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Cambridge International AS & A Level Cambridge International AS & A Level
PSYCHOLOGY 9990/11
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Paper 1 Approaches, issues and debates May/June 2026
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MARK SCHEME
Maximum Mark: 60
*
PSYCHOLOGY 9990/11
Paper 1 Approaches, Issues and Debates May/June 2026 Published
1 hour 30 minutes
You must answer on the question paper.
This mark scheme contains the instructions and marking guidance that our examiners used to mark
No additional materials are needed. candidate responses for this component.
*
Before they start marking, examiners complete a standardisation process. They review a range of candidate
INSTRUCTIONS responses and discuss the mark scheme in detail to agree which answers can and cannot be accepted.
● Answer all questions. Examiners award marks where it is clear that candidate responses have met the requirements of the mark
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. scheme. These requirements may vary between different components or different versions of the same
● Write your name, centre number and candidate number in the boxes at the top of the page. component, depending on the exact requirements of the question and the candidate responses seen during
● Write your answer to each question in the space provided. the standardisation process.
● Do not use an erasable pen. Do not use correction fluid or tape.
Sometimes, our mark schemes may allow marks to be awarded to responses which contain elements that
● Do not write on any bar codes. are factually incorrect or for content not covered by the syllabus. We do this in response to the demands of a
specific question to support candidates and make sure that our assessments are fair. However, these
allowances should not be used as a guide for teaching and learning.
INFORMATION
● The total mark for this paper is 60. We cannot discuss the mark scheme with schools, and we recommend that schools read the mark scheme
● The number of marks for each question or part question is shown in brackets [ ]. together with the assessment material and the Principal Examiner Report for Teachers.
This document has 12 pages. Any blank pages are indicated.
DC (CE) 356223/1 This document consists of 21 printed pages.
Cambridge University Press & Assessment 2026 [Turn over
Cambridge University Press & Assessment 2026 [Turn over
, * * DFD
9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2026
DO NOT WRITE IN THIS MARGIN
2 PUBLISHED
, , General marking principles
Section A
All examiners must apply these marking principles when marking candidate responses.
Answer all questions.
1 Examiners must award marks for each response in line with:
1 From the study by Dement and Kleitman (sleep and dreams):
• the specific content defined in the mark scheme
(a) Name the device used to measure brain waves.
• the specific skills defined in the mark scheme or in the level descriptions
• the standard of response required as exemplified by the standardisation scripts.
............................................................................................................................................. [1]
2 Examiners must award whole marks (not half marks, or other fractions).
DO NOT WRITE IN THIS MARGIN
(b) Outline what is meant by an ‘ultradian rhythm’. Include an example in your answer. 3 Examiners must award marks positively. This means that:
................................................................................................................................................... • marks are not deducted for errors or omissions
• marks are awarded for correct/valid answers as defined in the mark scheme and also for other valid answers which go beyond the
................................................................................................................................................... scope of the syllabus and mark scheme referring to your team leader as appropriate
• the quality of spelling, punctuation and grammar are judged only when the mark scheme indicates that these features are specifically
................................................................................................................................................... assessed in the question. However, the meaning of all responses must be unambiguous.
............................................................................................................................................. [2] 4 Examiners must consistently apply the requirements of the mark scheme and any rules for what to do when candidates have not followed
instructions correctly.
Outline one result in relation to dream recall in non-rapid eye movement (Non-REM) sleep. 5 Examiners must use the full range of marks defined in the mark scheme, unless limited by the quality of the candidate responses seen.
DO NOT WRITE IN THIS MARGIN
................................................................................................................................................... 6 Examiners must award marks according to the mark scheme and must not award marks with grade thresholds or grade descriptions in
mind.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
2 The sample in the study by Piliavin et al. (subway Samaritans) consisted of people travelling on
a subway.
DO NOT WRITE IN THIS MARGIN
(a) Identify three features of the sample, other than they were people travelling on a subway.
Cambridge University Press & Assessment 2026 Page 2 of 21
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(b) Explain one weakness of the sample.
...................................................................................................................................................
DO NOT WRITE IN THIS MARGIN
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
Cambridge University Press & Assessment 2026 9990/11/M/J/26
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, * * DFD
9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2026
DO NOT WRITE IN THIS MARGIN
3 PUBLISHED
, , Social Sciences-Specific Marking Principles
3 A local business wants to introduce activities to help its workers relax more at work and at home. (for point-based marking)
Suggest what activities the local business could introduce, using your knowledge of the study by 1 Components using point-based marking:
Hölzel et al.
• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
.......................................................................................................................................................... shows confusion.
.......................................................................................................................................................... From this it follows that we:
.......................................................................................................................................................... a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
DO NOT WRITE IN THIS MARGIN
.......................................................................................................................................................... b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
.......................................................................................................................................................... writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
.......................................................................................................................................................... wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
.......................................................................................................................................................... f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested.
This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
.................................................................................................................................................... [4] g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. corrasion/corrosion)
4 (a) Outline one assumption of the learning approach, including an example from the study by 2 Presentation of mark scheme:
• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
DO NOT WRITE IN THIS MARGIN
Saavedra and Silverman (button phobia).
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
................................................................................................................................................... • Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark
(except Accounting syllabuses where they indicate negative numbers).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
DO NOT WRITE IN THIS MARGIN
Cambridge University Press & Assessment 2026 Page 3 of 21
(b) Outline one methodological strength of the study by Saavedra and Silverman
(button phobia).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
DO NOT WRITE IN THIS MARGIN
Cambridge University Press & Assessment 2026 9990/11/M/J/26 [Turn over
Ĭ×ú¾Ġ´íÈõÏĪÅĊÝü¸þ×
Ĭħíó×ġĊĩÍċąÄóÀěġïĂ
ĥąąĕµĕĥõąåąÅŵĥĕĥÕ
, ,
Cambridge International AS & A Level Cambridge International AS & A Level
PSYCHOLOGY 9990/11
¬Wz> 4mHuOªE`|6W
¬§psN£oS~ª>oY
Paper 1 Approaches, issues and debates May/June 2026
¥U¥U5Eue E¥UU
MARK SCHEME
Maximum Mark: 60
*
PSYCHOLOGY 9990/11
Paper 1 Approaches, Issues and Debates May/June 2026 Published
1 hour 30 minutes
You must answer on the question paper.
This mark scheme contains the instructions and marking guidance that our examiners used to mark
No additional materials are needed. candidate responses for this component.
*
Before they start marking, examiners complete a standardisation process. They review a range of candidate
INSTRUCTIONS responses and discuss the mark scheme in detail to agree which answers can and cannot be accepted.
● Answer all questions. Examiners award marks where it is clear that candidate responses have met the requirements of the mark
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. scheme. These requirements may vary between different components or different versions of the same
● Write your name, centre number and candidate number in the boxes at the top of the page. component, depending on the exact requirements of the question and the candidate responses seen during
● Write your answer to each question in the space provided. the standardisation process.
● Do not use an erasable pen. Do not use correction fluid or tape.
Sometimes, our mark schemes may allow marks to be awarded to responses which contain elements that
● Do not write on any bar codes. are factually incorrect or for content not covered by the syllabus. We do this in response to the demands of a
specific question to support candidates and make sure that our assessments are fair. However, these
allowances should not be used as a guide for teaching and learning.
INFORMATION
● The total mark for this paper is 60. We cannot discuss the mark scheme with schools, and we recommend that schools read the mark scheme
● The number of marks for each question or part question is shown in brackets [ ]. together with the assessment material and the Principal Examiner Report for Teachers.
This document has 12 pages. Any blank pages are indicated.
DC (CE) 356223/1 This document consists of 21 printed pages.
Cambridge University Press & Assessment 2026 [Turn over
Cambridge University Press & Assessment 2026 [Turn over
, * * DFD
9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2026
DO NOT WRITE IN THIS MARGIN
2 PUBLISHED
, , General marking principles
Section A
All examiners must apply these marking principles when marking candidate responses.
Answer all questions.
1 Examiners must award marks for each response in line with:
1 From the study by Dement and Kleitman (sleep and dreams):
• the specific content defined in the mark scheme
(a) Name the device used to measure brain waves.
• the specific skills defined in the mark scheme or in the level descriptions
• the standard of response required as exemplified by the standardisation scripts.
............................................................................................................................................. [1]
2 Examiners must award whole marks (not half marks, or other fractions).
DO NOT WRITE IN THIS MARGIN
(b) Outline what is meant by an ‘ultradian rhythm’. Include an example in your answer. 3 Examiners must award marks positively. This means that:
................................................................................................................................................... • marks are not deducted for errors or omissions
• marks are awarded for correct/valid answers as defined in the mark scheme and also for other valid answers which go beyond the
................................................................................................................................................... scope of the syllabus and mark scheme referring to your team leader as appropriate
• the quality of spelling, punctuation and grammar are judged only when the mark scheme indicates that these features are specifically
................................................................................................................................................... assessed in the question. However, the meaning of all responses must be unambiguous.
............................................................................................................................................. [2] 4 Examiners must consistently apply the requirements of the mark scheme and any rules for what to do when candidates have not followed
instructions correctly.
Outline one result in relation to dream recall in non-rapid eye movement (Non-REM) sleep. 5 Examiners must use the full range of marks defined in the mark scheme, unless limited by the quality of the candidate responses seen.
DO NOT WRITE IN THIS MARGIN
................................................................................................................................................... 6 Examiners must award marks according to the mark scheme and must not award marks with grade thresholds or grade descriptions in
mind.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
2 The sample in the study by Piliavin et al. (subway Samaritans) consisted of people travelling on
a subway.
DO NOT WRITE IN THIS MARGIN
(a) Identify three features of the sample, other than they were people travelling on a subway.
Cambridge University Press & Assessment 2026 Page 2 of 21
1 ................................................................................................................................................
2 ................................................................................................................................................
3 ................................................................................................................................................
[3]
(b) Explain one weakness of the sample.
...................................................................................................................................................
DO NOT WRITE IN THIS MARGIN
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
Cambridge University Press & Assessment 2026 9990/11/M/J/26
ĬÕú¾Ġ´íÈõÏĪÅĊÝú¸þ×
ĬħîôÏħĆęìíüąç¸¿ġÿĂ
ĥąõÕõõąĕĕÕÕÅÅÕąÕõÕ
, * * DFD
9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2026
DO NOT WRITE IN THIS MARGIN
3 PUBLISHED
, , Social Sciences-Specific Marking Principles
3 A local business wants to introduce activities to help its workers relax more at work and at home. (for point-based marking)
Suggest what activities the local business could introduce, using your knowledge of the study by 1 Components using point-based marking:
Hölzel et al.
• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
.......................................................................................................................................................... shows confusion.
.......................................................................................................................................................... From this it follows that we:
.......................................................................................................................................................... a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
DO NOT WRITE IN THIS MARGIN
.......................................................................................................................................................... b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
.......................................................................................................................................................... writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
.......................................................................................................................................................... wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
.......................................................................................................................................................... f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested.
This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
.................................................................................................................................................... [4] g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. corrasion/corrosion)
4 (a) Outline one assumption of the learning approach, including an example from the study by 2 Presentation of mark scheme:
• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
DO NOT WRITE IN THIS MARGIN
Saavedra and Silverman (button phobia).
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
................................................................................................................................................... • Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark
(except Accounting syllabuses where they indicate negative numbers).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
DO NOT WRITE IN THIS MARGIN
Cambridge University Press & Assessment 2026 Page 3 of 21
(b) Outline one methodological strength of the study by Saavedra and Silverman
(button phobia).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
DO NOT WRITE IN THIS MARGIN
Cambridge University Press & Assessment 2026 9990/11/M/J/26 [Turn over
Ĭ×ú¾Ġ´íÈõÏĪÅĊÝü¸þ×
Ĭħíó×ġĊĩÍċąÄóÀěġïĂ
ĥąąĕµĕĥõąåąÅŵĥĕĥÕ
