PSY 7182/3

What are behavioural categories? Explain why it was important to use behavioural categories in this observation. [4 marks] Marks for this question: AO1 = 2, AO2 = 2 Level Marks Description 2 3–4 Knowledge of behavioural categories is clear and detailed, showing sound understanding. The explanation is clear and appropriate. There is appropriate use of specialist terminology. 1 1–2 Knowledge of behavioural categories is limited/muddled, showing limited understanding. The explanation lacks detail. Use of specialist terminology is either absent or inappropriate. 0 No relevant content. Possible content: • a system of behavioural categories is a list/tally chart examples of behaviour likely to occur during an observation • these should be observable/objectively defined/operationalised/unambiguous. Possible explanation: • using a set of behavioural categories should enable the recordings of friendly behaviour made by the two students to be consistent (can help to establish inter-observer reliability) • this means that the observations can be carried out reliably/be less subjective interpretations of what is friendly and what is not. Credit other relevant material. Downloaded by: ibrahim03naqvi | Distribution of this document is illegal S - The Marketplace for Revision Notes & Study Guides MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2021 5 0 3 Suggest two better examples of friendly behaviours that the students could have used in their observation. Explain why these might be more valid examples of friendly behaviour than the behaviours in Table 1. [4 marks] Marks for this question: AO3 = 4 Award 1 mark each for each of two behaviours suggested. For credit, behaviours should be both observable and friendly. Possible suggestions: giving a toy to another child, holding hands, cuddling, playing a game that involves co-operation, sharing snacks, talking to each other, playing together. PLUS 2 marks for a clear, coherent explanation of why/how the suggested behaviours might be more valid, showing sound understanding of the concept of validity. 1 mark for a limited/muddled explanation. Possible content: • how the suggested behaviours have face validity because they appear to measure what they are supposed to measure, ie friendly behaviour • how the suggested behaviours show kindness, mutual enjoyment or similar • whereas the behaviours in Table 1 have no obvious friendly element – a child could be playing, sitting, standing near to another but these activities may have no friendly or even social element. Downloaded by: ibrahim03naqvi | Distribution of this document is illegal S - The Marketplace for Revision Notes & Study Guides MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2021 6 0 4 What do the students need to do with the data in Table 1 so that they can answer their teacher’s question? Explain your answer. [4 marks] Marks for this question: AO3 = 4 Level Marks Description 2 3–4 Knowledge of what the students need to do is clear and detailed, showing sound understanding of the use of inferential testing. The explanation is clear and appropriate. There is appropriate use of specialist terminology, including the language of statistical testing. 1 1–2 Knowledge of what the students need to do is limited/muddled, showing limited understanding of the use of inferential testing. The explanation lacks detail. Use of specialist terminology is either absent or inappropriate. 0 No relevant content. Possible content: • they would need to use a Chi-squared test/statistical test/inferential test with the data • in this case there is categorical/nominal data and an independent design • the result of the test (the observed/calculated value) would be compared to the critical table value at the 0.05 level • if there is a less than 5% probability that the difference is due to chance, then the students could say the difference is significant • then they can accept their research hypothesis (reject the null) Accept other relevant material. 0 5 Name the opposite approach to the nomothetic approach. Briefly outline what this opposite approach might have involved in a study of friendly behaviour. [3 marks] Marks for this question: AO1 = 1, AO2 = 2 1 mark – an idiographic approach. PLUS 2 marks for a clear and coherent outline with clear application. 1 mark for a limited/muddled outline. Possible content: • an idiographic approach would involve investigation of friendliness/friendly behaviour in an individual child or their parents • eg interview/observe/carry out a case study of one child, focussing on their friendly behaviour • results should not be used to generalise findings/propose general laws about friendly behaviour (and play space). Downloaded by: ibrahim03naqvi | Distribution of this document is illegal S - The Marketplace for Revision Notes & Study Guides MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2021 7 0 6 Discuss gender bias in psychological research. Refer to one topic you have studied in your answer. [8 marks] Marks for this question: AO1 = 3, AO2 = 2, AO3 = 3 Level Marks Description 4 7–8 Knowledge of gender bias in psychological research is accurate with some detail. Reference to topic is effective. 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 gender bias in psychological research is evident but there are occasional inaccuracies/omissions. Application to topic/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 gender bias in psychological research is present. Focus is mainly on description. Any application to topic/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 gender bias in psychological research is very limited. Application to topic/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: • failure to consider adequately differences between men and women can lead to gender bias • historically in psychology there has been predominance of research based on samples of men • researchers might have different expectations of men and women, which might then affect research outcomes • alpha bias – overemphasises differences between men and women • beta bias – underestimates differences between men and women • overemphasis on importance of biology as the driver of behaviour. Possible application to topic: • research into mental illness that labels anxiety as a typically ‘female’ symptom – hysteria (Freud) • research into moral development that suggests women’s morality might be less sophisticated than that of men (Kohlberg) • evolutionary theory might suggest promiscuity in men is normal and acceptable whilst promiscuity in women is abnormal and unacceptable • much work on the fight or flight response is focused on men – women’s stress reaction can be different – tend and befriend • traditional social psychological research, eg Milgram, Asch, tended to use largely male samples. Possible discussion: • gender bias might result in androcentrism – belief that men’s behaviour represents the norm and therefore that any behaviour typical of women might be judged abnormal • implications for interpretation of the findings and conclusions from psychological research/how the research might be used in society, eg creating/reinforcing prejudice and stereotypes Downloaded by: ibrahim03naqvi | Distribution of this document is illegal S - The Marketplace for Revision Notes & Study Guides MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2021 8 • need to reinforce views that men and women are more similar than they are different – notion of universality • promoting the idea that not all members of a sex are the same • ways of avoiding gender bias, eg studying women in a women only environment. Credit other relevant material. Downloaded by: ibrahim03naqvi | Distribution of this document is illegal S - The Marketplace for Revision Notes & Study Guides MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2021 9 Section B Relationships 0 7 Describe Duck’s phase model of relationship breakdown. [4 marks] Marks for this question: AO1 = 4 Level Marks Description 2 3–4 Description of Duck’s model is clear, accurate and detailed, showing sound understanding. The answer is coherent with appropriate use of specialist terminology. 1 1–2 Description of Duck’s model is limited/muddled. Detail is lacking, there is some misunderstanding or lack of clarity. Use of specialist terminology is either absent or inappropriate. 0 No relevant content. Possible content: • a model that describes the four phases of relationship breakdown • intra-psychic phase – a partner thinks about his/her dissatisfaction with the relationship but this is not disclosed to others/partner • dyadic phase – both partners are aware of the problem – there is confrontation, discussion • social phase – partners disclose their problems to others – friends, family become aware of the breakdown of the relationship • grave dressing phase – each partner comes to terms with the breakdown and rationalises it by