Mark Scheme (Results)

January 2017

Pearson Edexcel International GCE in

Psychology (WPS03)
Paper 01: Applications of Psychology
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January 2017
Publications Code WPS03_01_1701_MS
All the material in this publication is copyright
© Pearson Education Ltd 2017
General Marking Guidance

 All candidates must receive the same treatment.

Examiners must mark the first candidate in exactly the same
way as they mark the last.
 Mark schemes should be applied positively. Candidates
must be rewarded for what they have shown they can do
rather than penalised for omissions.
 Examiners should mark according to the mark scheme
not according to their perception of where the grade
boundaries may lie.
 There is no ceiling on achievement. All marks on the
mark scheme should be used appropriately.
 All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the
mark scheme.
 Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded and
exemplification may be limited.
 When examiners are in doubt regarding the
application of the mark scheme to a candidate’s response, the
team leader must be consulted.
 Crossed out work should be marked UNLESS the
candidate has replaced it with an alternative response.
Question Answer Mark
Number
AO2 (2 marks)
1(a) (2)
Credit one mark for each accurate point identified.

For example:

Amelia
 Anxious Avoidant/Avoidant Insecure/Type A

Hannah
 Anxious Resistant/Resistant Insecure/Type C

Question Answer Mark

Number
AO2 (2 marks)
1(b) (2)
Credit up to two marks for accurate description.

 Hannah may resist contact on the return of the caregiver

and be difficult to comfort (2).
 Hannah may not be easy to comfort (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO3 (2 marks)
2(a) (2)
Credit up to two marks for accurate conclusion given.

For example:

 An older child is more able to support young children

in solving a mathematical problem because with seven
year olds, the five-year olds take 4.9 seconds less
than when working with their peers (2).
 Older children help younger children solve maths
problems quicker than same age helpers do (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO1 (1 mark)
2(b) (1)
One mark for a correct definition.

For example:

 ZPD is the difference between what a learner can do

without help and what they can do with help (1)

Look for other reasonable marking points.

Question Answer Mark

Number
2(c) AO3 (1 mark) (1)

Credit one mark for an accurate justification.

For example:

 Quantitative data can be statistically analysed to

objectively determine the significance of the data (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (1 mark), AO3 (1 mark)
2(d) (2)
Credit one mark for accurate identification of a weakness in
relation to the scenario (AO2)
Credit one mark for justification of the weakness (AO3)

For example:
 Anton did not take a baseline measure of the children’s
mathematical ability before the study (1). Therefore, he
cannot reliably measure whether the children were
actually working within their ZPD (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (1 mark)
3(a) (1)
Credit one mark for a correct answer

 54.67 (%)

Reject other answers.

Answer
Question Mark
Number
AO2 (1 mark)
3(b) (1)
Credit one mark for a correct answer

 7%

Reject other answers.

Question Answer Mark
Number
AO1 (1 mark), AO3 (1 mark)
3(c) (2)
Credit one mark for accurate identification of a weakness (AO1)
Credit one mark for justification of the weakness (AO3)

For example:

 Structured observations can be artificial situations (1). This

means they lack ecological validity as the setting may be
unlike day to day experiences (1).

Look for other reasonable marking points.

Question Answer Mark

Number
AO1 (1 mark), AO3 (1 mark)
3(d) (2)
One mark for accurate identification (AO1)
One mark for justification/exemplification (AO3)

For example:

 An unstructured interview could be used with children (1) to

gather children’s opinions to give the data meaning and
increase validity (1).

Look for other reasonable marking points.

Question Indicative Content Mark
Number
AO1 (4 marks), AO3 (4 marks)
4 (8)
AO1
 Operant conditioning suggests children learn behaviour
through reinforcement and punishment.
 According to classical conditioning, an unconditioned
stimulus paired with a neutral stimulus produces a
conditioned attachment response.
 Social learning theory would claim that children learn their
behaviour from observing role models.
 Young children learn in the context of the parent–child
relationship and the family environment.

AO3
 O’Connor (2013) argues that children’s real-life experiences
and exposures directly or indirectly shape behaviour, so
their attachments can be learned.
 Learning theories often use artificial settings which lack
ecological validity to forming real life attachments.
 Bowlby (1944) would argue that attachment is an innate
process of bonding not learning from role models.
 Harris (1998) found that children raised by the same
parents in the same homes are no more alike than if they
had been raised separately.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.

Level 1 1-2 Demonstrates isolated elements of knowledge and understanding.

(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)

Level 2 3-4 Demonstrates mostly accurate knowledge and understanding.

(AO1)
Marks
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)

Level 3 5-6 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning.
Marks
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)

Level 4 7-8 Demonstrates accurate and thorough knowledge and

Marks understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
Question Indicative Content Mark
Number
AO1 (4 marks), AO3 (4 marks)
5 (8)
AO1
 Ainsworth’s Strange Situation (1969) has been used to
assess attachment type in other cultures.
 Generalisability relates to how well the findings from a study
represent multiple cultures.
 Sagi et al (1985) studied attachment in Israeli children raised
on a kibbutz.
 Van Ijzendoorn and Kroonenberg (1988) compared the
results of 32 cross-cultural studies.

AO3

 Ainsworth’s Strange Situation (1969) study was conducted in

the USA and so the findings may not be generalisable to
other cultures.
 Ainsworth conducted The Strange Situation in more than one
culture finding similar results which suggests generalisability
 Sagi et al’s (1985) study is not generalisable as other
cultures do not have the same family structures.
 Van Ijzendoorn and Kroonenberg (1988) did a meta-
analysis across several cultures so the results can be
generalised.

Look for other reasonable marking points.

Level Mark Descriptor

AO1 (4 marks), AO3 (4 marks)

Candidates must demonstrate an equal emphasis between knowledge and
understanding vs assessment/conclusion in their answer.

0 No rewardable material.

Level 1 1–2 Demonstrates isolated elements of knowledge and understanding.

Marks (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2 3–4 Demonstrates mostly accurate knowledge and understanding. (AO1)

Marks Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
generic or superficial assessment being presented. (AO3)

Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)

Marks Arguments developed using mostly coherent chains of reasoning.
leading to an assessment being presented which considers a range of
factors. Candidates will demonstrate understanding of competing
arguments/factors but unlikely to grasp their significance. The
assessment leads to a judgement but this may be imbalanced. (AO3)

Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding.

Marks (AO1)
Displays a well-developed and logical assessment, containing logical
chains of reasoning throughout. Demonstrates an awareness of the
significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)
Question Answer Mark
Number
AO2 (1 mark)
6(a) (1)
Credit one mark for an accurate definition in relation to eyewitnesses.

For example:

 Physical or emotional tension caused by a factor or situation of

the crime (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark

Number
AO2 (1 mark)
6(b) (1)
Credit one mark for an accurate reason given in relation to
eyewitness reliability.

For example:

 Qin et al (1997) suggest that stress can affect the way

eyewitnesses encode memories at the time of the crime (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark
Number
AO2 (1 mark)
7(a) (1)
One mark for a correct answer

 41

Reject all other answers.

Question Answer Mark

Number
AO2 (1 mark)
7(b) (1)
One mark for a correct answer.

For example:

 Drugs/Drug related crime is the mode

Look for other reasonable marking points.

Question Answer Mark

Number
AO2 (2 marks)
7(c) (2)
Credit one mark for each accurate statement in relation to
scenario.

For example:

 Caucasian jurors are more likely to find defendants from

other ethnic groups guilty (1).
 Jurors may stereotypically perceive one ethnic group as more
likely to be involved in drug crimes (1).

Look for other reasonable marking points.

Question Answer Mark
Number
AO2 (2 marks), AO3 (2 marks)
7(d) (4)
Credit one mark for accurate identification of an ethical
consideration in relation to the scenario (AO2)
Credit one mark for justification of the ethical consideration
(AO3)

For example;

 Remi and Aram maintained confidentiality toward the

people involved in the trials (1) they used 5 trials which
were only referred to by letter, eg Trial A, to ensure that
defendants and jurors could not be identified by anyone
in the public domain if published (1).
 Remi and Aram may not have needed to gain informed
consent from the defendants (1) because they may have
been public trials so consent would not be needed as it is
public record (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark
Number
8(a) AO2 (3 marks) (3)

One mark for appropriate title.

One mark for appropriate labelling of axes.
One mark for correct plots.

A bar chart to show the influence on estimating speed (mph) from

the verbs used in leading questions about a car accident
Mean speed estimate
(mph)

Verb used in leading questions

Look for other reasonable marking points.

Question Answer Mark
Number
8(b) AO1 (1 mark) AO2 (1 mark), AO3 (1 mark) (3)

Credit one mark for accurate identification (AO1)

Credit one mark for accurate application of data (AO2)
Credit one mark for justification/exemplification (AO3)

For example;
 Loftus and Palmer (1974) found the actual speed of vehicles
made little difference to participant estimates (1) with data
showing that verb use such as smashed resulted in the highest
speed estimate of 40 mph (1). This is supported by Bartlett
(1932) who proposed that memory is a reconstructive process
(1).

Look for other reasonable marking points.

Question Indicative Content Mark
Number
AO1 (4 marks), AO3 (4 marks). (8)
9
AO1
 The sample consisted of undergraduate psychology students
as mock jurors and experienced jurors.
 The participants watched a video recording of a trial.
 The jurors were either shown or not show expert testimony
clips in the video.
 The participants rated the credibility of the eye witnesses

AO3
 The psychology students may have shown demand
characteristics as their undergraduate course result was
affected by their participation in the study.
 The task of watching a video lacks internal validity as this is
not how a jury would normally make a decision in a trial.
 Ecological validity is limited as in every day trials jurors would
always see any expert testimony before making a decision.
 The race of the jurors may affect their ratings of credibility of
the eye witness, as shown in Bradbury (2013), reducing
reliability of the data gathered.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.

Level 1 1-2 Demonstrates isolated elements of knowledge and understanding.

(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)

Level 2 3-4 Demonstrates mostly accurate knowledge and understanding.

(AO1)
Marks
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)

Level 3 5-6 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning.
Marks
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)

Level 4 7-8 Demonstrates accurate and thorough knowledge and

Marks understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
Question Indicative Content Mark
Number
AO1 (4 marks), AO3 (4 marks)
10 (8)
AO1
• Social learning theory explains learning behaviour as a
process of observation, identification and reproduction.
• Few negative consequences of violence are seen in the
media.
• Learning theories suggest behaviour is learnt from
reinforcement, and video games actively reward game
players for violent, anti-social acts.
• Role models are popular, powerful and likable so more
likely to be modelled.

AO3
 Bartol and Bartol (2014) found aggression levels to
increase when playing more violent bloody video games,
so the media is a key influence.
 Charlton et al (2000) contradicts the theory that television
leads to aggressive behaviour, suggesting the media is not
the main influence.
 Jahoda (1954) found that boys born on a Wednesday are
more aggressive than those born on a Monday so it could
be a self fulfilling prophecy not the media.
 Bandura’s research findings from studying aggressive role
models supports the idea that the media could be the main
influence on anti-social behaviour.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs assessment/conclusion in their answer.

0 No rewardable material.

Level 1 1–2 Demonstrates isolated elements of knowledge and understanding.

Marks (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2 3–4 Demonstrates mostly accurate knowledge and understanding. (AO1)

Marks Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
generic or superficial assessment being presented. (AO3)

Level 3 5–6 Demonstrates accurate knowledge and understanding. (AO1)

Marks Arguments developed using mostly coherent chains of reasoning.
leading to an assessment being presented which considers a range of
factors. Candidates will demonstrate understanding of competing
arguments/factors but unlikely to grasp their significance. The
assessment leads to a judgement but this may be imbalanced. (AO3)

Level 4 7–8 Demonstrates accurate and thorough knowledge and understanding.

Marks (AO1)
Displays a well-developed and logical assessment, containing logical
chains of reasoning throughout. Demonstrates an awareness of the
significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)
Question Answer Mark
Number
AO2 (1 mark)
11(a) (1)
Credit one mark for accurate statement in relation to the scenario.

For example;

• The loss of his job is a life event as it alters Malcom’s life and
circumstances in a substantial way.

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark

Number
AO2 (1 mark)
11(b) (1)
Credit one mark for accurate statement in relation to the scenario.

For example;

 Malcolm may get married to his girlfriend (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark
Number
AO2 (1 mark)
12(a) (1)
Credit one mark for correct answer.

• 8

Reject all other answers.

Question Answer Mark

Number
AO2 (1 mark)
12(b) (1)
Credit one mark for correct answer.

 4

Reject all other answers.

Question Answer Mark
Number
AO2 (2 marks)
12(c) (2)
Credit one mark for each accurate statement in relation to scenario.

For example:

 Andrew and Samira may have found that social support

decreases the likelihood of low self-esteem (1)
 Social support may provide coping mechanisms for people
living away from friends and family (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark

Number
AO2 (2 marks), AO3 (2 marks)
12(d) (4)
Credit one mark for accurate identification of an ethical
consideration in relation to the scenario (AO2)
Credit one mark for justification of the ethical consideration (AO3)

For example;

 Andrew and Samira maintained confidentiality the beliefs

questionnaire was completed anonymously by participants (1)
which ensured that personal religious beliefs were private
between the participant and the researcher (1).
 Participants will have given the data about social support and
religion (1) as they would need to agree beforehand in order
to actively complete a questionnaire and share their personal
experience (1).

Look for other reasonable marking points.

Generic answers score 0 marks.

Question Answer Mark
Number
AO2 (3 marks)
13(a) (3)
One mark for appropriate title.
One mark for appropriate labelling of axes.
One mark for correct plots.

Look for other reasonable marking points.

Question Answer Mark
Number
AO1 (1 mark) AO2 (1 mark), AO3 (1 mark)
13(b) (3)
Credit one mark for accurate identification (AO1)
Credit one mark for accurate application of data (AO2)
Credit one mark for justification/exemplification (AO3)

For example;

 Stress can make people unwell (1) and the data shows a positive
correlation between stress and absence from work (1). This is
supported by evidence from Brady (1958) who found that work
place stress causes ulcers which will increase the likelihood of
illness (1).

Look for other reasonable marking points.

Question Indicative content Mark
Number
AO1 (4 marks), AO3 (4 marks)
14 (8)
AO1

 Cognitive behavioural therapy (CBT) treats the behaviour that

results from maladaptive thinking.
 The outcomes of CBT are measurable with clear goals and
objective.
 Anxiety disorders can be explained as irrational and faulty
thinking patterns.
 Cognitive behavioural therapy is a non-invasive treatment.

AO3
 Hoffman et al (2012) found that CBT has a strong success rate
for treatment of anxiety disorders.
 Standardised measures of outcome, such as the Schwartz
Outcome Scale (SOS-10), can demonstrate the effectiveness of a
CBT plan as a person is being treated.
 Anxiety could be caused by neurotransmitters and not faulty
thinking therefore CBT would not be an appropriate method of
treating sufferers.
 Non-invasive treatments have less side effects than drug
therapies such as SSRI drugs such as Prozac.

Look for other reasonable marking points.

Level Mark Descriptor

AO1 (4 marks), AO3 (4 marks)

Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.

Level 1 1-2 Demonstrates isolated elements of knowledge and understanding.

(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)

Level 2 3-4 Demonstrates mostly accurate knowledge and understanding.

(AO1)
Marks
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)

Level 3 5-6 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning.
Marks
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)

Level 4 7-8 Demonstrates accurate and thorough knowledge and

Marks understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
Question Indicative content Mark
Number
AO1 (4 marks), AO3 (4 marks)
15 (8)
AO1
 The researchers used participant observation of Sunday
services and after-church religious activities for three
months.
 In depth interviews with open ended questions were
conducted with 10
 All individuals interviewed were female Filipino domestic
workers aged in their mid-twenties to late forties.
 A focus group of four participants was undertaken.

AO3
 The results of the study are similar to the findings of Cruz
(2006) increasing the reliability of the conclusions made.
 Observing the participants in their usual religious activities is
high in ecological validity as they are in an everyday
situation.
 The sample is only of females; therefore, the results cannot
be generalised to the population of all Filipino migrants as it
excludes males.
 Participants were aware that they were being observed and
so could display demand characteristics which reduce the
validity of the data gathered.

Look for other reasonable marking points.

Level Mark Descriptor
AO1 (4 marks), AO3 (4 marks)
Candidates must demonstrate an equal emphasis between knowledge and
understanding vs evaluation/conclusion in their answer.
0 No rewardable material.

Level 1 1-2 Demonstrates isolated elements of knowledge and understanding.

(AO1)
Marks
A conclusion may be presented, but will be generic and the
supporting evidence will be limited. Limited attempt to address the
question. (AO3)

Level 2 3-4 Demonstrates mostly accurate knowledge and understanding.

(AO1)
Marks
Candidates will produce statements with some development in the
form of mostly accurate and relevant factual material, leading to a
superficial conclusion being made. (AO3)

Level 3 5-6 Demonstrates accurate knowledge and understanding. (AO1)

Arguments developed using mostly coherent chains of reasoning
Marks
leading to a conclusion being presented. Candidates will
demonstrate a grasp of competing arguments but evaluation may
be imbalanced. (AO3)

Level 4 7-8 Demonstrates accurate and thorough knowledge and

Marks understanding. (AO1)
Displays a well-developed and logical evaluation, containing logical
chains of reasoning throughout. Demonstrates an awareness of
competing arguments, presenting a balanced conclusion. (AO3)
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