Pearson Edexcel Mark Scheme (Results) June 2022 Mark Scheme (Results) June 2022 Pearson Edexcel GCSE Psychology (1PS0) Paper 2 Edexcel and BTEC Qualifications

Pearson Edexcel Mark Scheme (Results) June 2022 Mark Scheme (Results) June 2022 Pearson Edexcel GCSE Psychology (1PS0) Paper 2 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: June 2022 Publications Code 1PS0_02_rms_ All the material in this publication is copyright © Pearson Education Ltd 2022 General marking guidance  All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first.  Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions.  Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie.  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/indicative content will not be exhaustive.  When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given.  Crossed-out work should be marked unless the candidate has replaced it with an alternative response. Marking guidance for levels-based mark schemes (LBMS) Construction of levels-based mark scheme grids The LBMS grids are broken down into levels where each level is represented by a descriptor which articulates the skill characteristics that the response is likely to demonstrate. The increase in skills from one level to the next shows the progression between the levels. The descriptor in each level is broken down into three traits; each trait relates to an Assessment Objective and the relationship is clearly identified. There is a balance of the skills across the levels. The traits have been designed to reflect the intrinsic links between each of the skills, particularly where students are required to draw together their understanding in order to make judgements about a particular context. Knowledge and understanding of psychological ideas, processes and procedures (AO1) underpin the student’s ability to apply this to a given context (AO2). Similarly, for a student to be able to make valid connections between this understanding in order to make appropriate and evidence-based judgements or conclusions (AO3) about the context, they must underpin it using their knowledge and understanding, and by applying it to the context of the question. As a consequence, the progression shown in each band reflects the relationship between these skills. Finding the right level The first stage is to decide in which level the answer should be placed. To do this, use a ‘best fit’ approach, deciding which level most closely describes the quality of the answer. Where an answer displays characteristics from more than one level you must use the guidance below and your professional judgement to decide which level is most appropriate. For example, an answer that is logical and evidences application of accurate and thorough understanding to the context of the question, with sustained linkage throughout but with limited evidence to support their judgement, would be placed at the bottom of Level 3 as it has displayed most of the characteristics in a Level 3 response. An answer displaying accurate and thorough understanding but with limited application and unsupported judgements would be placed towards the bottom to middle of Level 2. Placing a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. If the answer meets the requirements of the level fully, you should be prepared to award full marks within the level. The top mark in the level is used for evidence that is as good as can realistically be expected within that level. Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start with the mark at the middle of the level and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: If it only barely meets the requirements of the level, you should consider awarding marks at the bottom of the level. The bottom mark in the level is used for evidence that is the weakest that can be expected within that level. Alternatively, be prepared to drop the mark to the top of the band below. The middle marks of the level are used for evidence that has a reasonable match to the requirements. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Imbalanced performance across skills Where a response has been placed within a level as it displays characteristics from more than one level, then the mark determined should be based on how well the characteristics of each level have been displayed. Students may show an imbalanced performance against one or more of the traits/skills provided in the levels descriptors. To establish the correct level and mark, the traits/skills within each level should be used. For example, a student may show performance against the descriptors for AO1 and AO2 that displays characteristics of Level 2 but they make a limited attempt to analyse and evaluate (AO3) Level 1. In such instances, the student has demonstrated the Level 2 traits/skills for AO1 and AO2 and the Level 1 trait/skill for AO3, so would be placed in the middle of Level 2 as they achieve 4 marks (2 each) for AO1 and AO2 and 1 of the 3 marks assigned to AO3. Given the intrinsic links between the trait/skills, if a response evidences performance against only one trait/skill it is likely to be for demonstrating knowledge and understanding. Indicative content Markers are reminded that indicative content is provided as an illustration of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid. Section A Research methods – How do you carry out psychological research? Question number Answer Mark 1(a) C – Quantitative data The only correct answer is C A is incorrect as the data is numerical B is incorrect as the data is objective D is incorrect as the data is primary (1) Question number Answer Mark 1(b) One mark for each appropriate way to standardise the procedure (maximum two marks). For example:  Andrew could use the same trigrams for each participant (1)  Andrew could show the trigrams to participants for the same amount of time (1). Accept any other appropriate response. (2) Question number Answer Mark 1(c) One mark for correct calculation of male participants. One mark for correct answer. Calculation: 20/4=  5 males Calculation: 5:15 simplified using a common factor  1:3 Accept any other appropriate response. (2) Question number Answer Mark 1(d) One mark for calculation of total number of participants. One mark for calculation of percentage.  3+8 = 11  (11/20)*100 = 55% Accept any other appropriate response (2) Question number Answer Mark 1(e) One mark for conclusion made. One mark for justification of conclusion through analysis of data.  The capacity of short-term memory is between 5 and 12 items (1) as 90% of participants correctly recalled between 5 and 12 of the trigrams they were shown (1). Accept any other appropriate response. (2) Question number Answer Mark 2(a) One mark for correct calculation of patients with difficulty in the right visual field as a fraction of all patients.  Total patients =5; patients with difficulty =3  3 5 Accept any other appropriate response. (1) Question number Answer Mark 2(b) One mark for labelling of y-axis. One mark for plotting bar for patients with limited mobility in the right arm. One mark for plotting bar for patients with limited mobility in the right hand. A bar chart to show the number of patients reporting effects from damage to the left hemisphere 5 4 3 2 1 0 Language Limited Limited Difficulties difficulty mobility in the mobility in the with the right right arm right hand visual field Accept any other appropriate response. (3) Question number Answer Mark 3(a) One mark for correct knowledge of a structured interview.  A structured interview is when a researcher has predetermined questions that they ask interviewees (1). Accept any other appropriate response. (1) Question number Answer Mark 3(b) One mark for understanding of sampling method. One mark for application to the scenario. For example:  A random sample is when the participants in a target group all have an equal chance of selection (1), so Juliet could put the names of the available 17-year-old students into a hat and pick out her participant sample (1). Accept any other appropriate response. (2) Question number Answer Mark 3(c) One mark for accurate identification of the type of data. For example:  Juliet gathered primary data directly from the 17-year old students (1). Accept any other appropriate response. (1) Question number Answer Mark 3(d) One mark for correct calculation of the mode for body image scores.  7 (1). Accept any other appropriate response. (1) Question number Answer Mark 3(e) One mark for giving one way the findings support the conclusion. For example:  As the number of hours spent on social media increased the scores for body image decreased (1). Accept any other appropriate response. (1) Question number Answer Mark 4(a) One mark for understanding of open-ended questions. One mark for application to the scenario.  An open-ended question allows respondents to answer freely using their own words and thoughts (1) so Jamie could gather detailed information about why the participants felt they did or did not obey authority figures (1). Accept any other appropriate response. (2) Question number Answer Mark 4(b) One mark for stating one ethical issue that should be considered in the investigation.  All participants should have the right to withdraw from an investigation (1). Accept any other appropriate response. (1) Question number Answer Mark 4(c) One mark for correct rank ordering. One mark for correct answer.  Rank ordering: 18 18 19  (15+16)/2 = 15.5 Accept any other appropriate response. (2) Question number Answer Mark 4(d) One mark for correct calculation. Calculation: 19 - 13  6 Accept any other appropriate response. (1) Question number Indicative content Mark 5 AO1 = 4 marks; AO2 = 4 marks; AO3 = 4 marks Markers must apply the descriptors in line with the general marking guidance (on pages 2–3). Due to the intrinsic links between the skills, if a response evidences performance against only one trait/skill it will be for demonstrating knowledge and understanding. An answer displaying qualities of AO1 only, cannot be awarded more than the top of Level 1, no matter how strong the performance is in AO1. AO1  Natural experiments have a naturally occurring independent variable which is not manipulated by a researcher.  There is a dependent variable that is measured by the researcher to test the impact of the IV.  They take place in the real-life natural environments of the participants.  The researchers are unable to control for any extraneous variables that could affect the data they gather. AO2  Becker et al. (2002) tested the naturally occurring introduction of television in Fiji as the independent variable.  They could measure the impact of television on eating behaviours in 1998 against no television exposure in 1995.  There was no manipulation of the length of time that the girls were exposed to television for.  The girls in Becker et al. (2002) could have also had more access to other forms of media which have been an extraneous variable of the study. AO3  A naturally occurring IV can e