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.
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.
Regular exercise can improve health in the following two ways:
1. It helps to maintain a healthy weight.
2. It reduces the risk of developing health conditions such as heart disease and diabetes.
11 (b) Name two types of exercise that are suitable for improving cardiovascular fitness.
1 .........................................................................................................................................
2 .........................................................................................................................................
This document is an exam paper for a Core Mathematics C1 exam. It contains 10 questions testing calculus, algebra, and geometry skills. The paper provides instructions for candidates to write their details, check they have the correct paper, and answer all questions in the spaces provided. It advises candidates to show working and gives information on question marks and the total exam marks.
This document appears to be an exam paper for a mathematics course. It contains instructions for candidates taking the exam, information about the structure and format of the exam, the exam questions themselves, and spaces for candidates to write their answers. The exam consists of 9 multiple choice and short answer questions testing a range of mathematics concepts and skills, including binomial expansion, solving equations, factorizing polynomials, calculating areas, and using integration rules. Candidates are instructed to show their working, write answers in the spaces provided, and include relevant working and steps to receive full marks. The first 3 questions are presented for summary.
This document contains an exam paper for Core Mathematics C4. It includes 5 questions testing calculus skills. The paper provides instructions for candidates, advising them to show working, write answers in the spaces provided, and use an appropriate degree of accuracy when using a calculator. It also lists the materials candidates may use and information about the duration, marks and structure of the exam.
The document contains sample questions and answers from a math chapter test. It includes examples of tables, graphs, measures of central tendency, and other math problems one might encounter on such an assessment. Key details provided include stock prices over 5 days, employee vacation days, quiz scores, and more.
This document contains an exam paper for a Core Mathematics C3 Advanced exam. It provides instructions for candidates on how to fill out their details, contains 9 questions to answer, and specifies the time allotted and materials allowed. Candidates are to show their working and answers must be written in the spaces provided after each question.
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.
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.
Regular exercise can improve health in the following two ways:
1. It helps to maintain a healthy weight.
2. It reduces the risk of developing health conditions such as heart disease and diabetes.
11 (b) Name two types of exercise that are suitable for improving cardiovascular fitness.
1 .........................................................................................................................................
2 .........................................................................................................................................
This document is an exam paper for a Core Mathematics C1 exam. It contains 10 questions testing calculus, algebra, and geometry skills. The paper provides instructions for candidates to write their details, check they have the correct paper, and answer all questions in the spaces provided. It advises candidates to show working and gives information on question marks and the total exam marks.
This document appears to be an exam paper for a mathematics course. It contains instructions for candidates taking the exam, information about the structure and format of the exam, the exam questions themselves, and spaces for candidates to write their answers. The exam consists of 9 multiple choice and short answer questions testing a range of mathematics concepts and skills, including binomial expansion, solving equations, factorizing polynomials, calculating areas, and using integration rules. Candidates are instructed to show their working, write answers in the spaces provided, and include relevant working and steps to receive full marks. The first 3 questions are presented for summary.
This document contains an exam paper for Core Mathematics C4. It includes 5 questions testing calculus skills. The paper provides instructions for candidates, advising them to show working, write answers in the spaces provided, and use an appropriate degree of accuracy when using a calculator. It also lists the materials candidates may use and information about the duration, marks and structure of the exam.
The document contains sample questions and answers from a math chapter test. It includes examples of tables, graphs, measures of central tendency, and other math problems one might encounter on such an assessment. Key details provided include stock prices over 5 days, employee vacation days, quiz scores, and more.
This document contains an exam paper for a Core Mathematics C3 Advanced exam. It provides instructions for candidates on how to fill out their details, contains 9 questions to answer, and specifies the time allotted and materials allowed. Candidates are to show their working and answers must be written in the spaces provided after each question.
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 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.
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.
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.
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
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.
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.
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
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.
This document provides instructions for a psychology exam to be taken on June 21st, 2011. It is divided into three sections: Section A focuses on psychopathology and requires students to answer questions on schizophrenia, depression, or anxiety disorders. Section B focuses on psychology in action and requires students to answer questions on media psychology, psychology of addictive behavior, or anomalous psychology. Section C requires students to answer questions on psychological research methods. The exam is 2 hours long and students must write their answers in an AQA answer book.
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.
1) The passage discusses various issues related to cars and transportation policies in India.
2) It argues that subsidies for vehicles, fuels, parking and infrastructure encourage more car usage and pollution rather than public transportation. These subsidies cost far more than important social programs.
3) The author believes the biggest subsidy is for free or low-cost parking. Raising parking fees incrementally in major cities could help reduce car usage and congestion over time.
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
This document is an exam paper for the January 2011 Psychology (Specification A) Unit 4 exam. It consists of three sections: Section A on Psychopathology with topics on schizophrenia, depression, and anxiety disorders; Section B on Psychology in Action with topics on media psychology, addictive behavior, and anomalistic psychology; and Section C on Psychological Research and Scientific Method. Students must choose one topic from Sections A and B and answer all questions on that topic, and answer all questions in Section C. The exam is worth a total of 85 marks and lasts 2 hours.
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
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 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.
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.
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.
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
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.
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.
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
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.
This document provides instructions for a psychology exam to be taken on June 21st, 2011. It is divided into three sections: Section A focuses on psychopathology and requires students to answer questions on schizophrenia, depression, or anxiety disorders. Section B focuses on psychology in action and requires students to answer questions on media psychology, psychology of addictive behavior, or anomalous psychology. Section C requires students to answer questions on psychological research methods. The exam is 2 hours long and students must write their answers in an AQA answer book.
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.
1) The passage discusses various issues related to cars and transportation policies in India.
2) It argues that subsidies for vehicles, fuels, parking and infrastructure encourage more car usage and pollution rather than public transportation. These subsidies cost far more than important social programs.
3) The author believes the biggest subsidy is for free or low-cost parking. Raising parking fees incrementally in major cities could help reduce car usage and congestion over time.
· The below items are the Need for Cognition Scale (Cacioppo, Pett.docxalinainglis
· The below items are the Need for Cognition Scale (Cacioppo, Petty, & Kao, 1984). In the dataset, these are items ncs1-18. To get the total score for this scale, ncs3, ncs4, ncs5, ncs7, ncs8, ncs9, ncs12, ncs16, and ncs17 need to be reverse-scored. Then add up items ncs1, 2, 6, 10, 11, 13, 14, 15, and 18 along with the reverse-scored items to get the total score on the measure.
Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
3
4
5
3. Thinking is not my idea of fun.
1
2
3
4
5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
1
2
3
4
5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
1
2
3
4
5
6. I find satisfaction in deliberating hard and for long hours.
1
2
3
4
5
7. I only think as hard as I have to.
1
2
3
4
5
8. I prefer to think about small, daily projects to long-term ones.
1
2
3
4
5
9. I like tasks that require little thought once I’ve learned them.
1
2
3
4
5
10. The idea of relying on thought to make my way to the top appeals to me.
1
2
3
4
5
11. I really enjoy a task that involves coming up with new solutions to problems.
1
2
3
4
5
12. Learning new ways to think doesn’t excite me very much.
1
2
3
4
5
13. I prefer my life to be filled with puzzles that I must solve.
1
2
3
4
5
14. The notion of thinking abstractly is appealing to me.
1
2
3
4
5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
1
2
3
4
5
16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
1
2
3
4
5
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
1
2
3
4
5
18. I usually end up deliberating about issues even when they do not affect me personally.
1
2
3
4
5
Participant Number ____________
· Next is the General Self-Efficacy Scale items (Schwarzer & Jerusalem, 1995). In the dataset, these are items gse1-10. To get the total score for this scale, you just sum together all 10 items into one total score.
For each statement below, please indicate to what extent the statement is true of you.
Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
1. I can always manage to solve difficult problems if I try hard enough.
2. If someone opposes me, I can find the.
This document is an exam paper for the January 2011 Psychology (Specification A) Unit 4 exam. It consists of three sections: Section A on Psychopathology with topics on schizophrenia, depression, and anxiety disorders; Section B on Psychology in Action with topics on media psychology, addictive behavior, and anomalistic psychology; and Section C on Psychological Research and Scientific Method. Students must choose one topic from Sections A and B and answer all questions on that topic, and answer all questions in Section C. The exam is worth a total of 85 marks and lasts 2 hours.
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
June 2011 2
3
Psychology (Specification A) PSYA2 4
Unit 2 Biological Psychology, Social Psychology 5
and Individual Differences 6
Tuesday 7 June 2011 1.30 pm to 3.00 pm 7
8
You will need no other materials.
9
Time allowed
1 hour 30 minutes 10
11
Instructions
Use black ink or black ball-point pen. 12
Fill in the boxes at the top of this page.
Answer all questions. 13
You must answer the questions in the spaces provided. Do not write
outside the box around each page or on blank pages. TOTAL
Do all rough work in this book. Cross through any work you do not want
to be marked.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 72.
Question 6 should be answered in continuous prose. You may use the
space provided to plan your answer. In Question 6, you will be assessed
on your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate.
(JUn11psyA201)
G/T66813 6/6/6/ PSYA2
2. 2 Do not write
outside the
box
Section A Biological Psychology
Answer all questions in the spaces provided.
Total for this question: 4 marks
1 The body’s response to stress includes the pituitary-adrenal system and the
sympathomedullary pathway. The following are all features of this stress response.
A Adrenal medulla
B Noradrenaline
C Adrenal cortex
D Adrenaline
E Cortisol/Corticosteroids
F Adrenocorticotrophic hormone (ACTH)
Select two from the above list that are linked to the pituitary-adrenal system and two
from the list that are linked to the sympathomedullary pathway.
Put one letter in each box.
Pituitary-adrenal system
Sympathomedullary pathway
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Total for this question: 4 marks
2 Psychologists sometimes use questionnaires to find out about stress. Explain two
strengths of using questionnaires in research.
Strength one .....................................................................................................................
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Total for this question: 5 marks
3 Describe one or more studies of workplace stress.
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Total for this question: 5 marks
4 Mark is very competitive and he hates losing any game he plays. At work, he is often
impatient and likes working to tight deadlines. He can become quite hostile when
challenged.
4 (a) What personality type is Mark likely to have?
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(1 mark)
4 (b) Using your knowledge of how personality factors can affect the body’s response to
stress, explain how Mark might respond to the effects of stress.
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Total for this question: 6 marks
5 (a) Name one psychological method of stress management.
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5 (b) Explain strengths of this psychological method of stress management.
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Section B Social Psychology
Answer all questions in the spaces provided.
Total for this question: 12 marks
6 “Not everyone conforms or obeys authority; some people resist these pressures and
remain independent.”
Outline and evaluate research relating to independent behaviour.
You may use this space to plan your answer
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Total for this question: 4 marks
7 (a) Explain why it is sometimes necessary to deceive participants in social influence
research.
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(2 marks)
7 (b) Describe one way in which deception has been dealt with in social influence research.
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Total for this question: 4 marks
8 Jan and Norah have just finished their first year at university where they lived in a
house with six other students. All the other students were very health conscious and
ate only organic food. Jan had listened to their point of view and now she also eats
only organic food. Norah was happy to eat organic food while in the house, but when
she went home for the holidays she ate whatever her mother cooked. Both girls
conformed, but for different reasons.
Explain which type of conformity each girl was showing.
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Total for this question: 4 marks
9 Outline two explanations of why people obey.
Explanation One ..............................................................................................................
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Explanation Two ..............................................................................................................
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Section C Individual Differences
Answer all questions in the spaces provided.
Total for this question: 4 marks
10 Two different drug therapies were tested on a group of patients. All the patients
suffered with the same anxiety disorder. Half the patients were given Therapy A and
the other half were given Therapy B. Improvement was assessed on a scale from
0 – 25, where 0 = no improvement.
The table below shows the improvement made between the start and the end of the
treatment.
Average and range of improvement scores
Average Range
Therapy A 6.5 2 – 19
Therapy B 6 4–9
Explain what these findings suggest about the different therapies?
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Total for this question: 6 marks
11 Diane is a 30-year-old business woman and if she does not get her own way she
sometimes has a temper tantrum. Recently, she attended her grandmother’s funeral
and laughed during the prayers. When she talks to people she often stands very close
to them, making them feel uncomfortable.
11 (a) Identify one definition of abnormality that could describe Diane’s behaviour. Explain
your choice.
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11 (b) Explain one limitation of this way of defining abnormal behaviour.
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Total for this question: 6 marks
12 There are various types of psychological therapy for treating abnormality.
12 (a) Outline what is involved in psychoanalysis.
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12 (b) Outline what is involved in systematic de-sensitisation.
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