Cambridge International Examinations

Cambridge International Advanced Subsidiary and Advanced Level

PSYCHOLOGY 9990/42
Paper 4 Specialist Options: Application and Research Methods February/March 2024
PROVISIONAL MARK SCHEME
Maximum Mark : 60

[Turn over
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Cambridge International Examinations – Generic Marking Principles

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.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

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.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

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).

GENERIC MARKING PRINCIPLE 6:

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.
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Social Sciences marking principles for point-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.
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Generic levels of response marking grids

Table A: AO2 Application
The table should be used to mark the 10 mark ‘Plan a study’ questions (9, 10, 11 and 12).

Leve Description Mark

l s
5 The response: 9-10
• uses an appropriate method as required by the question.
• describes a good range of appropriate method-specific features with accurate detail.
• describes a good range of appropriate general methodological features with accurate
detail.
• shows very good understanding and the plan is coherent and is sufficient for
replication.
• clearly applies knowledge of psychological methodology and terminology involved in
planning a study.
• Uses and shows good understanding of ethical guidelines.
4 The response: 7-8
• uses an appropriate method as required by the question.
• describes a range of appropriate method-specific features in detail.
• describes a range of appropriate general methodological features with some in detail.
• shows good understanding and the plan is coherent.
• applies knowledge of psychological methodology and terminology involved in planning
a study.
• uses ethical guidelines appropriately.
3 The response: 5-6
• uses an appropriate method as required by the question.
• describes a range of appropriate method-specific features although these may lack
detail.
• describes some general methodological features although these may lack detail.
• shows limited understanding and the plan has some coherence.
• applies some knowledge of psychological methodology and terminology involved in
planning a study.
• refers to ethical guidelines.
2 The response: 3-4
• uses an appropriate method as required by the question.
• identifies (lists) some appropriate method-specific features.
• identifies (lists) a limited range of appropriate general methodological features.
• shows little understanding and the plan would be difficult or impossible to replicate.
• makes some attempt to apply knowledge of psychological methodology and
terminology involved in planning a study.
• ethical guidelines listed or absent.
1 The response: 1-2
• may not use the method required by the question.
• may not answer the question set.
• identifies a few general and/or method-specific features and detail is limited.
• shows very little understanding and the plan would be impossible to replicate.
• makes a limited attempt to apply knowledge of psychological methodology and
terminology involved in planning a study.
0 • No response worthy of credit. 0
• The candidate describes the study listed on the syllabus.
• The plan is unethical.
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Question
Answer Marks
1 From the key study by Grant et al. (2008) on treating gambling disorder with drugs 1.3.3
and placebo:
(a) Explain what is meant by a double-blind, placebo-controlled trial as used in this 4
AO1 study.

Syllabus: 1.3.3 Key study on treating gambling disorder with drugs and placebo: Grant et
al. (2008).

Marks: Double-blind: Award 2 marks for a detailed explanation. Award 1 mark for a partial
explanation (definition).
Placebo controlled: Award 2 marks for a detailed explanation. Award 1 mark for a partial
explanation (definition).

Answers may include (other appropriate responses to be credited):

● double-blind: an experimental procedure where neither the participant nor the
researcher is aware of which condition the participant is in (1 mark) so a participant
could be in the nalmefene (or naltrexone) group or the control (placebo) group and
not know which group they are in (2 marks)
● placebo-controlled: a control group where no test medication is received but
where the medication given has no actual effect, but the participant may think they
are receiving the test medication (1 mark) so a participant could be in the
nalmefene (or naltrexone) group or the control (placebo) group and not know which
group they are in (2 marks).
(b) Suggest one effect if a double-blind trial had not been used in this study. 2
AO2
Marks: Award 2 marks for an appropriate effect stated and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate effect identified but not applied.

Answers may include (other appropriate responses to be credited).

NB: ‘effect’ could be on anything, not just validity.
NB: only one of the two possibilities below is required for 2 marks.
● if a participant knows which group they are in, nalmefene (or naltrexone) group or
the control (placebo) group, they might change their behaviour to support the aims of
the study (or go against it) (2 marks).
● if an experimenter knows which group a participant is in nalmefene (or naltrexone)
group or the control (placebo) group, they may bias their behaviour toward the
participant to support the aims of the study (2 marks).
(c) Explain two strengths of conducting placebo-controlled trials in studies of gambling 4
AO3 disorder.

Marks: up to 2 marks for each strength X2

Award 2 marks for an appropriate strength stated and applied as required by the question
with detail / elaboration / example.
Award 1 mark for an appropriate strength stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● it is a control with a control group so there is a baseline to which the results of the
experimental group can be compared (1 mark) and the effectiveness of the nalmefene
(or naltrexone) on gambling disorder can be revealed (2 marks).
● it is a placebo and so the participant will behave as if they are in the experimental
group (1 mark) because they do not know whether they are in the nalmefene (or
naltrexone) group or the control (placebo) group (2 marks)
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Questio Answer Mark

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2 Generalised anxiety disorder can be assessed using the GAD-7. 1.4.1
(a) Outline how answers are scored on the GAD-7 scale. 2
AO1
Syllabus 1.4.1 Generalised Anxiety Disorder
assessment (GAD-7).

Award 2 marks for a detailed outline explanation.

Award 1 mark for a partial outline explanation.

Definitive answer:
● the ‘GAD score’ is calculated by assigning
scores of 0 (not at all), 1 (several days), 2
(more than half the days), and 3 nearly
every day, to all 7 questions (hence GAD-7).
● a GAD-7 total score for the seven items ranges from 0 to 21. Scores represent: 0–5
mild anxiety, 6–10 moderate anxiety, 11–15 moderately severe anxiety and 15–21
severe anxiety.
Example: the GAD-7 has a four-point scale (1 mark) ranging from 0 not at all to 3 nearly
every day (2 marks).
(b) Suggest how the validity of the GAD-7 could be tested. 2
AO2
Marks: Award 2 marks for an appropriate effect stated and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate effect identified but not applied.

Answers may include (other appropriate responses to be credited).

NB: the study itself states ‘it has good criterion, construct, factorial and procedural validity’
and there are detailed paragraphs on each of these. This detail is NOT expected in the
answer; this is a ‘suggest’ question and the ‘GAD-7 doesn’t even have a study to be
included.
NB does not need to use the terms criterion validity or construct validity.
● criterion validity by comparing the GAD-7 to other measures of generalised anxiety
(1 mark) and if the two scores have a strong correlation the GAD-7 could be said to
be valid (2 marks)
● construct validity by seeing if seeing if the GAD-7 matches up with theoretical
ideas about what it is supposed to be measuring (1 mark) and if it does the GAD-7
could be said to be valid (2 marks).
● ecological validity: does the scale apply to real life (1 mark) do the questions (on
paper) reflect real life experiences of people (2 marks)
● temporal validity: test the GAD-7 over time (1 mark) to see if the person shows any
improvement (2 marks)
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(c) Explain one strength and one weakness of the GAD-7 scale. 4
AO3
Marks: Up to 2 marks for each strength and up to 2 marks for each weakness:
Award 2 marks for an appropriate strength/weakness stated and applied as required by the
question with detail / elaboration / example.
Award 1 mark for an appropriate strength/weakness stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● the scale is easy to use / is not complex (1 mark) as there are only 7 questions and
the same scoring is used for each item (2 marks)
● the scale can apply to any form of disorder involving anxiety or anyone with feelings
of anxiety (1 mark) because of the nature of the questions such as ‘trouble relaxing’
are deliberately general (2 marks)
Weaknesses:
● the time frame is ambiguous (1 mark) the scale only applies to the last two weeks,
when there might have been an improvement from previously (2 marks)
● the wording of the scale is ambiguous (1 mark) use of the term ‘several days’ for
example (2 marks)

Question
Answer Marks
3 From the key study by North et al. (2003) on musical style and restaurant customers' 2.1.2
spending:
(a)(i) Outline two variables within restaurant that were controlled, other than the music 2
AO1 CDs.

Syllabus: 2.1.2 Key study on musical style and restaurant customers’ spending: North et al.
(2003).

Marks: Award 1 mark for each

outline.
Definitive answers:
● lighting (was kept at the same levels throughout the study)
● decoration (was not changed)
● temperature (was maintained at a constant temperature)
● menu (was not changed, such as an increase in prices, or items)
NB any other aspect scores no marks.
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Question
Answer Marks
(a)(ii) Describe how counterbalancing was used in this study. 2
AO1
Marks: Award 2 marks for a detailed description
explanation. Award 1 mark for a partial description
explanation.

Definitive answer:
● the design meant that each type of music was presented on each day of the week
(1 mark) with any aspect/explanation about the table opposite (2 marks)
● the design meant that each week in the year
was equivalent (e.g. no holidays) (1 mark)
with any aspect/explanation about the table
opposite (2 marks)
NB only one of the two aspects above required for 2 marks.
(b) Suggest one effect if counterbalancing had not been used in this study. 2
AO2
Marks: Award 2 marks for an appropriate effect stated and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate effect identified but not applied.

Answers may include (other appropriate responses to be credited):

● the day of the week might have been associated with a particular type of music and
the result confounded (1 mark) Customers may have spent more money if classical
music was always played on Saturday or Sunday rather than midweek (2 marks)
● the day of the week might result in different spending amounts (1 mark) such as
more spending at weekend and less on Monday or Tuesday (may only apply to UK).
(c) Explain two strengths of controlling the music CDs. 4
AO3
Marks: Up to 2 marks for each strength X2
Award 2 marks for an appropriate strength stated and applied as required by the question
with detail / elaboration / example.
Award 1 mark for an appropriate strength stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● no customer heard the same piece of music twice when in the restaurant (1 mark)
Two 76-minute CDs were prepared for each music condition, ensuring that no single
piece of music was repeated for any single customer (2 marks).
● the volume of the music was kept constant so loudness could not attract attention (1
mark) The music was played at a constant background volume on the restaurant’s
usual CD system (2 marks)
● the order of the music tracks was randomised (1 mark) the restaurant’s usual CD
system, which held two CDs and played them on a continuous, ran- dom program (2
marks)

Questio Answer Mark

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4 Menu item choice can be affected by both primacy and recency. 2.2.2
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(a) Explain what is meant by primacy in relation to menu item choice. 2

AO1
Syllabus: 2.2.2 the effect of primacy and recency and menu item position on menu item
choice, including a study, e.g. Dayan and Bar-Hillel (2011).

Marks: Award 1 marks for general explanation. Award +1 mark for relating to menu item
choice.

Definitive answer:
● when items are more likely to be recalled when they are at the beginning of a list (1
mark) people order items from a menu simply because they are the first thing that
they see (2 marks).
(b) Suggest one feature of a menu that might affect item choice, other than primacy or 2
AO2 recency.

Syllabus: 2.2.2 menu design focusing on the features of menu design which have positive
and negative impacts and ways to study this, including the use of eye-tracking, e.g. Pavesic
(2005).

Marks: Award 2 marks for an appropriate suggestion and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate suggestion but not applied.

Answers may include (other appropriate responses to be credited).

● use of fonts, bold print, highlights, italics, etc (1 mark) how these would apply e.g.
highlighting would make an item stand out compared to non-highlighted items (2
marks).
● use of eye magnets (1 mark) such as ‘slashes’, arrows, ie any elaboration (2 marks)
(c) Explain one strength and one weakness of conducting a study on menu item choice 4
AO3 in a laboratory.

Marks: Up to 2 marks for each strength and up to 2 marks for each weakness:
Award 2 marks for an appropriate strength/weakness stated and applied as required by the
question with detail / elaboration / example.
Award 1 mark for an appropriate strength/weakness stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● variables can be controlled (1 mark) the items on the menu can be exactly the same
and in the same order; (2 marks)
● all situational variables can be controlled (1 mark) such as temperature, lighting, etc
so focus on menu items is not influenced by any other factor (2 marks)
Weaknesses:
● the participant is in an artificial environment (1 mark) and is not choosing a menu item
in a restaurant because they are hungry (2 marks)
● artificial because of absence of typical restaurant features (1 mark) such as the sight
and smell of food (2 marks)
● in a laboratory too many variables might be controlled (1 mark) and so viewing and
choosing menu items is artificial (2 marks)
● the possibility of demand characteristics could be enhanced (1 mark) and so viewing
and choosing menu items is artificial (2 marks).
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Question
Answer Marks
5 From the key study by Yokley and Glenwick (1984) on improving medical adherence 3.2.3
using community interventions:
(a)(i) Describe one cause of confounding identified by Yokley and Glenwick. 2
AO1
Syllabus: 3.2.3: Key study on improving medical
adherence using community interventions: Yokley and
Glenwick (1984).

Marks: Award 2 marks for a detailed description

explanation. Award 1 mark for a partial description
explanation.

Definitive answer:
● confounding may have resulted if individual children were targetted and children in
the same family received different mail prompts emphasising different things.
(a)(ii) Explain what was done in the study by Yokley and Glenwick to prevent confounding. 2
AO1
Marks: Award 2 marks for a detailed explanation.
Award 1 mark for a partial explanation.

Definitive answer:
● rather than individual children, individual
families were targetted (1 mark) which meant
that only one prompt was sent to each family (2 marks)
● randomly assigned to one of six conditions.
(b) Suggest one strategy for promoting health that could be used to improve medical 2
AO2 adherence, other than the strategy used by Yokley and Glenwick.

Marks: Award 2 marks for an appropriate effect stated and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate effect identified but not applied.

Answers may include (other appropriate responses to be credited).

● providing information on the benefits of medical adherence (1 mark) such as that used
by Lewin (heart health manual) to tell people why they need to adhere (2 marks)
● using fear arousal on the problems associated with medical non-adherence (1 mark)
such as the strategy used by Janis and Feshback to scare people into adhering (2
marks)
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Question
Answer Marks
(c) Explain two strengths of conducting field experiments to study participation in 4
AO3 immunisation interventions in communities.

Marks: Up to 2 marks for each strength X2

Award 2 marks for an appropriate strength stated and applied as required by the question
with detail / elaboration / example.
Award 1 mark for an appropriate strength stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● the setting is natural/high ecological validity (1 mark) the participants receive the
mailing about participation in immunisation in their own home - just like any other mail
(2 marks)
● the participant behaves naturally because they do not know they are participating in a
study (1 mark) the participants decide what to do about immunisation reflecting their
beliefs about immunisation (2 marks)

Questio Answer Mark

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6 3.3.1
(a) Explain what is meant by 'mirror treatment' for phantom limb pain. 2
AO1
Syllabus: 3.3.1 functions of pain; types of pain: acute and chronic pain. Focus on phantom
limb pain and mirror treatment to include a case study, e.g. MacLachlan et al. (2004).

Marks: Award 2 marks for a detailed explanation.

Award 1 mark for a partial explanation.

Answers may include (other appropriate

responses to be credited):
NB: answers may be general, or they may involve
a description of the case of Alan (MacLachlan et
al.)
● it involves the use of a mirror (mirror box).
The patient moves the good limb and
observes the reflection. As the patient sees
the good hand/leg moving it appears as if
the phantom limb is also moving. If there
is no pain in the good limb, there is no
pain in the phantom limb.
● Alan sits in front of a mirror and
performs various exercises, such as
bending his legs. The exercises are
repeated. Over time the process is
repeated without a mirror.
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(b) Suggest one biological/biochemical way in which phantom limb pain can be treated. 2
AO2
Marks: Award 2 marks for an appropriate effect
stated and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate effect
identified but not applied.

Answers may include (other appropriate responses to be credited).

● biochemical: the use of biochemical treatments (drugs) (1 mark). Neurontin is a
medication used to help manage certain epileptic seizures and relieve pain for some
conditions, such as shingles (postherpetic neuralgia).
● alternative: TENS (transcutaneous electrical nerve stimulation) (1 mark). TENS
therapy involves the use of low-voltage electric currents to treat pain. A small device
delivers the current at or near nerves. TENS therapy blocks or changes the
perception of pain.
● psychological: attention diversion, non-pain imagery or cognitive redefinition.
(c) Explain two strengths of mirror treatment for phantom limb pain. 4
AO3
Marks: Up to 2 marks for each strength X2
Award 2 marks for an appropriate strength stated and applied as required by the question
with detail / elaboration / example.
Award 1 mark for an appropriate strength stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● the treatment does not have side effects / addiction (1 mark) as might occur with
biochemical treatments (2 mark)
● the treatment does not involve creating pain (1 mark) as might occur with stimulation
therapies such as TENS (2 marks)
● mirror treatment has been shown to be effective (1 mark) e.g. in the study by
MacLachlan et al (2004) on Alan; also in the study by Ramachandran (1998) (2
marks)
● the treatment can be applied by the person with PLP at home (1 mark) and so can be
applied actively by the person whenever they with relief from their PLP (2 marks)
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Question
Answer Marks
7 From the key study by Claypoole and Szalma (2019) on electronic performance 4.3.2
monitoring.
(a) Describe how the two forms of electronic presence were used in this study. 4
AO1
Syllabus: 4.3.2 Key study looking at concentration levels when being monitored: Claypoole
and Szalma (2019), focus on experiment 1, specifics of methodology for experiment 2 will
not be needed.

Marks: Award 2 marks for a detailed

description explanation. Award 1 mark for
a partial description explanation.
Marks: Award up to 2 marks for details of
‘webcam’ and 2 marks for ‘video recorder’.
NB: answers can be how it was set up or
can be how it was used.

Answers to include (quote from study):

“In the Electronic Presence condition there were two forms of electronic presence, a
webcam and a video recorder.
● the webcam (1 mark) was placed on top of the computer screen and was used to
“monitor the participant's performance and engagement while they completed the
task”, as explicitly stated to the participants (2 marks).
● the video recorder (1 mark) was placed on a tripod, approximately 110 cm tall, one
metre behind the participant at a 45-degree angle to record the participant's
performance so that it could be evaluated later (2 marks).
(b) Suggest one way in which worker performance could be monitored, other than 2
AO2 electronic presence.

Marks: Award 2 marks for an appropriate effect stated and applied to study with detail /
elaboration / example.
Award 1 mark for an appropriate effect identified but not applied.

Answers may include (other appropriate responses to be credited).

● observation (covert or overt) could be used by hiding a video camera (1 mark) for
example, so a recording is taken of natural worker behaviour (2 marks)
● questionnaire e.g. closed where workers are asked closed questions about their
performance (1 mark) so each worker could be compared for their work efficiency (2
marks).
● also possible: time and motion study (Taylor); or by interview.
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Question
Answer Marks
(c) Explain one strength and one weakness of conducting a study on electronic 4
AO3 performance monitoring, using students as participants.

Marks: Up to 2 marks for each strength and up to 2 marks for each weakness.
Award 2 marks for an appropriate strength/weakness stated and applied as required by the
question with detail / elaboration / example.
Award 1 mark for an appropriate strength/weakness stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● students may be readily available; sample is standardised as all participants are
students (1 mark) so different variables/types of monitoring can be changed,
trialled/repeated without affecting ‘real’ workers or organisations (2 marks)
● conducting a study on students can be a pilot study to test for strengths/weaknesses
(1 mark) before rolling it out so workers in different organisations can be monitored (2
marks)
Weaknesses:
● students may respond to demand characteristics because they know they are
participating in a study (1 mark) about electronic performance measuring (2 marks).
● students may have very little or no experience in ‘real’ work environments (1 mark)
and so any results may not be generalised to ‘real’ workers in different organisations
(2 marks)
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Questio Answer Mark

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8 4.4.1
(a) Describe how data was collected in one study about the impact of the design of the 2
work environment on people who work in open plan offices (e.g. Oldham and Brass,
1979).

Syllabus: 4.4.1 impact of the design of the work environment focusing on open plan offices,
including a study, e.g. Oldham and Brass (1979).

Marks: Award 2 marks for a detailed description

explanation. Award 1 mark for a partial description
explanation.

Answers may include (other appropriate responses to be credited):

● a longitudinal study taking measures over time could be conducted (1 mark) which
could be baseline (pre-move), one week after move, six weeks after move (2
marks).
● closed questionnaires could be used with a 7-point scale (1 mark) to assess
differences in autonomy, skills variety or any other job characteristic (2 marks)
(b) Suggest how one job characteristic might be affected by a move to a different type of 2
office.

Marks: Award 2 marks for an appropriate effect

stated and applied to study with detail / elaboration /
example.
Award 1 mark for an appropriate effect identified but
not applied.

Answers may include (other appropriate responses

to be credited):
Hackman and Oldham (1976) list the following job
characteristics:
● skills variety
● task identity
● task significance
● responsibility (autonomy)
● knowledge of outcome (feedback)
Can add:
● concentration
● friendship opportunities (social relations)
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(c) Explain one strength and one weakness of the way that data was collected in the 4
study you described in part (a).

needs adding for Oldham & Brass 1 mark generic, 2 marks related

Marks: Up to 2 marks for each strength and up to 2 marks for each weakness.
Award 2 marks for an appropriate strength/weakness stated and applied as required by the
question with detail / elaboration / example.
Award 1 mark for an appropriate strength/weakness stated but not applied.

Answers may include (other appropriate responses to be credited):

Strengths:
● the same participants might be measured over time (1 mark) measures can be taken
in the same participants before the office move, just after the move and again after a
longer period of time (2 marks)
● the same measures could be repeated with the same participants which makes the
study reliable. (1 mark)
Weaknesses:
● participants may begin the study but drop out (1 mark) a worker might be measured
before the move, but leave the company before the other two measures can be taken
because they don’t like open-plan offices! (2 marks)
● once the study has started changes to the design cannot be made (1 mark) so if a
new variable appears after the move it cannot be included as no baseline was taken
before the move (2 marks)
Section B
9
(a) Plan a covert observation to investigate the effectiveness of covert sensitisation for 10
treating kleptomania.

Your plan must include details about:

• a structured observation or unstructured observation
• steps for making the study reliable.

Use Table A: AO2 Application to mark candidate responses to this question. Credit both
general features and specific features of the plan.
The specific features of the plan should The general features of the plan should
include: include (if appropriate):
• structured or unstructured • sample and sampling technique
• covert or overt • ethical guidelines
• controlled or naturalistic • a procedure
• participant or non-participant • type of data, analysis of data*, use of
• number of observers (inter-rater reliability) descriptive statistics
• behavioural categories • an aim or hypothesis (directional or
• could include: event or time sampling non-directional)/null hypothesis
• steps for making the study valid and
reliable

(b) For one piece of psychological knowledge on which your plan is based:
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(b)(i) Describe this psychological knowledge. 4

Syllabus: 1.3.3 Treatment and management of impulse control disorders. covert

sensitisation, including a study, e.g. Glover (1985)

Answers are likely to include (other appropriate responses to be credited):

(1) covert sensitisation is a form of behaviour therapy in which an undesirable behaviour
is paired with an unpleasant image in order to eliminate that behaviour.
(2) details from the Glover study can be used, or any other appropriate study.
(3) kleptomania: this is the repetitive, uncontrollable stealing of items not needed for
personal use. diagnostic criteria could also be included.

Marks Description
3-4 The knowledge is appropriate. Relevant points are correctly described in good
detail.
1-2 Basic points are identified with some elaboration and understanding. The
answer lacks detail (a sentence or two).
0 No creditable response

(b)(ii) Explain how you used two features of this psychological knowledge to plan your 4
study.
Candidates should explain how the psychological knowledge described in (b)(i) has
informed their plan in part (a).
For each feature:
Marks Description
2 Suitable answer that relates a feature and explains how the feature was used,
expanded or modified to make it appropriate to the plan. The knowledge has
clearly been applied to the plan.
1 Basic answer that identifies a feature
0 No creditable response

(c)(i) Explain one reason for your choice of structured observation or unstructured 2
observation.

Candidates should use the choice of structured or unstructured observation stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example: a structured observation uses behaviour checklists so it might be more reliable

than unstructured observation (1 mark) related to plan (2 marks).
(c)(ii) Explain one strength of using covert observation in your study. 2

Candidates should use the choice of covert observation stated in (a).

Marks Description
2 Strength is given and applied to the plan
1 Strength is given without being applied to the plan
0 No creditable response
Example ● the role of observer would not be apparent / would be hidden/ disguised
from the participant (1 mark) related to plan (2 marks)
● participants won’t change behaviour / respond to demand
characteristics / show social desirability (1 mark) related to plan (2
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marks)

(c)(iii) Explain one reason for your choice of steps for making the study reliable. 2

Candidates should use the steps for making the study reliable stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example:
● use of behavioural categories and two observers (1 mark) related to plan (2 marks)
● use of two observers so inter-rater agreement can be assessed (1 mark) related to
plan (2 marks)

Section B
10 Wayfinding is affected by factors such as signs and ‘you are here’ maps.
(a) Plan a study using a questionnaire to investigate whether the use of signs is more 10
effective than 'you are here' maps when wayfinding in a shopping mall.

Your plan must include details about:

• sampling technique
• question format

Use Table A: AO2 Application to mark candidate responses to this question. Credit both
general features and specific features of the plan.

The specific features of the plan should The general features of the plan should
include: include (if appropriate):
• technique (paper/pencil, online, postal) • sample and sampling technique
• format (open and/or closed) • ethical guidelines
• examples of questions • a procedure
• question scoring/interpretation • type of data, analysis of data, use of
• number of questions descriptive statistics
• an aim or hypothesis (directional or
non-directional)/null hypothesis
• steps for making the study valid and
reliable

(b) For one piece of psychological knowledge on which your plan is based:
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(b)(i) Describe this psychological knowledge. 4

Syllabus: 2.2.1 wayfinding in shopping malls; factors affecting wayfinding such as signs and
you are here maps, including a study, e.g. Dogu and Erkip (2000).

Answers are likely to include (other appropriate responses to be credited):

NB: The study by Dogu and Erkip (2000) was a case study, so cannot be replicated but
details from it can be applied.
(1) Putting up signs is an acceptable effort to prevent people from getting lost, but
people can often be as lost with the signs as they are without them. As buildings get
larger and more complex, it becomes increasingly difficult to provide adequate
wayfinding simply with signs.
(2) ‘You Are Here’ maps are often on
the ground floor across from the
main entrance. The problem is
that they are placed parallel to
the axis of approach to the
building and people hardly notice
them. However, You-Are-Here
maps were found to be useful by
most respondents.

Marks Description
3-4 The knowledge is appropriate. Relevant points are correctly described in good
detail.
1-2 Basic points are identified with some elaboration and understanding. The
answer lacks detail (a sentence or two).
0 No creditable response

(b)(ii) Explain how you used two features of this psychological knowledge to plan your 4
study.
Candidates should explain how the psychological knowledge described in (b)(i) has
informed their plan in part (a).
For each feature:

Marks Description
2 Suitable answer that relates a feature and explains how the feature was used,
expanded or modified to make it appropriate to the plan. The knowledge has
clearly been applied to the plan.
1 Basic answer that identifies a feature
0 No creditable response
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(c)(i) Explain one reason for your choice of sampling technique. 2

Candidates should use the sampling technique stated in (a)

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example:
● a random sample was chosen so everyone in the target population has an equal
chance of participating (1 mark) related to plan (2 marks)
● an opportunity sample was chosen because large numbers can be obtained
relatively more easily than other methods (1 mark) related to plan (2 marks)
● a volunteer sample was chosen because people are willing and more likely to
participate; (1 mark) related to plan (2 marks).
(c)(ii) Explain one weakness of your choice of sampling technique. 2

Candidates should use the sampling technique stated in (c)(i).

Marks Description
2 Weakness is given and applied to the plan
1 Weakness is given without being applied to the plan
0 No creditable response
Example ● a random sample means that people have to be known to ‘choose
them from a hat’ and then they may not agree to participate (1 mark)
related to plan (2 marks)
● an opportunity sample might result in researcher bias, where
participants who ‘look appropriate’ are selected (1 mark) related to plan
(2 marks)
● a volunteer sample might be biased because they volunteered;
perhaps more likely to respond to demand characteristics (1 mark)
related to plan (2 marks).

(c)(iii) Explain one reason for your choice of question format. 2

Candidates should use the choice of question format stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example:
open questions:
● the data gathered may be ‘rich’ and detailed (1 mark) related to plan (2 marks)
● it allows participants the opportunity to express a range of feelings and explain their
behaviour (1 mark) related to plan (2 marks)
closed questions:
● answers are in the same format for all participants (1 mark) related to plan (2 marks)
● answers may be easy to score/analyse (1 mark) related to plan (2 marks)
● relatively large numbers of participants can be questioned relatively quickly (1 mark)
related to plan (2 marks)
Section B
11
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(a) Plan a field experiment to investigate which psychological treatment is the most 10
effective for managing pain.

Your plan must include details about:

• experimental design
• directional or non-directional hypothesis.

Use Table A: AO2 Application to mark candidate responses to this question. Credit both
general features and specific features of the plan.

The specific features of the plan should The general features of the plan should
include: include (if appropriate):
• type of experiment • sample and sampling technique
• independent variable • ethical guidelines
• dependent variable • a procedure
• controls • type of data, analysis of data, use of
• choice of experimental design. descriptive statistics
If appropriate: • an aim or hypothesis (directional or
• counterbalancing, random allocation non-directional)/null hypothesis
(RCT) • steps for making the study valid and
• single blind/double blind reliable
• other appropriate features

(b) For one piece of psychological knowledge on which your plan is based:
(b)(i) Describe this psychological knowledge. 4

Syllabus: 3.3.3 psychological treatments: cognitive strategies (attention diversion, non-pain

imagery and cognitive redefinition).

Answers are likely to include (other appropriate responses to be credited):

Psychological treatments include:
(1) Attention diversion where a person focuses on a non-related stimulus in order to be
distracted from the discomfort. It can be passive (e.g. looking at a picture) or active
(e.g. singing a song). Even watching television can distract the patient.
(2) Non-pain imagery, where a person tries to alleviate discomfort by creating or
imagining a mental scene that is unrelated to or incompatible with the pain.
(3) Cognitive redefinition, where a person replaces negative thoughts about pain with
constructive (positive) thoughts. For example, a person can think ‘it’s not the worst
thing that could happen to me’.

Marks Description
3-4 The knowledge is appropriate. Relevant points are correctly described in good
detail.
1-2 Basic points are identified with some elaboration and understanding. The
answer lacks detail (a sentence or two).
0 No creditable response
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(b)(ii) Explain how you used two features of this psychological knowledge to plan your 4
experiment.

Candidates should explain how the psychological knowledge described in (b)(i) has
informed their plan in part (a).
For each feature:

Marks Description
2 Suitable answer that relates a feature and explains how the feature was used,
expanded or modified to make it appropriate to the plan. The knowledge has
clearly been applied to the plan.
1 Basic answer that identifies a feature
0 No creditable response

(c)(i) Explain one reason for your choice of experimental design. 2

Candidates should use the choice of experimental design stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example:
● an independent design was chosen because it allows an experimental group to be
compared directly to a control group or one treatment group with another (1 mark)
related to plan (2 marks)
● a repeated design would control participant variables (1 mark) related to plan (2
marks)
(c)(ii) Explain one weakness of your choice of experimental design. 2

Candidates should use the design stated in (c)i

Marks Description
2 Weakness is given and applied to the plan
1 Weakness is given without being applied to the plan
0 No creditable response
Example ● with an independent design there is no control over participant variables
(1 mark) related to study (2 marks)
● a related design would not work because the same participant would do two (or
more) conditions and the effect of the first might influence the second (and third)
(1 mark) related to study (2 marks)
● with a repeated measures design there is the possibility of order effects (1
mark) related to study (2 marks)
● with a repeated measures design there is the possibility that the participant is
more likely to work out the aim of the experiment (1 mark) related to study (2
marks)
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(c)(iii) Explain one reason for your choice of directional or non-directional hypothesis. 2

Candidates should use the directional/non-directional hypothesis stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.
Award 0 marks if it is not a directional or non-directional hypothesis or it does apply to the
plan.

Example:
● A directional hypothesis was chosen because it was predicted that X would score
more/be better/etc than Y (1 mark) reason related to plan (2 marks)
● A non-directional hypothesis was chosen because it was predicted that there would
be a difference between X and Y (1 mark) X reason related to study (2 marks).

Section B
12 Within each 24-hour period, workers in different offices have different work patterns:
workers in Office A work 8 hours (9am–5pm); workers in Office B work 8 hours
flexitime.
(a) Plan a study using an interview to investigate which work pattern gives workers more 10
job satisfaction.

Your plan must include details about:

• interview technique
• question scoring/interpretation

Use Table A: AO2 Application to mark candidate responses to this question. Credit both
general features and specific features of the plan.

The specific features of the plan should The general features of the plan should
include: include (if appropriate):
• interview technique (telephone or • sample and sampling technique
face-to-face) • ethical guidelines
• interview format (structured, unstructured, • a procedure
semi-structured). • type of data, analysis of data, use of
• question format (open and/or closed) descriptive statistics
• examples of questions • an aim or hypothesis (directional or
• question scoring/interpretation non-directional)/null hypothesis
• number of questions • steps for making the study valid and
reliable

(b) For one piece of psychological knowledge on which your plan is based:
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(b)(i) Describe this psychological knowledge. 4

Syllabus: 4.4.2 design of work: shiftwork: rapid rotation and slow rotation, on-call and
flexitime including definitions and examples of each.

Answers are likely to include (other appropriate responses to be credited):

(1) work hours: (a) in UK for example, people work 9-5 because of ‘convention’ that is
the way it has always been and everyone travels to and from at the same time of
day. Also fits in with school hours making society coherent and organised. (b) A
flexi-time system means people work the same hours per week but can work
whenever they choose (e.g. 7 am to 3 pm or 11 am to 7 pm). This might allow a
person to organise their own time. It might allow working 3 days per week and taking
two days off work.
(2) job satisfaction: can result if workers choose their own work hours (a) could include
Herzberg’s ‘motivational factors (e.g. responsibility where workers can be
responsible for the pattern of hours they work); (b) Hackman and Oldham’s job
characteristics.
Marks Description
3-4 The knowledge is appropriate. Relevant points are correctly described in good
detail.
1-2 Basic points are identified with some elaboration and understanding. The
answer lacks detail (a sentence or two).
0 No creditable response

(b)(ii) Explain how you used two features of this psychological knowledge to plan your 4
study.
Candidates should explain how the psychological knowledge described in (b)(i) has
informed their plan in part (a).
For each feature:

Marks Description
2 Suitable answer that relates a feature and explains how the feature was used,
expanded or modified to make it appropriate to the plan. The knowledge has
clearly been applied to the plan.
1 Basic answer that identifies a feature
0 No creditable response

(c)(i) Explain one reason for your choice of interview technique. 2

Candidates should use the choice of interview technique stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example:
● face-to-face and then non-verbal responses can be noted by the interviewer (1 mark)
related to plan (2 marks)
● face-to-face because it is much more ‘personable’ than talking on a telephone (1
mark) related to plan (2 marks)
● telephone because the interview will be short and to the point (1 mark) related to
plan (2 marks)
● telephone because a much wider sample can be obtained; because there is no
travelling involved by either interviewer or interviewee (1 mark) related to plan (2
marks)
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(c)(ii) Explain one weakness of your choice of interview technique. 2

Candidates should use the interview technique stated in (c)i

Marks Description
2 Weakness is given and applied to the plan
1 Weakness is given without being applied to the plan
0 No creditable response
Example ● face-to-face might result in answers which are not truthful because the
interviewer can see the interviewee (1 mark) related to plan (2 marks)
● a telephone interview might mean the person may ‘hang up’; the person
may not want to spend sufficient time to complete the interview (1 mark)
related to study (2 marks)

(c)(iii) Explain one reason for your choice of question scoring/interpretation. 2

Candidates should use the question scoring/interpretation stated in (a).

Award 2 marks if an appropriate reason is given and justified.

Award 1 mark if an appropriate reason is given but not justified.

Example:
● A (n-point) scale was used to keep the answer choice simple for participants
because each participant’s score could be compared (1 mark) related to plan (2
marks).
● yes/no (don’t know) answers were used to keep the answer choice simple for
participants yet provide quantitative data for statistical analysis
● the answers gave qualitative data so was coded by raters/judges to ‘convert’ into
quantitative data for statistical analysis (1 mark) related to study (2 marks)