This document contains instructions for a psychology exam. It provides information about the exam format, including the number of sections, questions, and time allotted. It instructs students to use black ink and fill in identifying information. The document outlines the marking criteria and advises students to show working for credit. Finally, it notes that question 8 requires a continuous prose answer and will be marked on writing ability and organization.
The document is a psychology exam paper assessing knowledge of cognitive psychology and research methods. It contains 10 multiple choice and short answer questions. Question 1 has three parts asking students to (A) match memory concepts to definitions, (B) outline the main features of the multi-store model of memory, and (C) explain how a given example can be used as criticism of the multi-store model.
1) Questionnaires are commonly used to measure the impact of life changes on health in stress research. One advantage is that they are easy to administer to large groups, while one disadvantage is that responses may not be accurate due to memory errors or exaggeration.
2) Paula has been experiencing headaches, colds, and sleep problems that are associated with stressful experiences like having too much homework and traffic jams. This suggests she has been experiencing daily hassles. The stress response model explains that her body's reaction to stress in the form of physiological arousal could be weakening her immune system and causing her illnesses.
3) Stressful life events, even minor ones, can trigger the
The document is an exam paper for Psychology AS Level. It contains three sections: Biological Psychology, Social Psychology, and Individual Differences. Section A contains multiple choice and short answer questions about the pituitary-adrenal system, the impact of stress on wound healing, and correlations between stress and immune system activity. Section B focuses on conformity and social influence, with questions about internalization, compliance, and research on conformity. Section C addresses definitions of abnormality, approaches to psychopathology, and how systematic desensitization could help treat a specific phobia of heights. The exam paper tests knowledge across various topics in biological, social, and individual differences psychology.
The document appears to be an exam paper for psychology. It contains 11 multiple choice and essay questions testing knowledge of biological psychology, social psychology, and individual differences. The exam covers topics like stress and health, conformity, abnormal psychology, and therapies for depression. Candidates are instructed to answer all questions in the spaces provided in 1 hour 30 minutes, showing their working. Scores are marked out of a total of 72 marks.
1. The document is an exam paper for Psychology AS Level containing multiple choice and short answer questions covering biological psychology, social psychology, and individual differences.
2. The exam consists of 3 sections: biological psychology, social psychology, and individual differences. Questions assess knowledge of topics like the body's stress response, Type A behavior, conformity, obedience, and approaches to psychopathology.
3. Students have 1 hour and 30 minutes to answer 16 questions in total, with marks allocated for each question ranging from 2 to 12 marks. Instructions provide guidance on answering questions and using additional answer sheets if needed.
Psychologists have studied the effects of institutionalization on children. Research has found that children raised in institutions show delays in cognitive and social development compared to children raised by families. However, some studies found that children can recover from the negative effects if moved to a family environment early. Overall, the research suggests that living in an institution can harm child development, but early intervention may help mitigate these effects.
This document contains a psychology exam for Advanced Subsidiary level students. It consists of 9 multiple choice and essay questions testing knowledge of cognitive psychology, developmental psychology, and research methods. The exam covers topics like memory models, research designs, attachment theory, eyewitness testimony, the effects of day care, and using case studies. Students have 1 hour and 30 minutes to complete the exam which is out of a total of 72 marks.
This document contains an exam for Psychology (Specification A) taken on 19 January 2011. It consists of 15 multiple choice and essay questions testing knowledge of biological psychology, social psychology, and individual differences. The exam is 1 hour and 30 minutes long and carries a maximum score of 72 marks. Candidates are instructed to answer all questions in the spaces provided, showing their working, and to plan their longer answers before writing them out.
The document is a psychology exam paper assessing knowledge of cognitive psychology and research methods. It contains 10 multiple choice and short answer questions. Question 1 has three parts asking students to (A) match memory concepts to definitions, (B) outline the main features of the multi-store model of memory, and (C) explain how a given example can be used as criticism of the multi-store model.
1) Questionnaires are commonly used to measure the impact of life changes on health in stress research. One advantage is that they are easy to administer to large groups, while one disadvantage is that responses may not be accurate due to memory errors or exaggeration.
2) Paula has been experiencing headaches, colds, and sleep problems that are associated with stressful experiences like having too much homework and traffic jams. This suggests she has been experiencing daily hassles. The stress response model explains that her body's reaction to stress in the form of physiological arousal could be weakening her immune system and causing her illnesses.
3) Stressful life events, even minor ones, can trigger the
The document is an exam paper for Psychology AS Level. It contains three sections: Biological Psychology, Social Psychology, and Individual Differences. Section A contains multiple choice and short answer questions about the pituitary-adrenal system, the impact of stress on wound healing, and correlations between stress and immune system activity. Section B focuses on conformity and social influence, with questions about internalization, compliance, and research on conformity. Section C addresses definitions of abnormality, approaches to psychopathology, and how systematic desensitization could help treat a specific phobia of heights. The exam paper tests knowledge across various topics in biological, social, and individual differences psychology.
The document appears to be an exam paper for psychology. It contains 11 multiple choice and essay questions testing knowledge of biological psychology, social psychology, and individual differences. The exam covers topics like stress and health, conformity, abnormal psychology, and therapies for depression. Candidates are instructed to answer all questions in the spaces provided in 1 hour 30 minutes, showing their working. Scores are marked out of a total of 72 marks.
1. The document is an exam paper for Psychology AS Level containing multiple choice and short answer questions covering biological psychology, social psychology, and individual differences.
2. The exam consists of 3 sections: biological psychology, social psychology, and individual differences. Questions assess knowledge of topics like the body's stress response, Type A behavior, conformity, obedience, and approaches to psychopathology.
3. Students have 1 hour and 30 minutes to answer 16 questions in total, with marks allocated for each question ranging from 2 to 12 marks. Instructions provide guidance on answering questions and using additional answer sheets if needed.
Psychologists have studied the effects of institutionalization on children. Research has found that children raised in institutions show delays in cognitive and social development compared to children raised by families. However, some studies found that children can recover from the negative effects if moved to a family environment early. Overall, the research suggests that living in an institution can harm child development, but early intervention may help mitigate these effects.
This document contains a psychology exam for Advanced Subsidiary level students. It consists of 9 multiple choice and essay questions testing knowledge of cognitive psychology, developmental psychology, and research methods. The exam covers topics like memory models, research designs, attachment theory, eyewitness testimony, the effects of day care, and using case studies. Students have 1 hour and 30 minutes to complete the exam which is out of a total of 72 marks.
This document contains an exam for Psychology (Specification A) taken on 19 January 2011. It consists of 15 multiple choice and essay questions testing knowledge of biological psychology, social psychology, and individual differences. The exam is 1 hour and 30 minutes long and carries a maximum score of 72 marks. Candidates are instructed to answer all questions in the spaces provided, showing their working, and to plan their longer answers before writing them out.
1. Cognitive interviews use two techniques to improve witness recall: (1) context reinstatement, which asks witnesses to mentally reinstate the context of the event, and (2) reporting everything, which encourages witnesses to report all details regardless of perceived importance.
2. A brain scan showing different areas of the brain activating for verbal versus visual tasks relates to the working memory model, which proposes separate subsystems for verbal and visual information. Appropriate tasks could be a word recall test for verbal and a pattern recognition test for visual.
3. Eyewitness testimony is fallible due to factors like suggestive questioning, unconscious transference, and decay of memory over time. Reliability can be improved through techniques that reduce
This document appears to be an exam paper for Psychology. It contains instructions for candidates on how to fill out the exam, allocates marks for each question, and provides space to write answers for 6 multiple choice and essay questions. The first section focuses on biological psychology and asks candidates to match parts of the stress response system with the pituitary-adrenal system and sympathomedullary pathway. Subsequent questions ask about the strengths of using questionnaires to research stress and request a description of studies on workplace stress.
This document contains an exam for Psychology (Specification A) taken on 19 January 2011. It consists of 15 multiple choice and essay questions testing knowledge of biological psychology, social psychology, and individual differences. The exam is 1 hour and 30 minutes long and carries a maximum score of 72 marks. Candidates are instructed to answer all questions in the spaces provided, showing their working, and to plan their longer answers before writing them out.
1. This document appears to be instructions and questions for a biology exam on various topics including transpiration, cells, tissues, leaf structure, the human eye, breathing system, hormones, and thermoregulation.
2. It provides definitions and diagrams to label, as well as questions requiring explanations of processes, structures, and their functions.
3. Students are instructed to fill in their details, answer all questions, read carefully, and show their working clearly while not talking or copying from others during the exam.
This document appears to be an exam paper for a Physical Education course. It contains instructions for candidates on how to fill out personal information and answer the exam questions. There are three sections (A, B and C) and candidates must answer one question from each section. Section A focuses on exercise and energy systems and contains one question with three parts about the efficient use of energy by endurance athletes, the process of producing energy efficiently, and how recovery influences future performances. Candidates are advised to spend twice as much time on Section C as it is worth double the marks. The document provides spaces to write answers and shows the mark allocation for each question part.
The document is a specimen paper for the GCSE Additional Science Chemistry 2 exam. It contains 18 multiple choice and constructed response questions assessing students' knowledge of chemistry concepts. The questions cover topics like rates of reaction, gas chromatography, electrolysis, bonding, acids and bases, and organic reactions. The paper provides instructions for students on how to answer the questions, the time limit, and information about marking. It also contains sample apparatus diagrams and chemical equations to aid understanding of the questions.
This document provides instructions for a 50 question multiple choice exam on Computer Science and Applications. It states that the exam will be 1 hour and 15 minutes long. It provides detailed instructions on filling out the scantron answer sheet correctly, including bubbling in the test booklet number and other identifying information. It also warns candidates that any attempts to cheat, such as changing answers after or using prohibited materials, will result in disqualification.
Bruce Parry has been traveling the world and living with indigenous tribes. The newspaper article discusses Parry's recent travels where he lived with the Surma tribe in Ethiopia and the Waorani tribe in Ecuador. It describes some of the hardships Parry endured while living with these tribes, including drinking blood and eating ants and larvae. The article aims to convey the difficulties of truly living as a member of these primitive tribes.
This document discusses 4 common ethical issues in research: deception, informed consent, protection of participants, and confidentiality. It provides guidance on how to properly deal with each issue to ensure research is conducted ethically.
This document discusses ethical issues in psychological research and guidelines for addressing them. It outlines that researchers must follow ethical guidelines to protect participants from harm. The key ethical issues covered are deception of participants, lack of informed consent, and lack of protection of participants. The document then describes several approaches researchers can take to address these issues, such as debriefing participants, obtaining retrospective or presumptive consent, ensuring confidentiality of data, and allowing participants to withdraw from studies.
This document discusses social influence and conformity. It defines social influence as how people affect each other's attitudes and behavior. Conformity is changing one's behavior or thoughts in response to group pressure. There are two types of conformity: compliance, which involves superficial public changes in behavior but not personal views; and internalization, which involves deep private changes in both behavior and personal views. The document summarizes classic studies by Asch and Sherif that demonstrated compliance and internalization through line-judgment tasks and estimates of light movement.
This document discusses two types of social influence that can lead to conformity: normative social influence (NSI) and informational social influence (ISI). NSI is when people conform to be liked and accepted by others, usually publicly. Research like Asch's line experiment provides evidence for NSI. ISI is when people conform in ambiguous situations to seem right by following what others perceive as correct, often privately changing their beliefs. Sherif's autokinetic effect experiment supports ISI. The document compares NSI and ISI, provides example exam questions, and references studies that support explanations of each type of influence.
This document discusses two types of social influence that can lead to conformity: normative social influence (NSI) and informational social influence (ISI). NSI is when people conform to be liked and accepted by others, often publicly changing their behavior to fit in with a group. Research like Asch's line experiment provides evidence for NSI. ISI is when people conform privately in ambiguous situations to seem right by following what other knowledgeable people do. Sherif's autokinetic effect experiment supports ISI. The document compares NSI and ISI, provides example exam questions, and references studies that support each type of influence.
This document provides information about three common definitions of psychological abnormality: deviation from social norms, failure to function adequately, and deviation from ideal mental health. Each definition is outlined and their limitations are discussed. Limitations include how the definitions can be subjective, culturally dependent, and may pathologize certain behaviors that are simply deviations rather than signs of psychological disorders. The document aims to evaluate these definitions of abnormality and their use in defining and explaining abnormal psychology.
Institutionalization refers to children who are raised in institutions without strong attachments to caregivers. There are three main effects of institutionalization:
1. Children may become poor parents later in life due to a lack of parental role models as institutionalized women had difficulties parenting.
2. Children can experience deprivation dwarfism where a lack of emotional care impacts hormone production and physical development as seen in the case of Genie.
3. Children are at risk of developing attachment disorders, which affects social and emotional development, as they have no preferred attachment figure. Research found these children had difficulty forming close relationships as teenagers.
Hodges and Tizard (1989) studied 65 children who were institutionalized before age 4 months and found permanent negative effects on their social and emotional development. They interviewed the children, parents, and teachers and compared them to a control group. Their findings showed that by age 2 the institutionalized children exhibited unusual attachment behaviors and seeking of attention. By age 4 they did not form deep relationships and were more attention-seeking. At age 16 they were less likely to have close friends or be part of social groups and more likely to be quarrelsome. The study provides evidence that early institutionalization without emotional care can cause irreversible damage. However, the study is limited by attrition reducing the sample size over time and by contradictory evidence
The learning theory proposes that attachment is learned through classical conditioning. It suggests that infants become attached to their caregiver because they learn that the caregiver will meet their needs like food. However, there are some weaknesses with this theory. Studies by Shaffer and Emerson found that 39% of babies attached to those who played with them rather than the person who fed them. Research by Harlow also showed that baby monkeys preferred a surrogate mother that comforted them over one that just provided food. This indicates that attachment may not solely be learned through association with being fed.
The learning theory proposes that attachment is learned through classical conditioning. It suggests that infants become attached to their caregiver because they learn that the caregiver will meet their needs like food. However, there are some weaknesses with this theory. Studies by Shaffer and Emerson found that 39% of babies attached to those who played with them, not the person who fed them. Research by Harlow also showed that baby monkeys preferred a surrogate mother that comforted them over one that just provided food. This indicates that attachment may not be solely based on learning who meets physiological needs.
- Mary Ainsworth developed the Strange Situation experiment to study infant attachment by observing how infants reacted to brief separations from and reunions with their caregiver in an unfamiliar environment. She identified three main attachment types: secure, insecure-avoidant, and insecure-resistant.
- Factors that can affect attachment type include the sensitivity of the caregiver to the infant's needs (sensitivity hypothesis) and the infant's innate temperament (temperament hypothesis).
- Early attachment types can influence later behaviors, such as social and learning behaviors in school as well as romantic relationships in adulthood. Securely attached infants tend to explore more and handle challenges better.
This document discusses cross-cultural variations in attachment types based on Ainsworth's Strange Situation research. It summarizes key findings from a meta-analysis comparing attachment types across Western and non-Western cultures. The analysis found slightly higher rates of secure attachment in Western cultures like the US and Britain compared to non-Western cultures like Japan and China. However, the greatest variation was found within individual cultures rather than between cultures. Cultural practices may influence differences in attachment types between societies.
Bowlby's theory of attachment proposes that:
1) Infants form attachments to caregivers innately because it was adaptive for survival, ensuring infants received food and protection.
2) Infants have social releasers like crying and smiling that increase the chances of receiving care, while parents have an innate drive to provide care during the infant's critical period.
3) The first attachment relationship provides an internal working model that influences future attachments through the continuity hypothesis.
This document appears to be a form for analyzing content and behaviors, with sections to record a name and observe behaviors categorized as male or female. The form has space to analyze multiple people but is otherwise blank.
1. Cognitive interviews use two techniques to improve witness recall: (1) context reinstatement, which asks witnesses to mentally reinstate the context of the event, and (2) reporting everything, which encourages witnesses to report all details regardless of perceived importance.
2. A brain scan showing different areas of the brain activating for verbal versus visual tasks relates to the working memory model, which proposes separate subsystems for verbal and visual information. Appropriate tasks could be a word recall test for verbal and a pattern recognition test for visual.
3. Eyewitness testimony is fallible due to factors like suggestive questioning, unconscious transference, and decay of memory over time. Reliability can be improved through techniques that reduce
This document appears to be an exam paper for Psychology. It contains instructions for candidates on how to fill out the exam, allocates marks for each question, and provides space to write answers for 6 multiple choice and essay questions. The first section focuses on biological psychology and asks candidates to match parts of the stress response system with the pituitary-adrenal system and sympathomedullary pathway. Subsequent questions ask about the strengths of using questionnaires to research stress and request a description of studies on workplace stress.
This document contains an exam for Psychology (Specification A) taken on 19 January 2011. It consists of 15 multiple choice and essay questions testing knowledge of biological psychology, social psychology, and individual differences. The exam is 1 hour and 30 minutes long and carries a maximum score of 72 marks. Candidates are instructed to answer all questions in the spaces provided, showing their working, and to plan their longer answers before writing them out.
1. This document appears to be instructions and questions for a biology exam on various topics including transpiration, cells, tissues, leaf structure, the human eye, breathing system, hormones, and thermoregulation.
2. It provides definitions and diagrams to label, as well as questions requiring explanations of processes, structures, and their functions.
3. Students are instructed to fill in their details, answer all questions, read carefully, and show their working clearly while not talking or copying from others during the exam.
This document appears to be an exam paper for a Physical Education course. It contains instructions for candidates on how to fill out personal information and answer the exam questions. There are three sections (A, B and C) and candidates must answer one question from each section. Section A focuses on exercise and energy systems and contains one question with three parts about the efficient use of energy by endurance athletes, the process of producing energy efficiently, and how recovery influences future performances. Candidates are advised to spend twice as much time on Section C as it is worth double the marks. The document provides spaces to write answers and shows the mark allocation for each question part.
The document is a specimen paper for the GCSE Additional Science Chemistry 2 exam. It contains 18 multiple choice and constructed response questions assessing students' knowledge of chemistry concepts. The questions cover topics like rates of reaction, gas chromatography, electrolysis, bonding, acids and bases, and organic reactions. The paper provides instructions for students on how to answer the questions, the time limit, and information about marking. It also contains sample apparatus diagrams and chemical equations to aid understanding of the questions.
This document provides instructions for a 50 question multiple choice exam on Computer Science and Applications. It states that the exam will be 1 hour and 15 minutes long. It provides detailed instructions on filling out the scantron answer sheet correctly, including bubbling in the test booklet number and other identifying information. It also warns candidates that any attempts to cheat, such as changing answers after or using prohibited materials, will result in disqualification.
Bruce Parry has been traveling the world and living with indigenous tribes. The newspaper article discusses Parry's recent travels where he lived with the Surma tribe in Ethiopia and the Waorani tribe in Ecuador. It describes some of the hardships Parry endured while living with these tribes, including drinking blood and eating ants and larvae. The article aims to convey the difficulties of truly living as a member of these primitive tribes.
This document discusses 4 common ethical issues in research: deception, informed consent, protection of participants, and confidentiality. It provides guidance on how to properly deal with each issue to ensure research is conducted ethically.
This document discusses ethical issues in psychological research and guidelines for addressing them. It outlines that researchers must follow ethical guidelines to protect participants from harm. The key ethical issues covered are deception of participants, lack of informed consent, and lack of protection of participants. The document then describes several approaches researchers can take to address these issues, such as debriefing participants, obtaining retrospective or presumptive consent, ensuring confidentiality of data, and allowing participants to withdraw from studies.
This document discusses social influence and conformity. It defines social influence as how people affect each other's attitudes and behavior. Conformity is changing one's behavior or thoughts in response to group pressure. There are two types of conformity: compliance, which involves superficial public changes in behavior but not personal views; and internalization, which involves deep private changes in both behavior and personal views. The document summarizes classic studies by Asch and Sherif that demonstrated compliance and internalization through line-judgment tasks and estimates of light movement.
This document discusses two types of social influence that can lead to conformity: normative social influence (NSI) and informational social influence (ISI). NSI is when people conform to be liked and accepted by others, usually publicly. Research like Asch's line experiment provides evidence for NSI. ISI is when people conform in ambiguous situations to seem right by following what others perceive as correct, often privately changing their beliefs. Sherif's autokinetic effect experiment supports ISI. The document compares NSI and ISI, provides example exam questions, and references studies that support explanations of each type of influence.
This document discusses two types of social influence that can lead to conformity: normative social influence (NSI) and informational social influence (ISI). NSI is when people conform to be liked and accepted by others, often publicly changing their behavior to fit in with a group. Research like Asch's line experiment provides evidence for NSI. ISI is when people conform privately in ambiguous situations to seem right by following what other knowledgeable people do. Sherif's autokinetic effect experiment supports ISI. The document compares NSI and ISI, provides example exam questions, and references studies that support each type of influence.
This document provides information about three common definitions of psychological abnormality: deviation from social norms, failure to function adequately, and deviation from ideal mental health. Each definition is outlined and their limitations are discussed. Limitations include how the definitions can be subjective, culturally dependent, and may pathologize certain behaviors that are simply deviations rather than signs of psychological disorders. The document aims to evaluate these definitions of abnormality and their use in defining and explaining abnormal psychology.
Institutionalization refers to children who are raised in institutions without strong attachments to caregivers. There are three main effects of institutionalization:
1. Children may become poor parents later in life due to a lack of parental role models as institutionalized women had difficulties parenting.
2. Children can experience deprivation dwarfism where a lack of emotional care impacts hormone production and physical development as seen in the case of Genie.
3. Children are at risk of developing attachment disorders, which affects social and emotional development, as they have no preferred attachment figure. Research found these children had difficulty forming close relationships as teenagers.
Hodges and Tizard (1989) studied 65 children who were institutionalized before age 4 months and found permanent negative effects on their social and emotional development. They interviewed the children, parents, and teachers and compared them to a control group. Their findings showed that by age 2 the institutionalized children exhibited unusual attachment behaviors and seeking of attention. By age 4 they did not form deep relationships and were more attention-seeking. At age 16 they were less likely to have close friends or be part of social groups and more likely to be quarrelsome. The study provides evidence that early institutionalization without emotional care can cause irreversible damage. However, the study is limited by attrition reducing the sample size over time and by contradictory evidence
The learning theory proposes that attachment is learned through classical conditioning. It suggests that infants become attached to their caregiver because they learn that the caregiver will meet their needs like food. However, there are some weaknesses with this theory. Studies by Shaffer and Emerson found that 39% of babies attached to those who played with them rather than the person who fed them. Research by Harlow also showed that baby monkeys preferred a surrogate mother that comforted them over one that just provided food. This indicates that attachment may not solely be learned through association with being fed.
The learning theory proposes that attachment is learned through classical conditioning. It suggests that infants become attached to their caregiver because they learn that the caregiver will meet their needs like food. However, there are some weaknesses with this theory. Studies by Shaffer and Emerson found that 39% of babies attached to those who played with them, not the person who fed them. Research by Harlow also showed that baby monkeys preferred a surrogate mother that comforted them over one that just provided food. This indicates that attachment may not be solely based on learning who meets physiological needs.
- Mary Ainsworth developed the Strange Situation experiment to study infant attachment by observing how infants reacted to brief separations from and reunions with their caregiver in an unfamiliar environment. She identified three main attachment types: secure, insecure-avoidant, and insecure-resistant.
- Factors that can affect attachment type include the sensitivity of the caregiver to the infant's needs (sensitivity hypothesis) and the infant's innate temperament (temperament hypothesis).
- Early attachment types can influence later behaviors, such as social and learning behaviors in school as well as romantic relationships in adulthood. Securely attached infants tend to explore more and handle challenges better.
This document discusses cross-cultural variations in attachment types based on Ainsworth's Strange Situation research. It summarizes key findings from a meta-analysis comparing attachment types across Western and non-Western cultures. The analysis found slightly higher rates of secure attachment in Western cultures like the US and Britain compared to non-Western cultures like Japan and China. However, the greatest variation was found within individual cultures rather than between cultures. Cultural practices may influence differences in attachment types between societies.
Bowlby's theory of attachment proposes that:
1) Infants form attachments to caregivers innately because it was adaptive for survival, ensuring infants received food and protection.
2) Infants have social releasers like crying and smiling that increase the chances of receiving care, while parents have an innate drive to provide care during the infant's critical period.
3) The first attachment relationship provides an internal working model that influences future attachments through the continuity hypothesis.
This document appears to be a form for analyzing content and behaviors, with sections to record a name and observe behaviors categorized as male or female. The form has space to analyze multiple people but is otherwise blank.
This document provides information about content analysis as a qualitative analysis method. It begins by defining qualitative data and content analysis. Content analysis involves transforming qualitative data into quantitative data by using a rating/coding system to identify themes. The document then outlines the steps for performing content analysis, which includes examining materials to create categories, coding the materials, and analyzing the results to draw conclusions. Potential advantages of content analysis are that it can gather information from various sources and has high ecological validity. Disadvantages include being time-consuming and prone to bias. The document aims to help readers understand and evaluate the use of content analysis.
The document outlines the key components of a research study including the independent variable (IV) that is manipulated, the dependent variable (DV) that is measured, and potential extraneous variables (EVs) that could influence the dependent variable. It provides examples of common research topics and leaves spaces to identify the IVs, DVs, and possible EVs for studies on age and memory, alcohol and reaction time, reward and time to complete work, and revision and exam performance.
This document is an eating questionnaire that asks respondents questions about their eating habits and food preferences. It asks questions about fruit and vegetable consumption, whether emotions affect eating, the role of food in one's life, fast food consumption, enjoyment of a balanced diet, calorie counting, dieting history, parental influences on food preferences, willingness to try new foods, comfort eating, beliefs about the relationship between food and health, supermarket brand preferences, typical foods consumed, effects of stress on eating habits and food choices, definitions of a healthy diet, and factors influencing food choices.
This document outlines the sections and content required for a psychology report investigating how mood and attitude can influence food preference. The report should include an abstract summarizing the aims, method, results, and conclusion. The introduction provides background on previous relevant studies and theories and describes the current research. The method section details the research design, participants, apparatus, and procedure. The results section presents findings and the discussion examines results in relation to previous research, limitations, and implications for future work. References and appendices with materials are also required.
1. Centre Number Candidate Number For Examiner’s Use
Surname
Other Names
Examiner’s Initials
Candidate Signature
Question Mark
General Certificate of Education 1
Advanced Subsidiary Examination
January 2010 2
3
Psychology PSYA1 4
(Specification A) 5
6
Unit 1 Cognitive Psychology, Developmental Psychology
and Research Methods 7
8
Wednesday 13 January 2010 9.00 am to 10.30 am
TOTAL
You will need no other materials.
Time allowed
1 hour 30 minutes
Instructions
Use black ink or black ball-point pen.
Fill in the boxes at the top of this page.
Answer all questions.
You must answer the questions in the spaces provided. Answers written
in margins or on blank pages will not be marked.
Do all rough work in this book. Cross through any work you do not want
to be marked.
If you need extra paper, use the Supplementary Answer Sheets.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
Question 8 should be answered in continuous prose. You may use the
space provided to plan your answer. In Question 8, you will be marked
on your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate.
(JAN10PSYA101)
G/K49819 6/6/6 PSYA1
2. Areas outside
2 the box will
not be scanned
for marking
SECTION A: COGNITIVE PSYCHOLOGY AND RESEARCH METHODS
Answer all questions in the spaces provided.
Total for this question: 6 marks
1 (a) Tick two of the boxes below to indicate which of the following are features of the
working memory model.
A Serial position curve
B Incidental learning store
C Central executive
D Phonological loop
(2 marks)
1 (b) Explain one strength and one weakness of the working memory model.
Strength .............................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Weakness ..........................................................................................................................
.............................................................................................................................................
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.............................................................................................................................................
(4 marks)
6
(02)
G/K49819/Jan10/PSYA1
3. Areas outside
3 the box will
not be scanned
for marking
Total for this question: 10 marks
2 A case study was carried out on Peter whose brain was damaged in a motorcycle accident.
Psychologists tested how many numbers he could hold in his short-term memory. They did
this by reading him lists of numbers and asking him to recall the numbers immediately in
the right order. He could recall a maximum of two items. The psychologists found that his
long-term memory was normal.
2 (a) How was Peter’s short-term memory after the accident different from most adults’
short-term memory?
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2 marks)
2 (b) Does this case study support the multi-store model of memory? Explain your answer.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(4 marks)
(Extra space) .......................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
Turn over
(03)
G/K49819/Jan10/PSYA1
4. Areas outside
4 the box will
not be scanned
for marking
2 (c) Identify one ethical issue associated with this case study of Peter. Suggest how
psychologists could deal with this ethical issue.
Ethical issue .......................................................................................................................
.............................................................................................................................................
How psychologists could deal with this ethical issue .....................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(4 marks)
10
(04)
G/K49819/Jan10/PSYA1
5. Areas outside
5 the box will
not be scanned
for marking
Total for this question: 16 marks
3 A psychologist carried out a field experiment to investigate the accuracy of eyewitness
testimony. The participants were pupils and parents attending a school concert. Just
before the concert began, two professional actors had an argument on the stage. During
the argument, one actor pushed the other actor. Both actors then left the stage. Some of
the audience were approached as they left the concert and were asked to take part in an
experiment. Those who agreed were taken to a quiet room and were asked some questions
about the argument. For some participants, the questions included, “Did you see the man in
glasses push the other man?” In fact, neither man was wearing glasses.
The participants were then asked to describe the argument in their own words.
3 (a) What is a field experiment?
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
(2 marks)
3 (b) Other than ethical issues, outline one weakness of using a field experiment in this
investigation.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
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(2 marks)
3 (c) Suggest why the psychologist included the question about the man in glasses.
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3 (d) The psychologist applied content analysis to each participant’s description of the
argument. One behavioural category the psychologist selected was “pushing”.
Suggest one other relevant behavioural category the psychologist could select.
Explain how the content analysis could be carried out.
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3 (e) Describe what research has shown about the effect of the age of witnesses on the
accuracy of eyewitness testimony.
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Total for this question: 4 marks
4 Psychologists have suggested various strategies for memory improvement.
Outline one or more ways to improve memory.
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SECTION B: DEVELOPMENTAL PSYCHOLOGY AND RESEARCH METHODS
Answer all questions in the spaces provided.
Total for this question: 7 marks
5 (a) What is meant by the term attachment?
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5 (b) Tick two of the boxes below to indicate which statements best describe the behaviour
of a securely attached child in the Strange Situation.
A Exploration of the environment is limited because the infant has
difficulty moving away from the caregiver.
B The infant explores a strange environment, plays happily with
toys and uses the caregiver as a safe base.
C The infant goes to the caregiver when she returns and is easily
soothed.
D The infant goes to the caregiver when she returns but is difficult
to comfort.
(2 marks)
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5 (c) Outline how Ainsworth studied types of attachment.
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6 A psychologist investigated the effect of different forms of day care on children’s later social
development. She selected two different types of day care:
• child minders
• day nurseries.
The children had been in one of these types of day care full-time for at least a year before
they started primary school.
Each child’s mother was asked to complete a questionnaire.
6 (a) Identify one sampling technique and explain how it could be used to select the
children.
Sampling technique ..........................................................................................................
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Explanation of how it could be used to select the children ..........................................
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6 (b) The questionnaire given to the mothers included questions about the way their
children’s social behaviour changed over time.
Explain what is meant by children’s social behaviour.
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6 (c) Write one suitable question which could be used in the questionnaire to produce
quantitative data.
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6 (d) Write one suitable question which could be used in the questionnaire to produce
qualitative data.
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6 (e) Give one weakness of using questionnaires in this research.
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7 Simon, a two-year-old boy, was left by his parents in a residential nursery for nine days.
His mother did not see him during this time because she was in hospital. He was looked
after by many different carers who gave him good physical care.
7 (a) Explain how Simon’s behaviour might change as a result of disruption of attachment.
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7 (b) Suggest one way in which Simon’s experience when his mother went into hospital
could have been improved.
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Total for this question: 12 marks
8 Failure to form attachments is known as privation.
Outline and evaluate research into privation.
You may use this space to plan your answer
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