depth about obedience so it is
less valid than qualitative data (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer Mark
Number
AO2 (1 marks)
2(c) (1)
Credit one mark for a relevant open question in relation to
scenario.
For example:
Explain why you would obey your teacher? (1)
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer Mark
Number
AO2 (2 marks)
2(d) (2)
Credit up to two marks for an accurate description in
relation to scenario.
For example:
Rendi could read through the interview answers and
look for common themes or patterns on why the
students said they would obey (1). She could then
collate the answers and total up the most common
reasons for obeying different people (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer Mark
Number
AO2 (1 mark), AO3 (1 mark)
2(e) (2)
Credit one mark for accurate identification of improvement in
relation to scenario (AO2)
Credit one mark for justification of improvement (AO3)
For example:
Reliability can be improved by comparing secondary data
from previous studies on obedience to her own data (1)
this helps confirm that her results are similar to previous
findings showing consistency across studies into
obedience (1).
Look for other reasonable marking points.
Generic answers score 0 marks.
Question Answer Mark
Number
AO1 (2 marks)
3(a) (2)
Credit one mark for each accurate statement.
For example:
8.42% of responses in the consistent minority condition
were green (1)
Only 1.25% of responses in the inconsistent minority
condition were green (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (1 mark) AO3 (1 mark)
3(b) (2)
Credit one mark for accurate identification of improvement
(AO1)
Credit one mark for a justification of the improvement (AO3)
For example:
Moscovici could have used a more representative sample
of the target population (1), rather than just females he
could include males to increase generalisability (1).
Look for other reasonable marking points.
Question Indicative content Mark
Number
AO1 (4 marks), AO3 (4 marks)
4 (8)
AO1
Research into conformity is often conducted in artificial
laboratory environments.
Tasks are often unrealistic such as asking how much a
light is moving.
Using a line judgment task, Asch put a naive participant in
a room with seven confederates.
Asch replicated his 1951 study twice to check results.
AO3
Asch (1951) used a laboratory experiment to test
conformity which ensures a cause and effect relationship
can be established.
Sherif’s (1936) autokinetic effect study lacked task
validity so judgements about conformity may not apply to
real life.
Asch (1951) used standardised controls including the
same confederates being used for each condition,
therefore increasing reliability.
Research into conformity has been re-tested for reliability
therefore findings are scientifically credible.
Look for other reasonable marking points.
Level Mark Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.
Level 1 1-2 Demonstrates isolated elements of knowledge and understanding.
(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)
Level 2 3-4 Demonstrates mostly accurate knowledge and understanding.
(AO1)
Marks
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)
Level 3 5-6 Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning
Marks
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)
Level 4 7-8 Demonstrates accurate and thorough knowledge and
Marks understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
Section B: Cognitive Psychology
Question Answer Mark
Number
AO1 (2 marks) AO3 (2 marks)
5 (4)
Credit one mark for accurate identification of each strength
(AO1).
Credit one mark for justification of each strength (AO3).
For example:
Strength
The working memory model is a more detailed
explanation of STM than the multi store model (1), it
includes separate systems which reflect the complexities
of everyday memory processes (1).
There is supporting evidence for the different functions
explained by the working memory model (1). Baddeley
and Hitch (1976) found that verbal reasoning tasks made
use of the central executive and digit span tasks made
use of the phonological loop. (1)
Look for other reasonable marking points.
Question Answer Mark
Number
AO2 (1 mark)
6(a) (1)
Credit one mark for a correct answer.
16.5
Reject all other answers.
Question Answer Mark
Number
AO2 (4 marks)
6(b) (4)
Credit one mark for correct completion of column 𝒙 − 𝔁̅
Credit one mark for correct completion of column (𝒙 − 𝔁̅ )2
Credit one mark for correct calculation of sum of differences2
Credit one mark for correct calculation of standard deviation
Participant Score 𝒙−𝔁 ̅ (𝒙 − 𝔁
̅ )2
A 16 -0.6 0.36
B 17 0.4 0.16
C 15 -1.6 2.56
D 18 1.4 1.96
E 19 2.4 5.76
F 18 1.4 1.96
G 17 0.4 0.16
H 15 -1.6 2.56
I 16 -0.6 0.36
J 15 -1.6 2.56
Mean 16.6 Sum of 18.4
score differences2
Standard deviation for group 1 = 1.43
Look for other reasonable marking points.
Question Answer Mark
Number
AO2 (1 mark) AO3 (1 mark)
6(c) (2)
Credit one mark for accurate identification of conclusion in
relation to scenario (AO2)
Credit one mark for justification of conclusion (AO3)
For example:
Testing spellings each week leads to improved accuracy in
spelling of words (1) which suggests that rehearsal of the
words leads to transference into the LTM store (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (2 marks) AO3 (2 marks)
6 (d) (4)
Credit one mark for accurate identification of one strength and
one weakness (AO1).
Credit one mark for justification of each strength and each
weakness (AO3).
For example:
Strength
Validity increases as participants only take part in one
condition (1) because it avoids order effects of practice,
fatigue and boredom (1).
Weakness
Reliability decreases because there is limited control over
participant variables (1) as the separate groups may have
individual differences such as social background that may
affect results (1).
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (1 mark)
7(a) (1)
Credit up to one mark for accurate statement of aim.
For example:
Darling et al. (2007)
To find out if the visuo-spatial memory can be divided into
subsystems of visual appearance and spatial location.
Sacchi et al. (2007)
To find out if doctored photographs of past public events
affect memory for those events.
Look for other reasonable marking points.
Question Answer Mark
Number
AO1 (1 mark) A03 (1mark)
7 (b) (2)
Credit one mark for accurate identification of weakness (AO1).
Credit one mark for justification of the weakness (AO3).
For example:
Darling et al. (2007)
Darling et al. (2007) only used participants from the
Department of Psychology at Aberdeen University to
complete the research (1) which may not be generalisable
to the entire population as only one location was sampled
(1).
Sacchi et al. (2007)
Sacchi et al. (2007) used 31 males and 156 females as
their sample for this study (1) this is not representative of
the target population because it is gender biased, so
population validity is reduced (1).
Look for other reasonable marking points.
Question Indicative content Mark
Number
AO1 (4 marks), AO2 (4 marks)
8 (8)
AO1
Case studies in cognitive psychology are often completed
on unique individuals.
Researchers can gather qualitative and detailed data from
using different methods.
Data from case studies may involve researcher
interpretation of the data gathered.
Individuals can be studied longitudinally to investigate
how the memory processes change over time.
AO2
Papel is unique in his problems with transference between
memory stores such as recalling special events from the
past.
Papel’s ability to remember who his children are may be
documented in case notes and observations.
Papel’s short-term memory lasts 7 to 30 seconds which
shows he has normal capacity.
Papel’s anterograde amnesia could be monitored over
time to see if he improves making new memories of his
children.
Look for other reasonable marking points.
Level Mark Descriptor
(4 AO1, 4 AO2)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application in their answer.
0 No rewardable material
Level 1 1–2 Demonstrates isolated elements of knowledge and understanding.
Marks (AO1)
Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques and procedures). (AO2)
Level 2 3–4 Demonstrates mostly accurate knowledge and understanding. (AO1)
Marks Discussion is partially developed, but is imbalanced or superficial
occasionally supported through the application of relevant evidence
from the context (scientific ideas, processes, techniques and
procedures). (AO2)
Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)
Marks Arguments developed using mostly coherent chains of reasoning.
Candidates will demonstrate a grasp of competing arguments but
discussion may be imbalanced or contain superficial material
supported by applying relevant evidence from the context (scientific
ideas, processes, techniques and procedures (AO2)
Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding.
Marks (AO1)
Displays a well-developed and logical balanced discussion,
containing logical chains of reasoning. Demonstrates a thorough
awareness of competing arguments supported throughout by
sustained application of relevant evidence from the context
(scientific ideas, processes, techniques or procedures). (AO2)
Question Indicative content Mark
Number
AO1 (4 marks), AO2 (4 marks), AO3 (4 marks)
9 (12)
AO1
Reconstructive memory suggests that in the absence of all
information, we fill in the gaps to make more sense of
what happened.
Bartlett (1932) claimed that we reconstruct memories
using our existing schema.
Schemas are previous knowledge and experiences of a
situation that we use to process memories.
The memory is made up of traces, not all information is
encoded at the time of the event.
AO2
Antonio may have had a poor view of the player so filled
gaps in his memory from previous football knowledge.
Enrique has a favourable schema of his football team that
he used to reconstruct his memory.
The football player may have done this before, so Antonio
used this previous knowledge to process these actions
Enrique may not have had all necessary information about
the foul, so his memory traces are incomplete.
AO3
Supporting evidences comes from Brewer and Treyens
(1981) who found that subjects falsely recalled expected
objects that were not actually in an office.
Supporting evidence from Bartlett (1932) from his “War of
the Ghosts” experiment which showed recall is shorter
and distorted by culture.
Many of Bartlett’s experiments had little standardised
controls when subsequent recall was taking place,
therefore the evidence underpinning the theory lacks
scientific rigour.
Reconstructive memory simply describes that memory is
reconstructive rather than explaining how it is
reconstructed.
Look for other reasonable marking points.
Level Mark Descriptor
AO1 (4 marks), AO2 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs application vs evaluation/conclusion in their answer.
0 No rewardable material.
Level 1 1-3 Demonstrates isolated elements of knowledge and understanding.
(AO1)
Marks
Provides little or no reference to relevant evidence from the context
(scientific ideas, processes, techniques & procedures). (AO2)
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)
Level 2 4-6 Demonstrates mostly accurate knowledge and understanding.
(AO1)
Marks
Line(s) of argument occasionally supported through the application
of relevant evidence from the context (scientific ideas, processes,
techniques & procedures). (AO2)
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)
Level 3 7-9 Demonstrates accurate knowledge and understanding. (AO1)
Line(s) of argument supported by applying relevant evidence from
Marks
the context (scientific ideas, processes, techniques & procedures).
Might demonstrate the ability to integrate and synthesise relevant
knowledge. (AO2)
Arguments developed using mostly coherent chains of reasoning.
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)
Level 4 10-12 Demonstrates accurate and thorough knowledge and
Marks understanding. (AO1)
Line(s) of argument supported throughout by sustained application
of relevant evidence from the context (scientific ideas, processes,
techniques or procedures). Demonstrates the ability to integrate
and synthesise relevant knowledge. (AO2)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
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