AQA A-level PSYCHOLOGY 7182/2 Paper 2 Psychology in context Mark scheme June 2022

AQA A-level PSYCHOLOGY 7182/2 Paper 2 Psychology in context Mark scheme June 2022. Apart from mediational processes, use your knowledge of social learning theory to explain Miss Honey’s and Mrs Wilson’s comments. [6 marks] Marks for this question: AO2 = 6 Level Marks Description 3 5–6 Application is clear and effective showing sound understanding of social learning theory. The answer is coherent and well organised with effective use of specialist terminology. 2 3–4 There is some effective application, showing some understanding of social learning theory. The answer is mostly clear and organised, with appropriate use of specialist terminology. OR one person’s comments at L3. 1 1–2 Application is limited/muddled showing limited understanding of social learning theory. Specialist terminology is either absent or inappropriately used. OR one person’s comments at L1/2. 0 No relevant content. Possible content: • observational learning – both teachers’ comments suggest that they believe their behaviour will influence their students’ behaviour, eg, Miss Honey says, “I think it will inspire them to be more active themselves!”. • imitation – Mrs Wilson does not feel students will want to imitate her – “I think I may have put them off sport forever!”, whereas Miss Honey feels students will want to imitate her – “I really think it will inspire them to be more active themselves!” • modelling – the teachers will act as role models for their students as they have higher status in school • identification – students are more likely to identify with Miss Honey (than Mrs Wilson) as Mrs Wilson said to Miss Honey, “you’re young and the students like you”. • vicarious reinforcement – when students see Miss Honey rewarded for adopting a more active lifestyle, eg, Miss Honey says, “I felt proud to win the staff step count challenge and receive the medal in assembly”. When students see Mrs Wilson “tripping over” in netball they will not want to imitate her and so will not adopt a more active lifestyle. Credit other relevant applications. MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/2 – JUNE 2022 6 0 3 Explain how mediational processes might be involved in the students becoming more active. [4 marks] Marks for this question: AO2 = 4 Level Marks Description 2 3–4 Application is clear and appropriate showing sound understanding of mediational approaches. There is appropriate use of specialist terminology. 1 1–2 Application is limited/muddled showing limited understanding of mediational approaches. The answer lacks detail. Use of specialist terminology is either absent or inappropriate. 0 No relevant content. Possible content: • attention – students will notice their teachers demonstrating a more active lifestyle, eg competing in staff netball matches during breaktime/Miss Honey receiving the medal for the step count challenge in assembly/Mrs Wilson falling over, etc • retention – students’ memories will be strengthened through seeing repetition of the activities, eg daily netball matches and/or emotional/funny event, eg Mrs Wilson tripping over in netball • reproduction – the active behaviours being modelled can be reproduced by the students, eg step count challenge is a simple activity that does not require inaccessible equipment/fitness to be able to perform • motivation – students are more likely to adopt the demonstrated active lifestyle if the perceived rewards (eg winning the step count medal or as seeing the ‘joy of sport’) outweigh any costs (eg tripping over in netball). Credit other relevant material. Note: not all mediational processes are needed to award full marks. MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/2 – JUNE 2022 7 0 4 Discuss self-actualisation and/or conditions of worth in explaining human behaviour. [8 marks] Marks for this question: AO1 = 3 and AO3 = 5 Level Marks Description 4 7–8 Knowledge of self-actualisation and/or conditions of worth is accurate with some detail. Discussion is thorough and effective. Minor detail and/or expansion of argument is sometimes lacking. The answer is clear, coherent, and focused. Specialist terminology is used effectively. 3 5–6 Knowledge of self-actualisation and/or conditions of worth is evident but there are occasional inaccuracies/omissions. Discussion is mostly effective. The answer is mostly clear and organised but occasionally lacks focus. Specialist terminology is used appropriately. 2 3–4 Limited knowledge of self-actualisation and/or conditions of worth is present. Focus is mainly on description. Any discussion is of limited effectiveness. The answer lacks clarity, accuracy, and organisation in places. Specialist terminology is used inappropriately on occasions. 1 1–2 Knowledge of self-actualisation and/or conditions of worth is very limited. Discussion is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used. 0 No relevant content. Possible content: • self-actualisation concerns psychological growth, fulfilment and satisfaction in life and is the final stage in Maslow’s hierarchy of needs • psychological issues are thought to arise as a direct result of conditions of worth, which are constraints an individual believes are put upon them by significant others that they deem necessary to gain positive regard • Rogers believed that therapists should provide clients with unconditional positive regard to help resolve conditions of worth and guide clients towards self-actualisation, focusing on the authentic self. Possible discussion: • discussion of research evidence which supports the role of conditions of worth, eg Harter et al. (1996) • comparison of conditions of worth with alternative explanations of psychological issues, eg genetics/neurochemistry/psychodynamic theories, etc • discussion regarding methodology and lack of scientific evidence for self-actualisation/conditions of worth with most studies utilising qualitative methods and rejecting scientific methodology • counterarguments about the strengths of rich qualitative data and validity/discussion of Q-sort • discussion of the oversimplification of self-actualisation and conditions of worth, eg it does not explain self-destructive behaviours, pessimism, etc • discussion of real world application – counselling • discussion of ethics of providing unconditional positive regard • discussion of cultural differences. Credit other relevant material. MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/2 – JUNE 2022 8 Section B Biopsychology 0 5 Which of the following neurons carries electrical impulses towards the brain? [1 mark] Marks for this question: AO1 = 1 mark D – Sensory neuron 0 6 Which one of the following is not a way of studying the brain? [1 mark] Marks for this question: AO1 = 1 mark A – Electrocardiogram (ECG) MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/2 – JUNE 2022 9 0 7 Describe the divisions of the nervous system. [6 marks] Marks for this question: AO1 = 6 Level Marks Description 3 5–6 Knowledge of the divisions of the nervous system is accurate and detailed. The answer is clear and coherent with effective use of terminology. 2 3–4 Knowledge of the divisions of the nervous system is evident but there may be some detail missing. The answer lacks clarity and/or accuracy in places. Use of terminology is inappropriate on occasions. 1 1–2 Knowledge of the divisions of the nervous system is limited or muddled. Use of terminology is either absent or inappropriate. 0 No relevant content. Possible content: • the nervous system is divided into the central and peripheral nervous systems • the CNS comprises the brain and spinal cord • the peripheral nervous system is further divided into the somatic nervous system and the autonomic nervous system (ANS) • the somatic nervous system consists of sensory and motor neurons to carry sensory and motor information to and from the CNS and also enables reflex actions • the ANS acts largely unconsciously/involuntary • the ANS is divided into the sympathetic nervous system (SNS) and the parasympathetic nervous system (PNS) • the SNS prepares us for flight or fight • the PNS balances the sympathetic nervous system providing ‘rest and digest’ functions. Note: content presented in diagrams can be credited. Credit other relevant material. MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/2 – JUNE 2022 10 0 8 Discuss localisation of function in the brain. [16 marks] Marks for this question: AO1 = 6 and AO3 = 10 Level Marks Description 4 13–16 Knowledge of localisation of function in the brain is accurate and generally well detailed. Discussion is thorough and effective. Minor detail and/or expansion of argument is sometimes lacking. The answer is clear, coherent and focused. Specialist terminology is used effectively. 3 9–12 Knowledge of localisation of function in the brain is evident but there are occasional inaccuracies/omissions. Discussion is mostly effective. The answer is mostly clear and organised but occasionally lacks focus. Specialist terminology is used appropriately. 2 5–8 Limited knowledge of localisation of function in the brain is present. Focus is mainly on description. Any discussion is of limited effectiveness. The answer lacks clarity, accuracy, and organisation in places. Specialist terminology is used inappropriately on occasions. 1 1–4 Knowledge of localisation of function in the brain is very limited. Discussion is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used. 0 No relevant content. Possible content: • concept of functional localisation and origins from phrenology • basic neuroanatomical organisation – concepts of hemispheric lateralisation and contralateral organisation • localisation of the motor, somatosensory, visual, auditory and language centres • outline of functions assigned to motor, somatosensory, visual, auditory and language centres • gender differences in neuroanatomical localisation of function, eg Harasty et al. (1997) • differences in localisation of function based on left/right-handedness. Possible discussion: • research evidence to support localisation of function, eg Phineas Gage, HM, Tan/Leborge, etc and evidence from brain scanning studies • challenges to localisation of function, eg holistic theory, equipotentiality theory – Lashley’s work with rats, issue of plasticity – case study EB, Dronkers et al. (2007), etc • discussion of gender differences, beta bias and androcentrism in research • discussion of individual differences • issue of reductionism • methodological critique of evidence – issues of generalisation from animal research and case studies and issues of baseline tasks in imaging studies. Credit other relevant material.