Term
| Explain the role of theory in scientific research (2 marks) |
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Definition
Up to two marks for explaining the role of theory in scientific research.
Answers should refer to: generating testable hypotheses- implying hypotheses
which offer testable predictions of observations or facts organized by the theory;
gives purpose and direction to research.
Accept answers embedded in an example.
Two marks for any of the above features in detail or both briefly stated.
One mark for an incomplete or vague answer |
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Term
| Explain the role of peer review in sicentific research (2 marks) |
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Definition
Up to two marks for explaining the role of peer review in scientific research.
Answers will probably refer to: validating research; values and responsibilities of
scientists; ensuring integrity; ensuring the quality of the research and relevance
of research; acceptability of research reports for publication; funding approval.
Accept one or more points as above.
One mark for each valid point or two marks for one point elaborated. |
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Term
Jamie is a healthy 18-year-old of average intelligence. When he was six days old, he
was diagnosed with a rare genetic disorder. His parents were informed that, as a result
of the disorder, Jamie would have severe learning difficulties unless he was kept on a
special diet. His parents followed this advice and Jamie has not suffered any damage to
his intelligence or to his learning abilities.
In the context of the nature-nurture debate in psychology, outline what is meant by an
interactionist approach. Refer to Jamie’s case in your answer. (4 marks) |
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Definition
One mark for a clear and coherent outline of the meaning of ‘interactionist
approach’. Behaviour due to combined influences of nature and nurture.
One mark for elaboration eg what is meant by nature/what is meant by nurture or
reference to phenotype/genotype distinction.
AO2 Up to two marks for application to Jamie. Two marks for detailed application.
One mark for incomplete or vague answers.
Answers along the lines of:
• Jamie has inherited a genetic disorder (nature). However whether or not the
effects of this condition are expressed depend on the environment (nurture). It
is not possible to separate nature and nurture.
or
• Had Jamie’s parents not followed the doctors’ advice then it would not be
possible to say that genetic factors caused low intelligence. Neither could it be
claimed that the environment caused the low intelligence. It is not possible to
separate nature and nuture. |
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Term
| Outline free will and determinism debate in psychology. (2 marks) |
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Definition
Up to two marks for an outline of the debate. Allow one mark for each side of
the debate. For free will credit reference to: choice; ability to make decisions;
behaviour and thought under the control of the will/volition of an individual;
people as agents of own behaviour. For determinism credit reference to
behaviour caused by internal /external forces. |
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Term
| Explain one reason why a belief in free will conflicts scientific enquiry (2 marks) |
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Definition
Up to two marks for an explanation as to why a belief in the existence of free
will conflicts with scientific enquiry. One mark for a superficial or muddled
explanation. Two marks for a sufficiently detailed and clear explanation.
Likely answers are: science is based on causal explanations whereas free will
implies that behaviours and thinking are non-deterministic; science aims to
predict and control behaviour whereas free will implies that behaviours and
thinking result from a person’s complete freedom to control what he or she
does and thinks; the idea that a non physical phenomenon like free will can
have an effect on the physical world in the form of behaviour is at odds with
the assumption of science that a physical effect must have a physical cause. |
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Term
| Discuss strengths of the idiographic approach in psychology (4 marks) |
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Definition
AO1 Up to two marks for knowledge of relevant strengths. Likely answers: focus
on the subjective experiences of an individual; provides a more complete
understanding of the individual than the nomothetic approach; satisfies some
of the key aims of science-descriptions and understanding of behaviour;
findings can serve as source of ideas for nomothetic studies; unique cases
can serve to challenge general laws of behaviour.
One mark for each relevant strength outlined.
AO2 Up to two marks for evaluation/analysis/comment. Credit comparisons and
/or interactions with the nomothetic approach and relevant reference to a
topic area.
One mark for a superficial or muddled discussion. Two marks for a clear,
relevant and coherent response. |
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Term
| Outline what is meant by replication in research (2 marks) |
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Definition
Allow one mark for outlining what is meant by replication: being able to copy the original experiment/research using the same methods and procedures in order to see if results are same or similar.
One mark for reference to method (doing the same way).
One mark for reference to results (if similar or not). |
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Term
| Explain why replication forms an essential part of the scientific approach (2 marks) |
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Definition
Up to two marks are for explaining the role of replication in the scientific approach.
Candidates may focus on two reasons briefly or may choose to elaborate on a single reason. Possible points: increases confidence in results; theory strengthened through repeated attempts at refutation/falsification; reliability/consistency of findings supported; a condition of validity; generalisability increased.
Credit answers embedded in an example. |
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Term
Joel has learned to get his own way at school by having fights with other children.
His two older brothers were both excluded from school for injuring other children.
Recently, Joel has also been excluded from school for attacking another child.
Explain what is meant by determinism. Refer to Joel’s aggressive behaviour in your
answer. (4 marks) |
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Definition
This is a question requiring application of knowledge.
Up to two marks for explaining determinism.
Possible points; credit any two of the following:
• behaviour caused by the environment eg family, peers, consequences of behaviour etc
• behaviour caused by biological factors eg genes, hormones, brain structure
• behaviour caused by unconscious forces eg instincts, repressed experiences, fears, motives; displacement.
References to hard and soft determinism can also receive full credit.
Can award 1 mark for a very general explanation of determinism.
Plus 2 marks for application to Joel which must be consistent with the explanation given.
Biological – brothers were also aggressive
Environmental - learned to get his way (desirable/positive consequences of aggression) /brothers as role models.
Psychic – use of displacement/fighting with other children
Both application marks can come from the same approach. |
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Term
| Explain why generalisation is an important principle of the scientific approach (1 mark) |
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Definition
One mark for explaining why generalisation is an important principle in science: for theories and findings from research to be of value it is important as science seeks to discover general laws of behaviour.
Accept: as science seeks to discover general laws of behaviour from which predictions can be made. |
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Term
| Outline two problems that might arise when making generalisations on the basis of psychological research findings (4 marks) |
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Definition
Up to two marks for outlining each problem. One mark for a brief point, 2nd mark for elaboration/explanation.
Possible content: problem of small sample not being representative; individual differences affecting generalisation; problem of sample generalisation including animals to humans; often difficult to represent the many different factors that characterise a population in the sample; problem of generalisability of findings from one culture to another/different cultures; general issue of subject matter being humans, thus varied and less predictable than subject matter in other sciences; generalisability across time; generalisability relating to task, context and location; relating findings from an experiment to life in the real world/beyond the immediate setting (ecological validity).
Credit use of evidence as elaboration. |
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Term
| With reference to behaviour, explain the disntinction between hard and soft determinism (3 marks) |
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Definition
One mark for the definitions of/distinction between hard determinism and soft determinism. Hard determinism is the view that all behaviour is caused by forces outside a person’s control/behaviour caused by coercion whereas soft determinism is the view that behaviour is still caused but not by coercion/force/external events/environment but by their own wishes/conscious desires.
Up to two marks for applying the distinction to behaviour.
One mark for an appropriate application to behaviour but incomplete or basic distinction.
Two marks for a clear application which contrasts soft determinism with hard determinism.
Markers should be aware that the distinction will most probably be contained within the application. |
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Term
| Explain what is meant by a paradigm in science (1 mark) |
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Definition
| One mark for an explanation of the term ‘paradigm’, eg a paradigm is a unifying and agreed-upon subject matter and/or method within any scientific field. Appropriate alternative answers should be credited. |
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Term
| Explain one role of hypothesis testing in psychology (2 marks) |
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Definition
Two marks to be awarded for the role of hypothesis testing. Identification of the role for 1 mark, 2nd mark for expansion.
Likely role is:
The role of the hypothesis is to test a theory. If the predictions are not confirmed when tested (ie the hypothesis is not supported), then the theory is not supported. [If the predictions are confirmed then the theory is supported]. Accept other valid roles of hypothesis testing. |
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Term
| Explain one role of peer review in validating research (3 marks) |
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Definition
Credit any 3 valid points although reference to the role of peer review is necessary for full marks. Can award 3 marks for 1 point fully elaborated. The role of peer review is:
• To validate the quality and relevance of research. Peer review involves specialists in the relevant field (objective and unknown to the author/researcher) whose role is to read and assess the quality of work, in particular ensuring that the formulation of hypotheses, the methodology chosen and statistical tests used for analysing the data are appropriate and that the conclusions drawn are correct.
• Reviewers may suggest minor revisions of the work and thereby improve the report or they may conclude that it is inappropriate for publication.
• Independent peer evaluation also takes place to decide whether or not to award funding for a proposed research project. |
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Term
| Explain why behaviourism is concidered to be a deterministic approach (2 marks) |
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Definition
One mark for a brief explanation of why behaviourism is considered to be deterministic and a second mark for expansion or further point. Students may refer to specific behaviourists (eg Pavlov/Skinner) or give a more general answer. Expect reference to some of the following concepts:
• Environmental or external determinism.
• All behaviour is caused by the external environment through association, past experience and conditioning
• According to Skinner, behaviour is a product of prior reinforcements (positive and negative) and punishment
• Radical behaviourists believe free will is an illusion |
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