A-level Psychology 7182/1

Marks for this question: AO1 = 2 and AO3 = 2 Level Marks Description 2 3–4 Findings are clear and accurate. Evaluation/analysis is clear and coherent. 1 1–2 Findings are clear but there is no evaluation, or, findings and evaluation are both incomplete/partly accurate. For 1 mark there is some detail of findings but no evaluation. 0 No relevant content. AO1 Content Outline of findings of any study of social influence, eg Asch, Milgram, Zimbardo but any study of social influence is acceptable. Accept detail of variations as well as original findings. AO3 Content Evaluation of findings, eg analysis of implication of findings; methodological issues such as validity. Exemplar Response Asch found in his simple perception task judging the length of lines in relation to a comparison line that on the 12 critical trials 37% of the responses made by the naïve participants were incorrect in line with the confederate’s responses. He found that 75% conformed at least once to an incorrect response and that they conformed on every one of the critical trials. This was compared to 0.7% error rate in the control group who completed the task alone. However, as the findings from this study are laboratory based involving a task lacking in mundane realism eg judging the length of lines, they may have little or no relevance to real life conformity and are therefore looking in ecological validity. Examiner commentary This is a Level 2 response. The findings from the Asch study are detailed (note that the information: ‘37% were incorrect in line with the confederate’s responses’ is not technically correct as participants sometimes gave incorrect responses from those of the majority and if these non- conforming responses are deducted, the percent of conforming responses = 33%). However, 37% is the figure in a lot of the student textbooks and the 75% conforming at least once is correct. The methodological issue concerning ecological validity is clearly explained. Mark awarded = 4 3 of 21 AQA Education (AQA) is a registered charity (number ) and a company limited by guarantee registered in England and Wales (number ). Our registered address is AQA, Devas Street, Manchester M15 6EX. QUESTION 03 Read the item and then answer the question that follows. Two psychology students were discussing the topic of social influence. ‘I find it fascinating how some people are able to resist social influence’, said Jack. ‘It must be the result of having a confident personality.’ ‘I disagree’, replied Sarah. ‘I think resisting social influence depends much more on the presence of others.’ Discuss two explanations of resistance to social influence. As part of your discussion, refer to the views expressed by Jack and Sarah in the conversation above. [16 marks] MARK SCHEME Marks for this question: AO1 = 6, AO2 = 4 and AO3 = 6 Level Marks Description 4 13–16 Knowledge of two explanations is accurate and generally well detailed. Discussion is thorough and effective. Application to the stem is appropriate and links between theory and stem content are explained. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and/or expansion of argument sometimes lacking. 3 9–12 Knowledge of two explanations is evident. Discussion is apparent and mostly effective. There are occasional inaccuracies. Application to the stem is appropriate although links to theory are not always explained. The answer is mostly clear and organised. Specialist terminology mostly used effectively. Lacks focus in places. 2 5–8 Knowledge of two explanations is present but is vague/inaccurate or one explanation only is present. Focus is mainly on description. Any discussion is only partly effective. Application to the stem is partial. The answer lacks clarity, accuracy and organisation in places. Specialist terminology used inappropriately on occasions. 1 1–4 Knowledge of explanation(s) is limited. Discussion is limited, poorly focused or absent. Application is limited or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used. 0 No relevant content. AO1 Content Knowledge/description of two explanations of resistance to social influence (usually those named on the specification and implied in stem): • locus of control – people with an internal locus of control more likely to resist pressure to conform and less likely to obey than those with an external locus of control; people with an internal locus of control believe they control own circumstances; less concerned with social approval. Credit measurement of locus of control (Rotter, 1966) 4 of 21 AQA Education (AQA) is a registered charity (number ) and a company limited by guarantee registered in England and Wales (number ). Our registered address is AQA, Devas Street, Manchester M15 6EX. • social support – defiance/non-conformity more likely if others are seen to resist influence; seeing others disobey/not conform gives observer confidence to do so; description of forms of social support – disobedient role models (obedience), having an ally (conformity); explanation of why these produce resistance, eg breaks unanimity of group in conformity situations, challenges legitimacy of authority figure. Other acceptable explanations of disobedience/defiance and non-conformity, eg: • being in an autonomous state; previous experience; gender; culture; high level of moral reasoning; reactance/the ‘boomerang effect’. Credit also the inverse of factors usually used to explain conformity and obedience, eg (lack of) uniform; (increased) distance between participant and victim/authority figure; (reduced) group size; (lack of) ambiguity of task. Credit knowledge of relevant evidence, eg Gamson et al (1982), Schurz (1985), Feldman and Scheibe (1972), Milgram (1963), Asch (1951). AO2 Possible application: • Jack suggests that dispositional factors in resisting social influence are more important • Sarah indicates that situational factors are more powerful • ‘strong personality’ could be read as having an internal locus of control that makes someone better able to resist social influence • ‘what other people are doing at the time’ relates to whether ‘they’ are seen to be conforming/obeying, suggesting social support is influential in resisting social influence. AO3 Possible discussion points: • commentary on two explanations of resistance to social influence • use of evidence to support/illustrate the influence of the explanations chosen, eg specific studies of defiance/non-conformity and/or variations of Asch`s and/or Milgram`s basic experiments that demonstrated increased resistance • use of real-world examples to illustrate the explanations • other social psychological concepts/processes used to support discussion of the explanations, eg influence of social support may be explained by reduced normative pressure, minority influence • comparison/analysis of the relative power of the explanations • discussion/analysis of different forms of resistance, eg independent behaviour vs anti-conformity. Credit other relevant discussion points. Only credit evaluation of the methodology used in studies when made relevant to discussion of the explanations. Exemplar Response Rotter ‘locus of control’ high internal resist pressure to conform/obey, confident, self-assured, less need for acceptance, believe have choices not to conform/obey (Jack) Role of ally or dissenter who allows social support (Sarah). 5 of 21 AQA Education (AQA) is a registered charity (number ) and a company limited by guarantee registered in England and Wales (number ). Our registered address is AQA, Devas Street, Manchester M15 6EX. Two explanations of how individuals resist the pressures to conform and obey focus on an individuals character or personality and the situation an individual finds him or herself in. Rotter proposed a diversion of personality called locus of control which attempts to explain the sense of control a person perceives to have in their life. In other words their location of control. Rotter believed that we can measure an individual’s sense of personal control over events in their life using a scale with high internal at one end and high external at the other. Those with internal locus of control feel they have control over their life are more confident in their decisions, take responsibility for their actions and be more likely to resist the pressures to conform and obey. Jack seems to be suggesting that these personality factors are important in resisting social influence in his comment about strong personality and shows this is linked to resistance. Blass found that those with an external locus resisted pressures to obey especially if they felt coerced or manipulated by the experimenter in a version of Milgram’s obedience study. This seems to suggest that personality factors such as locus are important in resisting social influences to obey. Other explanations suggest that situational factors are important especially the presence of an ally or a dissenter who disagrees with the majority. This makes it easier for individuals to resist the pressures to conform and obey. This represents a form of social support which is a way of resisting negative social pressures. Sarah’s comment indicates that she feels these social/situational pressures are more important. Evidence to support this can be seen in variations of Asch and Milgram’s experiments where it was found that the presence of an ally reduced conformity from 37% to 10% and reduced obedience levels from 65% to 10% when support was given by another person who refused to obey. Examiner commentary This is a Level 3 response. There is good knowledge of two explanations although the Locus of Control is more detailed than resistance to social influence due to social pressure. There is effective discussion in parts and good use of appropriate research to support the two explanations. There is an error on the penultimate paragraph when ‘external locus’ is used where ‘internal locus’ is meant to be in the discussion of Blass. Although this is probably just a slip, it does then make the link to personality factors inaccurate. The links to the stem are apparent and with respect to Jack are detailed. It would be even better if Sarah’s comment was presented eg “Sarah’s comment that resisting social influence depends much more on the presence of others indicates that …..” Overall the answer is mostly clear and organised and a little more discussion would have pushed this into the top level. Mark awarded = 11