A-level PSYCHOLOGY 7182/3

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. S - The Marketplace for Revision Notes & Study Guides 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. S - The Marketplace for Revision Notes & Study Guides 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).