YAMAMOTO
From the study by Yamamoto et al. that used chimpanzees as participants: 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)
Identify how one control group in the study was different from an experimental group. (1)
1 mark for group who were not given the critical item about loving asparagus (definitive)
‘You loved to eat cooked asparagus’ (experiment 1)
‘You loved asparagus the first time you ate it’ (experiment 2)
From the study by Canli et al (brain scans and emotions): Name one of the brain scanning techniques used in this study. [1]
1 mark for the correct answer
MRI / Magnetic Resonance Imaging/Imagery;
fMRI / functional Magnetic Resonance Imaging/Imagery
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’.
(i) Outline how the category of ‘initiates new activity’ was operationalised in this study. [2]
1 mark per correct point
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).
Give one question that Alex the parrot was asked in the study. [1]
1 mark for correct answer
e.g.
What’s same?
What’s different?
Describe the task that chimpanzees needed to solve in the Yamamoto et al. study (chimpanzee helping). [2]
1 mark per correct point x2
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).
From the study by Laney et al. (false memory): Explain why the study was carried out. (2)
Award 1 mark for partial explanation.
Award 2 marks for full explanation.
• To test whether positive false memories could be implanted (for a food)
(1) and whether this would lead to increased liking (for the food). (1)
• To find out whether people could be led to believe that they liked
asparagus when they were young (1) and if that made them give a higher
rating to a photograph of asparagus. (1)
Patty has learned about the study by Canli et al. (brain scans and
emotions). She believes that the results support the nature side of the
nature–nurture debate. Outline what is meant by ‘the nature-nurture debate’. [2]
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
with (1 mark) whereas the nurture side of the debate is about what we learn
in our lives (1 mark).
Identify two behaviours from participants in the euphoria condition that would be coded as ‘joins in activity’. [2]
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
Identify two colours that Alex the parrot could already name before this
study began. [2]
1 mark per correct answer
Rose/red;
Grey;
Green;
Blue;
Yellow;
The study by Yamamoto et al. (chimpanzee helping) is based on the concepts of altruism and empathy. (a) Outline what is meant by ‘altruism’ and ‘empathy’. [4]
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)
Describe what the participants were told about the purpose Laney et al before it began. (2)
Award 1 mark for each piece of information.
• What tasks they would be doing e.g. filling out questionnaires/doing tests
on food preferences. (1)
• That it was a study about (the relationship between) food preferences
and personality. (1)
The study by Canli et al. (brain scans and emotions) used adult participants. Identify two other features of this sample. (2)
Award 1 mark for each correct feature.
For example:
Ten participants;
•(All) female;
•Right-handed;
•Volunteers;
From the Schachter and Singer study (two factors in emotion): Describe the psychological theory that was being tested in this study. [3]
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
Explain how one finding from the Pepperberg study (parrot learning) supports one of the assumptions of the learning approach. [2]
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.
From the study by Yamamoto et al. (chimpanzee helping): Describe the procedure of the First “Can See” condition and the “Cannot See” condition. [4]
1 mark per correct point
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).
Explain why the participants were not told that the study was about false memories when they arrived at the laboratory. (3)
Award 1 mark for each of the following:
• for identifying the potential influence of demand characteristics
• for outlining/defining what demand characteristics are (can be implicit in the answer)
• for stating how this may affect the behaviour of the participant.
For example:
• it was used to avoid (the influence of) demand characteristics (1)
• this is when some feature of a study informs the participants about the real purpose of the study/because the participants’ ‘memories’ could be affected by knowing the aim (1)
• therefore, this influences the participants’ behaviour during the study independent of any experimental manipulation (reducing validity)/so the participants may try harder to recall the ‘real’ memories than the ‘false’ memories. (1)
The study by Canli et al. used a brain scan. Explain why brain scans are used in the biological approach to psychology. Use an example in your answer. [4]
Award 1 mark for correct reason for using brain scans in the biological approach.
Award 2–3 marks for correct reason with relevant example (from Canli et al. or other biological approach study)
Award 4 marks for correct reason with elaboration and an example.
For example:
• because the biological approach studies the role of neurons/the brain (1) and how they control/affect emotion/behaviour/cognition (1), and CAT/ MRI scans tell us about brain structures. (1) For example, their size in different people/how they change with age/when they are damaged (1)
• brain scans can tell us about what different areas might do (1) and PET/ fMRI scans tell us about brain activity. (1) For example, how it is linked to perceptions or actions (1), the focus of the scan on amygdala in Canli et al. was used with participants who were awake/actively engaged in a task/rated emotionality to visual scenes which showed scan activity was related to a cognitive variable/memory (1)
• it is an objective/reliable technique typical of the scientific stance of the biological approach (1) and allows for controls to be imposed (1). For example, the control in Canli et al. was neutral images (1). These would be rapid when the patient was dreaming, by watching the eyes, they would move rapidly when the patient was dreaming. (1)
Describe two independent variables from the study by Schachter and Singer (two factors in
emotion). [4]
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);
In order to give a correct answer when asked a question, it was assumed that Alex would have to process the information in four steps. The fourth step would be to produce a vocal response of a category. Outline the first three steps. [3]
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;