Psychology P1 MS PDF

Cambridge Assessment International Education
Cambridge International Advanced Subsidiary and Advanced Level
PSYCHOLOGY 9990/11
Paper 1 Approaches, issues and debates May/June 2018
MARK SCHEME
Maximum Mark: 60
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9990/11 Cambridge International AS/A Level – Mark Scheme May/June 2018
PUBLISHED
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These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2018 Page 2 of 11

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Question Answer Marks
1(a) From the study by Yamamoto et al. (chimpanzee helping): 1
Name one of the objects most frequently offered by the majority of

chimpanzees as a potential tool in the first ‘Can See’ condition.
1 mark for correct answer.
Stick/straw
1(b) What behaviour was displayed only by the chimpanzee Ayumu in the 1
‘Cannot See’ condition?
He looked through the hole/window (that was not opaque);

He peeked through the glass;
He looked over the booth.
1(c) Outline one conclusion from this study. 2
1 mark – partial/brief answer

2 marks – full answer
The study suggests that chimpanzees can target help; when they
understand the needs of another chimpanzee (2 marks);
Chimpanzees will offer help to conspecifics but it must be direct (and not
spontaneous) (2 marks);
Chimpanzees will offer help to other chimpanzees but a visual assessment
is needed/necessary (2 marks);
Chimpanzees can understand what other chimpanzees want (1 mark);
Targeted helping is not unique to humans (1 mark);
Chimpanzees demonstrated altruistic behaviour (1 mark);
Targeted helping is due to kinship (over reciprocity) (1 mark);
2(a) From the study by Saavedra and Silverman (button phobia): 2
Describe how the boy in the study was diagnosed with his phobia.
1 mark per correct point made.
The child and parent were interviewed (about the phobia);

DSM (IV/V) was used/consulted;
From this it was seen that the boy met the criteria for a specific phobia (of
buttons);
The symptom presentation did not meet the criteria for OCD.

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2(b) Outline one piece of information from this study that supported the 2
nurture side of the nature-nurture debate.
1 mark for the piece of evidence

1 mark for showing why it is nurture
e.g.
During an art class he reached for a bowl of buttons and his hand slipped
and the bowl fell on him (1 mark)
After that stressful experience he developed the fear of buttons/became
fearful because of that situation/experience (1 mark)
He had to have therapy to help him overcome his fear of buttons (1 mark)
As he experienced this first-hand and he was learning to cope with the
phobia, it is based on nurture (1 mark)
He was cured using behavioural/imagery exposure which involves

conditioning (1 mark)
This procedure made him unlearn his phobia hence it is nurture (1 mark)
3 Outline two quantitative results about ‘imitative aggression’ from the 4

study by Bandura et al.
For each result,

1 mark for partial answer/partially correct answer, 2 marks for full answer/
fully correct answer
e.g.
Boys who witnessed an aggressive male model had the highest imitative
aggression score (of 25.8) (2 marks)
Girls scored more highly on verbal aggression than boys (2 marks)
Boys scored more highly on physical aggression than girls (2 marks)
Children exposed to same sex model imitated them more than opposite sex
model (2 marks)
Girls were more verbally aggressive with a female aggressive model
compared to the boys (2 marks)
Both boys and girls imitated physical aggression more from male models
(2 marks)
Girls were more verbally aggressive (with a same sex model) (1 mark)
Boys were more physically aggressive (with a same sex model) (1 mark)
Boys had a higher aggression rate than girls (1 mark)
Boys in the aggression model condition reproduced more acts of aggression
(1 mark)
Girls exposed to a non-aggressive male model showed no imitative
aggression (1 mark)
Both boys and girls imitated aggression more from male models (1 mark)

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4 Describe how Andrade (doodling) recruited her sample of participants 4

and explain why she decided to recruit them in this way.
Up to 3 marks for how the sample was recruited. Why can be 2 brief
reasons.
Recruitment, e.g.
The participants were recruited from a university participant panel;
They had all just completed a different study at the university (unrelated to
the Andrade study);
They were asked if they had 5 minutes to help with another study;
She recruited using opportunity sampling.
Why, e.g.
It was done this way to enhance the boredom of the task;
by using people who were already planning to go home;
It was done to recruit participants faster/quicker than using volunteer
sampling/already there to participate
5(a) The study by Piliavin et al. (subway Samaritans) is based on the 4

concept of diffusion of responsibility.
Describe what is meant by ‘diffusion of responsibility’.
1 mark per correct point made. An example can gain a maximum of one
mark as elaboration.
This is when a person is less likely to take responsibility for their

actions/inactions when others are present;
That is, the more people are present, the less likely a person may help
someone who is in need;
There is also an idea that responsibility is shared (in the group);
Also, if they do decide to help then they will take more time to do so;
People have the belief that ‘other people’ will help someone out if they are
around;
An example was seen in the Kitty Genovese case where some people
believed others would help her

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5(b) Outline how one result from this study does not support the concept 2
of diffusion of responsibility.
1 mark for the result

1 mark for stating how it does not support diffusion of responsibility
Result, e.g.
The (small) correlation between group size and helping behaviour was
positive (rather than negative)
People in groups of seven or more were consistently faster at responding
than those in groups of 3
Not supporting, e.g.

The correlation should have been negative as when group size increases,
helping should decrease (if diffusion of responsibility was happening)
Speed of helping should decrease with increased group size (if diffusion of
responsibility was happening)
6(a) In the study by Dement and Kleitman (sleep and dreams), participants 5
were fitted with electrodes for the EEG (electroencephalogram).
Describe the procedure after these electrodes had been fitted.
1 mark for every correct stage given.
They then went to bed in a quiet (dark) room;

The wires became as a single cord/ponytail (to stop entanglement);
The EEG was run continuously through the night (at speeds of 3 or 6 mm
per sec);
At various times during the night, participants were woken up via a bell;
They were woken in REM/nREM or they were woken 5 or 15 mins after
REM began;
They were tested on dream recall/ask to estimate length of time in REM;
If they could recall a dream they were asked to describe it (in detail);
They were allowed to go to sleep;
They recorded their dreams into a tape recorder;
They were sometimes asked questions by the experimenter.

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6(b) Explain one reason why the procedure was standardised in this study. 3
It would allow the study to be more easily replicated (1 mark)

Therefore, it could be tested for reliability (1 mark)
For example, knowing how long they had to be in REM for before being
woken up means exact replication is possible (1 mark)
It would increase the (internal) validity of the study (1 mark)

Therefore, cause and effect are (more) likely to be seen (1 mark)
For example, knowing it was whether being in REM caused dreams to be
reported (or not) (1 mark)
It can help to reduce extraneous/uncontrolled variables (1 mark)

So that we know it is probably the IV of REM sleep status (1 mark) causing
the change in dream activity/content – the DV (1 mark)
7(a) Describe one assumption of the cognitive approach. 2
2 marks – full answer

1 mark – partial answer
e.g.
Behaviour and emotions can be explained in terms of the role of thinking
processes like attention, memory and language (2 marks);
People process information like a computer in terms of input-process-output
(2 marks);
Behaviour can be explained via processes like memory/language (1 mark);
We all follow the same information processing pathway(s) (1 mark).

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7(b) Studies from the cognitive approach can be used to help people 4
understand a mental health issue.
Describe how the results of the study by Baron-Cohen et al. (eyes test)
can help with understanding and/or treating autism.
2 marks for aspects of results that are useful

2 marks for helping to understand/treat autism
e.g. (4 marks: 2 for each combination below)

The AS/HFA scored significantly lower on the ‘Eyes Test’ compared to the
other (three) groups;
This means that this group may lack a Theory of Mind which can form part
of the AS/HFA mental health issue
The AS/HFA group scored significantly higher on the AQ compared to the

other (two) groups;
Therefore, giving people the AQ test may help us to diagnose someone with
AS/HFA
Useful to understand how people with autism might be perceived (e.g. as

insensitive) = 1 mark.
Tells us the exact issue with reading emotions = 1 mark
Identifies their difficulties in recognising and understanding emotions =
1 mark
Significant difference between normal people and people with autism on
Eyes Test = 1 mark
Negative correlation between the AQ score and the Eyes Test score =
1 mark
The Eyes Test could help to define the level of autistic traits a person has =
1 mark
7(c) Outline one other real-world application based on the results or 2

conclusions from the study by Baron-Cohen et al.
1 mark – partial answer or no indication of who will benefit

2 marks – full answer which includes who will benefit
e.g.
As the AS/HFA group scored significantly lower on the Eyes Test indicating
they lack a Theory of Mind, educators can help out these students by giving
them extra support (e.g. through extra classes) to help improve their Theory
of Mind skills in a safe environment (2 marks)
The results are useful to help workers with autism to socialise by supporting
them at work (1 mark)

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8(a) Before ‘drawing lots’ to decide who became the teacher and who 4
became the learner, Milgram (obedience) told the participants about
the effects of punishment on learning.
Describe what the participants were told.
We know very little about the effects of punishment on learning (OWTTE);

This is because almost no scientific studies have been conducted (on
human beings);
We don’t know how much punishment is best for learning/whether it is
beneficial to learning;
We also don’t know how much difference it makes as to who is giving the
punishment;
So in this study we are bringing together people from different occupations
(to test this out);
We want to know what effect different people have on each other as
teachers and learners.

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8(b) Explain one similarity and one difference between the study by 8
Milgram and one other core study from the social approach.
4 marks available for the similarity, e.g. ethics, situational, controls,

quantitative data
4 marks available for the difference, e.g. species, setting, participants
The other study can only by Piliavin et al. or Yamamoto et al.
Level 4 (4 marks)
• The candidate has explained one similarity/difference between the
Milgram study and one other social study.
• Accurate knowledge and understanding is applied.
• There is a clear line of reasoning which is logically structured and
thoroughly evaluated.
Level 3 (3 marks)
• The candidate has given one similarity/difference between the
• Knowledge and understanding is applied.
• There is evidence of some structured reasoning and some
evaluation.
Level 2 (2 marks)
• Some evidence that knowledge and understanding is applied but this
may be limited.
• There is evidence of some reasoning with limited evaluation.
Level 1 (1 mark)
OR
• The candidate has given one point that is basic.
Level 0 (0 marks)
No response worthy of credit.

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9 Evaluate the study by Pepperberg (parrot learning) in terms of two 10

strengths and two weaknesses. At least one of your evaluation points
must be about the use of animals in psychological research.
Example of evaluation in context:

Experiments can make participants engage in tasks that are nothing like
what could happen in real life meaning that they could lack mundane
realism. In this case, Alex had been taught the concept of same/different
using objects like wooden stars which are not natural objects a parrot is
likely to discover in the wild. Therefore, the tasks could be said to lack
mundane realism for the parrot.
Other aspects that can be used for evaluation include: use of quantitative
data, ethics (positive and negative), usefulness, validity of measures etc.
These can be used as one strength and/or one weakness.
There are other creditworthy points.
Level 4 (8–10 marks)

• Evaluation is comprehensive.
• Answer demonstrates evidence of careful planning, organisation and
selection of material.
• Analysis (valid conclusions that effectively summarise issues and
arguments) is evident throughout.
• Answer demonstrates an excellent understanding of the material.
• Evaluation is good.
• Answer demonstrates some planning and is well organised.
• Analysis is often evident but may not be consistently applied.
• Answer demonstrates a good understanding of the material.
• Evaluation is mostly appropriate but limited.
• Answer demonstrates limited organisation or lacks clarity.
• Analysis is limited.
• Answer lacks consistent levels of detail and demonstrates a limited
understanding of the material.
• Evaluation is basic.
• Answer demonstrates little organisation.
• There is little or no evidence of analysis.
• Answer does not demonstrate understanding of the material.
Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
1(a) From the study by Andrade (doodling): 1
State the aim of this study.
1 mark for the aim.
To investigate whether doodling aids concentration (or not);

To investigate if doodling affects the recall of places/names.
1(b) How was the ‘monitoring performance score’ calculated for each 1
participant?
1 mark for correct full calculation
The number of correct names minus (the number of) false alarms
The difference between the number of correct names and the number of false
alarms
1(c) Outline one result from the monitoring performance scores. 2
2 marks – full answer with comparison

1 mark – partial answer or no meaningful comparison
Monitoring performance was significantly higher in the doodling condition

(mean 7.7) compared to the control (non-doodling) condition (mean 6.9)
(2 marks);
Performance was higher/better in the doodling condition (1 mark);
15/20 recalled all (8/8) names (1 mark)
2(a) The study by Canli et al. (brain scans and emotions) used adult 2
participants.
Identify two other features of this sample.
1 mark for each correct feature
Ten participants;
(All) female;
Right-handed;
Volunteers;

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2(b) Outline one methodological problem that could arise if children were 2
used as participants in this study.
1 mark – partial answer that is methodological

2 marks – full/detailed answer that is methodological
e.g.
fMRI/MRI scans were used in the study to measure brain structure/activity.
This requires participants to be still which might be difficult for children.
(2 marks);
Children may lack understanding of emotions (1 mark);
Children would need to keep still during the brain scans (1 mark);
Children may be scared to enter the machine so refuse to go in (1 mark);
The children may find images distressing/scared of pictures (1 mark).
3 Saavedra and Silverman studied a boy with a button phobia. 4
Describe what happened during the behavioural exposures intervention

phase of the therapy.
The mother provided positive reinforcement/he was rewarded for handling

buttons;
This was given contingent on the child successfully completing the gradual
exposure;
Treatment sessions lasted for 30m with the boy;
Treatment sessions lasted for 20m with the boy and his mother;
During one session he produced a hierarchy of disgust/fear (using a Feelings
Thermometer);
He was exposed to this disgust/fear hierarchy/a variety of buttons;
For example, he had to hug his mother who was wearing (plastic) buttons;
His level of disgust/fear was recorded;
At the bottom was large denim jeans buttons/at the top was small plastic
buttons.
4(a) Piliavin et al. (subway Samaritans) used four different model conditions. 2
One of these was ‘Critical area – early’.
Outline what the model was expected to do in this condition.
1 mark per correct statement made.
The model would stand in the critical area;

They would wait until passing the fourth station before helping (the victim);
This was approximately 70s after collapse

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4(b) Describe one quantitative result of the behaviour of participants in the 2

critical area.
2 marks for one quantitative result with a comparison

1 mark for one quantitative result without a meaningful comparison
e.g.
On 5% of trials with a white victim people left the critical area compared to
9% for a black victim (2 marks);
Of the spontaneous helpers/first helpers, 90% were male/64% were white
(1 mark) ORA
In 20% of trials people moved away (from the critical area)/in total 34 people
left the area (1 mark) (together = 2 marks)
Males helped more than females (1 mark)
‘Early’ models were more likely to elicit other helpers (n=4) more than ‘late’
models (n=2) (2 marks)
5(a) The study by Yamamoto et al. (chimpanzee helping) is based on the 4

concepts of altruism and empathy.
Outline what is meant by ‘altruism’ and ‘empathy’.
2 marks for altruism

2 marks for empathy
1 mark can be awarded for an example for each term
Altruism
The willingness to do certain things/doing certain things for someone else
(1 mark) even if it disadvantages yourself/gain no benefit (1 mark)
Empathy
The ability to understand the emotional state of someone else (1 mark) by
imagining what it would be like to be in that situation (1 mark)

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5(b) Outline how one result from this study supports the concept of either 2
altruism or empathy.

1 mark for linking to the concept
Altruism, e.g.
The majority of chimpanzees offered a stick or straw (correct tool) to the
other chimpanzee (1 mark). This allowed the other chimpanzee to reach the
juice and drink it so the chimpanzee offering the tool did not get the juice
(1 mark)
Empathy, e.g.
The majority of chimpanzees offered a stick or straw (correct tool) to the
other chimpanzee (1 mark). This could have been done as the chimpanzee
offering may have imagined what it was like to be in that situation of needing
a tool to solve the task (1 mark)
6(a) In the study by Schachter and Singer (two factors in emotion), the anger 5
condition used a stooge and a questionnaire.
Describe the procedure in the anger condition after the participants met
the stooge.
1 mark per correct point made
They were told by the experimenter that he would be back in 20 minutes;

The stooge complains about the questionnaire with statements about it being
unfair;
Annoyed at being given shots [injections];
The stooge began to show anger;
The questions begin with ‘innocent’ ones before getting more personal;
The stooge ‘paces’ his answers to match that of the participant;
The stooge makes standardised comments about various questions;
The comments begin with ‘innocent’ comments but get increasingly hostile;
He crumples up the questionnaire (at the end);
(At the end) he stamps out of the room;
The participants’ behaviours were observed through a one-way mirror;
Their behaviour was placed into categories/six categories were used.
1 mark can be given for an example of a stooge comment and 1 mark for any
of the set questions asked in the questionnaire.

PUBLISHED

For example having standardised prompts/behaviours for the stooge means
exact replication is possible (1 mark)

For example knowing it was ‘injection information’ causing behavioural
changes (1 mark)
It can help to reduce extraneous/uncontrolled variables (1 mark)

So that we know it is probably the IV of information about the injection [any
named one] (1 mark)
causing the change in pulse rate/side effects/behaviours shown – the DV
(1 mark)
7(a) Outline one assumption of the learning approach, including any 2

example in your answer.
1 mark for the assumption

1 mark for the example
e.g.
We learn though observation/imitation of behaviour (1 mark). People may
then copy behaviours seen on TV adverts (1 mark) or the children in the
Bandura et al. study copied the attacks on the Bobo doll (alternative 1 mark)
We learn through the consequences of our behaviour (1 mark). (Operant

conditioning suggests) if we are rewarded for an action we are likely to repeat
it (alternative first mark) so giving a sweet to a child after they have tidied
their bedroom means they are more likely to repeat the tidying behaviour
(1 mark)
We learn through association (1 mark). (Classical conditioning suggests) we

associate two stimuli together to produce a learned response (alternative first
mark) so a cat can associate the sound of a cupboard opening with food
(1 mark).

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7(b) Studies from the learning approach have real-world applications. 4
Describe how the results of the study by the Bandura et al. (aggression)
can be applied to helping parents reduce aggressive behaviour in their
children.
2 marks for the results

2 marks for applying it to the scenario
e.g.
Boys were much more likely to imitate the physical aggression of a same-sex
model (1 mark). Therefore, parents could get their boys to witness same-sex
models showing friendly behaviour (so they imitate that instead) (1 mark)
Children were less likely to perform aggressive acts if they witnessed a non-
aggressive model (1 mark). So, parents should only be kind in front of their
children/should only let them watch pro-social TV (1 mark)
7(c) Outline one other real-world application based on the results or 2

conclusions from the study by Bandura et al.

e.g.
As children were more likely to imitate physical/verbal aggression from a
model (1 mark), TV programme makers might want to ensure that their
characters are non-aggressive to reduce the amount of aggressive behaviour
that is imitated (1 mark).
The study showed children imitate same-sex models so it might be useful in

schools (1 mark); Women can teach girls/men can teach boys to
behave/learn more effectively (1 mark).

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8(a) In the study by Pepperberg (parrot learning), the main way that Alex 4
was trained was called the ‘model/rival technique’.
Explain the procedure of this technique.
1 mark per correct feature of the procedure
One human acts as a trainer/teacher to a second human;

They present objects and ask questions about the objects/asked ‘What’s
Same?’/asked ‘What’s Different?’
They are given praise/rewarded for correct answers (e.g. keep item);
They show disapproval of incorrect answers (e.g. item taken away);
The second human acts as a model for the parrot;
They also act as a rival for the trainer’s attention;
The parrot is allowed to participate in any verbal exchanges;
Alex observed the interactions (between model and rival);
The role of the M/R and trainer is (frequently) reversed.

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Pepperberg and one other core study from the learning approach.
4 marks available for the similarity, e.g. modelling, quantitative data, case
study, ethics
4 marks available for the difference, e.g. species, sample size, type of
conditioning, ethics
The other study can only be Bandura et al. or Saavedra and Silverman.
Level 4 (4 marks)
Pepperberg study and one other learning study.
Level 3 (3 marks)
• There is evidence of some structured reasoning and some evaluation.
Level 2 (2 marks)
may be limited.
Level 1 (1 mark)
OR
• The candidate has given one evaluation point that is basic.
Level 0 (0 marks)

PUBLISHED
9 Evaluate the study by Baron-Cohen et al. (eyes test) in terms of two 10

must be about the use of self-reports.

The study may lack validity due to the nature of the ‘Eyes Test’. Getting
people to judge emotion purely based on eyes only does not reflect how
humans process emotions in everyday settings. People process the entire
face plus other non-verbal and verbal cues to understand the emotions of
another person.
data, ethics (positive and negative), usefulness, reliability etc. These can be
used as one strength and/or one weakness.

Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
1(a) From the study by Pepperberg (parrot learning): 1
State the aim of this study.
1 mark for the correct aim.
To investigate if a parrot could understand the concept of same/different
1(b) Three categories were used when training Alex the parrot. The first 1
was colour and the second was shape.
What was the third category?
1 mark for the correct answer.
Matter/’mah-mah’
1(c) Outline one result about the performance of Alex the parrot from the 2
‘probes’ questions.
Alex performed well above chance in this test (1 mark)

Alex scored 55/61 (90.2%) accuracy on all trials (2 marks)
Alex scored 49/55 (89.1%) on first-trials only (2 marks)
2(a) The study by Laney et al. used adult participants in Experiment 1. 2
Identify two other features of this sample.
1 mark per feature
128 participants
undergraduates
(all) from University of California
Mostly (77%) female/males and females
Mean age of around 20/21 years
2(b) Outline one methodological problem that could arise if children were 2
used as participants in this study.
1 mark – partial answer that is methodological

2 marks – full/detailed answer that is methodological and linked to study
e.g.
The questionnaires used (potentially) had terminology on that a child may
find difficult to comprehend, for example sautéed asparagus (2 marks)
The children may find the questionnaire difficult to understand (1 mark)
The aim of the study was about a childhood memory before the age of 10;
this would not be possible if children were used (2 marks)

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3(a) The study by Canli et al. (brain scans and emotions) used a procedure 3
with participants in an fMRI (functional magnetic resonance imaging)
scanner.
Describe the presentation of the images in the scanner.
There were 96 images presented/48 foils;

They were presented for around 2–3 s;
They had to view them the entire time;
They were presented through a mirror/projector;
There was a 12–13 s gap between each image
3(b) Identify one other control used in the scanner, other than the way the 1
images were presented.
1 mark for the identification of an appropriate control as used in the scanner.
The scans took place as the participant looked at the picture(s);

Had to focus on a fixation cross;
Head movement was minimised via a bite-bar;
4 In the study by Yamamoto et al., the first test was called the ‘First “Can 4
See” Condition’.
Describe the results of the performance from both Cleo and Pan in this
condition.
2 marks for Cleo

2 marks for Pan
Cleo
She offered the stick/straw more frequently than any other tool (2 marks).
She offered the stick/straw more frequently. This happened on 97.4% of
occasions/trials (2 marks)
She offered the stick/straw more frequently (1 mark)
Pan
She offered the brush most frequently than any other tool (2 marks).
She offered the brush most frequently. This happened 79.5% of
occasions/trials (2 mark)
She offered the brush most frequently (1 mark)

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5(a) The study by Baron-Cohen et al. is based on the concept of ‘Theory of 4

Mind’.
Describe what is meant by ‘Theory of Mind’.
1 mark per point about Theory of Mind
1 mark can be awarded for an appropriate example or part of the procedure

of a study (e.g. Eyes Test or Sally-Anne Test) that is used as an elaboration.
This refers to our ability to attribute mental states to ourselves and others;
These can be desires, emotions etc.;
It is also about how we use this knowledge to explain the actions of other
people/understand others
It is also about how we use this knowledge to predict the actions of others;
We use this knowledge to understand that people may have different ideas
and hold different emotions to us;
5(b) Outline how one result from this study supports the concept of 2
‘Theory of Mind’.
1 mark for any result that is Theory of Mind

1 mark for stating how it supports the idea of Theory of Mind
e.g. most likely:

The AS/HFA group had the lowest mean score of any of the groups
(1 mark). This means they had the most difficulty assigning emotions/mental
state to another person (as predicted by ToM) (1 mark)
6(a) At the start of the procedure of the study by Milgram (obedience), the 5
participant and the stooge were apparently randomly allocated to the
roles of teacher or learner. Later the paired-associate learning task
began.
Describe the procedure between these two events.
1 mark per point made.
The learner was strapped to an ‘electric chair’ apparatus;

The ‘electric chair’ apparatus was in a separate room;
The experimenter explained that the straps were to prevent excessive
movement;
An electrode was attached to learner’s wrist with paste (to avoid blistering);
They were told the electrode was attached to a shock generator;
They were told that a shock would be painful but not cause permanent
damage;
The ‘teacher’/naïve participant was given a sample shock/45 volts
This was always from the third button on the shock generator

PUBLISHED
6(b) Explain one reason why the procedure was standardised in the study 3
by Milgram.

For example knowing that the sample shock was 45 V means exact
replication is possible (1 mark)

For example knowing it was authority figure/prods causing obedience
(levels) (1 mark)
7(a) Outline one assumption of the learning approach, including any 2

example in your answer.
1 mark for the assumption

1 mark for the example
e.g.
Social Learning helps to explain changes in behaviour (1 mark). People may
then copy behaviours seen on TV adverts (1 mark) or the children in the
Bandura et al. study copied the attacks on the Bobo doll (alternative
1 mark).
We learn through the consequences of our behaviour (1 mark). (Operant

conditioning suggests) if we are rewarded for an action we are likely to
repeat it (alternative first mark) so giving a sweet to a child after they have
tidied their bedroom means they are more likely to repeat the tidying
behaviour (1 mark)
We learn through association (1 mark). (Classical conditioning suggests) we

associate two stimuli together to produce a learned response (alternative
first mark) so a cat can associate the sound of a cupboard opening with food
(1 mark).

PUBLISHED
7(b) Studies from the learning approach can help with real-world 4
applications.
Describe how the results of the study by Saavedra and Silverman

(button phobia) can help with understanding and/or treating phobias.
2 marks for the results

2 marks for applying it to the scenario
e.g.
The boy revealed that during an art class a bowl of buttons fell on him as he
tried to get some (1 mark). Therefore, a therapist may need to investigate/
discover a situation when the person first came into contact with their phobic
stimulus to (potentially) unearth the cause (1 mark)
After just four sessions of the mother providing positive reinforcement the
boy could cope with his worst button fears (1 mark). Therefore, for children
with phobias having a parent involved in the therapy might bring about faster
positive outcomes (1 mark)
7(c) Outline one other real-world application based on the findings from the 2
Saavedra and Silverman study.

e.g.
The boy’s disgust/fear (for buttons) was found out using a Feelings
Thermometer (rated on a scale of 0–8) (1 mark). This might be useful for
schools to use with students who show fear (or use it for anger) to help
understand what is causing the fear (or anger) in a child at school (1 mark)
8(a) Describe the materials that were used in both the ‘doodling’ condition 4
and the ‘control’ condition in the study by Andrade.
1 mark for each ‘common’ material noted.
Mock telephone message recorded (on audio cassette);

The message was at a rate of 227 words per minute;
Played at a comfortable listening volume;
The script had eight names of those attending the party;
There were names of three people (and one cat) who could not attend;
Eight place names were mentioned;
A piece of paper and a pencil.

PUBLISHED
8(b) Explain one similarity and one difference between the Andrade study 8
and one other core study from the cognitive approach.
4 marks available for the similarity, e.g. laboratory based, quantitative data
4 marks available for the difference, e.g. participants (sample or
demographics)
The other study can only be Laney et al. or Baron-Cohen et al.
Level 4 (4 marks)
Andrade study and one other cognitive study.
Level 3 (3 marks)
• There is evidence of some structured reasoning and some
evaluation.
Level 2 (2 marks)
may be limited.
Level 1 (1 mark)
OR
• The candidate has given one point that is basic.
Level 0 (0 marks)

PUBLISHED
9 Evaluate the Schachter and Singer study (two factors in emotion) in 10

terms of two strengths and two weaknesses. At least one of your
evaluation points must be about the use of independent measures.

The study breaks the ethical guideline of no deception. The participants
believed that they were being given a vitamin injection called Suproxin – it
was in fact epinephrine. They also believed that the stooge was another real
participant. Therefore, the participants were deceived at least twice in the
study.
data, ethics (positive and negative), usefulness, use of qualitative data,
reliability etc. These can be used as one strength and/or one weakness.

Level 0 (0 marks)

PSYCHOLOGY 9990/11
Paper 1 Approaches Issues and Debates October/November 2018
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

9990/11 Cambridge International AS/A Level – Mark Scheme October/November
PUBLISHED 2018
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is
given for valid answers which go beyond the scope of the syllabus and mark scheme, referring
to your Team Leader as appropriate
Rules must be applied consistently e.g. in situations where candidates have not followed instructions
or in the application of generic level descriptors.
responses seen).

PUBLISHED 2018
1(a) From the study by Canli et al (brain scans and emotions): 1
Name one of the brain scanning techniques used in this study.
1 mark for the correct answer
MRI / Magnetic Resonance Imaging/Imagery;

fMRI / functional Magnetic Resonance Imaging/Imagery.
1(b) Identify the purpose of using the brain scanning technique you named in part (a). 1
1 mark for purpose linked to the brain scan named in (a)
MRI
The purpose is to look at the structure of the brain
fMRI
The purpose is to look at the function of the brain
1(c) Outline what a participant had to do immediately after seeing a fixation cross on the screen. 2
1 mark per correct point x2
They had to indicate their emotional arousal;

By pressing a button (with their right hand);
They had to choose from one of four buttons;
From 0 (not emotionally intense at all) to 3 (extremely emotionally intense)

PUBLISHED 2018
2(a) From the Schachter and Singer study (two factors in emotion): 3
Describe the psychological theory that was being tested in this study.
1 mark per correct point made x3
e.g.
Physiological + cognitive (1 mark)
Cognitions arising from a situation can be interpreted via past experiences and this allows us to understand/label the
emotion;
When someone experiences an emotion, physiological arousal happens;
They need a cue to be able to label the physiological arousal;
This may result in misinterpretations of the emotion as it is based on the physiological arousal
2(b) Identify one ethical issue raised in this study. 1
1 mark for an appropriate issue
e.g.
Deception/participants were deceived;
Lack of physical protection;
Lack of psychological protection;
Lack of confidentiality;
Lack of informed consent

PUBLISHED 2018
Outline how the subjective rating of distress was measured in this study.
e.g.
Using a Feeling Thermometer;
On a 9-point scale/0–8 rating
A low score was little distress/high score was much distress
3(b) Describe how the rating changed over the first three sessions in response to imagining hundreds of buttons falling 2
on his body.
e.g.
The distress ratings dropped between session 1 and 2;
They dropped again between session 2 and 3;
As the sessions advanced there was a lower level of disgust/eq.;
It dropped from 8 to 5 midway through the imagery exposure/session 1 to 2;
Then dropped from 5 to 3 after the imagery exposure/session 2 to 3

PUBLISHED 2018
4(a) From the Andrade study (doodling): 2
Outline one finding from this study.
1 mark – partial answer, 1 mark – full answer
e.g. 2 marks
The memory score for the doodling group was higher than the control group;
Doodling aids concentration whilst participating in a boring/mundane task.
e.g. 1 mark
The memory score was higher for those able to doodle;
Doodling aids concentration.
4(b) Explain one real world application based on the finding you outlined in part (a). 2
e.g.
This could be useful for teachers (1 mark) as they should let students doodle during watching a film or when giving them a
task they need to concentrate on (1 mark).
e.g.
Teachers may want to use this idea in the classroom (1 mark)

PUBLISHED 2018
5 Yamamoto et al. used chimpanzees as participants in their study about helping. 4
Describe two ethical guidelines for working with animals that are relevant to this study.
1 mark for naming a relevant guideline, 1 mark for description (x2)
e.g.
Numbers (of animals) (1 mark). The research team need to use the minimum amount of animals necessary to fulfil the
aim/Yamamoto only used five chimpanzee kin pairings in their study (1 mark).
Replacement (1 mark). The research team should consider using footage from wild/zoos as evidence or computer
simulations (1 mark).
Deprivation (1 mark). The research team should not withhold food/basic needs to test social behaviour (1 mark).

PUBLISHED 2018
6(a) Describe two assumptions of the learning approach, using a different example for each assumption. 4
1 mark per assumption, 1 mark per example (x2)
e.g.
Social Learning helps to explain changes in behaviour (1 mark). A child may watch an adult being aggressive and then copy
that behaviour (1 mark).
Stimulus-Response can explain behaviour (1 mark). In Classical Conditioning a dog may salivate after a bell has been rung
(1 mark).
We learn through operant conditioning/by consequence (1 mark). If a dog is given a treat to learn how to sit it is likely to
repeat the behaviour (1 mark).
6(b) Explain how one finding from the Pepperberg study (parrot learning) supports one of the assumptions of the 2
learning approach.
1 mark for finding, 1 mark for link to an assumption
e.g. 2 marks
Alex scored well above chance on tests for same/different with familiar objects (1 mark). This may be because he was
rewarded (conditioned) during training/testing (1 mark).
Alex did learn the concept of same/different (1 mark). This was through the model-rival technique showing he could imitate
and observe (1 mark).
e.g. 1 mark
The parrot received a reward for the correct answer.
The parrot did learn the concepts of same/different.

PUBLISHED 2018
7(a) From the study by Baron-Cohen et al. (eyes test): 1
Identify the sampling technique used to recruit the AS/HFA group in this study.
1 mark for correct answer
Volunteer/self-selected
7(b) Describe how the AS/HFA sample was recruited in this study. 3
1 mark for each point x3
Via advertisements;
Via the National Autistic Society magazine (or a support group);
All had to have been diagnosed in specialist centres;
All given the WAIS-R.
7(c) Outline one strength of the sampling technique used to recruit the AS/HFA group in this study. 2
1 mark for strength, 1 mark for link to the study
e.g.
Volunteers tend to be more motivated and therefore are less likely to drop out of the study (1 mark). Therefore, the AS/HFA
participants would be more likely to complete the Eyes Test/AQ (1 mark).
More likely to find a larger sample in this instance (1 mark), as AS/HFA is a difficult group to find so advertising should have
improved the chances of this (1 mark).
As they have volunteered, they have already given their consent to take part (1 mark).

PUBLISHED 2018
8(a) Two friends, Brett and Mia, are discussing the Piliavin et al. study (subway Samaritans) in terms of the debate about 2
individual and situational explanations.
Outline the debate about individual and situational explanations in psychology.
1 mark for the individual side of the debate, 1 mark for the situational side of the debate
e.g.
The individual side refers to behaviours from factors within the person (dispositional) (e.g. personality)
The situational side refers to behaviour from factors in the external environment (e.g. home life)
8(b) Mia believes the Piliavin et al. study supports the individual side of the debate but Brett believes it supports the 4
situational side of the debate.
Outline why you think either Brett or Mia is correct, using evidence from the study.
1 mark per point made x4
e.g. Brett
When no model was present, every trial with the cane/ill victim, someone came to help (1 mark). This suggests that the
situation of seeing an ‘ill’ victim triggered helping behaviour (1 mark).
People did leave the critical area when no help was provided (1 mark) which shows that the situation was too distressing so
they left to decrease arousal (1 mark)
e.g. Mia
When no model was present, every trial with the cane/ill victim, someone came to help (1 mark). This could suggest that
there is a certain type of person(ality) who is willing to help out an ‘ill’ victim (1 mark).

PUBLISHED 2018
9(a) Some research has found that children readily imitate behaviour shown by an adult model when that model is 4
present.
Describe two ways in which the Bandura et al. study (aggression) differs from this.
1 mark for the difference and 1 mark for outlining what that was in the Bandura study (x2)
e.g.
They tested the (aggressive) behaviour in a novel setting (1 mark). The children were observed in a ‘set up’ play room/
different room to witnessing the role model to see if imitation occurred (1 mark).
The control group was not exposed to the behaviour of a model (1 mark). They were simply observed in the generalisation
situation/observation room (1 mark).
Children displayed (verbal/physical) aggression once they were left alone with the Bobo doll. This shows they do internalise
behaviours for future use (2 marks).
They showed imitative behaviour/aggression in the absence of a model (1 mark).
Children displayed acts of aggression that were not shown by the adult (1 mark).

PUBLISHED 2018
9(b) Explain one result from the Bandura et al. study that supports Social Learning Theory and one result that does not 8
support Social Learning Theory.
e.g. support
Imitation of physical aggression, verbal aggression
e.g. does not support

Mallet aggression, novel aggression
Level Criteria for each result Marks
4 The result presented has a meaningful comparison and the candidate clearly explains how the result 4
supports/does not support SLT
3 The result presented has a meaningful comparison and there is a brief attempt at explaining how the 3
result supports/does not support SLT;
The result presented has no meaningful comparison but the candidate clearly explains how the result
2 The result presented has a meaningful comparison but there is no attempt at explanation or explanation 2
is not about SLT;
The result presented is not clear but there is an implicit attempt at explaining how the result
1 The result presented has no meaningful comparison or there is a basic attempt at explaining 1
0 No creditworthy answer 0

PUBLISHED 2018
10 Evaluate the Dement and Kleitman (sleep and dreams) study in terms of two strengths and two weaknesses. At least 10
one of your evaluation points must be about the use of quantitative data.
Strengths include quantitative data, laboratory conditions, replication, standardisation
Weaknesses include ethics, qualitative data, generalisability, ecological validity

• Answer demonstrates evidence of careful planning, organisation and selection of material.
• Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout.


• Answer lacks consistent levels of detail and demonstrates a limited understanding of the material.

Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2018
responses seen).

PUBLISHED 2018
1(a) From the Pepperberg study (parrot learning): 1
State one question that Alex the parrot was asked during the training phase of the study.
What’s same?
What’s different?
1(b) Probes trials were done as part of the study. 1
Give an example of an object that would be presented at the same time as a blue wooden triangle, during a Probes
trial.
1 mark for a correct example
e.g.
Yellow wooden triangle;
Blue wooden square etc.
1(c) Outline one ethical guideline that would have been important for Pepperberg to consider when designing this 2
study.
1 mark for naming the guideline and 1 mark for description
e.g.
Replacement (1 mark). The research team need to have considered alternatives like video footage (1 mark).
Numbers (of animals) (1 mark). The research team need to use the minimum amount of animals necessary to fulfil the aim/it
was only one parrot in the Pepperberg study (1 mark).
Replacement (1 mark). The research team should consider using footage from wild/zoos as evidence or computer
simulations (1 mark).
Deprivation (1 mark). The research team should not withhold food/basic needs to test social behaviour (1 mark).

PUBLISHED 2018
2(a) Describe the theory that Baron-Cohen et al. were testing with their ‘Reading the Mind in the Eyes’ Test. 3
1 mark for correct point x3
Theory of Mind (1 mark)

The person can put themselves in the position of someone else;
It is also about how we use this knowledge to explain and predict the actions of other people;
We use this knowledge to understand that people may have different ideas and hold different emotions to us;
2(b) Identify one problem with the original ‘Reading the Mind in the Eyes’ Test, as identified by Baron-Cohen et al. 1
1 mark for identifying one of the problems.
Forced choice of two items;

Basic and complex mental states;
‘Eye direction’;
More female pairs (of eyes);
Two choices semantic opposites;
Comprehension problems/no glossary;
Ceiling effect;
Too narrow range of scores

PUBLISHED 2018
3 Outline the procedure used in the Andrade study for a participant who was in the doodling condition. 4
They were recruited after completing a different/unrelated study;

They were taken into a visually dull room;
They were asked to listen to a tape recording of a telephone message;
(Whilst listening) they were asked to shade in the squares and circles (on a piece of paper given to them);
They were told it does not matter how neat/how quickly as it is to relieve the boredom;
They had been instructed to write down the names of the party-goers;
After a minute of talking with the experimenter they were then asked to write down the names of the party-goers or the
places;
They had not been told about the test on places/it was a surprise test.

PUBLISHED 2018
4(a) Describe the task that chimpanzees needed to solve in the Yamamoto et al. study (chimpanzee helping). 2
A chimpanzee had to select and transfer an appropriate tool to another chimpanzee (1 mark) so he/she could solve a task
to obtain juice (reward) (1 mark).
4(b) Outline one way in which this study has real world application for children. 2
e.g.
Could be useful for teachers (1 mark). They can teach children about altruism/empathy by creating a similar task for children
to complete (1 mark). They could show footage from the study to show children how helping behaviour is ‘good’ (alternative
1 mark).
We can improve children’s social interactions/helping skills by using a targeted game (1 mark).
Children can be taught about altruism/empathy (1 mark)/we can educate children to give help even when it is not asked for
(1 mark).
5 Describe the procedure used by Dement and Kleitman (sleep and dreams) to collect data about dream recall. 4
An (ordinary) doorbell sound was used to wake participants;

It was placed near the bed;
The participant had to speak into a recording device (next to the bed);
They had to state if they had dreamed (or not);
If they had then they had to speak about the content;
Sometimes an experimenter would enter the room and ask them more questions;
The awakenings were done in REM/nREM sleep.

PUBLISHED 2018
6(a) Describe two assumptions of the learning approach, using a different example for each assumption. 4
1 mark per assumption, 1 mark per example (x2)
e.g.
Social Learning helps to explain changes in behaviour (1 mark). A child may watch an adult being aggressive and then copy
that behaviour (1 mark).
Stimulus-Response can explain behaviour (1 mark). In Classical Conditioning a dog may salivate after a bell has been rung
(1 mark).
We learn through operant conditioning/by consequence (1 mark). If a dog is given a treat to learn how to sit it is likely to
repeat the behaviour (1 mark).
6(b) Explain how one finding from the Bandura et al. study supports one of the assumptions of the learning approach. 2
e.g.
Boys were more likely to imitate physical aggression from a male model (1 mark). This supports the idea of SLT as the boys
paid attention to the role model/imitated them/the behaviour (1 mark).
The girls reproduced verbal aggression after observing a female model being verbally aggressive (1 mark).

PUBLISHED 2018
7(a) From the Schachter and Singer study (two factors in emotion): 1
Identify the sampling technique used in this study.
Volunteer/self-selected;
7(b) Describe how the sample was recruited in this study. 3
e.g.
The study was advertised to students who were part of a participant pool;
They were volunteers from introductory (psychology) classes / at Minnesota University;
They were to receive (two) extra points;

All (volunteers) were cleared with the Student Health Service;
This was to ensure no harmful effects.
7(c) Outline one strength of the sampling technique as used in this study. 2
1 mark for strength, 1 mark for linking it to the study
Volunteers tend to be more motivated and therefore are less likely to drop out of the study (1 mark). Therefore, the
participants were more likely to agree to the injection part of the study (1 mark).
As they were volunteers there was no issue around giving informed consent (1 mark).

PUBLISHED 2018
8(a) Two friends, Amar and Bo, are discussing the Milgram study (obedience) in terms of the debate about individual and 2
situational explanations.
Outline the debate about individual and situational explanations in psychology.
1 mark for the individual side of the debate, 1 mark for the situational side of the debate
e.g.
The individual side refers to behaviours from factors within the person (dispositional) (e.g. personality)
The situational side refers to behaviour from factors in the external environment (e.g. home life)
8(b) Bo believes the Milgram study supports the individual side of the debate but Amar believes it supports the 4
situational side of the debate.
Outline why you think either Amar or Bo is correct using evidence from the study.
e.g. Amar
All of the participants went to 300 V as a minimum voltage (1 mark). This could be due to the situation of having prods to
keep them going to this level of volts (1 mark).
The majority of participants obeyed the authority figure (to 450 V) (1 mark). This could be due to the situation of having an
authority figure/man in lab coat watching them (1 mark)
e.g. Bo
All of the participants went to 300 V as a minimum voltage (1 mark). This could be due to a core personality people have
which makes them obedient (to a certain point) (1 mark).
Not all participants obeyed to the level of 450 V / some panicked / some remained calm (1 mark). This shows that different
people reacted differently which is individual (1 mark).

PUBLISHED 2018
9(a) In the Piliavin et al. study (subway Samaritans), there were a number of confederates playing different roles. 4
Outline the roles of the confederates in this study.
1 mark for each correct point x4
The females (confederates) sat in the adjacent area (to record data);
The males (confederates) acted as if they were ‘drunk’ or ‘ill’ in the critical area;
The confederate (victim) had to collapse/fall over;
One of the males acted as a model and helped the victim (depending on the condition);
The model was positioned in either the adjacent or critical area;
One female (confederate) counted the number of individuals/total who helped/race, sex of helper;
The other female (confederate) coded the race/sex/location of people in the adjacent area.

PUBLISHED 2018
9(b) Explain what psychologists have learned about bystander behaviour using two results from the Piliavin et al. study. 8
e.g.
The (small) correlation between group size and helping behaviour was positive (rather than negative); People in groups of
seven or more were consistently faster at responding than those in groups of 3. The correlation should have been negative
as when group size increases, helping should decrease (if diffusion of responsibility was happening); Speed of helping
should decrease with increased group size (if diffusion of responsibility was happening)
e.g.
In the no model present trials, 100% of the passengers came to help the victim who had a cane; This was irrespective of race
of victim. This shows that people are willing to help someone who is perceived as being ‘ill’; Therefore, people are likely to
help others who look like they need help (and the problem is not self-inflicted).
4 The result presented has a meaningful comparison and the candidate clearly explains what we have 4
learned about bystander behaviour
3 The result presented has a meaningful comparison and there is a brief attempt at explaining what we 3
have learned about bystander behaviour;
The result presented has no meaningful comparison but the candidate clearly explains what we have
learned about bystander behaviour
2 The result presented has a meaningful comparison but there is no attempt at explanation; 2
The result presented is not clear but there is an implicit attempt at explaining what we have learned
about bystander behaviour
1 The result presented has no meaningful comparison or there is a basic attempt at explaining 1

PUBLISHED 2018
10 Evaluate the Laney et al. study (false memory) in terms of two strengths and two weaknesses. At least one of your 10
evaluation points must be about the use of quantitative data.
Strengths include: quantitative data, reliability, standardisation, application
Weaknesses include: use of questionnaires, ecological validity, generalisability, ethics




Level 0 (0 marks)

PSYCHOLOGY 9990/13
Paper 1 Approaches, Issues and Debates October/November 2018
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2018
responses seen).

PUBLISHED 2018
1(a) From the Dement and Kleitman study (sleep and dreams): 1
In which phase of sleep did participants recall most of their dreams?
REM/Rapid Eye Movement/Paradoxical sleep
1(b) An EEG (electroencephalogram) was used in this study. 1
What does an EEG measure?
Brain waves;
Brain activity;
Voltage
1(c) Outline one conclusion from this study about the relationship between eye movements and dreaming. 2
1 mark – partial answer, 2 marks – detailed/full answer
e.g.
eye movements appear to correspond to the content of a dream (1 mark); This suggests that eye movements are not purely
random but are related to dream imagery (1 mark)

PUBLISHED 2018
2(a)(i) From the Andrade study (doodling): 2
Identify two features of the sample used in this study.
1 mark per feature x2
e.g.
Aged 18–55 years;
18 females (2 males) in control;
17 females (3 males) in doodling;
35 females (5 males);
All from MRC Applied Psychology Unit/Cognition and Brain Sciences Unit
2(a)(ii) State how the participants were allocated to conditions in this study. 1
1 mark for the allocation
e.g.
Allocated to either condition randomly;
Had an equal chance of being chosen for either condition/doodling v non-doodling
2(b) Identify one strength of this study. 1
1 mark for a relevant strength
e.g.
Experimental so easier to replicate;
Experimental so cause-effect relationship found/studied;
Quantitative data collected so comparisons easier

PUBLISHED 2018
3 Describe the shock generator that was used in the Milgram study (obedience). 4
1 for each correct point x4
It consisted of 30 lever switches/buttons;

Each switch was clearly labelled with a voltage;
The volts ranged from 15 V to 450 V;
Each button went up by 15 V levels;
Verbal designations for groups of four voltage levels;
Last two were labelled (simply) XXX;
Upon depressing a switch a red light appeared;
An electric buzzing was emitted;
A blue light labelled voltage energizer would light up;
Labelled Slight Shock to XXX
4(a) Describe one result from the Food History Inventory in Experiment 1 of the Laney et al. study (false memory). 2
e.g.
The mean ratings for the Love group increased after manipulation (1 mark). It increased by (an average) of 2.6 points
(indicating an increase in confidence) (1 mark)
The mean ratings for the Control group remained (roughly) the same after manipulation (1 mark). It increased by (an average)
of just 0.2 points (indicating no increase in confidence) (1 mark)
The critical item score was the same for both groups pre-manipulation (1 mark). However, at post-manipulation the Love group
had increased significantly more than the Control group (1 mark).

PUBLISHED 2018
4(b) Explain one real world application of the result you described in part (a). 2
e.g.
The results are useful for children who could be seen as fussy eaters (1 mark); a parent/health worker could use the same
manipulation like ‘you have always loved fruit’ to help children change their views on food (1 mark).
5 Describe the psychology that was being investigated in the Saavedra and Silverman study (button phobia). 4
e.g.
Investigated evaluative learning/classical conditioning (identification mark);
A person comes to perceive (evaluate) a previously neutral object or an event negatively.
The person negatively evaluates the object/event without anticipating any threat/danger.
This negative evaluation elicits a feeling of disgust rather than fear.
Differs from Classical Conditioning as the person is being cognitively active by thinking about disgust and consequences rather
than being a passive organism (2 marks)

PUBLISHED 2018
6(a) Describe two assumptions of the cognitive approach. 4
1 mark – partial answer, 2 marks – full answer x2
e.g.
Behaviour and emotions can be explained in terms of the role of thinking (cognitive) processes like attention, memory and
language (2 marks)
Behaviour can be explained in terms of processes like memory/language (1 mark)
e.g.
Similarities and differences between people can be understood via cognitions. These can be the way we process information/
the way we store information (2 marks)
Similarities/differences between people can be understood via cognitions (1 mark)
6(b) Explain how one finding from the Baron-Cohen et al. study (eyes test) supports one of the assumptions of the 2
cognitive approach that you have described in part (a).
1 mark – partial answer, 2 marks – full answer
e.g.
The AS/HFA group scored significantly lower on the Eyes Test (compared to the other three groups) (1 mark)
This shows that differences between the groups can be explained by cognitions/thinking processes, in this case, Theory of
Mind (1 mark)
The AS/HFA group scored significantly lower on the Eyes Test (compared to the other three groups) (1 mark)
This clearly shows that differences between people can be explained by how they process information/via cognitions (1 mark)

PUBLISHED 2018
7(a) From the study by Canli et al. (brain scans and emotions): 1
Volunteer/self-selected
7(b)(i) Only females were used in this study. 1

Identify one feature of the sample, other than gender.
1 mark for one other feature
e.g.
(All) right handed
(All) healthy
7(b)(ii) Outline why only females were used as participants. 2
1 mark – partial answer, 2 marks – full answer
e.g.
(Females) are more likely to report intense emotional experiences/males less likely (1 mark); so are therefore more likely to be
affected by the imagery (1 mark)/more likely to express their true emotion (1 mark).
(Females) are more likely to show more physiological reactivity (in conjunction with valence judgements)/males less likely
(1 mark)
7(c) Outline one strength of the sampling technique as used in this study. 2
1 mark for strength, 1 mark for linking it to the study
Volunteers tend to be more motivated and therefore are less likely to drop out of the study (1 mark). Therefore, the participants
were more likely to agree to the brain scan/looking at ‘disturbing’ imagery (1 mark)
As they were volunteers there was no issue around giving informed consent (1 mark).

PUBLISHED 2018
8(a) Two friends, Jon and Crystal, are discussing the Bandura et al. study (aggression) in terms of the nature versus 2
nurture debate.
Outline the nature versus nurture debate in psychology.
1 mark for nature side of the debate, 1 mark for nurture side of the debate
e.g.
The nature side of the debate refers to aspects of us that are biological/innate/born with
The nurture side of the debate refers to aspects of us that are environmental/learnt/developed from birth
8(b) Crystal believes the Bandura et al. study supports the nature side of the debate but Jon believes it supports the 4
nurture side of the debate.
Outline why you think either Jon or Crystal is correct, using evidence from the study.
e.g. Jon
The boys were more likely to imitate the physical aggression they had only seen from a model (1 mark). This shows that they
have learnt the aggressive behaviour from observing the role model (1 mark)
e.g. Crystal
The boys were more likely to imitate physical aggression (compared to the girls) (1 mark). This shows that boys are ‘born’
more aggressive as they are naturally more aggressive (1 mark)

PUBLISHED 2018
9(a)(i) From the study by Pepperberg (parrot learning): 1
Give one question that Alex the parrot was asked in the study.
e.g.
What’s same?
What’s different?
9(a)(ii) In order to give a correct answer when asked a question, it was assumed that Alex would have to process the 3
information in four steps. The fourth step would be to produce a vocal response of a category.
Outline the first three steps.
1 mark per correct step x3
Attend to multiple aspects of two different objects;

From the vocal question determine whether the response is based on sameness (or difference);
Work out what was same or different;

PUBLISHED 2018
9(b) Explain how the study by Pepperberg met two ethical guidelines for working with animals. Include examples from the 8
study in your answer.
e.g. ‘ethical’ guidelines

Pepperberg only used one parrot in the study so they did use the least amount of animals possible. The study still
accomplished its goals with only one parrot.
Rewards were used appropriately and Alex was not deprived of food/treats if he answered incorrectly. He would be given extra
food if he requested it.
Alex was placed in his usual cage during ‘sleeping hours’ which was ‘normal for him. He was never placed in an unusual
situation/situation he was not used to during the study.
Level Criteria Marks
4 The ethical guideline is clearly outlined and there is a clear explanation as to how Pepperberg met that 4
ethical guideline
3 The ethical guideline is clearly outlined and there is a brief explanation as to how Pepperberg met that 3
ethical guideline; The ethical guideline is briefly outlined (or just named) but there is a clear explanation
as to how Pepperberg met that ethical guideline
2 The ethical guideline is clearly outlined but there is a no explanation as to how Pepperberg met that 2
ethical guideline;
The ethical guideline is not clear but there is an implicit attempt at explaining how Pepperberg met that
ethical guideline
1 The ethical guideline is identified or there is a basic attempt at explaining how Pepperberg ensured the 1
study was ethical

PUBLISHED 2018
10 Evaluate the Piliavin et al. study in terms of two strengths and two weaknesses. At least one of your evaluation points 10
must be about field experiments.
Strengths include: ecological validity, replicability, quantitative data, qualitative data
Weaknesses include: ethics, qualitative data, quantitative data, controls




Level 0 (0 marks)

PSYCHOLOGY 9990/11
Paper 1 Approaches, Issues and Debates May/June 2019
MARK SCHEME
Maximum Mark: 60
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responses seen).

PUBLISHED
1(a) From the study by Milgram (obedience): 2

Describe one aim of this study.
1 mark brief aim

2 marks detailed aim
e.g.
To investigate how obedient people are to an authority figure (1 mark)
To investigate how obedient people are to an authority figure asking them to
physically harm another person (2 marks)
To test out the ‘are Germans different’ hypothesis (1 mark)
1(b) Describe one strength of this study. 2
1 mark for identifying strength

1 mark for relating it directly to the study
e.g.
The procedure was standardised so replication would be easier (1 mark)
The procedure was standardised so replication would be easier (e.g. the
prods given), another research team could conduct it again to test for
reliability (2 marks)
The measure of obedience was quantitative and objective (1 mark)

The measure of obedience was quantitative and objective (e.g. the
maximum voltage that a P would give) so comparisons between Ps is
meaningful/valid (2 marks)
The actual aim of the study about obedience was hidden (from Ps) (1 mark)
The actual aim of the study about obedience was hidden (from Ps) so there
would be low demand characteristic/increased ‘real’ behaviour (2 marks)

PUBLISHED
Identify the concept that was being tested in this study.
Same/different.
2(b) Alex the parrot remained in his cage during ‘sleep hours’. 4
Describe what Alex was allowed to do during non-sleeping hours,

when he was not being used in a trial.
1 mark per correct statement
He was allowed free access to all parts of the laboratory;

These had to be contingent in a correct vocalisation (e.g. wanna go gym)/he
could ask to go anywhere;
He was allowed to eat any standard food/drink as much water as he
wanted/were always available/not deprived of this/has access too/was fed
regularly;
He could request fresh fruit/vegetable/nuts;
He could request toys.

PUBLISHED
3(a)(i) In the study by Saavedra and Silverman (button phobia), the boy 1
completed a disgust/fear hierarchy by giving a distress rating to
different stimuli on a scale from 0–8.
Name one stimulus which was given a rating of 8.
1 mark for correct name.

If more than 1, take the first answer.
Clear small (buttons);

Coloured small (buttons);
Small plastic (buttons).
3(a)(ii) Name the stimulus that was given a rating of 2. 1
1 mark for correct name.

If more than 1, take the first answer.
Large denim/jean (buttons).
3(b) Outline the results from the post-treatment assessment session. 3
1 mark per correct statement.
The boy reported minimal distress/there was a reduction in the

distress/disgust ratings;
He no longer met the DSM-IV/diagnostic criteria for a (specific) phobia;
He could now wear (clear) buttons/his school uniform shirt.
4 Describe the procedure during the brain scanning phase of the study 5
by Canli et al. (brain scans and emotions).
1 mark for each correct statement
They entered an fMRI scanner;

Ps viewed 96 scenes via a screen;
Viewed them through a mirror directed at the screen;
Movement was minimised by using a bite-bar;
These were already rated for valence/arousal;
The order of the scenes was randomised;
Each picture/scene was shown for around 3s;
There was a gap of c.13s in between pictures/scenes being shown;
A fixation cross appeared on the screen;
They were told to look at each picture/screen for the time it was on the
screen;
When fixation cross appeared they had to rate their emotional arousal;
This was done by pressing a button/using a clicker
The ratings were from 0 (not intense) to 3 (extremely intense).

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Identify two of the characteristics of the sample in Group 3.
1 mark per characteristic
Students/adults/average age of 20.8 (years)

(Nearly) equal males/females;
Studying undergraduate degree;
From the University of Cambridge;
Predominantly studying science;
Assumed to have a high IQ;
(Assumed to be) non-autistic.
5(b) Explain one problem with the original version of the ‘Reading the Mind 2
in the Eyes’ test.
1 mark for identifying problem

1 mark for explaining problem
e.g.
It contained basic and complex mental states (1 mark)
This reduces validity as some items were too easy/lead to a ceiling effect (1
mark)
It contained only two responses choices per pair of eyes (1 mark)

This means that the probability of getting it correct is 50% which reduced
validity/easy to guess/not a good discriminator (1 mark)
There were only 25 questions in the original (1 mark)

This means that it had low validity due to a high ceiling effect (1 mark)
There are other creditworthy problems.
6 A teacher, Jayne, has a new class of students. Her students are not 4
concentrating during films (movies) in class. She is thinking of ways to
help them and asks you for advice.
Outline the advice you would give to Jayne, using your knowledge of
the study by Andrade (doodling).
1 mark per piece of evidence clearly based on the study by Andrade.
e.g.
Jayne could give each student a piece of paper;
She could tell them that whilst watching the film they can doodle;
They can doodle whenever they want/about whatever they want;
Or the paper can already have shapes on it so they can colour them in;
She could ask them to focus on specific pieces of information;
She must tell them that there will be a test after the film.

PUBLISHED
7 From the study by Dement and Kleitman (sleep and dreams): 5
Describe one result about dream recall in REM sleep and one result
about the estimations of dream-duration time in REM sleep. You must
use data for one of these results.
2 marks per result (must have some meaningful comparison to gain

the 2)
1 mark for correct data in one of the answers
e.g. dream recall in REM sleep

There were many more instances of dream recall in REM (1 mark)
compared to instance of no recall/recall in NREM (1 mark); There were 152
instances of dream recall in REM across all participants/39 instances of no
recall (1 mark: data)/There were 11 instances of dream recall in NREM/149
instances of no recall (alternative 1 mark: data).
DN was more accurate with his estimations of 5 minutes in REM compared

to estimations of 15 minutes in REM (2 marks: comparison). He was 80%
correct for 5 minutes (1 mark: data)/He was 50% correct for 15 minutes
(alternative 1 mark: data).
e.g. estimations of dream-duration time in REM sleep

Participants were more accurate at estimating 5 mins (1 mark) compared to
15 mins (1 mark); On 88% of trial (45/51) the participants estimated 5 mins
correctly (1 mark: data); On 78% of trials (47/60) the participants estimated
15 mins correctly (alternative 1 mark: data).

PUBLISHED
8(a) Mandy has learned about the study by Bandura et al. (aggression). 2
She believes that the results support the nurture side of the nature-
nurture debate.
Outline what is meant by the ‘nature-nurture debate’.
1 mark for the nature side of argument

1 mark for the nurture side of argument
e.g.
The nature side of the debate is about what behaviours etc. we are born
with (1 mark) whereas the nurture side of the debate is about what we learn
in our lives (1 mark).
8(b) Outline why Mandy is correct, using evidence in your answer. 4
1 mark per point made
e.g.
The children copied the aggression they had seen so it was learnt;
For example they shouted things like sock him/kick him;
Bandura stated that it was Social Learning Theory causing the aggressive
behaviour;
They observed and then imitated what they had seen showing learning;
Children had been matched on levels of aggression so any increased
aggression levels they showed in the study had to be learnt;
Children with an aggressive model were more likely to display aggression
compared to a non-aggressive model (2 marks: evidence with comparison);
Boys were more likely to be physically aggressive (compared to girls) (1
mark evidence as not stated condition)
Girls were more likely to be verbally aggressive (compared to boys) (1 mark
evidence as not stated condition)
Boys were more aggressive (0 marks evidence as no comparison and not
stated condition)

PUBLISHED
9(a) Describe two aims of the study by Schachter and Singer (two factors 4
in emotion).
1 mark for brief aim

2 marks for detailed aim
2 marks available per aim
e.g. 1 mark
To test out the two factor theory of emotion
To test out the role of cognitive labels in emotions
To test out the role of physiology in emotions
To investigate the effect of a stooge on behaviour
e.g. 2 marks
To test out the two factor theory of emotion which is that an emotional
experience comes from a cognitive label and some physiological arousal
To test out how cognitive labels like anger and euphoria affect how we
perceive our own emotions
To test that when physiologically aroused and there is no immediate
explanation for it; do we describe feelings based on available cognitions?
To test that when physiologically aroused and there is an immediate
explanation for it, we do not use available cognitions to explain it
To test given the same cognitive circumstances, will an individual describe
their feelings as emotions only when they experience physiological arousal?
To investigate the effect of a stooge on behaviour who would be angry or
euphoric

PUBLISHED
9(b) Explain whether each guideline below was broken in the study by 8
Schachter and Singer (two factors in emotion):
• confidentiality
• debriefing
• deception
• protection
Use the following Levels marking for each guideline separately
Level Descriptor Marks
2 The answer explicitly describes the ethical guideline and 2

the example is contextualised from the named study
OR The ethical guideline is implicit from the use of a
well argued example contextualised from the named
study
1 The answer explicitly describes the ethical without 1

correct contextualisation/no contextualisation
brief example contextualised from the named study
OR The ethical guideline is incorrectly described but the
contextualised example from the named study is correct
0 The description of the ethical guideline is incorrect 0

and/or the contextualised example is incorrect
OR no answer given
Confidentiality
e.g. Any data should not be identifiable as a single participants’
responses/participants’ data must not be named as theirs
All we know is that there were male students from the University of
Minnesota/only the doctors had access to their medical records
Debriefing
e.g. After a study has been completed, participants should be told about the
true aim of the study/what deception/occurred
This guideline was not broken as after the self-report, the researchers
explained the deception of the injection/stooge/answered any questions
Deception
e.g. A participant should not be deceived without a strong justification/only if
revealing the deception would not cause discomfort
This guideline was broken as they were told the wrong information whilst
getting the injection

PUBLISHED
9(b) Protection Note: can be answered for or against here – go with

intentions of the candidate
e.g. Participants should leave the study in the same psychological/physical

state as they entered/Participants should not be potentially harmed by the
procedure of a study
The guideline was broken as the participants did receive an injection which
may have caused physical/psychological pain
The guideline was not broken as the injection was given by a professional
doctor to ensure minimal pain
They all had to be health screened prior to the study

PUBLISHED
10 Evaluate the study by Piliavin et al. in terms of two strengths and two 10
weaknesses. At least one of your evaluation points must be about the
use of independent measures.




Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
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Teachers.

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responses seen).

PUBLISHED
1(a)(i) In his study, Milgram used a fake shock generator to measure levels of 1
obedience.
What was the voltage increment from one switch to the next on the
generator?

If more than one answer given, credit the first one
15 (volts)
1(a)(ii) What label was underneath the switches from 375–420 volts on the 1
generator?

Danger/Severe (Shock)
1(a)(iii) How many participants pressed the maximum voltage switch, labelled 1
450 volts?

26
1(b) Outline one conclusion from this study. 2
1 mark brief conclusion

2 marks detailed conclusion
e.g.
People will be obedient to an authority figure (1 mark);
Individuals appear to be much more obedient to an authority figure than we
might expect (2 marks);
When people are given orders to act destructively they will be experience
high levels of stress/anxiety (2 marks);
People will follow/listen to an authority figure even if it means harming
another person (2 marks);
People are willing to harm someone if responsibility is taken away/passed
on to someone else (2 marks)

PUBLISHED
2(a) From the study by Schachter and Singer (two factors in emotion): 2
Outline what the participants in the ‘Epinephrine Ignorant (EPI IGN)’

were told during their injection.
They were told that the injection/drug was mild/harmless;

They were told that there were no side effects.
2(b) Describe the results from the Activity Index measure in the Euphoria 3
condition for ‘Epinephrine Ignorant (EPI IGN)’ group compared to the
Epinephrine Misinformed (EPI MIS) group. You must use data in your
answer
1 mark for stating which group scored highest/lowest

1 mark for describing what the result meant
1 mark for using data (can be just the data for one group)
e.g.
The score on the Activity Index was higher for the Epi Mis/lower for the Epi
Ign (1 mark) which meant the Epi Mis joined in more with the stooge or were
more euphoric/Epi Ign joined in less or were less euphoric (1 mark). The
average score was 22.56 (Epi Mis) and 18.28 (Epi Ign) (1 mark for either)
Outline one aim of this study.
1 mark for brief aim.

1 mark for detailed aim.
e.g.
To report on the treatment of a button phobia (1 mark);
To investigate the cause of a boy’s button phobia (1 mark);
To investigate the cause of a boy’s button phobia to see if disgust is
involved (2 marks);
To treat the button phobia of a boy by targeting fear and disgust (2 marks);
To test the effectiveness of exposure (based) treatment of a button phobic
(2 marks);
To examine the role of evaluative learning/classical conditioning in (button)
phobias (2 marks);

PUBLISHED
1 mark for identifying strength

1 mark for relating it directly to the study including why it is a strength
e.g.
The study had a follow up of 12-months (1 mark). Therefore, the treatment
could be tested for effectiveness in the long term (1 mark)
The study was on only one boy so a lot of data could be collected (1 mark).
Therefore, the best treatment method could be designed/chosen to ensure it
helped to get rid of his button phobia (1 mark)
4 Describe the ‘Aggression Arousal’ procedure in the study by Bandura 5

et al.
1 mark per correct point
The child was brought to an anteroom/a room;

It contained toys (for the children)/shown toys;
These included a fire engine, locomotive, a fighter jet, cable, spinning top,
doll, doll carriage, crib, car, wardrobe (two need to be named to gain 1
mark);
They were told they could play with them;
As soon as they did begin to play/get involved (usually 2 mins), the
experimenter stopped them;
The experimenter explained that she did not let just anyone play with the
toys;
She then said that she decided they were reserved for some other children;
The children were told that they were her very best toys;
The experimenter sat away from the child (during this phase)/completed
some paperwork
5(a) From the study by Laney et al. (false memory): 2
Identify two characteristics of the sample used in Experiment 1.
1 mark per correct characteristic
Undergraduates/students;
(from) University of California;
Mostly female;
Mean age around 21 years

PUBLISHED
5(b) The Restaurant Questionnaire measures the likelihood of eating 2

certain foods.
Explain one reason why it may not measure this accurately.
1 mark for a reason/problem

1 mark for linking it to the study
e.g.
What people say they will do on a questionnaire may not ‘mirror’ their
behaviour (1 mark); therefore just because they said they would be more
likely eat asparagus we don’t know if they actually would (1 mark)
0–8 ratings are subjective/restrictive (1 mark)
6 A teacher, Rachael, has a new class of children aged six years. She 4
wants the children to help each other more often in the classroom and
asks you for advice.
Outline the advice you would give to Rachael, using your knowledge of
the study by Yamamoto et al. (chimpanzee learning).
1 mark per correct piece of advice given based on any element of the
study (does not have to be explicit).
e.g.
Rachael could set up a game where two children have to work together to
solve a task;
One child could have tools necessary to solve the whole task;
The other child needs to request the correct tool to solve the task/only one
tool will help solve it;
The children need to work together to use the correct tools to solve the task;
Rachael should give a reward to the children when they solve it;
She could give a reward to the child who solved it then swap the children
over;
She can encourage children to ask for help;
She could allow the children to get familiar with the classroom/equipment to
use;

PUBLISHED
7 From the study by Canli et al. (brain scans and emotions): 5
Describe one result about the ratings of emotional intensity of the

scenes and one result about the percentage of participants who
‘remembered’ the scene across intensity ratings. You must use data
for one of these results
2 marks per result (must have some meaningful comparison to gain

the 2)
1 mark for correct data in one of the answers
e.g. emotional intensity

They were similar across the scenes (1 mark); there were slightly more
scenes rated as 0 (not emotionally intense) (1 mark); 29% of scenes were
rated as not emotionally intense (1 mark: data)
There was a negative correlation between emotional intensity and valence

(2 marks; 1 if just ‘correlation’). The r value was –0.66 (1 mark: data)
There was a positive correlation between emotional intensity and arousal (2

marks; 1 if just ‘correlation). The r value was +0.68 (1 mark: data)
There was a positive correlation between emotional intensity and (left)

amygdala activation (2 marks; 1 if just ‘correlation’ OR amygdala activation
was higher for scenes rated higher (2 or 3) compared to those rated lower (0
or 1) (2 marks)
e.g. ‘remembered’ scenes

More of the scenes rated as 3 (extremely emotionally intense) were
remembered (1 mark); Those rated 0–2 had similar levels of %
remembered/less than those rated 3 (1 mark); 42% of scenes rated 3 were
‘remembered’ (1 mark: data)
The scenes which had higher emotional/intensity ratings were remembered

more (1 mark) than those with a low emotional/intensity rating (2 marks
total: comparison)

PUBLISHED
8(a) Duncan has learned about the Pepperberg (parrot learning) study. He 2
believes that the results support the nurture side of the nature-nurture
debate.
Outline what is meant by the ‘nature-nurture debate’.
1 mark for the nature side of argument

1 mark for the nurture side of argument
e.g.
The nature side of the debate is about what behaviours etc. we are born
in our lives (1 mark)
8(b) Outline why you think Duncan is correct, using evidence in your 4
answer.
1 mark per point made
e.g.
Alex was taught/trained how to use same/different so this was learnt;
Alex got rewarded for his efforts and got better at the skill of same/different
showing this was learnt;
He was taught to label colours and materials so this was learnt;
He learnt skills through operant conditioning/social learning/Model-Rival
Technique;
He could transfer his ‘knowledge’ to novel objects which could have only
happened if he had learnt labels;
These skills are not common among wild parrots;
This shows that Alex was not born with the ability to use labels/eq.
Alex had already learned some vocabulary in a previous study.
9(a) Describe two of the independent variables in the study by Piliavin et al. 4
(subway Samaritans).
1 mark for identifying an IV

1 mark for operationalising the IV
e.g.
Type/responsibility/condition/behaviour of victim (1 mark); ill versus drunk (1
mark)
Race of victim/stooge (1 mark); black versus white (1 mark)
The size of the group of bystanders (1 mark); how many people were
present (1 mark)
Early or late model/The behaviour of the model (1 mark); (help) 70 seconds
or 150 seconds after collapse (1 mark)

PUBLISHED
Piliavin et al. (subway Samaritans):
• debriefing
• deception
• confidentiality
• protection
Use the following Levels marking for each guideline separately
2 The answer explicitly describes the ethical guideline 2

and the example is contextualised from the named
study
well argued example contextualised from the named
study

without correct contextualisation/no contextualisation
OR The ethical guideline is incorrectly described but
the contextualised example from the named study is
correct

OR no answer given

PUBLISHED
9(b) Debriefing
e.g. After a study has been completed, participants should be told about the
true aim of the study/what deception/occurred;
This guideline was broken people could easily leave the subway carriage at
the end of their trip and not be told about the study/participants were not
systematically stopped and told that it was in fact a study about bystander
behaviour
Deception
e.g. A participant should not be deceived without a strong justification/only if
revealing the deception would not cause discomfort;
This guideline was broken as the participants were unaware that the victim
was ‘faking it’
Confidentiality
e.g. Any data should not be identifiable as a single participants’
responses/participants’ data must not be named as theirs
The guideline was not broken as no individual data was published/all we
know is that there were people on a New York subway train
Protection Note: can be answered for or against here – go with

intentions of the candidate
e.g. Participants should leave the study in the same psychological/physical
state as they entered/Participants should not be potentially harmed by the
procedure of a study
The guideline was broken as the participants had to witness a person
collapsing and then maybe not helping them out
The guideline was not broken as a participant could literally turn their back
on the incident and take no notice of it
Other people did help so most passengers may have felt guilty.

PUBLISHED
10 Evaluate the study by Andrade (doodling) in terms of two strengths 10

and two weaknesses. At least one of your evaluation points must be
about the use of quantitative data.
Original AOs

Evaluation is comprehensive.
Answer demonstrates evidence of careful planning, organisation and
Analysis (valid conclusions that effectively summarise issues and
Answer demonstrates an excellent understanding of the material.

Evaluation is good.
Answer demonstrates some planning and is well organised.
Analysis is often evident but may not be consistently applied.
Answer demonstrates a good understanding of the material.

Evaluation is mostly appropriate but limited.
Answer demonstrates limited organisation or lacks clarity.
Analysis is limited.
Answer lacks consistent levels of detail and demonstrates a limited

Evaluation is basic.
Answer demonstrates little organisation.
There is little or no evidence of analysis.
Answer does not demonstrate understanding of the material.
Level 0 (0 marks)

PSYCHOLOGY 9990/13
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Teachers.

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responses seen).

PUBLISHED
Outline one aim of the study.
2 marks detailed aim; 1 mark partial / brief aim.
e.g.
To test out the two factor theory of emotion (1 mark);
To test out the two factor theory of emotion which is that an emotional
experience comes from a cognitive label and some physiological arousal (2
marks);
To test out the role of cognitive labels in emotions (1 mark).
1(b) Describe what the participants in the epinephrine-misinformed (Epi- 3

Mis) condition were told immediately after agreeing to the injection.
1 mark per correct point.
They were told to expect some side effects (from Suproxin);

The side effects would be short-lived / transitory;
The side effect would last for 15–20 minutes;
Your feet will probably go numb;
You will get an itching sensation over your body;
You may get a headache.
Identify two characteristics of the sample used, other than that they
were chimpanzees.
1 mark per correct point. Do not accept chimpanzees.
e.g.
Five pairs;
Each paired with kin / mother;
Three were juveniles;
Socially housed at a Primate Research Institute;
Had participated in previous research that was similar;
Had demonstrated sharing behaviour before.

PUBLISHED
2(b) Describe the results from the second ‘Can See’ condition. You must 3
use data in your answer.
1 mark per correct point. Maximum of 2 if no data is used in answer.
e.g.
There was an object offered in 97.9% of cases (1 mark: data);
The three chimpanzees offered potential tools more frequently than nontool
objects (2 marks) with Ai doing this 81.3% of the time (1 mark: data);
They offered a relevant tool more frequently than a irrelevant tool for both
the stick and straw tasks (2 marks).
3(a) From the study by Dement and Kleitman (sleep and dreams): 2
Outline one conclusion about eye movement during REM sleep.
2 marks detailed conclusion. 1 mark partial / brief.

No credit for any actual results. Must be generic.
e.g. 2 marks
Eye movements during REM tend to fit with what the dreamer is looking at
suggesting eye movements are not ‘random’ at all.
e.g. 1 mark
Eye movements during REM tend to fit with what the dreamer is looking at.
1 mark identifying strength. 1 mark contextualising with study.
e.g.
There was a standardised procedure (which increases reliability) (1 mark);
For example, the participant was always in a quiet dark room which makes
replication easier to test for reliability (2 marks).
There are other creditworthy answers including objectivity, scientific,

controls etc.

PUBLISHED
4 Describe the Restaurant Questionnaire completed by participants in 5

the study by Laney et al. (false memory).
Assessed desire to eat 32 dishes;

There was a critical item of ‘sautéed asparagus (spears)’;
Formatted to look like a menu;
Five categories (e.g. appetisers, desserts – need to name 2);
They had to imagine they were out for a special dinner;
Then decide how likely they would order each item;
Each choice was rated from 1–8;
1 = definitely no and 8 = definitely yes (require both to gain this available
mark).
Identify two examples where a response would be recorded as a ‘false

alarm’ for the recall of names
Names mentioned on the tape as lures;

Any new name.
5(b) Suggest one problem with the sample used in this study. 2
1 mark suggesting problem. 1 mark for contextualising with study.
e.g.
Might not be a representative sample (1 mark: problem);
All were members of a Psychology Unit participant panel so might be more
motivated (1 mark: context).
The sample was gender biased (1 mark: problem);

There were many more females so the results may not generalise to males
doodling and remembering (1 mark: context)

PUBLISHED
6 Simone is a student who never uses a spoon to eat with at lunchtime 4

because he has a phobia of spoons.
Outline how Simone could be helped to overcome his phobia of

spoons, using your knowledge of the study by Saavedra and
Silverman.
1 mark per correct piece of advice given based on any element of the study
(does not have to be explicit).
e.g.
Simone might ask the child if he can remember any negative experiences
with spoons;
This will enable Simone to identify a potential cause to help the student
reverse the experience;
Simone could get the student to rate different spoons on a Fear / Disgust
Hierarchy;
Whichever has the lowest fear / disgust rating can be presented to the
student;
They can be rewarded for being able to touch or use the spoon;
The feelings of the student can be measured using a Feelings
Thermometer.
7 Piliavin et al. (subway Samaritans) studied spontaneous helping of 5

victims on a subway.
Describe one result about the spontaneous helping of white victims

and one result about the spontaneous helping of black victims. You
must use data for one of these results.
Max. 4 for answers without data presented.

Max. 1 mark for correct data in one of the answers.
e.g. white victims:

The highest incidence of help was for white victims being helped by white
helpers in the cane condition (1 mark). This happened 34 times during the
study (1 mark: data). Also, there was only one instance of a black participant
helping a white drunk victim (1 mark: data). 68% of helpers were white (1
mark: data);
There were the same levels of helping when the victim was drunk or ill (2
marks: comparison). This was 100% of the time (1 mark: data).
e.g. black victims:

More drunk black victims were helped by black helpers than white helpers (2
marks: comparison). Only two white helpers helped a black victim with a
cane (1 mark: data). Overall, half of helpers were white though (1 mark:
data);
Black ill victims were helped more often than black drunk victims (2 marks:
comparison). The latter was for 73% of trials (1 mark: data).

PUBLISHED
8(a) Patty has learned about the study by Canli et al. (brain scans and 2
emotions). She believes that the results support the nature side of the
nature–nurture debate.
Outline what is meant by ‘the nature-nurture debate’.
1 mark for the nature side of argument.

1 mark for the nurture side of argument.
Do not credit tautological outlines.
e.g. The nature side of the debate is about what behaviours etc. we are born
in our lives (1 mark).
8(b) Outline why Patty is correct, using evidence in your answer. 4
1 mark per point made.

1 mark available for any result / example from the study itself.
Max. 2 if no evidence from study presented.
e.g.
The study was about brain function which is a biological mechanism;
The amygdala is a part of the brain hence it is biological / we are born with
it;
Blood-oxygen levels were measured which is biological in nature;
Females were used in the study as they are likely to show emotional
reactions which are a biological difference from men.

PUBLISHED
9(a) Describe the psychology being investigated in the study by 4

Pepperberg (parrot learning).
e.g.
She was testing cognitive skills (of a parrot);
To see we can teach an organism to distinguish between same and
different;
The study also examined Social Learning Theory as a mechanism for
learning;
This is when an organism pays attention to a role model;
The organism retains the information for later use;
The organism then reproduces the observed behaviour;
They organism must feel motivated to replicate / via vicarious reinforcement;
Operant conditioning is when you learn by the consequences of your
behaviour.
9(b) Studies in psychology can be assessed on ethical issues: whether 8

they follow ethical guidelines or not. Four ethical guidelines relating to
animals are listed below.
Explain whether each guideline was followed in the study by

Pepperberg (parrot learning):
• Deprivation
• Housing
• Numbers
• Species
Use the following Levels marking for each guideline separately:
2 The answer explicitly describes the ethical guideline and 2

the example is contextualised from the named study
OR The ethical guideline is implicit from the use of a well
argued example contextualised from the named study
1 The answer explicitly describes the ethical without correct 1

contextualisation / no contextualisation
OR The ethical guideline is implicit from the use of a brief
example contextualised from the named study
OR The ethical guideline is incorrectly described but the
contextualised example from the named study is correct
0 The description of the ethical guideline is incorrect and/or 0

the contextualised example is incorrect
OR no answer given

PUBLISHED
9(b) e.g. Deprivation

Animals should not have any food / water withheld in a study unless it is
absolutely necessary;
Alex would be given extra food if he asked / was not stopped from having
food if he got an answer incorrect (not broken).
e.g. Housing
Housing should take into account the social behaviour of species (e.g.
caging);
Alex was housed alone which might be stressful as parrots are social
(broken).
e.g. Numbers
Psychologists should use the least number of animals as possible to
accomplish goals;
Alex was the only participant (not broken).
e.g. Species
Researchers should choose an appropriate species for their study;
Alex had been used for over 10 years in different studies about cognitive
abilities so was an ideal participant (not broken).

PUBLISHED

must be about the use of quantitative data.




Level 0 (0 marks)

PSYCHOLOGY 9990/11
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2019
responses seen).

PUBLISHED 2019
Outline the instructions that were given only to the ‘doodling’ group. These
were given before they listened to the telephone message.
They were asked to shade in the squares and circles;

They were told it does not matter how neatly they do it;
They were told it does not matter how quickly they do it;
They were told it was to relieve any boredom;
1(b) Outline one result from this study. 2
1 mark – brief result (no comparison)

2 marks – full result (comparison)
e.g.
Participants in the doodling group recalled more (1 mark);
Participants in the doodling group had a better memory score than the control
(1 mark);
The doodling condition recalled a mean of 7.8 names compared to 7.1 of the
non-doodling group;
Participants in the doodling groups recalled more names/places compared to the
control group (2 marks);
The doodlers (mainly) doodled and the non-doodlers did not (2 marks);

PUBLISHED 2019
2(a) From the study by Bandura et al. (aggression): 2
1 mark – brief aim

2 marks – detailed aim
e.g.
To investigate how children learn aggression (1 mark);
To see if aggression was nature or nurture (1 mark);
To investigate whether children imitate the aggressive behaviour of an
aggressive model (2 marks);
To investigate whether children are more likely to imitate the behaviour of a
same-sex model (2 marks);
To investigate whether children would imitate aggression of a model in the
absence of the model (2 marks);
2(b) One of the response categories was ‘imitation of physical aggression’. 3
Identify three examples of ‘imitation of physical aggression’ from this

study.
1 mark per example
Hitting Bobo with a mallet;

Sitting on the Bobo doll and punching the Bobo doll (on the nose);
Kicking the Bobo doll;
Tossing the Bobo doll into the air;

PUBLISHED 2019
Explain why the study is from the biological approach.
1 mark – brief answer

2 marks – clear explanation or linked to a general assumption
e.g.
The study was interested in the role of the brain in behaviour and this is
biological (1 mark);
The study was investigating the role of the amygdala in memories (1st mark);
The biological approach is interested in the role of the brain in our
behaviour/experiences (2nd mark);
They were testing the role of the amygdala in memory (1 mark) and this is part of
the brain which is biology/neurology (1 mark);
3(b) Explain one weakness of using brain scans in this study. 2
1 mark – brief answer or answer not linked to study

2 marks – detailed answer linked to study
e.g.
People may act differently when having a scan compared to real life (1 mark);
People may act differently when having a scan compared to real life so the
emotional intensity scores may have been different in a real-life situation rather
than on a screen (2 marks);
People may feel stressed/anxious whilst having a brain scan (1st mark) and this
could have affected how they rated the emotional intensity of each picture/scene
(reducing validity) (2nd mark);
4(a) In the study by Dement and Kleitman (sleep and dreams), the procedure 2
that the researchers first used to measure participants’ estimations of REM
sleep duration was unsuccessful and had to be revised.
Describe how the researchers first attempted to measure participants’

estimations of REM sleep duration.
Participants were woken at different increments of time (in REM);

They were then asked to estimate the time they had been dreaming;
To the nearest minute;
So, they were not given a fixed choice;
4(b) Describe the revised procedure used to measure participants’ estimations 2

of REM sleep duration.
Participants were woke at either 5 or 15 minutes after the onset of REM;

They were then asked to choose if they had been dreaming for 5 or 15 minutes;

PUBLISHED 2019
5(a) From the study by Piliavin et al. (subway Samaritans): 2
Outline what the model was supposed to do in the ‘Adjacent area – late’
condition.
Model stood in (the middle of) adjacent car;

Waited until passing the sixth station/waited for approximately 150s;
Then began to help the victim;
5(b) Describe one methodological strength of this study. 2
1 mark – identifying strength

1 mark – linking it to the study
e.g.
The study has ecological validity (1 mark);
This is because the setting was a real-life subway carriage (1 mark);
The study has mundane realism (1 mark);

This is because the ‘task’ of seeing a person collapse does happen in the real
world (1 mark);
The procedure was standardised (1 mark);

The models only helped out after a set time (e.g. 70s) so the study could be
replicated/tested for reliability (1 mark);
6 Describe the psychology being investigated in the study by Yamamoto 4

et al. (chimpanzee helping).
Examples from the study by Yamamoto et al. can gain credit (1 mark maximum)
e.g.
Altruism was investigated which is helping another chimpanzee without any
benefit to themselves;
For example, one chimp gave another chimp a straw to drink the juice even
though the chimp giving the straw never got the juice;
The study was about prosocial behaviour which is about helping others who may
need it;
Empathy was looked into which is understanding the emotional state of another
organism (by imagining themselves in ‘their shoes’);
Looked into targeting helping which is the ability to help someone else in a
situation;
Looked at targeting helping and seeing if organisms would use altruism to
help/help without expecting a reward;
Can an organism comprehend the specific needs of another organism?

PUBLISHED 2019
Identify two colours that Alex the parrot could already name before this
study began.
1 mark per correct answer
Rose/red;
Grey;
Green;
Blue;
Yellow;
7(b) Outline one result from the ‘Transfer Tests with Novel Objects’. You must 2
use data in your answer.

1 mark for correct use of data
e.g.
Alex’s score was above chance of 1/3 (1 mark);
Alex’s score was 85% correct on all trials (2 marks);
Alex’s score was 82.3% on first-trial performance (2 marks);
7(c) Suggest one real life application of this study. 2
1 mark for brief application but linked to study or plausible application

outlined but not explained/only has the what or how;
2 marks for application that clearly shows who would benefit/linked to
study/how it would be done/has the what and how.
e.g.
Be useful to see if other species can learn abstract concepts using the same
procedure, e.g. assistance animals (1 mark);
The technique could be useful in helping children who are having difficulty
learning abstract concepts;
By using the model/rival technique, the child can learn the concepts through
rewards/engaging with the model/rival (2 marks);
Use the model-rival technique to teach children behaviours/train animals to
perform certain tasks (1 mark);

PUBLISHED 2019
8 Two friends, Javier and Lorena, are discussing the ethics of the study by 6
Saavedra and Silverman (button phobia). Javier thinks the study is ethical
but Lorena thinks it is unethical.
Explain one reason why Javier is correct and one reason why Lorena is
correct, using evidence from this study.
3 marks for the answer for Javier

3 marks for the answer for Lorena
e.g. Javier
The study did gain informed consent (1 mark). This was taken from the boy and
his mother before the therapy started (1 mark). Therefore, both the boy and
mother knew exactly what the therapy was going to entail (1 mark); the
boy/mother agreed to wanting to take part in the study/having results published
(alternative 1 mark).
Also, they started the therapy with his least distressing scenario (1 mark). The
mother used positive reinforcement during the therapy so the boy would not get
too distressed (1 mark) Therefore, the boy was protected from any harm
throughout the therapy (1 mark).
e.g. Lorena
The study could have easily caused psychological stress (1 mark). The boy was
having to confront his button phobia throughout the therapy (1 mark). He also
had to discuss potential causes/effects of the phobia (e.g. buttons falling on him
in art class) which would be stressful (1 mark).

PUBLISHED 2019
9(a) Describe two independent variables from the study by Schachter and 4
Singer (two factors in emotion).
1 mark for identifying an IV, ×2

1 mark for operationalising the IV, ×2
The emotional situation (1 mark); anger or euphoria (1 mark);

The injection information (1 mark); misinformed/informed/ignorant/placebo
(1 mark for any two of these);
9(b) Explain two differences between the study by Schachter and Singer (two 8
factors in emotion) and the study by Canli et al. (brain scans and
emotions).
e.g. 4 marks
They used different sexes as participants. Schachter and Singer used 184 male
students from the University of Minnesota whereas Canli only used 10 females
who were all right-handed.
e.g. 3 marks
They used different sexes as participants. Schachter and Singer used (184) male
students from the University of Minnesota whereas Canli only used females.
e.g. 2 marks
They used different sexes as participants. Schachter and Singer used males
whereas Canli used females.
e.g. 1 mark
They used different sexes as participants.
4 The difference is well explained using both studies as 4

examples.
3 The difference is well explained but only one study is used as 3

an example OR both studies used briefly.
2 The difference is brief with an attempt at using at least one 2

study as an example OR
The difference is well explained but there is no study
evidence.
1 The difference is brief with no attempt at using studies as 1

examples.
0 No creditworthy material. 0

PUBLISHED 2019
10 Evaluate the study by Laney et al. (false memory) in terms of two strengths 10
and two weaknesses. At least one of your evaluation points must be about
the use of self-reports.




Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2019
given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to
your Team Leader as appropriate
responses seen).

PUBLISHED 2019
Name the main brain structure investigated in this study.
1 mark for correct answer. If more than 1 answer given credit the first
Amygdala;
1(b) Outline how the participants rated their emotional arousal towards the 2
scenes
(after viewing a picture), a fixation cross appeared on the screen;

They pressed a button to give the picture a rating;
This ranged from 0–3;
0 = not emotionally intense/3 = extremely emotionally intense;
1 mark brief conclusion

2 marks detailed conclusion
e.g.
The amygdala affects memory (1 mark);
Amygdala activation could/can predict memory (1 mark);
The activity in the (left) amygdala during encoding could predict subsequent
memories (2 marks);

PUBLISHED 2019
1 mark brief aim

2 marks full aim/detailed aim
e.g.
To improve the Eyes Test (1 mark);
To test for Theory of Mind (1 mark);
To test people on a revised Eyes Test to see if some of the original deficits were
no longer seen (2 marks);
To see if females would score higher on the Eyes Test compared to males
(2 marks);
To see if people with AS/HFA lack/have a Theory of Mind (2 marks);
To investigate if there would be a relationship between AQ and Eyes Test
scores (2 marks);
2(b) Describe the results for the Autism Spectrum Quotient (AQ) test for two 3
groups of participants. You must use data in your answer.
2 marks available for the results (a comparison is needed)

1 mark for use of correct data for ONE group
e.g.
The AS/HFA group scored the highest (1 mark) compared to students/IQ
matched controls (1 mark). The average score for the AS/HFA group was
34.4(/50) (1 mark);
Males score higher on the AQ (1 mark) compared to females (1 mark);

PUBLISHED 2019
Explain why this study is from the social approach.
1 mark for brief answer/2 marks for clear description or linked to a general
assumption
e.g.
The study investigated how two chimpanzees interacted (to solve a task)
(1 mark);
The study investigated how two chimpanzees interacted to solve a task and to
see how their behaviour was influenced by a social context of being able to see
the other chimpanzee (2 marks);
The study involved chimpanzees interacting to gain a juice reward (1 mark);
The study involved chimpanzees interacting to gain a juice reward so the
behaviour was influenced by individuals around them which is about the social
approach (2 marks);
The study was about chimpanzees in a social context, that of providing targeted
help when requested (2 marks);
3(b) Explain one strength of using animals as participants in this study. 2
1 mark for a brief answer or answer not linked to study

2 marks for detailed answer linked to study
e.g.
Can allow for greater controls to be used to establish cause-effect (compared to
humans) (1 mark);
Can allow for greater controls to be used (compared to humans) so in this study
using the experimental booths/tool box choice/nature of task is something we
cannot perform on humans (2 marks);
4 Describe how the ‘transfer tests with novel objects’ were conducted on 4
Alex the parrot during the study by Pepperberg (parrot learning).
1 mark per correct statement made
Alex was presented with pairs of objects that combined attributes never used in
training;
They also had not been used in any previous tests asking same/different;
The objects may also have been ‘totally’ novel/never encountered before;
These objects were kept on a shelf in view of Alex;
Therefore, at least one of the pair of objects was unfamiliar to Alex;
These could be colours/shapes he had no label for;
He was then asked ‘What’s Same?’/‘What’s Different?’
If he answered correctly he was praised or rewarded (kept object)/if incorrect
the experimenter said ‘no’;

PUBLISHED 2019
The teacher was given a ‘sample shock’.
Describe this procedure.
This was given before they took on the role of teacher;

The shock was always 45 volts;
The shock was applied to the wrist;
The source was a 45 v battery attached to the shock generator;
5(b) Explain one methodological weakness of the study by Milgram. 2
1 mark identifying weakness

e.g.
The study lacks mundane realism (1 mark); this is because the act of shocking a
stranger if they get a word pair wrong is not a real life task (1 mark);
The study may lack generalisability (1 mark); this is because the sample was of
only 40 white males from New Haven (1 mark);
6 Describe the psychology that is being investigated in the study by Laney 4

et al. (false memory).

Examples from the study by Laney et al. can gain credit (max 1)
e.g.
People may have memories for events, etc. that never actually happened;
People can reconstruct memories of events that have real and false memories in
them;
These could alter our perception of childhood memories (or any memory);
People can fill in the gaps using false information;
The information can be post-event that gets embedded in the actual memory;
They can be either negative (a crime) or positive (liking asparagus);

PUBLISHED 2019
Name two things that participants were asked to do (or not to do) prior to
the study
Arrive a little before normal bedtime;

Eat normally;
Avoid alcohol;
Avoid caffeine-containing drinks;
7(b) Outline one quantitative result from this study. 2
1 mark brief
2 marks for result with a comparison
Participants were more likely to recall a dream in REM (1 mark) compared to

nREM sleep (1 mark);
Participants were more likely to estimate 5 minutes of REM (1 mark) compared
to 15 minutes of REM (1 mark);
152 dreams were recalled (from 191 trials) in the REM condition (1 mark)
compared to 11 (from 160 trials) in the nREM condition (1 mark);
On 88% of trials the participants were accurate at estimating 5 minutes dream
duration (1 mark) compared to 78% of trials for 15 minutes (1 mark);
7(c) Suggest one real life application from this study. 2
1 mark for brief application but linked to study OR plausible application

outlined but not explained/only has the what or how
study/how it would be done/has the what and how
e.g.
The EEG can detect REM/nREM sleep so can be useful in diagnosing problems
with these (1 mark);
The EEG can detect REM/nREM sleep so can be useful in diagnosing problems
with these so that a treatment can be found to help with any disorder (2 marks);
The EEG can detect REM/nREM sleep so could be useful for people with sleep
disorders. A psychologist can use the EEG output to see how their sleep
patterns are different to a ‘normal’ sleeper (2 marks);
Can be used to analyse dream content (0 marks);

PUBLISHED 2019
8 Two friends, Lok and Hiruni, are discussing the ethics of the study by 6
Schachter and Singer (two factors in emotion). Lok thinks the study is
ethical but Hiruni thinks it is unethical.
Explain one reason why Lok is correct and one reason why Hiruni is
correct, using evidence from this study.
3 marks for the answer for Lok

3 marks for the answer for Hiruni
e.g. Lok
Data collected was kept confidential (1 mark). No individual data was published
(1 mark) as all we know is that there were male students from the University of
Minnesota (1 mark).
e.g. Hiruni
The participants were deliberately deceived (1 mark). They were told the wrong
information whilst getting the injection (1 mark). For example one group was told
that they would experience numb feet/get a headache after the injection
(1 mark)/told it was Suproxin for vision (alternative 1 mark).

PUBLISHED 2019
9(a) Describe what was recorded by the female observers in the study by 4
Piliavin et al. (subway Samaritans).
One noted race/sex/location of passengers in the critical area/adjacent areas/in

the carriage;
She also counted the number of passengers in the critical area/in the carriage;
She also counted the total number of people who came to help the victim;
The race/sex/location of every helper was recorded by her;
Another recorded the latency time of the first helper;
She also recorded the latency time of help after the model began to help
(if necessary);
Both noted comments made by the passengers;
Spontaneous/elicited comments from passengers;
9(b) Explain two similarities between the study by Piliavin et al. (subway 8
Samaritans) and the study by Yamamoto et al. (chimpanzee learning).
4 marks available for each similarity
e.g. 4 marks
Both the studies were about ‘helping’ behaviour. In the Piliavin study this was
helping a victim who was ill or drunk and had collapsed on a subway train
whereas in the Yamamoto study this was helping a chimp solve a puzzle or
getting some juice or being able to drink some juice.
e.g. 3 marks
helping a victim (who was ill or drunk) whereas in the Yamamoto study this was
helping a chimp solve a puzzle.
e.g. 2 marks
helping a victim (who was ill or drunk).
e.g. 1 mark
Both studies were about ‘helping’ behaviour.
4 The similarity is well explained using both studies as examples. 4
3 The similarity is well explained but only one study is used as an 3

example OR both studies used briefly.
2 The similarity is brief with an attempt at using at least one study 2

as an example OR
The similarity is well explained but there is no study evidence.
1 The similarity is brief with no attempt at using studies as 1

examples.
0 No creditworthy material. 0

PUBLISHED 2019
10 Evaluate the study by Saavedra and Silverman (button phobia) in terms of 10

two strengths and two weaknesses. At least one of your evaluation points
must be about case studies.




Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2019
responses seen).

PUBLISHED 2019
One female observer noted the race of every rider (passenger)

standing or seated in the critical area.
Name two features she noted about every rider (passenger) in the
critical area.
Sex (of each rider);

Location (of each rider);
Race (of each rider);
1(b) State one reason why the experiment was conducted between the two 1
stations used.
1 mark for a valid reason
e.g.
It lasted for 7.5 minutes/long so enough time to run the trial;
To aid replicability;
To aid standardisation;
1 mark – brief conclusion

2 marks – detailed conclusion
e.g.
People help ill victims more often (1 mark);
A person who is ‘ill’ is more likely to receive help than a person who is
‘drunk’ (2 marks);

PUBLISHED 2019
Describe the instructions given to the ‘teacher’ about how to deliver

the shocks to the ‘learner’.
They were told to give a shock each time a wrong response was given;
They were told to move to the next button up each time a wrong response is
given;
They had to announce the voltage level before giving a shock;
The shock was ‘given’ by pressing the button (on the shock generator);
2(b) Identify two examples of signs of ‘tension’ that were shown by the 2
‘teachers’ during the study.
1 mark per correct example
Sweat(ing);
Tremble/trembling;
Stuttering;
Biting lip;
Groaning;
Dig nails into flesh;
Nervous laughing;
Smiling;
Violent convulsion/seizure;

PUBLISHED 2019
Explain why this study is from the learning approach.
1 mark – brief answer

2 marks – clear description or linked to a general assumption
e.g.
He had gained his phobia from an experience in the classroom, so it was
learnt (1 mark);
The learning approach states that conditioning helps to explain changes in
behaviour. The therapy involved positive reinforcement to motivate him to
complete his distress hierarchy (2 marks).
3(b) Explain one problem when using children in psychological research, 2

using this study as an example.
1 mark – brief answer or answer not linked to study

2 marks – detailed answer linked to study
e.g.
Children get bored easily so might not take tasks seriously (1 mark);
The child might easily get distressed if young (1 mark);
Using children might be unethical as they can get distressed easily – in this
study the boy would have been distressed as he was exposed to buttons
which he had a phobia of (2 marks);
Sometimes children may not understand the language used by adults – the
therapist may have explained the Feelings Thermometer, but the child may
not have fully understood it (reducing validity) (2 marks);
4 Describe how the target words and foils were developed for the 4
revised ‘Reading the Mind in the Eyes’ test in the study by
Baron-Cohen et al.
They were created by two of the experimenters;

Piloted on eight judges;
At least 5/8 judges had to agree that the target word was most suitable;
Also, no more than 2/8 judges had to pick the foil;
Items that failed had new target words/foils created;
These were then re-assessed by the judges until the item ‘passed’;

PUBLISHED 2019
Identify two behaviours from participants in the euphoria condition

that would be coded as ‘joins in activity’.
1 mark per correct behaviour named
Made or flew paper airplanes;

Threw paper basketballs;
Hula hooped;
Shooting at pile of folders;
Shoots paper with rubber band;
5(b) Explain one methodological strength of this study. 2
1 mark – identifying strength

1 mark – relating it directly to the study
The study was experimental (well controlled) so cause and effect could be
established (1 mark);
They could be confident that it was the (mis)information given to the
participants that was causing their thoughts and behaviours (1 mark);
The study was standardised so that it could easily be tested for reliability
(1 mark);
The actions of the stooge in the anger and euphoria conditions meant that
another research team could replicate and check for reliability (1 mark);
6 Describe the psychology being investigated in the study by Bandura et 4

al. (aggression).
People pay attention to/observe the behaviour of a role model;

They then retain that information in their memory;
They will then imitate/reproduce the behaviour if they feel capable;
If they witnessed the model get rewarded (vicarious) then they are more
likely to repeat/try to repeat;
The imitation is seen as more probable if the role model is of the same sex
(as the observer);

PUBLISHED 2019
Outline the rating scale used in the Food History Inventory.
They had to rate each item on a scale of 1–8;

1 = definitely did not happen (before the age of 10);
8 = definitely did happen (before the age of 10);
7(b) Outline one result from Experiment 1, using data collected from the 2
Food History Inventory.
1 mark – result
1 mark – using correct data
Only the Love group’s ratings changed (after manipulation);

The Love group’s (average) rating increased 2.6 points;
The control group’s (average) rating increased 0.2 points;
7(c) Suggest one real life application of this study. 2
1 mark for brief application but linked to study or plausible application

outlined but not explained/only has the what or how.
study/how it would be done/has the what and how.
This can be used to help improve the diet of people (1 mark);

This can be used to help improve the diet of fussy eaters;
Therapists/nutritionists can use the ‘computer generated’ fake profile to
change the memories of food someone dislikes (2 marks);

PUBLISHED 2019
8 Two friends, Kim and Alphonse, are discussing the ethics of the study 6
by Pepperberg (parrot learning). Kim thinks the study is ethical but
Alphonse thinks it is unethical.
Explain one reason why Kim is correct and one reason why Alphonse
is correct, using evidence from this study.
3 marks for the answer for Kim

3 marks for the answer for Alphonse
e.g. Kim
The smallest number of animals should be used in research (1 mark) in
order to meet the aims and goals of the study (1 mark). Pepperberg only
used one parrot in the study (1 mark).
e.g. Alphonse
Caging conditions need to be taken in account in research (1 mark). Alex
was kept in a cage of only about 70cm high at night (1 mark). This might not
be enough space for him to be comfortable and could have caused
stress/these parrots are social birds so being alone in his cage might have
caused stress (1 mark).

PUBLISHED 2019
9(a) Describe the two tasks the chimpanzees had to solve in the study by 4
Yamamoto et al. (chimpanzee learning).
1 mark for brief outline

2 marks for detailed outline
e.g. Stick
One chimpanzee needed a stick to reach for juice (1 mark);
One chimpanzee needed a stick to reach for juice in another booth which
was out of reach without it (2 marks);
e.g. Straw
One chimpanzee needed a straw to drink some juice (1 mark);
One chimpanzee needed a straw to drink from a carton that was fixed to the
wall (2 marks);

PUBLISHED 2019
Yamamoto et al. (chimpanzee helping) and study by Piliavin et al.
(subway Samaritans).
4 marks – one similarity

4 marks – one difference
e.g. 4 marks
Both the studies were about ‘helping’ behaviour. In the Piliavin study this
was helping a victim who was ill or drunk and had collapsed on a subway
train whereas in the Yamamoto study this was helping a chimp solve a
puzzle or getting some juice or being able to drink some juice.
e.g. 3 marks
was helping a victim (who was ill or drunk) whereas in the Yamamoto study
this was helping a chimp solve a puzzle.
e.g. 2 marks
was helping a victim (who was ill or drunk).
e.g. 1 mark
Both studies were about ‘helping’ behaviour.
4 The similarity/difference is well explained using both 4

studies as examples
3 The similarity/difference is well explained but only one 3

study is used as an example OR both studies used
briefly
2 The similarity/difference is brief with an attempt at using 2

at least one study as an example OR
The similarity/difference is well explained but there is no
study evidence
1 The similarity/difference is brief with no attempt at using 1

studies as examples
0 No creditworthy material 0

PUBLISHED 2019
10 Evaluate the study by Dement and Kleitman (sleep and dreams) in 10

evaluation points must be about laboratory-based studies.




Level 0 (0 marks)

Cambridge International AS & A Level
PSYCHOLOGY 9990/11
MARK SCHEME
Maximum Mark: 60
Published
Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.
This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.
Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.
Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.

9990/11 Cambridge International AS & A Level – Mark Scheme May/June 2020
PUBLISHED
responses seen).

PUBLISHED
Identify the main research method of this study.
1 mark for the correct answer.
Case study.
1(b) Describe the incident that the boy recalls that started his phobia of 3
buttons.
There was an art project using buttons (in kindergarten);

He had run out of buttons (for his project);
He was asked to go to the front of the class to get more (buttons);
They were in a large bowl (on the teacher’s desk);
His hand slipped as he reached for the bowl;
All of the buttons fell down on him.
1(c) Outline the results from the 6-month follow up. 2
He reported minimal distress (about buttons);

He was in remission according to DSM (criteria);
He (continued) to wear clear plastic buttons;
He wore them daily/on his school uniform.
2(a) From the study by Yamamoto et al. that used chimpanzees as 2

participants:
Outline one psychological concept that was investigated in this study
1 mark for identifying

1 mark for outlining
Altruism
The willingness to do certain things/doing certain things for someone else
even if it disadvantages yourself.
Empathy
The ability to understand the emotional state of someone else by imagining
what it would be like to be in that situation.
2(b) Outline one result from the ‘First “Can See” Condition’. 2
2 marks = full result (with a meaningful comparison)

1 mark = partial result
e.g.
All chimpanzees, except Pan, first offered potential tools significantly more
often than nontools (2 marks)
Pan offered a brush on 80% of trials (1 mark)

PUBLISHED
Outline one result about helping a victim with no model present.
2 marks = full result (compares two relevant conditions)

1 mark = partial result (e.g. one condition)
e.g.
When the victim was black and drunk, help was only given on 73% of trials
whereas when the victim was white and drunk this was 100% (2 marks).
When the victim was white with a cane the rate of help was 100% (1 mark)
3(b) Outline one methodological strength of this study. 2
1 mark = an appropriate methodological strength

1 mark = applied to Piliavin
e.g.
The study was in a natural setting so has increased levels of ecological
validity (1 mark). People were travelling on a subway car which is a normal
everyday event (1 mark).
The sample size was large meaning results could be generalisable (1 mark).
Over 4,400 people ‘participated’ from a wide range of backgrounds meaning
that the behaviours probably represent a wide range of people/society
(1 mark).
3(c) Outline one ethical weakness of this study. 2
1 mark = an appropriate/possible ethical issue

1 mark = applied to Piliavin
e.g.
The participants were deceived by the whole set up (1 mark). The victim was
acting ill/drunk but the participants never knew this (1 mark).
As there were so many participants, debriefing never happened so not

everyone knew it was a fake set up/had taken part in a study (1 mark).
Debriefing after the event happened would have ensured people knew it was
fake (1 mark).

PUBLISHED
Describe the procedure of this study from when the participant arrived
at the laboratory until the participant fell asleep for the first time.
1 mark per correct procedural point.
They were told to eat normally (that day);

But refrain from alcohol/caffeine (on that day);
Each participant had 2+ electrodes placed near their eyes;
Two or three electrodes were placed on the scalp;
The participant then went to bed in a dark/quiet room;
All electrode wires were (further) attached to top of the head;
4(b) Outline how dream recall was recorded in this study. 2
Participants were woken up (to record their dreams);

Participants spoke into a recording device (near to their bed);
They were asked to state whether or not they had been dreaming;
If they could, they were asked to recall the dream;
When they had finished the experimenter sometimes entered the room to
question them more;
5 Mark wants to replicate the Epinephrine Informed (Epi Inf) condition 5

from the study by Schachter and Singer (two factors in emotion) and
needs your help. You must produce clear instructions for Mark, from
when the participant arrives until they are given the injection.
Suggest instructions that Mark could use to replicate this part of the
study.
1 mark per correct instruction.
Max 3 for instructions given that are not specific to the Epi Inf condition.
General:
You must tell the participant that the study is about vision;
You must tell them that it is about how vitamins affect vision;
You must tell them that a vitamin compound/Suproxin is being assessed;
You must then gain their permission to be injected (with Suproxin);
You must tell them that the injection is mild/harmless;
Epi Inf specific:

You must also tell them/reveal that there may be side effects;
Tell them that they are short-lived;
Tell them they will last about 15 minutes or so;
Tell them that their hand will begin to shake/heart will pound/face may get
warm;

PUBLISHED
Identify three characteristics of the sample used in Experiment 1.
1 mark per characteristic.
Undergraduates;
(studying at the) University of California;
Mostly female (77%)/Minority male (23%);
Mean age approx. 20–21 years;
6(b) Describe how the participants were recruited for Experiment 1. 2
Participants were studying at a university (California);

They chose to take part to receive course credits;
2 marks = full conclusion

1 mark = partial conclusion
0 marks = purely results
e.g.
It is possible to implant false beliefs/false memories for a positive childhood
experience of loving asparagus (2 marks)
It is possible to implant false beliefs/false memories (1 mark)
About one-quarter of participants in the Love group reported a memory of
trying asparagus (0 marks)
2 marks = full aim

1 mark = partial aim
e.g.
To test whether doodling aided concentration/improved memory (2 marks)
To test what could improve concentration/memory (1 mark)
To test the effects of doodling (1 mark)
7(b) Suggest one real-world application of this study. 2
1 mark for application (clearly based on Andrade)

1 mark for who it would benefit/elaboration
e.g.
Let workers draw/doodle/colour-in whilst working on a job that is boring/tiring
as this will improve their concentration (2 marks);
Let school children doodle in class to help them (1 mark)

PUBLISHED
8(a) The study by Milgram study (obedience) is from the social approach. 4
Outline two assumptions of the social approach, using any example for
each.
1 mark = appropriate assumption (x2)

1 mark = any relevant example (x2)
e.g.
Behaviour/cognitions/emotions can be influenced by other individuals
(1 mark). For example, in Milgram’s study, the experimenter in the lab coat
used prods to get them to continue to give electric shocks (1 mark)
Behaviour/cognitions/emotions can be influenced by groups (1 mark). For

example, in emergency situations people may believe other people are
giving/calling for help so just walk on by when they usually help (1 mark).
8(b) Explain how one result from the study by Milgram supports the situational 8
explanation of obedience and how one result does not support the
situational explanation of obedience.
4 The result presented has a meaningful comparison and 4

the candidate clearly explains how the result
supports/does not support the situational explanation.

there is a brief attempt at explaining how the result
supports/does not support the situational explanation;
The result presented has no meaningful comparison but
supports/does not support the situational explanation.
2 The result presented has a meaningful comparison but 2

there is no attempt at explanation or explanation is not
about the situational explanation;
The result presented is not clear but there is an implicit
attempt at explaining how the result supports/does not
support the situational explanation.
1 The result presented has no meaningful comparison or 1

there is a basic attempt at explaining.
0 No creditworthy answer. 0

PUBLISHED
9 Evaluate the study by Pepperberg (parrot learning) in terms of two 10

must be about quantitative data.




Level 0 (0 marks)

PYSCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
2020 series.
components.

PUBLISHED
responses seen).

PUBLISHED
Volunteer/self-selecting
1(b) Identify two examples of ‘signs of extreme tension’ shown by 2

participants in this study.
1 mark for ‘sign’ – if more than one written in either scaffolded slot then take
the first answer for each.
Signs of extreme tension:

Sweat;
Tremble;
Stutter;
Bit lip;
Groan;
Dig fingernails into flesh;
Nervous laughing (fits);
Smiling;
Full-blown seizures;
1(c) Describe the ‘preliminary run’ that participants had to complete before 3
the ‘regular run’ in this study.
The participant/teacher was given 10 words to read (to the learner);

Three of these were neutral/ones the learner would get correct;
Seven of these were ‘incorrect’ answers;
So a voltage of 105v was administered;
2(a) From the study by Laney et al. who investigated whether new 2
information about liking asparagus can change old information:
Outline one psychological concept that was investigated in this study.

e.g.
(Positive) false memories (1 mark). These are memories that are an apparent
recollection of an event/behaviour/situation that never actually happened
(1 mark).

PUBLISHED
2(b) Outline one result from the Food History Inventory in Experiment 2 of 2
this study.
2 marks = full result (with a meaningful comparison)

1 mark = partial result
e.g.
The mean confidence of the Love Group increased more than the Control
Group (2 marks)
The mean confidence of the Love Group increased (1 mark).
Outline one result from the memory scores for names (monitored
information) in this study.
2 marks = full result (compares the two conditions correctly)

e.g.
The doodling condition scored (on average) higher than the control condition
(2 marks)
The average score for the doodling group was 5.1 (1 mark)

1 mark = applied to Andrade
e.g.
The study had controls so we could establish cause and effect (1 mark);
The study controlled things like the length of the script/the time the participant
was spoken to before recall, meaning that Andrade could be confident it was
doodling causing changes in recall rate(s) (2 marks)
There was a standardised procedure meaning reliability could be assessed
(1 mark)

1 mark = applied to Andrade
e.g.
Participants were deceived (1 mark); They did not know that they would have
to remember the names/places in telephone message (1 mark)
Participants might have experienced some psychological distress (1 mark)
because they were not expecting a memory test/could not remember the
names/places (1 mark)

PUBLISHED
4(a) In the study by Pepperberg (parrot learning), a principal trainer and 4

secondary trainers were used during the ‘test procedures’.
Describe what the principal trainer would do during the ‘test

procedures’.
She was sat in the room with her back to Alex/the parrot;
She did not look at Alex/the parrot during the presentation of (test) objects;
She did not know what object was being presented;
She repeated out loud what Alex/the parrot said;
It was then decided if the response was correct/incorrect/indistinct.
4(b) Outline how the overall test score was calculated in this study. 2
Dividing the total number of correct identifications (1 mark) by the total

number of presentations required (1 mark).
5 Adelia wants to replicate the Epinephrine Misinformed (Epi Mis) 5

condition from the study by Schachter and Singer (two factors in
emotion) and needs your help. You must produce clear instructions for
Adelia, from when the participant arrives until they are given the
injection.
Suggest instructions that Adelia could use to replicate this part of the
study.
Max 3 for instructions given that are not specific to the Epi Mis condition.
General:
You must tell the participant that the study is about vision;
Epi Mis specific:
You must also tell them/reveal that there may be side effects;
Tell them that they are short-lived;
Tell them they will last about 15 minutes or so;
Tell them that their feet will feel numb/itching sensation/might get a slight
headache;

PUBLISHED
Identify two characteristics of the sample used in Group 3.
(normal) adults;
Students;
Males and females (even split);
Studying at Cambridge University;
6(b) Describe how the participants were recruited for Groups 2 and 3. 3

Max 2 for Group 2; Max 2 for Group 3
Group 2:
Opportunity/volunteer sampling;
From adult community/education classes in Exeter;
From public libraries in Cambridge;
Group 3:
Opportunity/volunteer sampling;
From students studying degrees at Cambridge University;
All students had performed well in Advanced Level qualifications;

e.g.
The Revised ‘Eyes Test’ overcame the problems of the original version
(1 mark)
making it a valid test of social intelligence (in adults) (2 marks)
The Revised test could discriminate AS and non-AS participants (1 mark)
AS/HFA participants scored lower on the Eyes Test than all other groups
(0 marks)

PUBLISHED
7(a) From the study by Canli et al. (brain scans and emotion): 2
2 marks = full aim

e.g.
To investigate whether the amygdala is sensitive to different levels of
experienced emotional intensities (2 marks)
To investigate whether the degree of emotional intensity affects the role of the
amygdala in enhancing memory (2 marks)
To investigate the role of the amygdala in memories (1 mark)
1 mark for application (clearly based on Canli)

e.g.
People in advertising may want to use emotionally intense imagery (1 mark).
The images in this study that were rated emotionally intense were
remembered better so products linked to this type of imagery may also be
well remembered (1 mark)
Psychologists may want to use the same procedure with people who have
memory difficulties (1 mark). If a patient does not remember emotionally
intense imagery then they may have a problem with/may have a damaged
amygdala (1 mark)

PUBLISHED
8(a) The study by Yamamoto et al. (chimpanzee helping) is from the social 4
approach.
Outline two assumptions of the social approach, using any example for
each.
1 mark = appropriate assumption (×2)

1 mark = any relevant example (×2)
e.g.
Behaviour/cognitions/emotions can be influenced by other individuals
(1 mark). For example, in the study by Milgram, the experimenter in the lab
coat used prods to get them to continue to give electric shocks (1 mark)
Behaviour/cognitions/emotions can be influenced by groups (1 mark). For

example, in emergency situations people may believe other people are
giving/calling for help so just walk on by when they usually help (1 mark).
8(b) Explain how one result from the study by Yamamoto et al. supports the 8
individual explanation of prosocial behaviour and how one result does
not support the individual explanation of prosocial behaviour.

supports/does not support the individual explanation.

supports/does not support the individual explanation;
supports/does not support the individual explanation.

about the individual explanation;
attempt at explaining how the result supports/does not
support the individual explanation.


PUBLISHED
9 Evaluate the study by Bandura et al. (aggression) in terms of two 10

must be about observations.

• Answer demonstrates evidence of careful planning, organisation
and selection of material.



Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
2020 series.
components.

PUBLISHED
responses seen).

PUBLISHED
Volunteer/self-selecting
1(b) Outline the scale that was used by participants to indicate their 2
emotional arousal to each picture.
(The scale was) 0 = not emotionally intense at all;

To 3 = extremely emotionally intense;
There were four choices (per image);
It was a scale of buttons that they had to press.
1(c) Describe what happened to a participant during the ‘recognition test’ in 3

this study.
Participants were asked if they had seen the picture before;

If they said ‘yes’ they had two choices;
Whether they had remembered with certainty;
Whether they had a feeling of familiarity (rather than certainty);
Participants responded with a no if the picture had not been seen before;
They were shown a mixture of pictures they had and had not seen before;
The foils were balanced for valence and arousal characteristics;
2(a) From the study by Pepperberg that used a parrot as the participant: 2
Outline one psychological concept that was investigated in this study.

e.g.
Social Learning (1 mark). This is when a person/animal observes and imitates
a chosen behaviour (1 mark).
The concepts of same and different (1 mark). This is about understanding

whether two objects share a feature such as matter or not (1 mark)
Animal cognition (1 mark). This is about whether non-humans have the ability
to think and reason (1 mark).

PUBLISHED
2(b) Outline one result for first-trial-only performance from this study. You 2
must use data in your answer.
2 marks = full result with data + naming the test

1 mark = partial result or result does not name the test but is identifiable
e.g. Familiar objects

On familiar objects he scored 70% (2 marks)
He scored above chance on familiar objects (1 mark)
Outline one result from this study. Refer only to results from the eyes
test in your answer.
2 marks = full result (compares the two conditions correctly)

e.g.
The AS/HFA participants/Group 1 scored lower on the eyes test compared to
the students/Group 3 (2 marks)
The AS/HFA participants /Group 1 scored lowest on the eyes test (1 mark)
The distributions of scores followed a (rough) normal distribution with the
modal score being 24/36 (2 marks)

1 mark = applied to Baron-Cohen
e.g.
The Revised Eyes Test follows a standardised procedure (1 mark). All
participants had the same 36 pairs of eyes to judge so direct comparisons
could made across groups (1 mark)
The Revised Eyes Test is a standardised measure (of Theory of Mind)
(1 mark)

1 mark = applied to Baron-Cohen
e.g.
Participants (especially AS/HFA) may have felt psychological distress
(1 mark). They may not have understood the emotions in any of the eyes
which could have stressed them (1 mark)

PUBLISHED
4(a) In the study by Saavedra and Silverman (button phobia), the boy with 4
the phobia went through a ‘behavioural exposures’ procedure as part of
his treatment.
Describe the ‘behavioural exposures’ procedure as used in this study.
It was based on contingency management (procedures);

The mother would provide positive reinforcement;
Contingent on the child successfully completing the gradual exposure to
buttons;
Treatment sessions lasted about 30 minutes with the boy;
And then another 20 minutes with the boy and mother;
A hierarchy of distress was constructed (for buttons);
A series of buttons were rated from 0–8;
This was using a Feeling Thermometer.
4(b) Outline the posttreatment follow-up assessment session. 2
They re-administered two measures;

One was the ADIS-C-P/measured his anxiety towards buttons;
He was also assessed against DSM (IV) criteria;
To see if he still had a diagnosed phobia (of buttons)
5 Maria wants to replicate the Epinephrine Ignorant (Epi Ign) condition 5

from the study by Schachter and Singer (two factors in emotion) and
needs your help. You must produce clear instructions for Maria, from
when the participant arrives until they are given the injection.
Suggest instructions that Maria could use to replicate this part of the
study.
Max 3 for instructions given that are not specific to the Epi Ign condition.
General:
You must tell the P that the study is about vision;
Epi Ign specific:

You must not tell them about any side effects;
You must then leave the room;
You must remind the physician to re-iterate no side effects/harmless/mild;

PUBLISHED
Identify two characteristics of the sample used in this study.
Males and females;

45% black;
55% white;
Travellers on a subway (in New York);
6(b) Describe how the sample was obtained for this study. 3
They were unsolicited people on a New York Subway;

They would be travelling between 11 am and 3 pm;
From Harlem to the Bronx;
On a weekday;
Between April and June;
Recruited/obtained via opportunity sampling/from those available at the time;

e.g.
People help ill victims more often (1 mark);
A person who is ‘ill’ is more likely to receive help than a person who is ‘drunk’
(2 marks)
100% of the white drunk victims got help when no model was present
(0 marks)

PUBLISHED
2 marks = full aim

e.g.
To investigate if dream recall differs between REM and nREM stages of sleep
(2 marks);
To investigate dream recall and stages of sleep (1 mark);
To investigate if there was a (positive) correlation between estimates of

dream duration and length of REM sleep (2 marks);
To investigate estimates of dream duration (1 mark);
To investigate if eye movement patterns were related to dream content

(2 marks);
To investigate eye movement and dreams (1 mark);
1 mark for application (clearly based on Dement and Kleitman)

e.g.
This could be useful to help diagnose a (potential) sleep disorder in a patient
(1 mark). They could undergo an EEG whilst sleeping to see if REM and
nREM sleep is happening ‘correctly’ (1 mark).

PUBLISHED
8(a) The study by Bandura et al. (aggression) is from the learning approach. 4
Outline two assumptions of the learning approach, using any example

for each.
1 mark = appropriate assumption (×2)

1 mark = any relevant example (×2)
e.g.
Conditioning can help to explain our behaviour (1 mark); If we reward
someone they are likely to want to repeat that behaviour (1 mark)
Social learning can help explain our behaviour (1 mark); Bandura found that
children will observe and imitate an aggressive role model (1 mark)
8(b) Explain how one result from the study by Bandura et al. supports the 8
nature side of the nature–nurture debate and how one result supports
the nurture side of the nature–nurture debate.

the candidate clearly explains how the result supports the
nature/nurture explanation.

supports the nature/nurture explanation;
the candidate clearly explains how the result supports the

about the nature/nurture explanation;
attempt at explaining how the result supports the


PUBLISHED
9 Evaluate the study by Laney et al. (false memory) in terms of two 10

must be about generalisations.




Level 0 (0 marks)

PSYCHOLOGY 9990/11
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

9990/11 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2020
Rules must be applied consistently, e.g. in situations where candidates have not followed
responses seen).

PUBLISHED 2020
1(a) From the study by Baron-Cohen et al. testing theory of mind in 1

participants with Asperger’s syndrome and autism:
Name the test that was being revised in this study.
(Reading the Mind in the) Eyes Test;
1(b) Identify two problems with the original test. 2
1 mark per problem identified/described
Forced-choice using two options;

Parents of AS children scored low;
Narrow range of total scores/ceiling effect of scores;
Too few questions/used 25 questions;
Contained basic and complex mental states;
Some items could be solved by looking at gaze direction;
More female faces (than male);
Target and foil were (semantic) opposites;

e.g.:
People diagnosed with AS/HFA lack theory of mind (1 mark);
People diagnosed with AS/HFA lack theory of mind, so they find it difficult
show empathy/difficult to understand the emotions of others (2 marks);
(1 mark);
making it a valid test of social intelligence (in adults) (2 marks);
The Revised test could discriminate AS and non-AS participants (1 mark);
AS/HFA participants scored lower on the Eyes Test than all other groups (0
marks).

PUBLISHED 2020
2 From the study by Piliavin et al. (subway Samaritans):
2(a) Describe what the observers recorded about participants in the 3

adjacent area.
Coded race, sex, location of people (any 2 gets 1 mark);

Latency/time taken for first helper to arrive if no model present;
Latency/time taken for (extra) help to arrive after model helped;
Spontaneous comments from people;
Elicited comments from people.
2(b) Describe one result about the sex of ‘spontaneous first helpers’. You 3
must use data in your answer.
3 marks = comparison result with correct data

2 marks = comparison result with no data or using qualitative data as
comparison or implicit
1 mark = one result (e.g. for just males) or basic result
e.g. 3 marks
More males were spontaneous first helpers compared to females as 90% of
spontaneous first helpers were male.
e.g. 2 marks
More males were spontaneous first helpers compared to females.
e.g. 1 mark
More males helped.

PUBLISHED 2020
3 Explain one or more real-world applications of the study by Dement 5

and Kleitman (sleep and dreams). Do not refer to more than three
applications in your answer.
Suitable examples include:
Sleep disorders;
Insomnia.
This will be band-marked as follows:
Marks Description
5 One application suggested in depth and it is clear what the

application is and how it will be achieved;
OR
More than one application suggested in less depth, but still
clearly showing what the application is and how it will be
achieved.
3–4 One application suggested which has some detail with the
application identifiable and how it will be achieved;
OR
More than one application suggested that are brief, but the
application is identifiable with how it will be achieved.
1–2 One or more application suggested that are/is brief but may
lack clarity as to what the application is and/or how it will be
achieved.
0 No creditworthy real-world application or description of study

only.
4 From the study by Saavedra and Silverman (button phobia):
4(a)(i) Name one stimulus given a Distress Rating of 2 or 3 on the 1

Disgust/Fear Hierarchy.

Take first answer only.
Large denim jean (buttons);

Small denim jean (buttons);
Clip-on denim jean (buttons).

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4(a)(ii) Name one stimulus given a Distress Rating of 7 or 8 on the 1

Disgust/Fear Hierarchy.

Take first answer only.
Hugging Mom when she was wearing regular medium plastic (buttons);
Small coloured plastic (buttons);
Small clear plastic (buttons).
4(b) Describe the participant used in this study. 3
One boy;
9-year old;
Hispanic/American;
He was presented by his mum to a Child Anxiety and Phobic Program;
He did not meet the criteria for OCD;
He did meet the criteria (DSM–IV) for a phobia;
He had experienced a bowl of buttons falling on him (at school).
4(c) Explain why this study is from the learning approach. 2
2 marks = clearly linked to learning approach (either through example or

assumption)
1 mark = partially linked to learning approach/assumption of the learning
approach only
e.g.
Part of this therapy was based on operant conditioning (1 mark). He was
rewarded for being able to handle buttons on the Feeling Thermometer
(1 mark).
He had an experience of the bowl of buttons falling on to him (1 mark). He

never had this phobia before then so the phobia has been learnt (1 mark).

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5 From the study by Yamamoto et al. (chimpanzee helping): 4

Describe the procedure of the First ‘Can See’ condition and the
‘Cannot See’ condition.

Max 3 for either condition
e.g. First Can See:

The chimpanzees were in adjacent/separate (experimental) booths/rooms;
There was a transparent panel / wall divider separating both booths;
Each chimp was either a helper or recipient;
There was a task that needed a stick or straw to solve;
All chimps had a tray of seven objects;
The helper could give the recipient an object through the hole / hole in the
wall so chimpanzee could pass a tool through.
e.g. Cannot See:

The chimpanzees were in adjacent/separate (experimental) booths/rooms
(only award if not awarded for the First Can See condition);
The wall between them was opaque;
Except for a small window that could only be accessed if a chimpanzee
purposely wanted to look through it (to help).
6 Describe the psychology that is being investigated in the study by 5

Canli et al. (brain scans and emotion).
1 mark per ‘psychology’ point made

1 identification mark is available
1 mark available for an explicit example from the study
Creditworthy ‘psychology’ includes emotions, amygdala, brain scans,

memories.
e.g.:
An fMRI is a non-invasive technique / measures brain activity;
Radio waves are coupled with a strong magnetic field to create the scan
output;
This allows a researcher to look at blood flow in the brain during mental
activities / processing of information.
The amygdala was investigated about its links with memories;

It is part of the brain in the temporal lobe / part of the limbic system;
The amygdala has different functions in different hemispheres of the brain.

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2 marks = full aim

e.g.:
To investigate whether (positive) false memories about asparagus can be
implanted into a person (2 marks);
To investigate false memories for food (1 mark).
7(b) Outline one methodological weakness of this study. 2
1 mark = appropriate methodological weakness

1 mark = applying it to Laney
e.g.:
Some of the questionnaires used fixed choice answers so this may not
represent what would happen in reality (1 mark). For example, the Food
Costs questionnaire have seven choices, but in reality not one of those
might represent what a participant would pay for that food item (1 mark).
Only undergraduate students were used in both studies which may limit
generalisability (1 mark). They were all of a similar age/educational level so
they may not represent how older adults (potentially) form (positive) false
memories (1 mark).
7(c) Suggest one real-world application based on the procedure of this 2

study.
1 mark for what the application is (clearly based on Laney)

1 mark for how it will be achieved
e.g.:
This could be used to help children improve their diets (1 mark: what).
Children could be ‘tricked’ by their parents/dietician by telling them that they
loved broccoli/asparagus/cabbage, etc., the first time they tried it and keep
repeating the false information (1 mark: how).

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Describe how the children were rated on aggressive behaviour in their

nursery school, prior to the study.

1 mark available for naming two of the scales used
Rated on four different scales about aggression;

All five point scales;
By experimenter and nursery school teacher;
Scales = physical aggression / verbal aggression / aggression towards
inanimate objects / aggression inhibition (2 named = 1 mark);
They were rated independently;
A composite score was given to all children / scores for scales were added
up for each child.

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Bandura et al.
• confidentiality
• protection from physical harm
• protection from psychological harm
• right to withdraw
Use the following Levels marking for each guideline separately.

study. OR The ethical guideline is implicit from the use
of a well argued example contextualised from the
named study.

correct contextualisation/no contextualisation.
brief example contextualised from the named study.
correct.

OR No answer given.
Confidentiality:
e.g. Any data should not be identifiable as a single participants’ response /
participants’ data must not be named as theirs.
All we know is that they were children from a nursery at Stanford University /
we only know the gender and age (range).
Protection from physical harm:

e.g. Participants should leave the study in the same physical state as they
entered / Participants should not be potentially harmed by the procedure of
a study.
The children could have injured themselves when they were playing/hitting /
being aggressive with the Bobo doll / toys in the room so this was broken.
Protection from psychological harm:

e.g. Participants should leave the study in the same mental/psychological
state as they entered / Participants should not be potentially harmed by the
procedure of a study.
The children could have left the study thinking that aggression was
good/frightening so their way of thinking had been changed / not reduced
before leaving the study.
Right to withdraw:
e.g. participants should be able to leave the study at any point (without
penalty);
In the experimental room the experimenter remained with the child so they
could not leave the room, so it was broken.

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9 Evaluate the study by Milgram (obedience) in terms of two strengths 10

9 and two weaknesses. At least one of your evaluation points must be
about qualitative data.
Strengths include: reliability, qualitative data, quantitative data.

Weaknesses include: ethics, validity (external), generalisability.

• Evaluation is comprehensive;
selection of material;
arguments) is evident throughout;

• Evaluation is good;
• Answer demonstrates some planning and is well organised;
• Analysis is often evident but may not be consistently applied;

• Evaluation is mostly appropriate but limited;
• Answer demonstrates limited organisation or lacks clarity;
• Analysis is limited;

• Evaluation is basic;
• Answer demonstrates little organisation;
• There is little or no evidence of analysis;
Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some

PUBLISHED 2020
responses seen).

PUBLISHED 2020
1 From the study by Yamamoto et al. (chimpanzee helping):
1(a) Name one of the objects on the tray for the chimpanzees, other than 1
the stick or the straw.
1 mark for a correct answer
Hose;
Chain;
Rope,
(Paint) Brush;
Belt.
1(b) Outline the difference between an ‘upon-request’ offer and a 2

‘voluntary’ offer in this study.
1 mark for correct definition used in study
Upon-request:
The helper gave a tool to the chimp who had requested it.
Voluntary offer:
The helper gave a tool to the chimp without any request (from the recipient).

The study suggests that chimpanzees can target help; when they
understand the needs of another chimpanzee (2 marks);
Chimpanzees do show altruistic behaviour but they need to see the situation
(2 marks);
Chimpanzees can understand what other chimpanzees want (1 mark);
Chimpanzees help other chimpanzees / show altruism towards other
chimpanzees (1 mark);
Ayumu was the only chimpanzee to look through the window in the Can’t
See Condition hence he was better at this task (0 marks).

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2 In the euphoria condition in the study by Schachter and Singer (two

factors in emotion), a stooge performed a series of standardised
behaviours. An observer categorised any behaviours shown by the
participant. One category was ‘initiates new activity’.
2(a)(i) Outline how the category of ‘initiates new activity’ was operationalised 2
in this study.
If the participant gave creative euphoria;

That is, they initiated euphoric behaviour outside of the stooge’s routine;
Therefore, the behaviour had to be one that had never been seen by the
participant (from the stooge).
2(a)(ii) Name one behaviour shown by a participant in this study that was 1
categorised as ‘initiates new activity’.
(Threw) open the window;

Laughing;
Throwing paper basketballs;
Hula hooped (on neck and leg).
2(b) Describe the results from the Activity Index in the euphoria condition 3
for the Epinephrine Informed (Epi Inf) group compared to the
Epinephrine Misinformed (Epi Mis) group. You must use data in your
answer.
3 marks = comparison result with correct data

2 marks = comparison result with incorrect data/no data
1 mark = one result (e.g. for just for EPI-INF)
e.g. 3 marks:
The EPI-INF scored lower with a score of 12 compared to the EPI-MIS with
a score of 22.
e.g. 2 marks:
The EPI-INF scored lower on the index compared to the EPI-MIS;
The EPI-MIS scored higher on the index compared to the EPI-INF.
e.g. 1 mark:
The EPI-MIS scored the higher/The EPI-INF scored lower.

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3 Explain one or more real-world applications of the study by Laney et 5

al. (false memory). Do not refer to more than three applications in your
answer.
Examples include:
Healthier diets;
Helping cancer patients improve their diets / likelihood of eating;
Treating PTSD.
This will be band marked as follows:
Marks Description

OR
More than one application suggested in less depth but still
achieved.
3–4 One application suggested which has some detail with the
OR
More than one application suggested that are brief but the
1–2 One or more application suggested that are/is brief but may
achieved.

only.
4 From the study by Milgram (obedience):
4(a) Identify two characteristics of the learner in this study. 2
47 year old;
Male;
Accountant;
Irish-American (stock);
Mild-mannered;
Likeable.

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4(b) Describe the sample of participants used in this study. 3
N=40;
(all) male;
Aged 20–50 years;
From New Haven area;
Wide range of occupations;
Postal clerks, teachers, salesman, engineers, laborers (1 mark for any 2);
Range of educational levels;
Readers of a local newspaper;
Recruited via volunteer sampling.
4(c) Explain why this study is from the social approach. 2
2 marks = clearly linked to social approach (either through example or

assumption)
1 mark = partially linked to social approach/assumption of social approach
only
e.g.:
The study was looking at how an individual affects people’s ability to be
obedient (1 mark). The experimenter would give prods to participants when
they refused to stop to try to keep them giving larger and larger shocks
(1 mark).
5 Describe the procedure of the study by Andrade (doodling) from the 4

point when the tape had finished playing.
1 mark per correct procedural point made
The experimenter collected in the response sheets;

They engaged participants (for 1 minute) in conversation;
The experimenter apologised for misleading them about the memory test /
they were given a surprise recall test;
Half the participants were asked to recall names/party-goers first;
Half the participants were asked to recall the places mentioned first;
Debriefing then happened;
Participants were asked if they suspected a memory test.

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Bandura et al. (aggression).

Creditworthy ‘psychology’ includes Social Learning Theory, frustration-

aggression, delayed imitation.
e.g.:
Social Learning theory was being investigated which centres around
observing and imitating behaviours;
People pay attention to a role model;
They retain this information in their memory;
They must feel like they are capable of imitating the behaviour;
They must feel motivated to want to imitate the behaviour / feel will get
rewarded for imitation.
Aggression can be physical (hitting) and verbal (shouting).
Delayed imitation is when someone witnesses a behaviour at one time

point, but only reproduces that behaviour at a different time point.
7 From the study by Pepperberg (parrot learning):
7(a) Outline one aim of this study. 2
2 marks = full aim

e.g.:
To investigate whether a parrot could learn the concepts of same/different
(2 marks);
To investigate whether a parrot could comprehend symbolic understanding
of same/different (2 marks);
To see if a parrot can differentiate between objects (1 mark);
To test animal cognition in a parrot (1 mark).
1 mark = appropriate methodological weakness

1 mark = applying it to Pepperberg
e.g.:
The sample size was one, making generalisability difficult (1 mark). Alex
may have been ‘qualitatively’ different to other parrots so he may not
represent a large population of them / wild parrots (1 mark);
The study lacked ecological validity (1 mark).

PUBLISHED 2020

study.
1 mark for what the application is (clearly based on Pepperberg)

e.g.:
Teaching animals using the Model/Rival Technique can be used in other
settings / therapy settings (1 mark: how);
Service dogs may be taught which tablets are same/different for people who
need help identifying the correct medication (1 mark: what);
Teaching children using the Model/Rival Technique can be used in the
classroom (1 mark: how).
8(a) Outline what is meant by individual and situational explanations of 4

behaviour, using any examples. Do not refer to the study by Piliavin et
al. (subway Samaritans) in your answer.
1 mark = defining individual + 1 mark example (non-Piliavin)

1 mark = defining situational + 1 mark example (non-Piliavin)
e.g.:
The individual explanation states that we behave because of our personality
(1 mark). For example, a person wants to go snowboarding because they
are an extravert (1 mark);
The situational explanation states that we behaviour because of the

environment we find ourselves in / our surroundings / other people around
us (1 mark). For example, in the Bandura study the children imitated the
model later on because they had already witnessed/observed the model
acting aggressively (so they did).

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8(b) Explain how one result from the study by Piliavin et al. supports the 8
individual explanation of helping behaviour and how one result
supports the situational explanation of helping behaviour.
For each result:
4 The result presented has a meaningful comparison 4

and the candidate clearly explains how the result
supports individual/situational.

and there is a brief attempt at explaining how the
result supports individual/situational;
The result presented has no meaningful comparison
but the candidate clearly explains how the result
supports individual/situational.
2 The result presented has a meaningful comparison, 2

but there is no attempt at explanation or explanation
is not about individual/situational;
The result presented is not clear but there is an
attempt at explaining how the result supports
individual/situational.
1 The result presented has no meaningful comparison 1

or there is a basic attempt at explaining.
e.g. individual:
The observers recorded comments from people about their helping or non-
helping behaviour. Examples of these were ‘I wish I could help him but I am
not strong enough’ or ‘It’s for men to help’.
These are individual beliefs about the incident and can help to explain
helping/non-helping behaviour. Each person had a different ‘take’ on the
incident and decided what to do based on that.
e.g. situational:
Only on 73% of trials did people help a black drunk victim whereas for the
other three conditions (e.g. white drunk victim), on 100% of trials was help
given when no model as present.
Clearly, the situation that involved an interaction between a particular race
and condition of victim stopped some people from helping. This situation
had decreased helping behaviour in people in those trials.

PUBLISHED 2020
9 Evaluate the study by Dement and Kleitman (sleep and dreams) in 10

evaluation points must be about generalisations.
Strengths include: reliability, qualitative data, quantitative data

Weaknesses include: ethics, validity (external), generalisability




Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some

PUBLISHED 2020
responses seen).

PUBLISHED 2020
1 From the study by Schachter and Singer (two factors in emotion):
1(a) Two stooges were used to manipulate emotional states. One of these 1
stooges attempted to manipulate euphoria.
Name the other emotional state manipulated in this study.
Anger/angry.
1(b) Name two categories an observer used to code the participants’ 2

behaviour during the euphoria conditions.
1 mark per correct category named
Joins in activity;
Initiates new activity;
Ignores stooge;
Watches stooge.

e.g.:
There are two factors involved when we experience emotions:
a physiological/biological one and a psychological/cognitive one (2 marks);
The findings supported the two-factor theory of emotion (1 mark);
The highest pulse rate change was in the anger condition with EPI-IGN
(0 marks).
2(a) In the study by Pepperberg, Alex the parrot was trained using the 3
Model/Rival technique.
Outline the procedure of this technique.
One human acts as a trainer to a second human;

They present objects and ask questions about the objects;
They are given praise and rewarded for correct answers;
They show disapproval of incorrect answers;
They also act as a rival for the trainer’s attention;
The parrot is allowed to participate in any verbal exchanges.

PUBLISHED 2020
2(b) Name one colour, one shape and one material that Alex the parrot could 3
already vocalise before the study began.

If more than one given, only mark the first answer.
Colour: green, red/rose, blue, yellow, grey (1 mark).
Shape: 2-corners. 3-corners, 4-corners, 5-corners, football, triangular,

square, pentagon (1 mark);
Material: paper, wood, (raw)hide, cork (1 mark).
3 Explain one or more real-world applications of the study by Milgram 5

(obedience).
Do not refer to more than three applications in your answer.
Suitable example include:
War crimes;
Explaining antisocial behaviours.
This will be band marked as follows:
Marks Description

OR
More than one application suggested in less depth but still
achieved.
3-4 One application suggested which has some detail with the
OR
More than one application suggested that are brief, but the
1-2 One or more application suggested that are/is brief but may
achieved.

only.

PUBLISHED 2020
4 From the study by Piliavin et al. (subway Samaritans):
4(a) Outline one way in which the participants were deceived in this study. 2
2 marks = full answer

1 mark = partial answer
e.g.:
The incident of someone falling over was not real (1 mark). The ‘participants’
witnessing it did not know that it was part of a study (1 mark).
They thought the victim was drunk (1 mark).
They thought that the model was just another person (like them) (1 mark).
4(b) Describe the sample of participants used in this study. 3
(Approximately) 4450;
Travelling on a (New York) subway;
45% black / 55% white;
Unsolicited / never knew / never asked to participate;
Males and females;
between X and Y stations / between X and Y times / in either direction.
4(c) Explain why this study is from the social approach. 2
2 marks = clearly linked to social approach (either through example or

assumption)
1 mark = partially linked to social approach / assumption of the social
approach only
e.g.:
One of the assumptions of the social approach is that behaviour is influenced
by other individuals. This was clearly shown here as fewer people helped
when a model had already offered help (compared to when no model was
present (2 marks).
They were affected by the social context of witnessing a drunk person

needing help (1 mark).
When there was a larger group, it affected their behaviour as they were faster
at helping (1 mark).

PUBLISHED 2020
5 Describe how Saavedra and Silverman used the Child Anxiety and 4
Phobia Program to diagnose the boy who had a phobia of buttons.
Both mother and child were interviewed;

Using a standardised interview schedule for phobia;
This was the ADIS-C/P;
He was also assessed against DSM-IV;
Both of these had to produce a ‘positive’ result of a phobia of buttons.

Dement and Kleitman (sleep and dreams).

Creditworthy ‘psychology’ includes sleep patterns, dreaming, REM, nREM,

EEGs.
e.g.:
Rapid Eye Movement / REM sleep is a phase of sleep where a person is
paralysed;
Their eyes flicker and they can breathe but all other muscles are paralysed;
Non Rapid Eye Movement / nREM sleep are the other stages of sleep and
they differ in brain activity;
Dreaming is a subjective experience of imagery while we are asleep;
Electroencephalograms (EEGs) measure brain wave activity;

They are used to measure the amplitude and frequency of brain waves.
7 From the study by Baron-Cohen et al. (eyes test):
7(a) Outline one aim of this study. 2
2 marks = full aim

1 mark = brief/partial aim
e.g.:
To investigate if people diagnosed with AS/HFA perform less well / poorly on
the (Revised) Eyes Test (2 marks);
To improve the original eyes test (1 mark);
To investigate sex differences in the eyes test (1 mark).

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1 mark = identifying an appropriate methodological weakness

1 mark = applying it to Baron-Cohen
e.g.:
The eyes test lacks mundane realism (1 mark). People do not judge emotions
purely on eyes as they may use other cues like body language and speech to
judge (1 mark).
The sample size for the AS/HFA group was small (1 mark).

study.
1 mark for what the application is (clearly based on Baron–Cohen)

e.g.:
Teachers may wish to use the Eyes Test to see what level of social
intelligence their students have (1 mark: how). Those scoring low could have
extra lessons to help improve their detection of emotions (1 mark: what).
Psychologists may wish to use the Eyes Test to help diagnose autism
(1 mark: what). Patients could take the test alongside DSM/ICD criteria to
ensure a correct diagnosis happens (1 mark: how).
8(a) Outline what is meant by individual and situational explanations of 4

behaviour, using any examples. Do not refer to the study by Bandura et
al. (aggression) in your answer.
1 mark = defining individual + 1 mark example (non-Bandura)

1 mark = defining situational + 1 mark example (non-Bandura)
e.g.:
(1 mark). For example, a person wants to go snowboarding because they are
an extravert (1 mark);

environment we find ourselves in / our surroundings / other people around us
(1 mark). For example, in the Milgram study people were obedient because
they were in a (prestigious) university.

PUBLISHED 2020
8(b) Explain how one result from the study by Bandura et al. supports the 8
individual explanation of aggression and how one result supports the
situational explanation of aggression.
For each result:

the candidate clearly explains how the result supports

supports individual/situational;
The result presented has no meaningful comparison, but

the candidate clearly explains how the result supports
2 The result presented has a meaningful comparison, but 2

about individual/situational;
The result presented is not clear, but there is an implicit

attempt at explaining how the result supports

e.g. individual:
Around one-third of participants in the aggressive conditions imitated the
nonaggressive remarks/speech made by the model. None of the
nonaggressive/control group did. This could indicate that some of the
participants (the 1/3) had a personality type, etc., that meant they were more
likely to imitate any behaviour.
e.g. situational:
Participants were much more likely to imitate physical/verbal aggression after
observing an aggressive model compared to a non-aggressive model. This
could indicate that the situation of having to witness aggression increased the
likelihood that the participant imitated aggressive acts (physical/verbal).

PUBLISHED 2020
9 Evaluate the study by Yamamoto et al. (chimpanzee helping) in terms of 10

two strengths and two weaknesses. At least one of your evaluation
points must be about using repeated measures.
Strengths include: use of repeated measures, validity (internal), reliability,

ethics
Weaknesses include: use of repeated measures, ethics, validity (external)




Level 0 (0 marks)

PSYCHOLOGY 9990/11
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

PUBLISHED
responses seen).

PUBLISHED
Social Science-Specific Marking Principles

(for point-based marking)
1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where the answer
shows confusion.
From this it follows that we:
a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)
2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).
3 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

PUBLISHED
1(a) State the lowest voltage shock that was labelled on the shock 1
generator.
15 (volts)
1(b) Describe the shock instructions the participant (teacher) was told to 3
follow when the victim (learner) gave an incorrect answer.
They were told to give a shock to learner each time they gave an incorrect
response;
This was done by pressing a switch/button
They were told to move one switch higher each time/increase by 15 V each
time;
They were told to say the voltage level;
Before giving that shock level;
1(c) Milgram suggested one reason for obedience was the payment to the 1
participant (teacher).
Suggest one reason for obedience in this study, other than the
payment.
1 mark for a suggestion based on the study
e.g.
Being in a university;
The experimenter’s prods;
The way the experimenter was dressed;
The authority figure;

PUBLISHED
Outline one aim of the study, other than to test the effect of race on
helping behaviour.
2 marks full aim

1 mark brief/partial aim
e.g.
To investigate bystander behaviour in a realistic setting/where there is a
clear view of victim (2 marks);
To investigate if a person is more likely to help an ill or drunk victim
(2 marks);
To investigate bystander behaviour (1 mark);
To investigate diffusion of responsibility (1 mark) which states that the more
people present in an emergency the less likely they are to help (1 mark);
To test the idea of a Good Samaritan (1 mark);
2(b) Describe one result about same-race helping in the cane (ill) condition. 2
2 marks meaningful comparison

1 mark no comparison
e.g.
There was a slight tendency for same-race helping in this condition, but it
was not a significant result (2 marks)
Overall, people were more likely to help an ill victim of their own race
compared to a different race (2 marks)
White helpers were more likely to help a white victim compared to black
helpers (2 marks)
Black helpers were less likely to help a black victim compared to white
helpers (2 marks)
Overall, people helped out same race more often (1 mark)
2(c) Outline two comments made by participants who did not help the 2
victim.
1 mark per comment
‘It is for men to help him’;

‘I wish I could help him’;
‘I am not strong enough’;
‘I never saw this kind of thing before’;
‘I don’t know where to look’;
‘You feel so bad when you don’t know what to do’;

PUBLISHED
Identify three features of the sample used in Experiment 2
n = 103;
Undergraduates;
University of Washington;
Received course credit (for participation);
Majority female;
Mean age 20 years;
Volunteers;
3(b) Suggest one real-world application based on the results of the study. 2
1 mark for what the application is about

1 mark for how it will be implemented/used
e.g.
The false memory procedure could be used with children who are fussy
eaters (1 mark: what); they could be led to believe that they actually like
healthy food to improve their diets (1 mark: how);
Can help children who are obese/have a poor diet (1 mark: what) by letting
parents alter their child’s diet via a false memory (1 mark: how);
4(a) Describe one assumption of the learning approach, using an example 2

other than the study by Pepperberg (parrot learning).
1 mark assumption with no example

2 marks assumption with an example
e.g.
We learn through conditioning (1 mark). For operant we can get rewarded
for being good so we are likely to be good again (1 mark: example);
Social Learning helps to explain changes in behaviour (1 mark). We observe

and imitate behaviours of aggressive role models and copy that aggression
(1 mark: example);
We learn through classical conditioning (1 mark);

We learn from reinforcement/punishment (1 mark);

PUBLISHED
4(b)(i) Explain how one finding from the study by Pepperberg supports the 2
assumption of the learning approach that you have described in (a).
1 mark for finding

1 mark for linking it to an assumption highlighted in 4(a). If it does not match
assumption can still gain 1 mark for a correct result.
e.g.
Alex scored well above chance on tests for same/different with familiar
objects (76.6%) (1 mark: finding). This maybe because he was rewarded
(conditioned) during training/testing (1 mark: link);
Alex was able to comprehend same/different (1 mark: finding) after
observing a teacher and competing using the model/rival technique (1 mark:
link);
He could imitate words for colour/shape (1 mark: finding);
He was taught using the model/rival technique that uses positive
reinforcement to motivate (1 mark: link);
4(b)(ii) Explain how one finding from the study by Pepperberg does not 2
support the assumption of the learning approach that you have
described in (a).
1 mark for finding

1 mark for explaining why there is no link to an assumption highlighted in
4(a). If it does not match assumption can still gain 1 mark for a correct
result.
e.g.
Alex scored well above chance on tests of same/different with novel objects
(82.3%) (1 mark: finding). He had not been conditioned/rewarded to know
these differences/was only rewarded after he got the answer correct (so this
cannot explain why he was good at these) (1 mark: explain)
During diagnosis, the boy did not meet the DSM-IV criteria for one
disorder. Name this disorder.
OCD/Obsessive Compulsive Disorder
5(b) Describe the Feelings Thermometer. 2
A hierarchy of disgust/fear;
Nine point scale/0–8;
0 = no distress/8 = very distressed;
Used to rate his level of disgust/fear/distress/anxiety;

PUBLISHED
5(c) Outline one strength of this study. 2
1 mark for identifying the strength

1 mark for relating it to the Saavedra and Silverman study
e.g.
There was a standardised procedure to the study to aid replicability/
reliability (1 mark); for example, the treatment session lengths were 20 mins
for the boy (1 mark);
The study could be said to have high ecological validity (1 mark); This is
because the therapy sessions were ‘real’, and the activities would happen in
real life (1 mark);
The study followed the ethical guideline of informed consent (1 mark); as
both the mum and boy gave this and knew exactly what the therapy was
about (1 mark);
6 Describe the procedure from the study by Bandura et al. (aggression) 5

from when a participant entered the experimental room until the model
began to assemble tinker toys.
1 mark per correct procedural point
The participant was taken to one corner of the room;

It was a structured play area;
The child was seated (at a table);
The experimenter demonstrated to the child how to make pictures/potato
prints/use stickers;
Once the child began ‘playing’, the experimenter took the model to the
opposite corner;
A variety of objects were located there (e.g. mallet, Bobo etc.);
The experimenter explained that these were for the model to play with;
The model was seated at their own table;
The experimenter then left the room;
Describe the procedure used to select the target words and foils
before the main study.
Piloted on a group of eight judges;

At least five from the eight had to agree that the target word was most
suitable;
No more than two judges had to pick a single foil;
Items that failed had new target words generated/was re-piloted with new
words;

PUBLISHED
7(b) Group 1 consisted of 15 adults recruited using adverts in a specialist 3

magazine.
Identify three other characteristics of Group 1.
1 mark per characteristic
(all) male;
(diagnosed) with AS/HFA;
Mean age of 29.7 (years);
Normal range IQ/mean IQ = 115;
Same socioeconomic classes as Group 2;
Same educational levels as Group 2;
8(a) Research has shown that males’ brains respond to positive imagery 4
more than females’ brains.
Explain two ways the study by Canli et al. (brain scans and emotions)
differs from this research.
1 mark for identifying a difference

1 mark for describing the element of the study supporting the difference
e.g.
The participants in the Canli study were not male (1 mark: identifying) as
they were all female (1 mark: describing)
The Canli study did not investigate positive imagery (1 mark: identifying) as
the images ranged from negative to neutral (1 mark: describing)
The sample was different (1 mark: identifying) Canli only used females in
their study (1 mark: describing)

PUBLISHED
8(b) Explain one similarity and one difference between the study by Canli et 8
al. (brain scans and emotions) and one other core study from the
biological approach.
4 marks available for the similarity

4 marks available for the difference
Creditworthy points include: sample/sampling, ethics, quantitative data,

brain measurement techniques. There are others.
e.g. difference
4 marks
Canli used an FMRI scan to be able to see brain activity whilst the
participants watched the different emotional scenes. Dement and Kleitman
used a different technique called an EEG that could only monitor brain wave
activity/patterns during sleep/dreaming.
3 marks
Canli used an FMRI scan to be able to see brain activity whilst the
participants watched the different emotional scenes. Dement and Kleitman
used a different technique called an EEG.
2 marks
Canli used an FMRI scan measure brain activity whilst Dement and
Kleitman used an EEG.
1 marks
Both studies used different techniques to measure brain activity.
The similarity/difference is well explained using both studies 4 marks

as examples.
The similarity/difference is well explained but only one study 3 marks

is used as an example OR
both studies used briefly.
The similarity/difference is brief with an attempt at using at 2 marks

least one study as an example OR
The difference is well explained but there is no study
evidence.
The similarity/difference is brief with no attempt at using 1 mark

studies as examples.
No creditworthy material. 0 marks

PUBLISHED
9 Evaluate the study by Yamamoto et al. (chimpanzee helping) in terms 10

of two strengths and two weaknesses. At least one of your evaluation
points must be about the use of quantitative data.
Suitable strengths include:

quantitative data, internal validity, reliability, ethics
Suitable weaknesses include:
quantitative data, external validity, generalisability, ethics




Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
responses seen).

PUBLISHED


 Point marking is often used to reward knowledge, understanding and application of skills. We
give credit where the candidate’s answer shows relevant knowledge, understanding and
application of skills in answering the question. We do not give credit where the answer shows
confusion.
a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
with which they may be confused (e.g. Corrasion/Corrosion).

 Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
 Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
 Content in the answer column in brackets is for examiner information/context to clarify the
3 Annotation:
 For point marking, ticks can be used to indicate correct answers and crosses can be used to
indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have
no defined meaning for levels of response marking.
 For levels of response marking, the level awarded should be annotated on the script.
 Other annotations will be used by examiners as agreed during standardisation, and the

PUBLISHED
State the number of participants diagnosed with AS/HFA in this study.
15.
1(b) The AS/HFA participants were the only group asked to make two 1
judgements about each photograph. One of these judgements was
about the emotion in the photograph.
Name the other judgement this group was asked to make about each
photograph.
Gender/sex.
1(c) Identify the two ways that the revised eyes test increased the range of 2
scores a participant could obtain.
1 mark per correct way identified
Increased to 36 pairs of eyes

Gave four response options.
2(a) In the study by Yamamoto et al., the chimpanzee helper had access to a 2
tray containing seven objects. Two of these objects were the straw and
the stick.
Name two objects the chimpanzee helper could choose, other than the
straw and the stick.
1 mark per correct object named
Hose;
Chain;
Rope;
Brush;
Belt.

PUBLISHED
2(b) Describe one methodological weakness of this study. 2
1 mark for the methodological weakness.

1 mark for linking to the study.
e.g.
The tasks lacked mundane realism (1 mark). A chimpanzee does not have to
reach for a juice box in a real life situation (1 mark).
There could be issues of generalisability (1 mark). There were only five pairs
of mother-child pairings and these may not represent chimpanzees in the wild
(1 mark).
Other creditworthy responses include: repeated measures, used in previous

studies, familial altruism.
Describe the sample used in this study.
Adults;
Mostly male / 7 males;
2 females;
9 in total;
5 studied intensively;
4 used minimally to confirm results.
3(b) Describe one result about no dream recall from REM awakenings in the 2
first half of the night compared to the second half of the night.
2 marks full result with specific group mentioned.

1 mark partial/brief result with no specific group mentioned.
e.g., group of 5 Ps studied intensely

There were (slightly) less no dream recalls in the first half compared to the
second half for the 5 participants that were studied intensely (2 marks);
There were (slightly) less no dreams recalls in the first half (compared to the
second half) (1 mark).
e.g., entire sample

There were more no dream recalls in the first half compared to the second
half for the entire sample (2 marks);
There were more no dreams recalls in the second half (compared to the first
half) (1 mark).

PUBLISHED
Describe the procedure after the ‘preliminary run’ until the participant
pressed the 300-volt shock level switch.
The participants are presented with a (second) list of words / read out a series
of words;
They were asked to read a word and four response options;
When the list is complete, the participant is asked to repeat from the
beginning;
They are asked to give a shock every time an incorrect word is given;
No answer / absence of answer was to be treated as incorrect;
If an answer was correct they would move on to the next word;
This must continue until the learner has learned all word pairs;
They were told to start at 15v;
And increase the shock level one step / 15v;
Prods were used if the participant refused to continue / to firmly ask the
participant to continue.
4(b) Studies in social psychology can be used to help government officials. 2
Suggest how the study by Milgram could be used to help a government

official make the general public follow a new public safety guideline.
Your suggestion must be ethical.
1 mark for what the real-world application is.

1 mark for stating how it would be done based on the procedure of Milgram.
e.g.
A government official could get the general public to be more obedient by
changing clothing (1 mark: what); wearing clothes that show authority like a
technician’s coat (1 mark: how).
The general public could be encouraged to be more obedient vocally (1 mark:

what) as an authority figure can give out commands in a firm tone / stern
voice (1 mark: how).
Milgram found that an authoritative figure was obeyed (1 mark: what) so the
government official needs to be stern and firm to show their authority so the
public follow new guidelines / get scientists to wear lab coats to show their
authority when giving a vaccine for instance (1 mark: how).
There are other creditworthy responses.

PUBLISHED
2 marks full aim.

1 mark partial/brief aim.
e.g.
To test if an avian species / parrot can understand the concept of same and
different (2 marks);
To see if a bird knew same/different (1 mark);
To test animal cognition in a parrot (1 mark)
To test same and different (0 marks).
1 mark for identifying a reason.

1 mark for explaining why it is a reason.
1 mark for linking it to the study (can only be awarded if a reason has been
explained).
It would allow the study to be more easily replicated (1 mark);

Therefore, it could be tested for reliability (1 mark);
For example, having a set model/rival procedure means exact replication is
possible (1 mark).
It would increase the (internal) validity of the study (1 mark);

Therefore, cause and effect are (more) likely to be seen (1 mark);
For example, knowing it was if object was novel causing a correct answer (1
mark)
It can help to reduce extraneous/uncontrolled variables (1 mark);

So that we know it is probably the IV of whether the object was familiar or
novel (1 mark);
causing the change in response to What’s same / What’s different – the DV (1
mark) [if this is split: IV affecting DV then the description, still 2 marks].

PUBLISHED
6 Outline what is meant by the ‘cognitive approach’ in psychology. 4

Include examples from the study by Andrade (doodling) in your answer.
Up to two marks for outlining the cognitive approach (through an assumption

or description).
Up to two marks for examples from Andrade only.
e.g. cognitive approach

It is about the way we process information;
It is about how our memory works;
We process information in the same way: input–process–output;
We think/process like a computer.
e.g. examples
People were able to process information from a telephone message without
focusing on it;
Participants could recall more names when they were doodling so they could
selectively attend;
Tested if doodling affect memory recall.
7 From the study by Schachter and Singer (two factors in emotion): 4
Describe the procedure in the Euphoria condition from immediately after

the participant was injected, until the stooge started their routine.
The doctor/physician left the room;

The experimenter returned to the room;
With a stooge who was introduced as another participant / the stooge also
entered the room;
They were told they had had Suproxin shots/injection;
They would be taking some vision tests;
They had to wait 20 mins for the Suproxin to enter the bloodstream;
The room they were in had deliberately been left in disarray;
The experimenter apologised for the ‘mess’;
They were told that if they needed any paper, pencils etc. to help themselves;
Once the experimenter had left, the stooge introduced himself again.

PUBLISHED
8(a)(i) From the study by Bandura et al. (aggression): 1
Identify one example of ‘imitative verbal aggression’ said by the

participants.
1 mark for correct example given.
Sock him;
Hit him (down);
Kick him;
Throw him (in the air);
Pow.
8(a)(ii) Identify one example of ‘imitative non-aggressive verbal response’ said 1

by the participants.
1 mark for correct example given.
He keeps coming back (for more);

He sure is (a) tough (fella).

PUBLISHED
8(b) Two friends, Arturo and Gloria, are discussing this study in terms of 4
validity.
Arturo believes the study does have validity but Gloria believes the
study does not have validity.
Outline why you think either Arturo or Gloria is correct, using evidence
from the study.
1 mark per point made, with:
Up to 2 marks for any relevant finding(s)/part of study/example from study

Up to 3 marks for outlining.
e.g., Arturo
There were strict controls in the study meaning cause-effect could be
established (1 mark). Pre-aggression levels were matched across conditions
to help conclude if the behaviour of the model was affecting (imitative)
aggressive behaviours (1 mark). It was laboratory based so it reduces the
effects of extraneous variables (1 mark). Participants were matched on
aggression levels so this participant variable was controlled for (1 mark). Also,
they did not know they were being watched so demand characteristics were
low (1 mark).
e.g., Gloria
The task given to the participants lacked mundane realism (and validity) (1
mark). This is because they had to sit and watch an adult model playing with
toys (and not participate) which is not an everyday activity (1 mark). It was in
a laboratory so low ecological validity / was an artificial environment (1 mark).
The set-up did not reflect a real-life setting as the children were deliberately
frustrated / being watched through a one-way mirror (1 mark).

PUBLISHED
9(a) Describe the psychology being investigated in the study by Laney et al. 4
(false memory).
1 mark for each correct statement.

Examples from the study by Laney et al. can gain credit (max 1).
e.g.
People may have memories for events etc. that never actually happened;
Testing if positive false memories could be created as previous studies
focused on negative ones;
People can reconstruct memories of events that have real and false memories
in them;
These could alter our perception of childhood memories (or any memory);
People can fill in the gaps using false information;
The information can be post-event that gets embedded in the actual memory;
They can be either negative (a crime) or positive (liking asparagus).

PUBLISHED
9(b) Explain whether each ethical guideline below was broken in the study by 8
Laney et al. (false memories)
 Confidentiality
 Deception
 Informed consent
 Protection from psychological harm
Use the following levels marking for each guideline separately.

study
well-argued example contextualised from the named
study.
correct.
OR no answer given.
Confidentiality
Any data should not be identifiable as a single participants’ responses/
participants’ data must not be named as theirs;
All we know is that they were students from Washington / California University
(not broken).
Deception
A participant should not be deceived without a strong justification / only if
The participants were deceived into thinking that a computer report about their
childhood when they liked asparagus (broken).
Informed Consent
Participants should be given sufficient information about the study in order to
choose if they want to participate or not;
Participants were not told anything about the study being on false memories
(broken).
Protection from psychological harm

Participants should leave the study in the same psychological state as they
entered / Participants should not be potentially stressed by the procedure of a
study;
Completing questionnaires about food or looking at slides of food should
probably not agitate people too much mentally (not broken).

PUBLISHED
10 Evaluate the study by Piliavin et al. (subway Samaritans) in terms of two 10

must be about quantitative data.
Strengths include: quantitative data, validity (external), real world application,

reliability, generalisability.
Weaknesses include: validity, reliability, ethics, generalisability.

 Evaluation is comprehensive.
 Answer demonstrates evidence of careful planning, organisation and
 Analysis (valid conclusions that effectively summarise issues and
 Answer demonstrates an excellent understanding of the material.

 Evaluation is good.
 Answer demonstrates some planning and is well organised.
 Analysis is often evident but may not be consistently applied.
 Answer demonstrates a good understanding of the material.

 Evaluation is mostly appropriate but limited.
 Answer demonstrates limited organisation or lacks clarity.
 Analysis is limited.
 Answer lacks consistent levels of detail and demonstrates a limited

 Evaluation is basic.
 Answer demonstrates little organisation.
 There is little or no evidence of analysis.
 Answer does not demonstrate understanding of the material.
Level 0 (0 marks)

PSYCHOLOGY 9990/12
Paper 1 Approaches, Issues & Debates October/November 2021
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021


shows confusion.
are correct
possibilities

3 Annotation:

PUBLISHED 2021
1(a) From the study by Saavedra and Silverman about a boy with a button 1
phobia:
State who provided the boy with positive reinforcement during the
Behavioural Exposures stage of his therapy.
His mum/mother.
1(b) Name two stimuli that were rated 4 or lower on the boy’s Disgust/Fear 2
Hierarchy.
1 mark per correct stimuli
Large denim jean buttons;

Small denim jean buttons;
Clip-on denim jean buttons;
Coloured large plastic buttons;
Clear large plastic buttons.
2 marks detailed conclusion; 1 mark partial/brief conclusion
e.g.
Disgust does play a crucial role in the development and maintenance of a
(button) phobia (2 marks);
Imagery exposure can have a positive long-term effect on reducing distress

linked to phobias (2 marks);
A phobia can be treated with positive reinforcement and imagery / behaviour

exposure (2 marks);
People can be successfully treated for phobias (1 mark);
The boy could begin to wear the buttons on his uniform (0 marks: result)

PUBLISHED 2021

Describe the psychology being investigated in this study.
1 mark per correct statement made.
e.g.
Social Learning is when someone observes the behaviour of someone else /
pay attention to behaviour;
They retain this information for use at a later date;
The organism/person/animal must feel capable of replicating that behaviour;
The need to be motivated via vicarious reinforcement;
Operant conditioning is when an animal/person learns by the consequences

of its behaviour;
If a behaviour is followed by a reward they are more likely to repeat;
If a behaviour is followed by punishment then they are less likely to repeat;
Looked at the cognitive skill of distinguishing same and different;
2(b) Outline one strength of this study in relation to validity. 2
1 mark for identifying a strength; 1 mark for linking it to Pepperberg
e.g.
Researcher bias was limited (1 mark). For example, the principal trainer on
the test trials had not trained Alex at all (1 mark: link);
There were a number of controls, for example, the objects used in training/
trials (1 mark: link). Therefore, it was easier to establish cause and effect
(1 mark);
The procedure was standardised (0 marks: reliability);

PUBLISHED 2021
3(a) Before the study by Canli et al. (brain scans and emotions), other 4
psychologists had found a relationship between amygdala activation
and memory.
Canli et al. reported three alternative reasons for this relationship,

other than amygdala activation causing the formation of memories.
Outline two of these alternative reasons.
2 marks full/detailed reason given; 1 mark brief reason given
e.g. 2 marks
Some individuals are just more responsive to emotional experiences than
others in terms of personality type;
Some individuals when being brain scanned experience enhanced
emotional experiences / respond more to emotional stimuli;
The amygdala is dynamic in the way it responds to emotional experiences
on an individual level
e.g. 1 marks
Individuals differ when it comes to emotions;
People’s personalities affect emotions;
Brain scanning makes some people emotional;
3(b) Describe the correlation between participants’ intensity ratings and 2

valence ratings.
1 mark available for identifying the type of correlation;

1 mark per correct description of correlation/direction of scores
e.g.
Negative correlation (1 mark);
As one score went up the other went down (1 mark), so as the intensity
rating increased, the valence rating decreased (1 mark)

Describe the familiarisation phase of this study.
1 mark for every correct statement made
There were eight trials per chimpanzee;

Each lasted for 5 minutes;
Only one trial per day / spread over eight days;
Were allowed to freely manipulate any tool;
No tool use situation was created for them.

PUBLISHED 2021
4(b) Outline the two possible outcomes that ended a trial. 2
1 mark per correct outcome ×2
Recipient (chimpanzee) succeeded in getting the juice reward;

When 5 minutes had passed without appropriate tool transfer.
4(c) Identify one methodological weakness of this study. 1
1 mark for the identification
e.g.
Lacks ecological validity (1 mark)
Ecological validity / not a natural setting (0 marks)
Lacks generalisability (1 mark)
Generalisability / sample size (0 marks)
Used repeated measures that could have cause practice effect (1 mark)
Identify two features of the sample used in this study.
1 mark per feature:
(predominantly) volunteers;
n = 184;
Males;
Taking introductory psychology class;
University of Minnesota;
Students/undergraduates;
Gained course credit (for participation).

PUBLISHED 2021
5(b) One of the questions that the participants were asked about their 2
mood was ‘How good or happy would you say you feel at present?’
Explain one reason why this question may not measure mood
accurately.
1 mark for a problem

e.g.
behaviour (1 mark); therefore just because they said they were happy or
good does not mean that is what they actually felt (1 mark)
It is a subjective measure (1 mark); participants will interpret happy/good in
different ways (1 mark);
It is a subjective measure (1 mark);
Only a transient measure / less valid (1 mark);
6(a) The study by Baron-Cohen et al. (eyes test) is based on Theory of 4

Mind.
Describe what is meant by ‘Theory of Mind’.
1 mark per point about Theory of Mind
1 mark can be awarded for an appropriate example or part of the procedure

of a study (e.g. Eyes Test, Sally-Anne Test or that people with AS/HFA lack
ToM) that is used as an elaboration.
It is linked to empathy which is the ability to understand how other people
are feeling/thinking;
This can be done by imagining what the other person is feeling/thinking /
putting ourselves in the shoes of others;
It is also about how we use this knowledge to explain the actions of other
people;
It is also about how we use this knowledge to predict the actions of others;
We use this knowledge to understand that people may have different ideas
and hold different emotions to us;
It can be tested using the Eyes Test where people have to judge the
emotions of others’ by looking at eyes only (example mark)

PUBLISHED 2021
6(b) Suggest one real-world application based on the procedure of this 2

study.

e.g.
The Eyes Test can be used to help diagnose autism as people who score
low on the test have difficulty processing emotions of others’ (2 marks: what
and how);
The Eyes Test can be used to help diagnose autism (1 mark: what);
7(a) Jamie has learned about the study by Milgram (obedience). He 2

believes that the study is unethical.
Outline what is meant by the ethical guideline of ‘informed consent’.
2 marks for a full answer

1 mark for brief/partial answer
e.g.
This is when a participant is given enough information before a study begins
so they can decide whether they would like to participate (or not) (2 marks);
This is when a person decides if they want to take part in a study (1 mark);
Telling participants information about the study before it starts (1 mark);
7(b) Outline why Jamie is correct that this study is unethical, using 4
evidence in your answer.
Up to 1 mark for outlining one ethical guideline directly relevant to Milgram

Up to 4 marks for using evidence to show that Milgram was unethical
e.g.
The participants were deceived about the procedure (1 mark outline);
They did not know that they were not giving electric shocks to a learner
(1 mark evidence);
Many showed signs of anxiety and stress when giving the shocks so were
psychologically harmed (1 mark evidence);
They were given prods if they wanted to stop so they were not really allowed
to withdraw (1 mark evidence);

PUBLISHED 2021
8(a) Outline the debate about individual and situational explanations in 4

psychology, using an example from the study by Dement and Kleitman
(sleep and dreams).
1 mark = defining individual + 1 mark example (from Dement and Kleitman)

1 mark = defining situational + 1 mark example (from Dement and Kleitman)
e.g.
(1 mark). For example, the participants had different success at estimating
dream duration (1 mark D+K);

environment we find ourselves in (1 mark). For example, being in the
laboratory may have caused some of the strange dreams (1 mark D+K);

PUBLISHED 2021
8(b) Explain what psychologists have learned about sleep and dreams 8
using two results from the study by Dement and Kleitman. Do not refer
to the debate about the individual and situational explanations in your
answer.
e.g.
People tend to dream more in REM sleep compared to NREM sleep;
Direction of eye movement in REM relates to dream content so it is not
random;
People may well dream in ‘real time’;

and the candidate clearly explains what we have
learned about the named concept

and there is a brief attempt at explaining what we
have learned about the named concept;
but the candidate clearly explains what we have

but there is no attempt at explanation;
The result presented is not clear or no result but
there is an attempt at explaining what we have

or there is a basic attempt at explaining
e.g.
Level 4: People tend to dream more in REM sleep than they do in NREM
sleep. Around 80% of dreams were recalled when woken in REM compared
to 7% when woken in NREM;
random. Vertical movement was linked to playing basketball whilst
horizontal movement was linked to throwing tomatoes;
Level 3: People tend to dream more in REM sleep. Around 80% of dreams
were recalled when woken in REM compared to 7% when woken in NREM;
Direction of eye movement in REM relates to dream content. Vertical
movement was linked to playing basketball whilst horizontal movement was
linked to throwing tomatoes;

PUBLISHED 2021
8(b) Level 2: Around 80% of dreams were recalled when woken in REM
compared to 7% when woken in NREM;
random;
Level 1: People tend to dream more in REM sleep;

One participant dreamt about throwing tomatoes;
(9) Evaluate the study by Bandura et al. (aggression) in terms of two 10

must be about the use of quantitative data.
Suitable strengths = reliability (standardisation), quantitative data, validity;

children showing less demand characgteristics
Suitable weaknesses = ecological validity, ethics, generalisability,
quantitative data

• Answer demonstrates evidence of careful planning, organisation
and selection of material.


• Answer lacks consistent levels of detail and demonstrates a
limited understanding of the material.

Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


shows confusion.
are correct
possibilities

3 Annotation:

PUBLISHED
1(a) From the study by Saavedra and Silverman about a boy with button 1
phobia:
State the age at which the boy’s button phobia began.
5 (years)
1(b) State what happened to the boy’s ratings of distress from session 2 to 1
session 4.
They increased/went up/got larger etc.
1(c) Describe the disgust-related exposure sessions. 3
They explored reasons why he felt buttons were disgusting;

Used self-control/cognitive strategies;
He had to imagine buttons falling on to him;
He had to imagine hugging his mother with buttons on her shirt;
He was asked how they looked/felt/smelled;
He then was asked to elaborate on how he felt;
It progressed from larger to smaller buttons;
Cognitive re-structuring was used when necessary;

PUBLISHED
2 marks full aim

1 mark partial/brief aim
e.g.
To test if an avian species can understand the concept of same and
different (2 marks);
To see if a bird knew same/different (1 mark);
To test same and different in a bird (0 marks);
2(b) Describe one result from the tests on familiar objects. You must use 2
data in your answer.

1 mark for the use of data
Alex’s score was 76.6% (99/129) for all trials (2 marks);

Alex’s score was 69.7% (69/99) on first-trial-only (2 marks);
Alex performed well above chance in this test (1 mark);
Alex performed worse for familiar than for novel objects (1 mark);
2(c) Outline one ethical guideline that was important for Pepperberg to 2
consider when designing this study.
1 mark for identifying a guideline for the use of animals in research

e.g.
Housing (1 mark)
Pepperberg had to ensure that Alex’s cage had enough space for him
(1 mark)
Numbers (1 mark)
Pepperberg only used one parrot/only planned to use one parrot (1 mark)
Identify three features of the sample used in this study.
N = 9;
Adults;
Predominantly male;
Five were studied intensely;
Four were used to confirm results of main participants;

PUBLISHED
3(b) Suggest one real-world application based on the results of this study. 2

e.g.
The EEG readings could be used to help people with sleep disorders
(1 mark: what); Readings could be analysed to see how much time people
are in REM/NREM (1 mark: how)
Could help with the study of sleep disorders/insomnia (1 mark: what)
4(a) Describe two assumptions of the cognitive approach. 4
2 marks full assumption

1 mark brief assumption
e.g.
Behaviour and emotions can be explained in terms of the role of thinking
(cognitive) processes like attention, memory and language (2 marks)
Behaviour can be explained in terms of processes like memory/language
(1 mark)
Similarities and differences between people can be understood via

cognitions. These can be the way we process information/the way we store
information (2 marks)
Similarities/differences between people can be understood via cognitions
(1 mark)
4(b) Explain how one finding from the study by Andrade (doodling) 2
supports one of the assumptions of the cognitive approach that you
have described in (a).
1 mark for finding

e.g.
The doodling group performed better on the monitoring task (compared to
the control) (1 mark: finding). This shows that differences between the
groups can be explained by cognitions/thinking processes, in this case, they
were dual processing information (1 mark: link); doodling allowed access to
optimal levels of cognitive processing/reduced daydreaming (alternative
1 mark: link)

PUBLISHED
Identify one object that a chimpanzee could have chosen, other than
the stick or straw.
Hose;
Chain;
Rope;
(Paint) Brush;
Belt;
5(b) Describe the result from the chimpanzee Pan in the first ‘Can See’ 2
condition. You must data in your answer.

1 mark for using correct data
e.g.
Pan did not offer a potential tool significantly more than a nontool (1 mark:
result); she offered the brush 79.5% on first trial attempts (1 mark: data)

1 mark for relating it to Yamamoto
e.g.
The procedure was standardised so could be replicated/tested for reliability
(1 mark strength). For example, the same seven tools were always used in
every trial (1 mark relating)
All of the trials were video recorded so could be replayed to check for
accuracy (1 mark relating). Therefore, the results should be valid and free
from any bias (1 mark strength)

PUBLISHED
6 Describe the procedure of Experiment 2 in the study by Laney et al. 5

(false memory) from when the participants began viewing slides of
food until the end of the study.
They completed four ratings for each slide;

These were of common foods (don’t need to mention any to gain credit);
Each slide was displayed for 30s;
They rated how appetizing/disgusting they felt the food was;
They also rated experience of photographer/artistic quality of photo;
Ratings were on an 8 point scale/rated from 1-8;
They then completed RQ/FPQ/FHI (for a second time);
They also completed a Memory or Belief? Questionnaire;
They were then debriefed about the study;
Identify three features of the experimenter in this study.
Male;
High school teacher (of Biology);
Early thirties;
Manner was impassive;
Appearance was stern;
Dressed in (Grey) technician’s coat;
Provided prods to continue the study (if the participant wanted to stop);
7(b) At the start of the study, participants were told that ‘we know very little 3
about the effect of punishment on learning’.
Describe what else each participant was told before they were
assigned to the role of teacher.
This is because almost no scientific studies have been conducted (on

human beings);
We don’t know how much punishment is best for learning;
We also don’t know how much difference it makes as to who is giving the
punishment;
So in this study we are bringing together people from different occupations
(to test this out);
Some of them will be teachers and some will be learners;
We want to know what effect different people have on each other as
teachers and learners;
And also what effect punishment will have on learning in this situation;

PUBLISHED
8(a) Research has shown that children who watch violent television 4
programmes are less likely to be aggressive.
Explain two ways the study by Bandura et al. (aggression) differs from
this research.

e.g.
The children did not watch a violent television programme (1 mark: identify)
as they watched a live model being aggressive in a room (1 mark: describe)
The children did not become less aggressive in Bandura (1 mark: identify)
they became more aggressive especially with a same sex aggressive model
(1 mark: describe)

PUBLISHED
Bandura et al. (aggression) and one other core study from the learning
approach.
4 marks available for the similarity

4 marks available for the difference
Creditworthy points include: modelling, quantitative data, case study, ethics,

species, sample size, type of conditioning.
Difference:
e.g. 4 marks
The study of Pepperberg and Bandura used different species as the
participant(s). The Pepperberg study used one African Grey Parrot (Alex).
However, the Bandura study used (72) nursery children from a university
nursery.
e.g. 3 marks
participant(s). The Pepperberg study used one African Grey Parrot (Alex).
e.g. 2 marks
participant(s) namely a bird and children.
e.g. 1 mark
The studies of Pepperberg and Bandura used different species.

as examples.


study evidence.


PUBLISHED
9 Evaluate the study by Schachter and Singer (two factors in emotion) in 10

evaluation points must be about ethics.
Suitable strengths include: quantitative data, internal validity, reliability

Suitable weaknesses include: quantitative data, external validity,
generalisability, ethics




Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


shows confusion.

are correct
answers. For example, questions that require n reasons (e.g. State two reasons).
possibilities

3 Annotation:

PUBLISHED
State how many participants took part in the study.
40
1(b) State the highest voltage shock that was labelled on the shock 1
generator.
450 (volts)
1(c) The participant (teacher) was given a ‘sample shock’. 3
This was always given before the teacher began their role;
It was always 45 v;
This was done by pressing (third) switch on generator;
It was applied to the wrist;
Its source was a battery wired to the generator;
Outline what Bandura et al. meant by ‘imitative verbal aggression’.
1 mark for the imitative part

1 mark for the verbal aggression part
e.g.
This is when the children/participant copied/imitated/repeated (1 mark)
The things that were said by the model/model’s verbal aggression (1 mark)
2(b) Identify two examples that were recorded as imitative verbal 2

aggression.
1 mark per example
‘Sock him’;
‘Hit him (down)’;
‘Kick him’;
‘Throw him (in the air)’;
‘Pow’;

PUBLISHED
2(c) Describe one result about aggressive gun play in the aggressive 2
experimental groups.
2 marks comparison/full result

1 mark no meaningful comparison/brief result
e.g.
Males showed more aggressive (gun) play compared to females (2 marks)
Males showed the most aggressive (gun) play in the aggressive male model
condition (2 marks)
Girls showed the least aggressive (gun) play when the model was an
aggressive female (2 marks)
Males showed more aggressive (gun) play (1 mark)
Females showed the least amount of aggressive (gun) play (1 mark)
More boys than girls showed (gun) play (0 marks as data is about the
average and not number of participants).
Identify three features of the sample used for Group 4.
Random sample;
General population;
N = 14;
Not diagnosed with AS/HFA;
IQ matched with Group 1/mean IQ = 116;
Same age distribution as Group 1/mean age = 28 years;
3(b) Suggest one real-world application based on the results of this study. 2

e.g.
The eyes test could be used as a diagnostic tool for AS/HFA (1 mark: what)
Those who score low on the test may show a lack of theory of mind
(1 mark: how)
Teachers can use the eyes test to see which students struggle with social
interactions (1 mark: how)
by giving these students extra lessons to help improve (1 mark: what)

PUBLISHED
4(a) Describe two assumptions of the learning approach, using examples 4

other than the study by Saavedra and Silverman (button phobia).
2 marks assumption with an example (not from Saavedra and Silverman):

1 mark for assumption + 1 mark for the examples
1 mark assumption with no example
e.g.
We learn through conditioning (1 mark).
For operant we can get rewarded for being good so we are likely to be good
again (1 mark: example)
Social Learning helps to explain changes in behaviour (1 mark)
We observe and imitate behaviours of an aggressive role models and copy
that aggression (1 mark: example)
We learn through classical conditioning (1 mark)
We learn from reinforcement/punishment (1 mark)
4(b) Explain how one finding from the study by Saavedra and Silverman 2
(button phobia) supports one of the assumptions of the learning
approach that you have described in (a).
1 mark for finding

e.g.
The ratings of distress declined over session time (1 mark: finding)
and during these the mother gave positive reinforcement to help shape his
behaviour (1 mark: link)
by the end of the study the boy could handle buttons (1 mark: finding)
From the dream-duration estimate part of the study:
State how Dement and Kleitman chose whether to wake a participant

after 5 minutes or after 15 minutes of REM sleep.
At random/randomly/equal chance of being either.

PUBLISHED
5(b) Describe the dream-duration estimates for the participant DN whose 2

responses did not follow the same pattern as others.
e.g.
DN was equally likely to get the 15 minute estimation right or wrong;
He got estimation of 15 minutes correct 50% of the time/5 times; ORA
He got estimation of 5 minutes correct 80% of the time/8 times; ORA
He often underestimated how long they were dreaming;

1 mark for relating it to Dement & Kleitman
e.g.
There were controls on some participant/situational variables to aid cause
and effect conclusions (1 mark)
For example participants were not allowed to drink alcohol/consume
caffeine prior to the study (1 mark)
There was a standardised procedure to the study to aid replicability/
reliability (1 mark)
For example participants were not allowed to drink alcohol/consume
caffeine prior to the study (1 mark)
It was conducted in a laboratory so had good controls that increase
(internal) validity (1 mark)
6 From the study by Laney et al. (false memory): 5
Describe the procedure for Experiment 1 from when the participants

returned for Session 2 (approximately one week after Session 1) until
they completed the Food History Inventory.
They were given false feedback about Session 1;

They were told that their responses had been entered into a computer;
It had generated a food profile of early childhood;
These were presented as if ‘tailored to them’;
One part was the same for all participants (don’t need to name any to gain
the mark)(e.g. you disliked spinach);
A critical item about asparagus was given (for Love group);
Control group had three filler questions;
All had to respond about a ‘sweets at school’ item;
Asked to imagine a setting where this experience might have happened/who
were you with?;
Then they had to rate how much they felt it affected their adult personality;
The experimenter then collected the profiles;

PUBLISHED
The ‘model/rival technique’ was used where one human acted as a

trainer.
Describe this technique.
The trainer presents objects to a second human/learner;

They ask questions about the objects;
The model/rival is praised/rewarded the correct answers;
They show disapproval for incorrect answers by the model/rival;
The second human acts as model for Alex/the bird;
And as a rival for the trainer’s attention;
The role of model and rival were reversed;
7(b) Describe what the secondary trainer did during the ‘test procedures’. 3
This trainer would present Alex with an object;

These were varied but in a predetermined order;
Asked a series of questions like ‘What colour?’ ‘What’s same?’ etc.; (need
example question);
Alex got rewarded for correct/scolded for incorrect answer;
Alex had to vocalise in English;
Secondary questions were used to clarify answers (if necessary);
8(a) Research in the laboratory has shown that people are more likely to 4
help someone of a different race to themselves.
Explain two ways the study by Piliavin et al. (subway Samaritans)

differs from this research.

e.g.
Piliavin’s study was not in a laboratory/controlled setting (1 mark: identify)
as it took place in a subway car in New York (1 mark: describe)
The different race helping was not seen as much in Piliavin (1 mark: identify)
as people were more likely to help same race victim when drunk
(1 mark: describe)
68% of spontaneous helpers of a white victim were white which is higher
than racial distribution in the car (1 mark: describe)

PUBLISHED
8(b) Explain one similarity and one difference between the study by Piliavin 8
et al. (subway Samaritans) and the study by Milgram (obedience).
4 marks available for the similarity, e.g. ethics, situational, controls,

quantitative data
4 marks available for the difference, e.g. setting, participants, use of a
stooge.
Creditworthy points include ethics, situational, controls, quantitative data,

setting, participants, use of a stooge.
Similarity
e.g. 4 marks
Both the Piliavin and Milgram studies have ethical issues of deception. In
the Milgram study, participants believed they were giving real electric
shocks to a stranger who could not remember word pairs. In the Piliavin
study, the participants were led to believe that the drunk or ill victim was
actually in need of help.
e.g. 3 marks
Both the Piliavin and Milgram studies have ethical issues of deception. In
the Milgram study, participants believed they were giving real electric
shocks to a complete stranger who could not remember word pairs.
e.g. 2 marks
Both the Piliavin and Milgram studies have ethical issues of deception, as in
both, participants never knew that the scenarios were fake.
e.g. 1 mark
Both the Piliavin and Milgram studies had ethical issues.

as examples.


study evidence.


PUBLISHED
9 Evaluate the study by Schachter and Singer (two factors in emotion) in 10

evaluation points must be about the use of quantitative data.
Suitable strengths include: quantitative data, internal validity, reliability

Suitable weaknesses include: quantitative data, external validity,
generalisability, ethics.




Level 0 (0 marks)

PSYCHOLOGY 9990/11
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021


shows confusion.
are correct
possibilities

3 Annotation:

PUBLISHED 2021
State the number of participants used in this study.
72 / 36 males and 36 females
1(b) Describe how the participants were rated on their aggressive behaviours 2
before the experimental conditions.
1 mark per correct statement. 1 mark available for naming a scale
Rated on four scales/five point scales;

By experimenter and nursery school teacher;
Scales = physical aggression / verbal aggression / aggression towards
inanimate objects / aggression inhibition (2 named for 1 mark);
They were rated independently.
2 marks full conclusion

1 mark brief/partial conclusion
e.g. 2 marks
Children will imitate aggression because they have observed it from someone
that they can relate to / a model;
Children will imitate aggressive behaviour even when a model is no longer
present;
Children are more likely to imitate aggression/behaviours observed from a
same-sex model;
Children who observe/witness aggressive behaviour are more likely to
replicate/imitate that behaviour;
Gender affects the type of aggression imitated, as boys more physical/girls
more verbal;
e.g. 1 mark
People will imitate aggression;
Aggression can be learnt from observation;
Boys tend to imitate physical aggression more / girls tend to imitate verbal
aggression more;
e.g., 0 marks
Boys produced the highest level of mallet aggression when the model was
aggressive and male (result);

PUBLISHED 2021
e.g.
Looking at whether doodling aids (cognitive) concentration/memory/attention;
Arousal levels need to be maintained to be able to concentrate;
Cognitive processing of dual tasks compete for the same levels of
performance;
This may slow down our overall cognitive processing speed;
Boredom plays a role in paying attention to information;
Information processing when asked to do ‘two things at once’/multitasking;
Removes attention / takes away concentration / acts as a distraction (a
second task);
2(b) Outline one strength of this study in relation to the experimental design 2
used.
1 mark for identifying a strength

1 mark for linking it to independent measures (in context of Andrade)
e.g.
There is a potential reduction in demand characteristics (1 mark); as the
participants were only allowed to doodle or not, they would not have worked
out the aim of the study (1 mark);
The two groups could be compared without any risks of order/practice/
boredom effects (1 mark);
(a) Outline the sampling technique used in this study.
1 mark available for identifying the sampling technique

1 mark per correct description
e.g.
Volunteer/self-selected (1 mark)
This is when the participants choose to be part of a study (1 mark). They may
respond to an advertisement (1 mark)

PUBLISHED 2021
3(b) Outline two questions that participants were asked during the 2
recognition test.
1 mark per question
Have you seen this picture/scene before?

(if yes) do you remember it with certainty or less certainty / is it familiar or not
familiar?;
3(c) Describe the correlation between participants’ intensity ratings and 2

normative arousal ratings.
1 mark available for identifying the type of correlation

1 mark per correct description of correlation/direction of scores
e.g.
Positive correlation (1 mark);
As one score went up so did the other (1 mark), so as the intensity rating
increased so did the arousal rating (1 mark)
Describe what the victim did during a trial.
Always stood at the pole;

In the critical area;
After passing the first station (70s in);
The victim was to stagger forward and collapse;
They remained supine / face up / laid there until receiving help;
If no help received they were helped up by the model;
They then left the car at the next station.
4(b) Identify one weakness of this study. 1
e.g.
Generalisability (0 marks)
Difficult to replicate (1 mark)
Replication (0 marks)
Difficult to control (extraneous) variables (1 mark)
Control of variables (0 marks)
Broke ethical guideline of deception / informed consent / harm / debriefing (1
mark)
Ethical issues (0 marks)

PUBLISHED 2021
Identify two characteristics of the sample used in Experiment 2.
1 mark per correct characteristic identified
Mainly female;
Mean age c.20 years.
5(b) Explain one reason why the Food Costs Questionnaire may not 2
accurately measure the most someone is willing to pay for a food item in
a grocery store.

e.g.
behaviour (1 mark); therefore just because they would spend a certain
amount of money does not mean that actually will (1 mark);
The sample of students might not be used to grocery shopping (1 mark) so
they might not be able to even guess how much they would expect to pay
(1 mark);
It is a subjective measure (1 mark);

Only a transient measure / less valid (1 mark);
When in an actual shop, the products may be more appealing (1 mark);
There are other creditworthy responses including individual experiences, fixed

choices for payments, different shops have different prices, people change
their minds, not in a grocery store.
6(a) The study by Pepperberg (parrot learning) is based on social learning 4

theory.
Describe social learning theory.
Social Learning is when someone observes the behaviour of someone else /

pay attention to behaviour;
They retain this information for use at a later date;
The organism/person/animal must feel capable of replicating that behaviour;
The person/animal will imitate the behaviour they have observed;
They need to be motivated via vicarious reinforcement;

PUBLISHED 2021
6(b) Outline how one result from this study supports social learning theory. 2
1 mark for appropriate result, then

1 mark for explaining how it links to Social Learning Theory
e.g.
Alex scored well above chance on tests for same/different with familiar objects
(76.6%) (1 mark). This may be because he had witnessed the model/rival
learning about same/different (1 mark).
7(a) Steve has learned about the study by Dement and Kleitman (sleep and 2
dreams). He believes that the study is ethical.
Outline what is meant by the ethical guideline of ‘informed consent’.

e.g.
so they can decide whether they would like to participate (or not) (2 marks)
This is when a person decides if they want to take part in a study (1 mark)
Telling participants information about the study before it starts (1 mark)
7(b) Outline why Steve is correct that this study is ethical, using evidence in 4
your answer.
Up to 1 mark for outlining one ethical guideline directly relevant to Dement &
Kleitman
Up to 4 marks for using evidence to show that Dement & Kleitman was ethical
e.g.
Confidentiality was maintained in this study (1 mark outline);
The results only used initials to identify participants (1 mark evidence);
They were not deceived as they knew that their sleep/dreams were getting
monitored (1 mark evidence);
The participants were not forced to tell their dream narratives so it can be
argued that privacy was given (1 mark evidence);
EEGs do not pose any risk to people so physical protection was adhered to in
the study (1 mark)

PUBLISHED 2021
8(a) Outline the debate about individual and situational explanations in 4

psychology, using an example other than the study by Milgram
(obedience).
1 mark = defining individual + 1 mark example

1 mark = defining situational + 1 mark example
e.g.
(1 mark). For example, people helped in the Piliavin study because of their
personality / they are altruistic (1 mark example)

environment we find ourselves in (1 mark). For example, people helped in the
Piliavin study because they were stuck in the subway car and could not
escape (1 mark example)

PUBLISHED 2021
8(b) Explain what psychologists have learned about obedience using two 8
results from the study by Milgram.
e.g.
People will follow destructive orders from a person in authority
People will inflict harm on an innocent person if told to
Some people do resist authority figures when it comes to obedience
It is not only Germans in WW2 who were blindly obedient to authority figures

and the candidate clearly explains what we have

and there is a brief attempt at explaining what we
have learned about the named concept;

but there is no attempt at explanation;
The result presented is not clear or no result but
there is an attempt at explaining what we have

or there is a basic attempt at explaining
e.g.
Level 4: People will follow destructive orders from a person in authority. In the
study all participants went to 300 V and then 65% went to 450 V.
People will show signs of distress when engaging in destructive obedience.
Participants in the study showed sweating, nervous laughing, biting of lip,
violent seizures (2 named needed).
Level 3: People will follow destructive orders from a person in authority. 65%
of participants went to 450 V.
People will show signs of distress when engaging in destructive obedience.
Participants in the study showed sweating, nervous laughing, biting of lip,
violent seizures (1 named needed).
Level 2: People will follow destructive orders from a person in authority OR in

the study all participants went to 300 V and then 65% went to 450 V OR
People will follow destructive orders as 65% gave the maximum voltage
Level 1: People will follow destructive orders; people will follow authority
figures; people get distressed following orders / being obedient

PUBLISHED 2021

must be about generalisations.
Suitable strengths include: quantitative data, validity, reliability

Suitable weaknesses include: generalisations, validity, ethics




Level 0 (0 marks)

PSYCHOLOGY 9990/13
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2021
responses seen).

PUBLISHED 2021


shows confusion.
are correct
possibilities

3 Annotation:

PUBLISHED 2021
1(a) From the study Andrade (doodling): 1

State the number of participants used in this study.
40
1(b) Identify two features of the mock telephone message that was played 2
to the participants.
Recorded on (audio) cassette;

Monotone voice / monotonous/boring/dull;
227 words per minute;
Lasted for 2.5 minutes;
Comfortable listening volume / different volume for each participant;
It contained eight names of people attending party;
It contained three names (and cat) not attending the party;
It contained eight place names.
2 marks full conclusion

1 mark partial/brief conclusion
e.g.
People concentrate better / their memory is better when allowed to doodle
as it focuses their attention / stops them getting distracted (2 marks);
People can pay attention to information even when engaged in dual-
processing (tasks) (2 marks) Doodling aids concentration/memory (1 mark);
Participants recalled more names in the doodling condition (0 marks: result);

PUBLISHED 2021

1 mark per correct point. An example from the study can gain 1 mark.
e.g.
Altruism (1 mark) was investigated which is helping another organism out
without any benefit to themselves (1 mark);
For example, one chimp gave another chimp a straw to drink the juice even
though the chimp giving the straw never got the juice (1 example mark);
The study was about prosocial behaviour which is about helping others who
may need it (1 mark);
Empathy (1 mark) was looked into which is understanding the emotional
state of another organism (by imagining themselves in ‘their shoes’)
(1 mark);
2(b) Outline one strength of this study in relation to validity. 2
1 mark for identifying a strength

1 mark for linking it to Yamamoto
e.g.
There were many controls so they could be confident it was the IV affecting
the DV (1 mark); controls included same tools, so it was type of condition
affecting helping behaviour (1 mark: link);
There were many controls that helped reduce the effects of extraneous
variables (1 mark);
Repeated measures design was used to limit the effect of participant
variables (1 mark);

PUBLISHED 2021

Outline the sampling technique used in this study.
1 mark available for identifying the sampling technique

1 mark per correct description
e.g.
Volunteer (1 mark)
This is when the participants choose to be part of a study (1 mark). They
may respond to an advertisement (1 mark)
3(b) State two characteristics of the victim (learner) used in this study. 2
Male;
47 years old / in his 40s;
Accountant;
Irish/American;
Mild-mannered/friendly;
Likeable;
White.
3(c) When the participant (teacher) pressed a switch on the shock 2

generator, there were several changes.
Describe two changes on the shock generator after the participant

pressed a switch, other than a bright red light illuminating.
An electric buzzing sound happened;

An (electric) blue light labelled energizer lit up;
The dial on generator swung to the right;
Various relay clicks were heard.

PUBLISHED 2021
4(a) From the study by Canli et al (brain scans and emotions): 5

Describe the procedure of the study when the participants were having
their brain scans.
They viewed 96 scenes;

Through a mirror / back-projection screen;
Each picture had a rating for arousal / valence;
The order of the scenes was randomised;
Each picture was presented for a 2.88 s / a few seconds;
In between each scene the participants fixated on a cross/interstimulus
interval of 12.96 s;
They were told to view the picture the entire time it was projected / on
screen;
When fixation cross appeared they had to rate their arousal / emotional
intensity;
On a 4-point scale / from 0–3
They did this by pressing a button (with their right hand).
4(b) Identify one methodological weakness of this study. 1
e.g.
Lacks ecological validity (1 mark)
Ecological validity (0 marks)
Generalisability (0 marks)

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Group 3 included both males and females. Identify two other
characteristics of Group 3.
Predominantly science degrees;
Assumed to have high IQ / A grade A-Levels;
Not AS/HFA.
5(b) Each participant’s attribution of mental state was tested by their 2

selection of a word to describe the pair of eyes in a photograph.
Explain one reason why this test may not accurately measure
attribution of mental state.

e.g.
The pictures were of static eyes (1 mark); When we are attributing mental
states, we see moving eyes / facial expressions (1 mark); we use body
language to help us gauge mental states in the real world (1 mark
alternative);
People could have guessed all of the answers correctly (1 mark).
There are other creditworthy responses, including emotive words are

subjective, emotions can be culturally specific.

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6(a) The study by Schachter and Singer is based on the two-factor theory 4
of emotion.
Describe what is meant by the two-factor theory of emotion.
1 mark per correct point made:
e.g.
One factor is the physiological arousal of a person;
The other factor is the cognition that allows a person to make sense of a
situation;
So, when someone becomes aroused, they look to the environment for cues
to help explain how they are feeling;
Therefore, emotional experiences are a combination of physiology and
cognition;
This is true for when a person has no immediate explanation of their
emotional arousal;
6(b) Outline how one result from this study supports the two-factor theory 2
of emotion.
1 mark for appropriate result, then

1 mark for explaining how it links to the two-factor theory of emotion.
e.g.
The Epi Ign/Epi Mis groups scored higher on their emotional states
compared to the Epi Inf (1 mark);
This showed that they were more susceptible to the stooge’s mood as they
had no explanation of their emotions (compared to Epi Inf who did) (1 mark).

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7(a) Lizzie has learned about the study by Laney et al. (false memory). She 2
believes that the study is unethical.
Outline what is meant by the ethical guideline of informed consent.

e.g.
so they can decide whether they would like to participate (or not) (2 marks)
This is when a person decides if they want to take part in a study (1 mark)
Telling participants information about the study before it starts (1 mark)
7(b) Outline why Lizzie is correct that the study is unethical, using 4
evidence in your answer.
Up to 1 mark for outlining one ethical guideline directly relevant to Laney et

al.
Up to 4 marks for using evidence to show that Laney et al. was unethical
e.g.
The participants were deceived (1 marks).
They had been told that they were completing the questionnaires to look into
the relationship between personality and food preference (1 mark);
The study was actually about implanting false memories about asparagus (1
mark);
They were also deceived that the feedback given to them on return was
factual (1 mark);
Laney did not get informed consent as the participants were not told it was
about false memories (1 mark);
Participants may have been psychologically stressed by the idea of being
‘tricked’ (1 mark);

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8(a) Outline the nature versus nurture debate in psychology, using an 4

example other than the study by Bandura et al. (aggression) as an
example.
1 mark = defining nature + 1 mark example

1 mark = defining nurture + 1 mark example
e.g.
Nature means a behaviour that we are born with / genetic / hard-wired
(1 mark). For example, intelligence has a genetic component that is passed
on through generations (1 mark example).
Nurture means a behaviour that has been learned by an organism after birth
(1 mark); For example, in the study by Pepperberg Alex learned same/
different through observing a model/rival (1 mark example).

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8(b) Explain what psychologists have learned about aggression using two 8
results from the study by Bandura et al.
e.g.
Children do learn aggression through social learning; Children learn more
from observing then imitating a same-sex model; Aggression is more likely
to be about nurture rather than nature; Models are powerful influencers of
aggressive behaviour; Boys more likely to be aggressive compared to girls;

the candidate clearly explains what we have learned
about the named concept

there is a brief attempt at explaining what we have
learned about the named concept;

there is no attempt at explanation;
The result presented is not clear or no result but there
is an attempt at explaining what we have learned about
the named concept

there is a basic attempt at explaining
e.g.,
Level 4: Children were more likely to learn/replicate aggression from a
model of the same-sex. Boys were more likely to replicate the verbal
aggression from a male model than a female model.
Children will replicate aggressive behaviours observed from a model.
Participants in the aggressive condition were significantly more likely to
replicate physical/verbal aggression compared to those in the
nonaggressive condition / control group.
Level 3: Children were more likely to learn/replicate aggression from a

model of the same-sex. Boys were more likely to replicate the verbal
aggression from a male model.
Children will replicate aggressive behaviours observed from a model.
replicate physical/verbal aggression

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8(b) Level 2: Children were more likely to learn/replicate aggression from a

model of the same-sex OR boys were more likely to replicate the verbal
aggression from a male model than a female model.
Children will replicate aggressive behaviours observed from a model OR
replicate physical/verbal aggression compared to those in the
nonaggressive condition / control group
Level 1: Children will replicate aggressive behaviours; models influence

aggressive behaviour;

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9 Evaluate the study by Piliavin et al. (subway Samaritans) in terms of 10

points must be about the use of qualitative data.
Suitable strengths include: Qualitative data, quantitative data, reliability,

validity (ecological)
Suitable weaknesses include: Ethics, field experiments, validity,

generalisations
4 • Evaluation is comprehensive. 8–10

• Answer demonstrates evidence of careful
planning, organisation and selection of material.
• Analysis (valid conclusions that effectively
summarise issues and arguments) is evident
throughout.
• Answer demonstrates an excellent understanding
of the material.
3 • Evaluation is good. 6–7

• Answer demonstrates some planning and is well
organised.
• Analysis is often evident but may not be
consistently applied.
• Answer demonstrates a good understanding of
the material.
2 • Evaluation is mostly appropriate but limited. 4–5

• Answer demonstrates limited organisation or
lacks clarity.
• Answer lacks consistent levels of detail and
demonstrates a limited understanding of the
material.
1 • Evaluation is basic. 1–3

• Answer does not demonstrate understanding of
the material.
0 No response worthy of credit. 0

PSYCHOLOGY 9990/11
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


confusion.
correct.
possibilities.
g DO NOT require spellings to be correct, unless this is part of the test. However, spellings of

3 Annotation:

PUBLISHED
State the number of participants used in each of the experimental

groups in this study.
6 or 24
1(b) Outline how the participants were allocated to one of the conditions in 2
this study.
1 mark for:
By adding (summing) the scores on the (four) aggression scales OR

Using the aggression ratings given by the teacher/experimenter.
Plus 1 mark for either of the following:
Participants were arranged in triplets/matched in groups;

Participants assigned at random (to one of the conditions/groups).
1(c) Identify one example of imitative verbal aggression shown in this study. 1
1 mark for a correct example
Sock him;
Hit him down;
Kick him;
Throw him in the air;
Pow.
Scenes from the International Affective Picture System stimuli set were
used. Each scene had been rated in two ways.
Name these two ways.
Valence;
Arousal.

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e.g.
The tasks lacked mundane realism (1 mark). Rating pictures whilst having a
brain scan/fMRI is not an everyday task (1 mark).
There could be issues of generalisability (1 mark). The sample consisted of

only females so the findings may not be generalizable (to emotions in males).
(1 mark).
Other creditworthy weaknesses include: use of self-reports, ecological validity,

everyday application, repeated measures, volunteer sample.
Describe the sample used in Experiment 1 of this study.
n=128;
Students/undergraduates;
University of California;
Received course credit (for participation);
Mostly female (77%);
Mean age of 20.8 years.
3(b) Describe one result from the ‘Memory or Belief?’ questionnaire in 2

Experiment 1 of this study.
2 marks full result (with meaningful comparison).

1 mark partial/brief result (no meaningful comparison).
e.g.
More participants in the Love group reported having a memory of loving
asparagus compared to the Control group (2 marks);
More participants in the Love group reported having a belief of loving
asparagus compared to the Control group (2 marks);
More participants in the Control group reported never having a memory of
loving asparagus compared to the Love group (2 marks);
The Love group reported more memories of loving asparagus (1 mark);

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Describe the experimenter feedback given to a participant if they did not

want to continue with this study.
The experimenter responded with a series of (four) prods;

These were standardised/scripted;
For example, please continue / please go on was the first (1 mark available
for any example)
If the first prod was unsuccessful / the participant insisted to stop / participant
refused to continue, then the experimenter moved on to the next one (and so
on);
The tone was firm (but not impolite);
The prods were started again if the participant showed reluctance to continue;
There were special prods if physical injury was asked about;
Experimenter stated that shocks are painful but no damage would happen;
If the participant still refused a final prod was used;
Experimenter stated that whether they liked it or not, all words must be
learned;
They were told that if the learner did not answer / absence of answer then a
shock needed to be given;
If the final prod was unsuccessful / participant stopped reading words, then
the study ended.
4(b) Studies in social psychology can be used to help teachers in the 2

classroom.
Suggest how this study could be used to help a teacher with a

disobedient class. Your suggestion must be ethical.

e.g.
A teacher could change the way they dress (1 mark: what) by wearing clothes
that show authority like a technician’s coat (1 mark: how).
The class could be encouraged to be more obedient vocally (1 mark: what) as

the teacher can give out commands in a firm tone/stern voice (1 mark: how).

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2 marks full aim/detailed aim.

1 mark brief aim.
e.g., 2 marks
To test people on a revised Eyes Test to see if some of the original deficits
were no longer seen;
To see if females would score higher on the Eyes Test compared to males;
To see if people with AS/HFA lack/have a Theory of Mind;
To investigate if there would be a relationship between AQ and Eyes Test
scores;
To investigate whether people with AS/HFA are impaired on the (revised
version of the) Eyes Test;
To investigate whether the Eyes Test can differentiate between a person with
AS/HFA and a person without AS/HFA.
e.g., 1 mark
To improve the Eyes test;
To test for Theory of Mind.

1 mark for linking it to the study (can only be awarded if a reason has been
explained).
It would allow the study to be more easily replicated (1 mark).

Therefore, it could be tested for reliability (1 mark).
For example, knowing what was contained in the eyes test (e.g. how many
pairs of eyes) means that he study can be replicated exactly (1 mark).
It would increase the (internal) validity of the study (1 mark).

Therefore, cause and effect are (more) likely to be seen (1 mark).
For example, knowing it was autism affecting scores on the eyes test/AQ (1
mark).
It can help to reduce extraneous/uncontrolled variables (1 mark).

So that we know it is probably having autism or not – the IV (1 mark) causing
the change ability to pass the eyes test/AQ – the DV (1 mark).

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6 The debate about individual and situational explanations relates to the 4

study by Pepperberg (parrot learning).
Outline what is meant by this debate. Include one example from the
individual explanation and one example from the situational explanation
from the study by Pepperberg.
1 mark for the individual side of argument; 1 mark for example from study.
1 mark for the situational side of argument; 1 mark for example from study.
e.g. definitions
The individual side refers to behaviours from factors within the person
(dispositional);
The situational side refers to behaviour from factors in the external
environment.
e.g. examples
Alex may have learned some of the same/different concepts because of his
‘personality’ type, e.g. being more sociable (individual);
Alex may have learned some of the same/different concepts because of the
model/rival technique and being placed in that scenario to learn (situational).
7 From the study by Yamamoto et al. (chimpanzee helping): 4
Describe the procedure for the ‘Cannot See’ condition.
To be awarded maximum marks, one mark must come from the ‘up to 2
marks for the following’ section.
up to 2 marks for the following:
The wall between them was opaque;

Except for a small window that could only be accessed if a chimpanzee
purposely wanted to look through it (to help).
up to 3 marks for the following:
Each chimpanzee was either a helper or recipient;

There was a task that needed a stick/straw to solve;
One chimpanzee was in a ‘box’ with a juice reward out of reach;
One chimpanzee had a tray of seven objects;
The recipient chimpanzee could place their hand through the hole (to request
a tool);
The helper could give the recipient an object through the hole;
The chimpanzees were in adjacent/separate booths.

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8(a) From the study by Andrade (doodling) 2
Outline how monitoring performance was scored.
1 mark for each correct component.
(The number of) correct names minus (the number of) false alarms (2 marks:
both components correct and the minus is mentioned);
(The number of) correct names minus the number of places (1 mark: one
component correct);
The number of correct answers minus (the number of) false alarms (1 mark:
one component correct).
8(b) Two friends, Seth and Jamie, are discussing this study in terms of 4
generalisability.
Seth believes the study does have generalisability but Jamie believes
the study does not have generalisability.
Outline why you think either Seth or Jamie is correct, using evidence
from the study.
1 mark per correct point made. Go with the intentions of the candidate.
e.g., Seth
The participants came from a wide age range (18-55 years) (1 mark) which
means that the sample could represent a wide age range of people in the real
world in relation to concentration (1 mark). Also, the sample size was (quite)
large being 40 (1 mark) with a range of ages and gender to increase the
likelihood of it being generalisable (1 mark).
The study could be generalisable to everyday life as people could be allowed

to doodle at work to help them concentrate more (1 mark).
e.g., Jamie
The sample size was small for both conditions (1 mark) and there were only 5
males across the 2 groups (1 mark) so the findings about concentration and
memory may only apply to females (1 mark). Also, they were all from a
Medical Research group (1 mark) meaning that they might all have similar
interests/motivations to be part of the study (1 mark) so the sample was not
very diverse (1 mark). The overall sample is not that large at n=40 (1 mark).
It might not be able to be generalised to everyday life as some people in jobs

may not have the opportunity to doodle in the workplace (1 mark). Also, as it
was conducted in a laboratory, the behaviour of participants might be less
realistic/generalisable to the real world (1 mark).

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9(a) Describe the psychology being investigated in the study by Saavedra 4

and Silverman (button phobia).
1 mark for each correct statement about generic psychology.

Example from the study by Saavedra and Silverman can gain credit (max 1).
e.g.
Phobias are an irrational fear of an object/situation;
Classical conditioning is when we learn by association;
A person comes to perceive (evaluate) a previously neutral object or an event
negatively;
The person negatively evaluates the object/event without anticipating any
threat/danger;
This negative evaluation elicits a feeling of disgust rather than fear;
Operant conditioning is when you learn by consequences;
If you are rewarded you are more likely to repeat that behaviour;
Differs from Classical Conditioning as the person is being cognitively active by
thinking about disgust and consequences rather than being a passive
organism (2 marks);
The boy was being treated for his phobia of buttons (1 mark: example);

PUBLISHED
Saavedra and Silverman (button phobia):
 Confidentiality
 Informed consent
 Privacy

study
study.

correct.

OR no answer given.
Confidentiality
We do not know the name of the participant, just that he was part of a Child
Anxiety Program in Florida (not broken).
Informed consent
Participants should be given sufficient information about the study in order to
choose if they want to participate or not;
Both the child and mother gave full consent to take part in the procedures
involved in the therapy (not broken).
Privacy
Participants should not be forced to reveal things about themselves they
would not normally reveal / should have the right to not complete a certain
task within the study;
The child did have to reveal which buttons he was scared of, and he may
have felt embarrassment whilst doing this (broken).

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9(b) Protection from psychological harm

Participants should leave the study in the same psychological state as they
entered / Participants should not be potentially harmed by the procedure of a
study;
The child was exposed to buttons he was frightened of which may have
caused mental distress to him (broken).
10 Evaluate the study by Dement and Kleitman (sleep and dreams) in terms 10
of two strengths and two weaknesses. At least one of your evaluation
points must be about qualitative data.
Strengths include: use of qualitative data (validity), reliability, application to

real world.
Weaknesses include: generalisability, validity (external), social desirability.




Level 0 (0 marks)

PSYCHOLOGY 9990/12
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED


confusion.
correct.
possibilities.

3 Annotation:

PUBLISHED
State the approximate number of participants used in this study.
4450.
1(b) Trials on a given day were always in the same victim condition. 1
State how the victim condition was chosen.
(Teams were told to) alternate (the conditions across days).
1(c) Identify two differences between the models used in this study. 2
1 mark per correct difference
Age;
Clothes worn / attire;
Location (before helping) / adjacent vs critical;
Speed at which they gave help (if no one helped) / early vs late.
Name two items that were always available to Alex the parrot without
him having to request them.
1 mark per correct item named
Water;
Sunflower seeds;
Dried corn;
Kibble;
Oats;
Safflower.

PUBLISHED

e.g.
The tasks lacked mundane realism (1 mark). Stating what is same/different
about two objects not found in the wild is not an everyday task (1 mark).
The study was only conducted on one parrot (1 mark), so this makes it difficult
to generalise (to other parrots) (1 mark).
One feature of the sample in this study was that they were all adults.
Identify three other features of the sample used in this study.
Mostly male / 7 males;

2 females;
9 in total;
5 studied intensively;
4 used minimally to confirm results.
3(b) Describe one result about dream recall from REM awakenings in the first 2
half of the night compared to the second half of the night.
2 marks full result with specific group mentioned.

1 mark partial/brief result with no specific group mentioned.
e.g., group of 5 participants studied intensely

There were (slightly) more dreams recalled in the first half compared to the
second half for the 5 participants that were studied intensely (2 marks);
There were (slightly) more dreams recalled in the first half (compared to the
second half) (1 mark).
e.g., entire sample

There were more dreams recalled in the second half compared to the first half
for the entire sample (2 marks);
There were more dreams recalled in the second half (compared to the first
half) (1 mark).

PUBLISHED
4(a) At the end of the study by Milgram (obedience), the experimenter used 4
an ‘interview and dehoax’ procedure with his participants.
At the end of the study each participant was debriefed;

They were asked to rate how painful they thought the shocks were;
(On a scale) out of 14 / 14 point scale / 14 = most painful;
Open-ended questions were asked / asked them how there were feeling;
Projective measures were used;
Attitude-scales were employed;
The participant met Mr Wallace / stooge;
To show that no harm had happened / re-assure the participant that no harm
had occurred;
This was conducted in a friendly manner;
The participant was allowed to ask any further questions.
4(b) Studies in social psychology can be used to help managers in the 2

workplace.
Suggest how the study by Milgram could be used to help a manager

with disobedient workers. Your suggestion must be ethical.

e.g.
A manager could get workers to be more obedient in the workplace by
changing what they wear / wear clothes that appear to be authoritative (1
mark: what) by wearing clothes that show this authority like a technician’s coat
(1 mark: how).
Workers could be encouraged to be more obedient vocally (1 mark: what) as

an authority figure can give out commands in a firm tone / stern voice (1 mark:
how).

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2 marks full aim.

1 mark partial/brief aim.
e.g.
To investigate whether the amygdala is sensitive to different levels of
experienced emotional intensities (2 marks);
To investigate whether the degree of emotional intensity affects the role of the
amygdala in enhancing memory (2 marks);
To investigate the role of the amygdala in memories (1 mark).

1 mark for linking it to the study (only be awarded if a reason has been
explained).
It would allow the study to be more easily replicated (1 mark);

Therefore, it could be tested for reliability (1 mark);
For example knowing how long the picture was presented for means exact
replication is possible (1 mark).
It would increase the (internal) validity of the study (1 mark);

Therefore, cause and effect are (more) likely to be seen (1 mark);
For example knowing it was the emotion of the picture causing brain activity
(1 mark).
It can help to reduce extraneous/uncontrolled variables (1 mark);

So that we know it is probably the IV of emotion (1 mark) causing the change
in brain activity – the DV (1 mark).

PUBLISHED
6 Outline what is meant by the ‘learning approach’ in psychology. Include 4

examples from the study by Saavedra and Silverman (button phobia) in
your answer.
Up to two marks for outlining the learning approach (through an assumption or

description).
Up to two marks for examples from Saavedra and Silverman only.
e.g. learning approach

We learn through conditioning;
This may be through rewards and punishment / operant conditioning;
We can also learn through observation and imitation / social learning;
We can also learn by association / classical conditioning.
e.g. examples
The boy may have been scared because of the incident in the classroom with
the bowl of buttons;
He was rewarded at times when he showed progress of not being scared by
his mother.
7 From the study by Laney et al. (false memory): 4
Describe the Restaurant Questionnaire.
Assessed desire to eat 32 dishes;

There was a critical item of ‘(sautéed) asparagus (spears)’;
Formatted to look like a menu;
Five categories/courses of dish;
Appetisers, soups, salads, entrees (main course), sides and desserts [name
any 2 of these for 1 mark];
They had to imagine they were out for a special dinner;
Then decide how likely they would order each item;
They had to not take into account the price of the dish;
Each choice was rated from 1–8; 8 point scale;
1 = definitely no / 8 = definitely yes.

PUBLISHED
Outline the category of ‘initiates new activity’ for the behaviour of

participants in the Euphoria condition.
This is when creative euphoria was exhibited (by the participant);

These were behaviours not shown by the stooge;
An example would be jumping on a table / laughing / spun hula hoop on neck
/ opened window / threw paper basketballs at passers-by.
8(b) Two friends, Maryam and Zara, are discussing this study in terms of 4
reliability.
Maryam believes the study does have reliability but Zara believes the
study does not have reliability.
Outline why you think either Maryam or Zara is correct, using evidence
from the study.
1 mark per point made, with:
Up to 2 marks for any relevant finding(s)/part of study/example from study

Up to 3 marks for outlining.
e.g. Maryam
There were parts of the study that were standardised (1 mark). There was a
set script that had to be followed (1 mark) like the one for the experimenter
when talking about the injection (1 mark) so this means other researchers
could replicate the study (1 mark).
The study also had good levels of inter-observer reliability (1 mark). The
observers produced a score of +0.88 (which indicates high agreement) (1
mark).
e.g. Zara
There were parts of the study that were difficult to standardise (1 mark). The
stooge did have a set way they were supposed to act but this may not have
been the same each time (1 mark) therefore each participant might have got a
slightly different set of behaviours/comments (1 mark) so this means that
replication may be difficult to achieve (1 mark).
There was large variation in some participant variables (1 mark). For example,
some did not react to the adrenaline and were removed from the study (1
mark) and there was variation in reaction to the adrenaline across the
participant group (1 mark).

PUBLISHED
9(a) Describe the psychology being investigated in the study by Bandura et 4

al. (aggression).
1 mark for each correct statement.

Examples from the study by Bandura et al. can gain credit (max 1).
e.g.
People pay attention to / observe the behaviour of a role model;
They watched a model being aggressive/non-aggressive towards a Bobo Doll
(example mark);
They then retain that information in their memory;
They will the imitate/reproduce the behaviour if they feel capable;
If they witnessed the model get rewarded (vicarious) then they are more likely
to repeat / try to repeat;
The imitation is seen as more probable if the role model is of the same sex
(as the observer);
Learned behaviour can be displayed in a situation where the model is not
present.

PUBLISHED
Bandura et al. (aggression)
 Confidentiality
 Deception
 Protection from physical harm

study
study.
correct.
OR no answer given.
Confidentiality
The identities of the children were not revealed – all we know is that they
attended a Nursery at Stanford (and their age range) (not broken).
Deception
A participant should not be deceived without a strong justification / only if
The children were deceived as they never knew they were being watched in
the experimental room (broken).
Protection from physical harm

Participants should leave the study in the same physical state as they
entered;
The children witnessed and then repeated aggressive behaviours and these
were not ‘reversed’ before leaving the study (broken);
The child might have got harmed when hitting the Bobo Doll / playing with
other toys like a mallet (broken).

PUBLISHED
9(b) Protection from psychological harm

Participants should not be potentially distressed/stressed by the procedure of
a study;
The children may have been scared of watching a model acting aggressively
towards the Bobo doll (broken);
The children might have had longer term psychological effects of watching
aggression/violence (broken).
10 Evaluate the study by Yamamoto et al. (chimpanzee helping) in terms of 10

points must be about laboratory experiments.
Strengths include: validity (internal), reliability, quantitative data, ethics.

Weaknesses include: ethics, validity (external), generalisability.




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Cambridge Assessment International Education

Cambridge International Advanced Subsidiary and Advanced Level

IGCSE™ is a registered trademark.

This document consists of 11 printed pages.

© UCLES 2018 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2018 Page 2 of 11

Question Answer Marks

1(a) From the study by Yamamoto et al. (chimpanzee helping): 1

Name one of the objects most frequently offered by the majority of

1 mark for correct answer.

1 mark for correct answer.

He looked through the hole/window (that was not opaque);

1(c) Outline one conclusion from this study. 2

1 mark – partial/brief answer

Question Answer Marks

2(a) From the study by Saavedra and Silverman (button phobia): 2

1 mark per correct point made.

The child and parent were interviewed (about the phobia);

© UCLES 2018 Page 3 of 11

Question Answer Marks

1 mark for the piece of evidence

He was cured using behavioural/imagery exposure which involves

3 Outline two quantitative results about ‘imitative aggression’ from the 4

For each result,

© UCLES 2018 Page 4 of 11

Question Answer Marks

4 Describe how Andrade (doodling) recruited her sample of participants 4

Question Answer Marks

5(a) The study by Piliavin et al. (subway Samaritans) is based on the 4

Describe what is meant by ‘diffusion of responsibility’.

This is when a person is less likely to take responsibility for their

© UCLES 2018 Page 5 of 11

Question Answer Marks

1 mark for the result

Not supporting, e.g.

Question Answer Marks

Describe the procedure after these electrodes had been fitted.

1 mark for every correct stage given.

They then went to bed in a quiet (dark) room;

© UCLES 2018 Page 6 of 11

Question Answer Marks

It would allow the study to be more easily replicated (1 mark)

It would increase the (internal) validity of the study (1 mark)

It can help to reduce extraneous/uncontrolled variables (1 mark)

Question Answer Marks

7(a) Describe one assumption of the cognitive approach. 2

2 marks – full answer

© UCLES 2018 Page 7 of 11

Question Answer Marks

2 marks for aspects of results that are useful

e.g. (4 marks: 2 for each combination below)

The AS/HFA group scored significantly higher on the AQ compared to the

Useful to understand how people with autism might be perceived (e.g. as

7(c) Outline one other real-world application based on the results or 2