Q1.
Outline two features of the cognitive approach. Explain two limitations of the cognitive approach.
(Total 8 marks)
Q2.
In a study of tooth decay, researchers checked the dental records of 100 pairs of identical twins. They recorded the number of fillings for each twin and found the following data:
 
Twin pairs with the same number of fillings	Twin pairs with different number of fillings	
48	52	
Use your knowledge of genotype and phenotype to explain the data in the table above.
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(Total 4 marks)
Q3.
Read the item and then answer the question that follows.
 
A psychologist carried out a study of social learning. As part of the procedure, he showed children aged 4-5 years a film of a 4 year-old boy stroking a puppy. Whilst the children watched the film, the psychologist commented on how kind the boy was. After the children had watched the film, the psychologist brought a puppy into the room and watched to see how the children behaved with the puppy.	
Outline what is meant by social learning theory and explain how social learning might have occurred in the procedure described above.
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Extra space ____________________________________________________________
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(Total 6 marks)
Q4.
Read the item and then answer the question that follows.
 
In a laboratory study of problem-solving, cognitive psychologists asked participants to solve problems presented in different colours of ink. They found that it took longer to solve problems presented in green ink, than it did to solve problems presented in other colours. They inferred that the mental processing of problems is made more difficult when a problem is presented in green ink.	
Explain what is meant by ‘inference’ in relation to this study.
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(Total 2 marks)
Q5.
Outline the psychodynamic approach in psychology. Discuss one or more differences between the psychodynamic approach and the humanistic approach.
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(Total 8 marks)
Q6.
Marc is often frustrated and angry, but most of the time he keeps his feelings under control. One day, during a meeting at work, Marc stormed out of the room and kicked the drinks machine so hard that the glass screen broke.
(a)     Suggest how a psychodynamic psychologist might explain Marc’s behaviour.
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(2)
(b)     Suggest how a behaviourist psychologist might explain violent behaviour such as that shown by Marc.
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(2)
(Total 4 marks)
Q7.
Describe and evaluate the humanistic approach in psychology.
(Total 16 marks)
Q8.
Describe the cognitive approach in psychology.
Evaluate the research methods used by cognitive psychologists.
(Total 16 marks)

Mark schemes
Q1.
[AO1 = 4 AO3 = 4]
 
Level	Marks	Description	
4	7 – 8	Knowledge of two features of the cognitive approach is accurate with some detail. Explanation of two limitations is effective. The answer is clear and coherent. Specialist terminology is used effectively. Minor detail and/or expansion of argument sometimes lacking.	
3	5 – 6	Knowledge of one or two features of the cognitive approach is evident but there are occasional inaccuracies/omissions. There is some effective explanation of at least one limitation. The answer is mostly clear and organised. Specialist terminology is mostly used appropriately.	
2	3 – 4	Limited knowledge of at least one feature of the cognitive approach is present. Focus is mainly on description. Any explanation of limitation(s) is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions. OR just limitations done well.	
1	1 – 2	Knowledge of at least one feature of the cognitive approach is very limited. Explanation of limitation(s) is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used. OR just limitation(s) answered at Level 2.	
 	0	No relevant content.	
Possible features:
•        Behaviour is influenced by thoughts that can be both conscious and non-conscious – internal mental processes.
•        Schema are the mental representation of experience and knowledge and understanding.
•        Mental processes are information processing and the processing can be compared to that of a computer.
•        Models can be used to provide testable theories about mental processing and these can be studied scientifically and inferences made.
•        Cognition and biological processes can be integrated leading to cognitive neuroscience as a way forward to understanding human behaviour.
•        Methodology - use of controlled experimentation – inference about mental processes on the basis of observed behaviour.
Possible Limitations:
•        The approach can be seen as mechanical in regarding human thinking as processing like the computer leaving little room for the irrationality seen in emotional behaviours.
•        The focus on detail of exactly what can be recalled by participants in controlled environments means an understanding of everyday use of memory, for example, is missing from explanations. This leads to issues of generalisation.
•        The process of inference may be a 'leap too far' in explaining thinking.
•        Issue of soft determinism and little room for processes other than internal mental events affecting behaviour such as biology.
•        Research findings indicate factors other than internal mental events as cause of behaviour.
•        Use of self-report as a method of data collection and the subsequent issues of reliability.
•        The focus on individual mental processes such as attention, leaves little room for how these mental events work together.
Limitations may overlap, one may be taken as an elaboration of another. Award credit for two limitations to the best advantage of the student.
Credit other relevant limitations.
Q2.
[AO2 = 4]
 
Level	Marks	Description	
2	3 – 4	Understanding of genotype and phenotype applied to the data is clear. The answer is generally coherent with effective use of terminology.	
1	1 – 2	There is limited/partial understanding genotype and phenotype applied to the data. The answer may lack coherence. Use of terminology may be either absent or inappropriate. Or – only genotype or phenotype has been applied. Or 1 mark for basic understanding of genotype AND phenotype.	
 	0	No relevant content.	
Possible Content:
•        The genotype for tooth decay is the same for all the twin pairs as they are all MZ/identical so for each pair their teeth would be expected to decay in exactly the same way.
•        The fact that some twin pairs have different decay to each other (52) indicates their phenotypes differ and something other than genes affected tooth decay e.g. diet/brushing teeth.
Expect to find this content embedded in the application.
Q3.
[AO1 = 2 AO2 = 4]
 
Level	Marks	Description	
3	5 – 6	Outline of social learning is generally detailed, clear and coherent. Explanation of how social learning might have occurred in the procedure is thorough with aspects of social learning applied appropriately to the context. There is effective use of terminology.	
2	3 – 4	Outline of social learning is mostly clear but some detail is missing. Explanation of how social learning might have occurred in the procedure is mostly sound and appropriate. There is some effective use of terminology.	
1	1 – 2	Outline of social learning lacks detail and clarity. Explanation of how social learning might have occurred in the procedure is limited. Terminology is either minimal, absent or inappropriately used.	
 	0	No relevant content.	
Content – outline:
•        learning that involves observation, imitation / copying / modelling, identification and vicarious reinforcement
•        acknowledges role of cognition in learning, eg attention, motivation etc.
Possible applications:
•        in the procedure children observed the actions of the boy in the film
•        the psychologist exposed the children to a role model, the boy
•        using role model / boy of the same age encouraged identification
•        after exposure the children would model / imitate the boy’s behaviour, stroking the puppy
•        the psychologist’s comments acted as vicarious reinforcement making learning more likely
•        the learning might not be outwardly demonstrated but could still have been internalised (because this is social learning and therefore need not be overtly demonstrated at the time).
Credit other relevant applications.
Q4.
[AO2 = 2]
1 mark for an explanation of inference: going beyond the immediate evidence to make assumptions about mental processes that cannot be directly observed.
Plus
1 mark for a sound application to the study with clear description about what is being inferred (problem difficulty / more difficult processing) on the basis of what is being measured (time taken to solve the problem in the different conditions). Award 1 mark only for answers where knowledge of inference and application are only partially clear.
Q5.
[AO1 = 3 AO3 = 5]
 
Level	Marks	Description	
4	7 – 8	Outline of the psychodynamic approach is generally accurate. Discussion of difference(s) is thorough and effective. Answer is clear, coherent and well focused. Specialist terminology is used effectively. Minor detail and/or expansion of argument sometimes lacking.	
3	5 – 6	Outline of the psychodynamic approach is evident. There are occasional inaccuracies. Discussion of difference(s) is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology mostly used effectively. Lacks focus in places.	
2	3 – 4	Outline of the psychodynamic approach is present. Focus is mainly on description. Any discussion of difference(s) is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology used inappropriately on occasions.	
1	1 – 2	Outline of the psychodynamic approach is very limited. Discussion of difference(s) is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used.	
 	0	No relevant content.	
Possible content – outline:
•        The concept of the unconscious and role of unconscious in behaviour
•        Tripartite structure of the personality – id, ego, superego
•        Psychosexual stages of development
•        Conflicts – Oedipus and Electra
•        Defence mechanisms
•        Psychodynamic approach to therapy – psychoanalysis
Possible differences – discussion:
•        Negativity of Freud in relation to the positive outlook of humanistic psychology
•        Emphasis on repressed thoughts and emotions, and past experiences (Freud) versus emphasis on subjective experience of the present and personal growth in the future
•        Emphasis on unconscious drives/motives versus conscious awareness and experience
•        Psychic determinism (Freud) versus free will and rational choice
•        Directive versus non-directive approach to therapy
Not all of this is necessary for full credit.
Credit other relevant information.
Q6.
(a)     [AO2 = 2]
Up to 2 marks for application of knowledge of the psychodynamic approach to Marc’s behaviour. There must be a link to Marc’s behaviour – either controlled or violent – in the answer.

Likely points: use of defence mechanisms to cope with Marc’s anxieties / uncontrolled id / weak superego – kicking the drinks machine; repressed anger – keeping feelings under control. 
Candidates might suggest Marc’s behaviour is a result of childhood trauma or maternal deprivation or identification with a violent father.

One mark for a brief / muddled applied answer
(b)     [AO2 = 2]
Up to 2 marks for application of knowledge of the behaviourist approach to Marc’s behaviour. There must be a link to Marc’s behaviour – either controlled or violent – in the answer.

Likely points: learning by association, principles of operant conditioning and / or types of reinforcement of violent acts / violent acts have resulted in direct rewards. Accept vicarious reinforcement as an explanation – violent behaviours acquired after exposure to violent actions in the environment.

One mark for a brief applied answer or muddled reference to behaviourist concepts in an applied answer
Q7.
Marks for this question: AO1 = 6, AO3 = 10
 
Level	Marks	Description	
4	13 – 16	Knowledge is accurate and generally well detailed. Discussion / evaluation / application is thorough and effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking.	
3	9 – 12	Knowledge is evident. There are occasional inaccuracies. Discussion / evaluation / application is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology is mostly used effectively. Lacks focus in places.	
2	5 – 8	Some knowledge is present. Focus is mainly on description. Any discussion / evaluation / application is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions.	
1	1 – 4	Knowledge is limited. Discussion / evaluation / application is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used.	
 	0	No relevant content.	
Please note that although the content for this mark scheme remains the same, on most mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list.
AO1
Marks for description of the features of the humanistic approach. Features could include how each person is unique and / or good. The subjective experiences, feelings and thoughts of a person should be of importance to psychologists (phenomenology). Focus on the importance of self and congruence. Self-actualisation – every person has an innate tendency to reach his or her full potential. Hierarchy of Needs. Concept of free will – able to choose and determine own actions. Conditions of worth. Unconditional positive regard – the unconditional love is essential to the development of a well-adjusted adult. Client- centred therapy – client at the centre of their own therapy in solving their own problems. The idiographic approach – emphasis on understanding the uniqueness of a person. Concept of holism. Research methods used eg the Q-sort technique.
AO3
Marks for evaluation: The humanistic approach has been criticised for its rejection of the scientific approach and its failure to use experiments to understand and predict human behaviour. There is little objective evidence to support the assumptions made by humanistic psychologists. Students may evaluate the approach in relation to other approaches, eg the behaviourist approach which views humans as passively responding to stimuli in the environment. Humanistic psychologists state that humans are active agents – able to change and determine their own development. However, this may be seen as idealistic. Students may contrast the concept of free will with the deterministic features of other approaches, eg the biological approach. The value of a person-centred approach may be compared to the psychodynamic approach. Practical applications of the approach, eg motivation in business world and client centred therapy. Credit other relevant points.
Credit use of relevant evidence.
Q8.
Marks for this question: AO1 = 6, AO3 = 10
 
Level	Marks	Description	
4	13 – 16	Knowledge is accurate and generally well detailed. Discussion / evaluation / application is thorough and effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking.	
3	9 – 12	Knowledge is evident. There are occasional inaccuracies. Discussion / evaluation / application is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology is mostly used effectively. Lacks focus in places.	
2	5 – 8	Some knowledge is present. Focus is mainly on description. Any Discussion / evaluation / application is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions.	
1	1 – 4	Knowledge is limited. Discussion / valuation / application is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used.	
 	0	No relevant content.	
Please note that although the content for this mark scheme remains the same, on most mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list.
AO1
Marks for knowledge in detail of features and / or assumptions of the cognitive approach. These might include: the requirement that cognitive processes must be studied if human behaviour is to be understood; mental processes mediate between the stimulus and response; human information processing is analogous to the way a computer works – input, storage and retrieval systems, hardware and software; the use of models to explain internal / mental processes; propose stage-based processing; human behaviour should be studied scientifically.
Credit description of models to illustrate features.
AO3
Marks for evaluation of the strengths and limitations of methods used by cognitive psychologists. Candidates are likely to refer to the use of laboratory-based experiments. Credit evaluation of use of models and evaluation of methods used in cognitive neuroscience.
Likely strengths which might be expanded by discussion: there is a high degree of control over variables which means that a cause and effect relationship can be established; variables are operationalised to make measurements accurate and objective; standardisation of procedures means research can be replicated to enhance reliability; as participants are usually aware they are participating there is a measure of ethical treatment; participants are usually human rather than animal research. Credit reference to field experiments and the inclusion of observation as part of the research method in some instances with resulting increased ecological validity. Credit reference to the use of case studies and their impact on theory and the suggestion that these may be more scientific in cognitive psychology than in psychodynamic.
Likely limitations which might be expanded by discussion: artificiality of the situation impacts on ecological validity; ecological validity often affected by narrowness of dependent variables so that sight is lost of behaviour as a whole; use of artificial stimuli – eg nonsense words / ambiguous figures affect generalisability; awareness of participation means people taking part may exhibit demand characteristics which could affect reliability and / or validity of the research. Credit contrast with methods used in other approaches where the relevance to strength or limitation is made clear.
Credit use of evidence to illustrate discussion of strengths and limitations of the research methods used in the cognitive approach.