Student responses with examiner
commentary (based on SAM1)
A-level Psychology 7182/1
Introductory Topics in Psychology
[First teaching: September 2015]
[First Examination: Summer 2017]
Introduction
These resources should be used in conjunction with the Specimen Assessment Material (7182/1)
from the AQA website. This document illustrates how examiners intend to apply the mark scheme
in live papers. The question papers will be marked using a levels of response mark scheme.
These answers and the accompanying commentaries have been produced to help you understand
what is required to achieve the different levels and how the mark scheme is to be interpreted.
These principles of marking apply across all papers.
While every attempt has been made to show a range of student responses, the following
responses, and examiner comments provide teachers with the best opportunity to understand the
application of the mark scheme. Responses have not been produced for every question but rather
cover a variety of different types of questions and topic areas.
*Please note that the students’ responses have been typed exactly as they were written.
Copyright © 2016 AQA and its licensors. All rights reserved.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
,QUESTION
02 Briefly outline and evaluate the findings of any one study of social influence.
[4 marks]
MARK SCHEME
Marks for this question: AO1 = 2 and AO3 = 2
Level Marks Description
Findings are clear and accurate.
2 3–4
Evaluation/analysis is clear and coherent.
Findings are clear but there is no evaluation, or, findings and evaluation are
1 1–2 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
2 of 21
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales
3644723). 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
Knowledge of two explanations is accurate and generally well detailed.
Discussion is thorough and effective. Application to the stem is appropriate
4 13–16 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.
Knowledge of two explanations is evident. Discussion is apparent and mostly
effective. There are occasional inaccuracies. Application to the stem is
3 9–12 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.
Knowledge of two explanations is present but is vague/inaccurate or one
explanation only is present. Focus is mainly on description. Any discussion is
2 5–8 only partly effective. Application to the stem is partial. The answer lacks clarity,
accuracy and organisation in places. Specialist terminology used
inappropriately on occasions.
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,
1 1–4
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)
3 of 21
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales
3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
commentary (based on SAM1)
A-level Psychology 7182/1
Introductory Topics in Psychology
[First teaching: September 2015]
[First Examination: Summer 2017]
Introduction
These resources should be used in conjunction with the Specimen Assessment Material (7182/1)
from the AQA website. This document illustrates how examiners intend to apply the mark scheme
in live papers. The question papers will be marked using a levels of response mark scheme.
These answers and the accompanying commentaries have been produced to help you understand
what is required to achieve the different levels and how the mark scheme is to be interpreted.
These principles of marking apply across all papers.
While every attempt has been made to show a range of student responses, the following
responses, and examiner comments provide teachers with the best opportunity to understand the
application of the mark scheme. Responses have not been produced for every question but rather
cover a variety of different types of questions and topic areas.
*Please note that the students’ responses have been typed exactly as they were written.
Copyright © 2016 AQA and its licensors. All rights reserved.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
,QUESTION
02 Briefly outline and evaluate the findings of any one study of social influence.
[4 marks]
MARK SCHEME
Marks for this question: AO1 = 2 and AO3 = 2
Level Marks Description
Findings are clear and accurate.
2 3–4
Evaluation/analysis is clear and coherent.
Findings are clear but there is no evaluation, or, findings and evaluation are
1 1–2 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
2 of 21
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales
3644723). 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
Knowledge of two explanations is accurate and generally well detailed.
Discussion is thorough and effective. Application to the stem is appropriate
4 13–16 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.
Knowledge of two explanations is evident. Discussion is apparent and mostly
effective. There are occasional inaccuracies. Application to the stem is
3 9–12 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.
Knowledge of two explanations is present but is vague/inaccurate or one
explanation only is present. Focus is mainly on description. Any discussion is
2 5–8 only partly effective. Application to the stem is partial. The answer lacks clarity,
accuracy and organisation in places. Specialist terminology used
inappropriately on occasions.
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,
1 1–4
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)
3 of 21
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales
3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
