AQA A-level PSYCHOLOGY 7182/1 Paper 1 Introductory topics in psychology Mark scheme June 2020 Version: 1.0 Final Mark SchemeA-level PSYCHOLOGY 7182/1 Paper 1 Introductory topics in psychology Mark scheme June 2020 Version: 1.0 Final Mark Scheme

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AQA A-level PSYCHOLOGY 7182/1 Paper 1 Introductory topics in psychology Mark scheme June 2020 Version: 1.0 Final Mark SchemeA-level PSYCHOLOGY 7182/1 Paper 1 Introductory topics in psychology Ma... rk scheme June 2020 Version: 1.0 Final Mark Scheme *206A7182/1/MS*MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk. Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2020 AQA and its licensors. All rights reserved.MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. Answers in the standardising materials will correspond with the different levels of the mark scheme. These answers will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the standardised examples to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks.MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 4 Section A Social influence 0 1 Which one of the following is most associated with informational social influence? [1 mark] Marks for this question: AO1 = 1 C 0 2 Using your knowledge of minority influence processes, explain two ways in which Samina could convince the other students in the debating society to agree with her. [4 marks] Marks for this question: AO2 = 4 For each way award marks as follows: 2 marks for a clear, coherent explanation with some elaborated application. 1 mark for a limited, muddled explanation. Possible content: • Samina could demonstrate consistency by not deviating from her view that drugs should not be legalised – she could point out that this is a view she has held for many years • Samina could demonstrate commitment by defending her view that drugs should not be legalised through some personal investment – for instance, offering to speak in assembly about the dangers of drugs. This will draw more attention to her case (augmentation principle) • Samina should demonstrate flexibility by adapting her view/accepting other valid counterarguments. Perhaps some ‘softer’ drugs could be decriminalised, rather than legalised • over time, the rest of the debating society may become ‘converted’ (snowball effect) – for example, if Samina makes her case particularly well • credit other valid points, eg persistence, confidence. There are no marks for simply listing, eg consistency, commitment, flexibility. If more than two ways are presented the best two should be credited.MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 5 0 3 Explain how Asch’s conformity research illustrates one of these features of science. [3 marks] Marks for this question: AO2 = 3 3 marks for a clear, elaborated explanation of how Asch’s conformity research illustrates the chosen feature – must be explicit contextualisation. 2 marks for an explanation with some elaboration. Contextualisation may be implicit. 1 mark for a limited or muddled explanation. Possible content: • replicability – Asch’s studies had standardised procedures (eg the number of confederates; length of lines etc) which meant that they could be repeated/replicated to assess consistency/reliability of the findings; this increased the validity of the conclusions drawn • theory construction – Asch’s findings led to the development of explanations/theories of conformity, eg that people will conform to group pressure to avoid ridicule (normative social influence) • hypothesis testing – Asch’s research tested the assumption that naive participants would conform to an obviously wrong answer when placed under group pressure; this was achieved by manipulating an IV (fake/genuine answer) to measure the effect on the DV and keeping other (possible confounding) variables constant. Credit other relevant content.MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 6 0 4 Discuss the legitimacy of authority and agentic state explanations of obedience. Refer to Freddie’s behaviour in your answer. [16 marks] Marks for this question: AO1 = 6, AO2 = 4, AO3 = 6 Level Marks Description 4 13–16 Knowledge of legitimacy of authority and agentic state is accurate and generally well detailed. Application 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 9–12 Knowledge of legitimacy of authority and agentic state is evident but there are occasional inaccuracies/omissions. Application and/or 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 legitimacy of authority and agentic state is present. Focus is mainly on description. Any discussion and/or application is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions OR one theory only at Level 3/4. 1 1–4 Knowledge of legitimacy of authority and agentic state is very limited. Discussion and/or application 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 OR one theory only at Level 1/2. 0 No relevant content. Possible content: Legitimacy of authority: • when a person recognises their own and other’s position in a social hierarchy • legitimacy is increased by visible symbols of authority, eg uniform • legitimacy of setting, order, system. Agentic state: • when a person acts on behalf of an authority figure/person of higher status • the actor feels no personal responsibility/does not feel guilty for their actions • the opposite of an autonomous state in which people act according to their own principles • reference to binding factors. Accept other valid points. Possible application: Legitimacy of authority: • Freddie pays no attention to his friend as they have equal status in the social hierarchy • the deputy head is a legitimate authority within the social system (school) • the deputy head is a visible symbol of authority (high-vis jacket). Agentic state: • when making fun of his friend’s request, Freddie is in an autonomous state • when he sees the deputy head, Freddie enters the agentic state ‘without thinking’ and observes school rules (queuing in line).MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 7 Accept other valid application points. Possible discussion: • use of evidence to support/contradict the explanations, eg Milgram variations, Bickman, Hofling • use of real-life examples to illustrate explanations, eg My Lai massacre • neither explanation can account for rates of disobedience in studies • obedience may be dispositional, not situational, eg authoritarian personality • discussion of difficulty measuring and/or distinguishing between reasons why obedience occurs. Accept other valid points. Only credit evaluation of the methodology used in studies when made relevant to the discussion of the explanations.MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 8 Section B Memory 0 5 Which type of long-term memory would be most associated with the following? Write the correct type of long-term memory in the spaces provided. 0 5 . 1 Stored with reference to contextual information, eg time and place. [1 mark] Marks for this question: AO1 = 1 Episodic 0 5 . 2 Difficult to describe in words. [1 mark] Marks for this question: AO1 = 1 Procedural 0 5 . 3 Knowing the meaning of a word. [1 mark] Marks for this question: AO1 = 1 SemanticMARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/1 – JUNE 2020 9 0 6 State one advantage of an independent groups design. [1 mark] Marks for this question: AO3 = 1 Possible advantages: • removes order effects/effects of practise/fatigue etc • participants are less likely to work out the aim and change their behaviour/less influenced by demand characteristics. Accept other valid advantages. 0 7 Suggest a more appropriate measure of central tendency for this data set and explain why it would be more appropriate. [3 marks] Marks for this question: AO3 = 3 1 mark for the median. Plus 2 marks for a clear, elaborated explanation of why the median would be more appropriate for this data set. 1 mark for a limited or muddled explanation, or no explicit reference to the data set. Possible content: • the median would be better as there is a large anomalous result in the data set (p4 has scored 28). This would distort the mean value making it unrepresentative of the data set as a whole OR • recall of words cannot be classed as interval data as not all words are equally difficult/easy to recall. As the data is ordinal, the median should be used rather than the mean. [Show More]

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