1.4 - Research Methods (Part 2)

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Name:
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1.4 Research methods part
2 _______________________
Class:
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Date:
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Time: 225 minutes
Marks: 225 marks
Comments:
Page 1 of 85
Q1.
A psychology teacher was worried that some of her students were not eating breakfast
before coming to school and that this was affecting their ability to concentrate in her
morning lessons. She wanted to find out whether or not this was true and decided to
conduct an experiment.
This is what she did:

• She asked her Year 11 psychology students if they would like to take part in an
experiment. Twenty of her students volunteered.
• She asked all 20 volunteers not to eat breakfast before their psychology lesson on
Tuesday morning. At the end of this psychology lesson, the teacher gave them a
test with 10 questions about the topic they had been studying that day.
• Then she asked the same 20 volunteers to make sure that they ate breakfast before
their psychology lesson on Friday morning. At the end of this psychology lesson, the
teacher gave them another test with 10 questions about the topic they had been
studying that day.
• To measure her students’ concentration levels, she counted the total number of
questions they answered correctly in both tests.
(a) Identify the independent variable in this experiment.

Tick (✓) the correct box.
The number of questions answered correctly.
Whether or not the students had eaten breakfast.
The students’ concentration levels.
(1)
(b) Write a suitable hypothesis for this experiment.
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(2)
(c) Explain at least one advantage and at least one disadvantage of using a repeated
measures design in this experiment.
(Answer in continuous prose).
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Page 2 of 85
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(6)
(d) (i) What is meant by the term target population?
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(ii) Identify the target population for the experiment.
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(e) Explain why extraneous variables need to be controlled in experiments.
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Page 3 of 85
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(2)
At the end of her experiment, the teacher recorded how many of the 10 questions the
participants had recalled when they had not eaten breakfast and how many of the 10
questions the participants had recalled when they had eaten breakfast. The results of the
experiment are shown in the table below.
The total number of questions answered correctly when participants had not
eaten breakfast and when they had eaten breakfast.
Participants had not Participants had

eaten breakfast eaten breakfast
Total number of questions

100 160
answered correctly
(f) Identify the percentage of questions answered correctly when the 20 participants
had not eaten breakfast.
25%
50%
80%
(1)
(g) Identify one conclusion that the psychology teacher could draw about the effect that
eating breakfast had on her students’ concentration levels. Explain your answer.
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(3)
(h) (i) Identify two ethical issues the psychology teacher should have considered in
this experiment.
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Page 4 of 85
(2)
(ii) Briefly outline how the psychologist could have dealt with one of the ethical
issues you have identified in part (h)(i).
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(1)
(Total 20 marks)
Q2.
What is meant by the term target population?
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(Total 1 mark)
Q3.
Explain why extraneous variables need to be controlled in experiments.
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(Total 2 marks)
Q4.
A hospital psychologist wanted to study teenagers who spend long periods of time in
hospital due to illness. He particularly wanted to understand how being away from friends
and school might affect them. He decided to carry out a case study.
(a) (i) Explain what is meant by a case study.
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(2)
(ii) Outline one advantage and one disadvantage of case studies.
Advantage _____________________________________________________
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Page 5 of 85
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Disadvantage ___________________________________________________
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(4)
As part of his case study, the hospital psychologist carried out a structured interview with
the school teachers of the teenagers.
(b) (i) Read the following statements and identify which is the correct description of a
structured interview.
An interview in which only the first question is

set in advance and all other questions
depend on the answers given by the
interviewee.
An interview in which all of the interviewees

are asked the same questions. The order of
the questions is set before the interview
starts.
(1)
(ii) State one disadvantage of using structured interviews for psychological

research.
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(1)
(c) Give an example of one open question and one closed question that the
psychologist might have asked the teachers during the interview.
Open question _______________________________________________________
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Page 6 of 85
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Closed question _____________________________________________________
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(2)
(d) (i) Imagine that the hospital psychologist has asked you to conduct an
observation to help with his case study on teenagers in hospital. You would
need to collect observational data on what the teenagers do to keep
themselves from getting bored.
Explain how you might carry out this observation. In your answer, give details
about:
• at least one behavioural category that could be used

• where in the hospital you could carry out the observation
• when you could carry out the observation
• how you could establish inter-observer reliability.
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Page 7 of 85
(5)
(ii) Read the following statements about ethical issues that need to be considered
before and during the observation.
Decide whether each statement is true or false.
Tick (✓) the correct box next to each statement.
True False
As the teenagers are not able to leave the

hospital, you do not need to give them the
right to withdraw from taking part in your
research.
In order not to be noticed during the

observation, it would be acceptable to wear a
white coat and stethoscope like a doctor.
(2)
The hospital psychologist wanted to find out if there was any relationship between the
amount of time the teenagers spent in hospital and the amount of time they spent using
social media each day.
The scatter graph below shows the results of this part of his research.
(e) What conclusion could the hospital psychologist draw from these results? As part of
your answer, identify the type of correlation that has been found.
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Page 8 of 85
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(3)
(Total 20 marks)
Q5.
Explain what is meant by a case study.
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(Total 2 marks)
Q6.
Outline one advantage and one disadvantage of case studies.
Advantage ______________________________________________________________
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Disadvantage ____________________________________________________________
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(Total 4 marks)
Page 9 of 85
Q7.
Read the following statements and identify which is the correct description of a structured
interview.

interviewee.

starts.
(Total 1 mark)
Q8.
State one disadvantage of using structured interviews for psychological research.
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(Total 1 mark)
Q9.
The following conversation took place between two friends.
Izzy: “I went upstairs to get something this morning and when I got there, I
forgot what I wanted. I came back down and then I remembered. Has
that ever happened to you?”
Liz: “Yes it has. My psychology teacher says that a change of context can
cause you to forget like that.”
Design an experiment to investigate whether or not a change of context can cause people
to forget. Use your knowledge of psychology to describe what you would do to carry out
your experiment, the way you would measure how much people forget, and the results
you would expect to find in your experiment.
(Answer in continuous prose.)
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Page 10 of 85
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(Total 6 marks)
Q10.
Studies of factors affecting personal space have been criticised. Outline two criticisms of
these studies.
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(Total 4 marks)
Q11.
A psychology student had an idea for a memory experiment. She wanted to see if the way
words are written affect how well they are recalled.
• she wrote a list of 20 words in upper case letters, for example, HOUSE, THOUGHT,
OFFICE, SYMPTOM, …
• she wrote another list of 20 words in lower case letters, for example, floor, package,
garage, shops, …
• she then put the 40 words into one list using a process of randomisation.
(a) Describe how the student could randomise the list of 40 words.
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Page 11 of 85
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(3)
(b) The student’s target population was all Year 11 students in her school. She decided
to select a sample of 10 participants from her school using opportunity sampling.
(i) Describe how the student could have obtained an opportunity sample of 10
participants from Year 11.
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(2)
(ii) State one advantage and one limitation of opportunity sampling.
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(2)
(c) The 10 participants were taken to a quiet room and given two minutes to study the
list of 40 words. They were then given three minutes to write down all the words that
they could recall from the list. The student then counted the number of upper case
words and the number of lower case words that each participant recalled.
Page 12 of 85
Identify the experimental design used in this experiment.
Tick the correct box.
Matched pairs
Repeated measures
Independent groups
(1)
(d) From the following statements, choose the one that is written as a testable
hypothesis for this experiment.
Students will recall more words that are

written in lower case letters.
Students are more likely to recall words

written in lower case letters better than words
written in upper case letters.
There will be a difference in the number of

words recalled between words that are
written in upper case letters and words that
are written in lower case letters.
(1)
(e) The results of the experiment are shown in Table 1.
Table 1: The mean number of words recalled written in upper case letters and
lower case letters.
Upper case Lower case
Mean number of words recalled 7 12
Use the graph paper below to display the results of the experiment shown in
Table 1. Fully label your display.
Title: The mean number of words recalled written in upper case letters and lower
case letters.
Page 13 of 85
(4)
(f) Methods of investigation in psychology often use techniques which aim for
objectivity. What is meant by objectivity?
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(1)
(g) Explain one advantage and one limitation of conducting research in an experimental
setting compared to a natural setting.
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Page 14 of 85
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(6)
(Total 20 marks)
Q12.
State one advantage and one limitation of opportunity sampling.
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(Total 2 marks)
Q13.
Explain one advantage and one limitation of conducting research in an experimental
setting compared to a natural setting.
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Page 15 of 85
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(Total 6 marks)
Q14.
Explain at least one criticism of studies of conformity that have been conducted by
psychologists.
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(Total 4 marks)
Q15.
A psychology teacher conducted a study to see if the attitude of the students in her
college towards superstitious beliefs matched their behaviour.
She measured the students’ attitudes towards superstitious beliefs by using a

questionnaire.
Every student in her college completed the questionnaire.
Superstitious people believe it is bad luck to walk under a ladder. Here is Item 1 from the
questionnaire.
1. Would you walk under a ladder? YES NO
(a) Is Item 1 an example of a closed question or an open question?
Closed question
Page 16 of 85
Open question
(1)
The teacher calculated the percentages of students who answered either YES or NO to
Item 1. The results are shown in Table 1.
Table 1: The percentages of YES and NO answers to Item 1.
YES 80%
NO 20%
(b) What percentage of students have shown a superstitious attitude towards walking
under a ladder?
80%
20%
(1)
Several days later the teacher measured the behaviour of students by conducting an
observation study.
She placed a ladder against a wall on a narrow pavement leading to the college canteen.
She recorded the behaviour of every third student as he or she walked around or under
the ladder on the way to the canteen. The students did not know that they were being
observed.
(c) Identify the sampling method used by the teacher.
Random
Systematic
Stratified
(1)
(d) At the end of her observation, the teacher found that she had recorded the
behaviour of 200 students. The results of her observation are shown in Table 2.
Table 2: The total number of students who walked under the ladder and the total
number of students who walked around the ladder.
Total number
Walked around the ladder 160
Walked under the ladder 40
(i) What percentage of students walked under the ladder?
Page 17 of 85
40%
80%
20%
(1)
(ii) Calculate the percentage of students who walked around the ladder.
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(e) In this study, do the results of the questionnaire match the observed behaviour of the
students? Use the results shown in Table 1 and Table 2 to support your answer.
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(3)
(f) With reference to this study, outline one advantage and one disadvantage of using
questionnaires to measure attitudes.
Advantage __________________________________________________________
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Page 18 of 85
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(4)
(g) (i) Identify one ethical issue that the teacher failed to consider when conducting
her observation.
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(1)
(ii) Outline how the teacher might have dealt with the ethical issue you have
identified in your answer to part (g) (i).
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(2)
(h) (i) The psychology teacher wanted to interview a sample of students about
superstitious behaviour.
Identify and explain one difference between a structured interview and an

unstructured interview.
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(ii) Outline one disadvantage of using structured interviews.
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Page 19 of 85
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(2)
(Total 20 marks)
Q16.
Outline one disadvantage of using structured interviews.
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(Total 2 marks)
Q17.
Explain at least one criticism of studies in which the multi-store explanation of memory
was investigated.
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(Total 3 marks)
Q18.
A Psychology teacher had the idea that her students were more alert in the mornings than
in the afternoons. To test this idea she conducted an experiment.
Page 20 of 85
This is what she did.
• She measured alertness by giving her students a page of writing to read that
contained 30 spelling errors. They had to find these errors.
• She gave each of her students two minutes to underline every error that they could
find.
• She then counted the number of errors that they correctly underlined.
• 19 students took part in the experiment. She used random allocation to assign the
students to either Condition A or Condition B.
• In Condition A the students completed the task in the morning.
• In Condition B the other students completed the task in the afternoon.
(a) Identify the dependent variable in this experiment.
Whether participants worked in the morning

or in the afternoon
The 30 errors
The number of errors correctly underlined
(1)
(b) Write a suitable hypothesis for this experiment.
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(2)
The experimental design used for this experiment was independent groups. The
Psychology teacher assigned her students to each of the two conditions using random
allocation.
(c) Describe how the teacher could have used random allocation to assign her students
to each condition.
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(2)
(d) Explain at least one advantage and at least one disadvantage of using an
independent groups design in this experiment.
Page 21 of 85
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(6)
The results of the experiment are shown in the table.
The number of correctly underlined spelling errors for each participant
Number of Number of
Condition A Condition B
correctly correctly
participants participants
underlined underlined
(morning) (afternoon)
errors errors
1 12 11 12
2 14 12 13
3 13 13 14
4 15 14 13
5 13 15 13
6 14 16 14
7 15 17 30
8 12 18 13
9 13 19 13
10 14
Page 22 of 85
Total 135 Total 135
Mean 13.5 Mean
(e) The mean number of correctly underlined errors for Condition B is:
13.5
15.0
7.1
(1)
(f) The sampling method used in this experiment was opportunity sampling.
State one advantage of this sampling method.
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(1)
(g) The Psychology teacher gave the same instructions to all of the participants in this
experiment. Briefly explain why this was important.
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(2)
(Total 15 marks)
Q19.
Evaluate research into bystander intervention that has been conducted by psychologists.
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Page 23 of 85
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(Total 3 marks)
Q20.
A teacher was worried about the number of hours that the students in her school spent
playing games on the internet every week. She thought that the more time they spent
doing this, the less time they spent doing important school work. She decided to conduct a
study using the girls in her Year 10 Psychology class as participants. She wanted to see if
there was a relationship between these two variables:
• variable A: time spent playing games on the internet

• variable B: time spent doing important school work.
(a) The teacher gave each girl a sheet on which they recorded the amount of time spent
in minutes on the internet playing games and the amount of time spent in minutes
doing important school work.
State one disadvantage of obtaining data using this method. How might this affect
the outcome of the study?
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(2)
(b) (i) What type of correlation did the teacher think she would find?
Positive correlation
No correlation
Negative correlation
(1)
(ii) Use the graph paper below to sketch a scatter graph to show the type of
relationship the teacher expected to find.
Page 24 of 85
Provide a suitable title and fully label your scatter graph.
Title __________________________________________________________
(4)
(ii) Outline one limitation of correlation studies.
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(2)
(c) (i) What is a ‘target population’?
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Page 25 of 85
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(1)
(ii) Identify the target population for the study described above.
The students in the teacher’s

Psychology class
All Year 10 students in the United Kingdom
All the students in the teacher’s school

(1)
(d) (i) Outline what is meant by the term ‘sample’ in psychological research?
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(2)
(ii) The participants used in this study were the students in the teacher’s Year 10
Psychology class, who were all girls. Is this sample representative of the
target population?
YES
NO
(1)
(iii) Briefly explain your answer to part (d) (ii).
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(2)
(e) At the end of the study, the teacher wanted to make sure that she had treated her
students in an ethical manner, including knowing what the study was about. She
wrote a paragraph to read out to the students who had participated in the study. Use
your knowledge of at least one ethical issue to write a short paragraph that the
teacher could have read out to the students at the end of the study.
Page 26 of 85
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(Total 20 marks)
Q21.
Outline one limitation of correlation studies.
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(Total 2 marks)
Q22.
What is a ‘target population’?
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(Total 1 mark)
Q23.
Outline what is meant by the term ‘sample’ in psychological research?
Page 27 of 85
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(Total 2 marks)
Q24.
(a) The most common method of investigation used in Psychology is to conduct
experiments. Outline one advantage and one disadvantage of this method of
investigation.
Advantage: _________________________________________________________
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Disadvantage: _______________________________________________________
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(4)
(b) (i) A Psychology teacher was worried that the temperature in her classroom was
having an effect on her students’ performance in tests. She thought students
performed better when the temperature was cool compared with when it was
warm. She decided to conduct an experiment using two of her GCSE
Psychology classes as participants.
• One morning, she adjusted the classroom temperature to 25 °C (the

warm condition). Then she gave a test containing 30 questions to the
GCSE students who were in the classroom.
• Later that day, for her other class of students, she adjusted the
classroom temperature to 18 °C (the cool condition). Then she gave the
same test to these GCSE students who were in the classroom.
• To measure each student’s performance, she counted the total number
of questions they answered correctly.
• None of the students in either class realised that they were taking part in
the experiment.
Identify the independent variable in this experiment.
The test containing 30 questions
Page 28 of 85
The number of questions answered correctly
Whether the temperature was cool or warm
(1)
(ii) From the following statements, choose the one that is written as a testable
hypothesis for this experiment.
More will answer questions correctly

when the temperature is cool compared
with when it is warm.
Students will answer more questions

correctly when the temperature is cool
compared with when it is warm.
Students are more likely to answer questions

better when the temperature is cool
(1)
(c) Identify the experimental design used in this experiment.
Matched pairs
Repeated measures
Independent groups
(1)
(d) Apart from counting the total number of questions each student answered correctly,
what calculation could the teacher make to compare the performance of the two
classes? Give a reason for your choice.
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(2)
(e) (i) Apart from the questions that were asked in the test, state one other
procedure that should have been standardised in this study. Give a reason for
your answer.
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Page 29 of 85
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(2)
(ii) The teacher used standardised procedures. Briefly explain why it is necessary
to use standardised procedures in this study.
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(2)
(f) Look at the following advantages of different sampling methods.
This sampling method is quick and easy because

members of the target population, who happen to be
available, take part in the study.
This sampling method produces a representative sample

because different subgroups of the target population are
identified and every member of each subgroup has an
equal chance of being selected for the study.
This sampling method avoids experimenter bias because

every 6th member of an alphabetical list of the target
population is selected for the study.
From the following list of sampling methods, choose the one that matches each
advantage and write either A, B, C or D in the box next to it. Use any letter only
once.
A Random
B Opportunity
C Systematic
D Stratified
(3)
(g) (i) What is meant by an extraneous variable?
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(1)
(ii) Briefly explain why extraneous variables need to be controlled in experiments.
Page 30 of 85
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(1)
(h) (i) Conducting research in a natural setting has both advantages and limitations.
One advantage is that the research often has high ecological validity. State
why this is so.
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(1)
(ii) State one limitation of conducting research in a natural setting.
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(1)
(Total 20 marks)
Q25.
The most common method of investigation used in Psychology is to conduct experiments.
Outline one advantage and one disadvantage of this method of investigation.
Advantage: ____________________________________________________________
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Disadvantage: ___________________________________________________________
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(Total 4 marks)
Q26.
Look at the following advantages of different sampling methods.
This sampling method is quick and easy because

members of the target population, who happen to be
available, take part in the study.
This sampling method produces a representative sample

because different subgroups of the target population are
identified and every member of each subgroup has an
equal chance of being selected for the study.
Page 31 of 85
This sampling method avoids experimenter bias because
every 6th member of an alphabetical list of the target
population is selected for the study.
From the following list of sampling methods, choose the one that matches each
advantage and write either A, B, C or D in the box next to it. Use any letter only once.
A Random
B Opportunity
C Systematic
D Stratified
(Total 3 marks)
Q27.
What is meant by an extraneous variable?
_______________________________________________________________________
_______________________________________________________________________
(Total 1 mark)
Q28.
Briefly explain why extraneous variables need to be controlled in experiments.
_______________________________________________________________________
_______________________________________________________________________
(Total 1 mark)
Q29.
Conducting research in a natural setting has both advantages and limitations. One
advantage is that the research often has high ecological validity. State why this is so.
_______________________________________________________________________
_______________________________________________________________________
(Total 1 mark)
Q30.
State one limitation of conducting research in a natural setting.
_______________________________________________________________________
_______________________________________________________________________
(Total 1 mark)
Q31.
(a) Read the following aim and method of a study into bystander intervention. Using
your knowledge of research into bystander intervention, outline the results you
expect to find and an appropriate conclusion for the study.
Page 32 of 85
Aim: To see whether or not the appearance of victims would influence helping
behaviour.
Method: An actor was asked to collapse in a train carriage. His appearance was
altered. In one condition he carried a walking stick and in another condition he
appeared to be drunk. The number of times he was helped by someone in each
condition was recorded by an observer.
Results: ___________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Conclusion: ________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Explain at least one criticism of the study described in part (a).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 5 marks)
Q32.
School inspectors highlighted poor student behaviour at a local school.

One of the issues was students turning up late for school. A number of
teachers reported that some students were arriving up to twenty minutes
late for school.
Two psychologists were asked to conduct an observation study to find out
whether or not turning up late was a serious issue.
The psychologists decided to observe students arriving for school and to
record their arrival times.
Page 33 of 85
The psychologists wanted to make sure that they had high inter-observer
reliability.
(a) Outline how the psychologists could check that they had high inter-observer
reliability.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Explain how the two psychologists could carry out their observation study into
lateness. Include in your answer:
• at least one behavioural category that could be used

• where and when the observation could be conducted
• how the data could be recorded.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(c) Briefly explain why categories of behaviour are necessary in observation studies.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) Apart from ethical issues, outline one advantage and one disadvantage of
observation studies.
Advantage: _________________________________________________________
Page 34 of 85
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Disadvantage: _______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(e) After completing their observations, the psychologists decided to speak to some of
the teachers about the behaviour of students at the school.
They conducted structured interviews.
(i) The psychologists asked those teachers who happened to be in the staffroom
at 3.00 pm to take part in the interviews. This is an example of:
Random sampling
Systematic sampling
Opportunity sampling
(1)
(ii) Outline what is meant by the term ‘target population’.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(iii) Identify the target population for the interviews.
______________________________________________________________
______________________________________________________________
(1)
(iv) Give an example of one open question and one closed question that the
psychologists might have asked the teachers during the interview.
Open: ________________________________________________________
Page 35 of 85
______________________________________________________________
______________________________________________________________
______________________________________________________________
Closed: _______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(v) The following statements are advantages and limitations of different research
methods. Only two of them are about correlations. Which two are they?
Tick two boxes only.
This method provides detailed information

about individuals.
This method cannot establish cause and

effect.
This method allows a researcher to see if

there is a relationship between two variables.
This method allows the researcher to control

all variables.
(2)
(Total 20 marks)
Q33.
Briefly explain why categories of behaviour are necessary in observation studies.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(Total 2 marks)
Q34.
Apart from ethical issues, outline one advantage and one disadvantage of observation
studies.
Advantage: _____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 36 of 85
_______________________________________________________________________
Disadvantage: ___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(Total 4 marks)
Q35.
Outline what is meant by the term ‘target population’.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(Total 2 marks)
Page 37 of 85
Mark schemes
Q1.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.
(a) [AO2 = 1 mark]
The number of questions answered correctly.
Whether or not the students had eaten breakfast. ✓
The students’ concentration levels.

1
(b) [AO2 = 2 marks]
Up to 2 marks for suitable hypothesis.
2 marks: a testable statement that is operational and contains both conditions of

the independent variable and the dependent variable.
1 mark: a limited statement which has one required element missing.
0 marks: more than one required element is missing.
Possible hypotheses:
• students who have not eaten breakfast will answer fewer questions correctly
than students who have eaten breakfast.
NOTE: Allow null, directional or non-directional hypothesis.
NOTE: Do not accept aims, questions, correlational statements,

conclusion/statements of the results.
NOTE: Accept days of the week as the IV.

2
(c) [AO3 = 6 marks]
AO3: Up to 3 marks for an explanation of at least one advantage.
3 marks: a clear and detailed explanation that is related to the described study.
2 marks: a clear explanation slightly lacking in detail.
1 mark: a limited or muddled explanation.
Indicative content:
• The students taking part in both conditions are the same and so there will not
be any participant variables affecting the results. Factors such as IQ, ability,
age remain the same in repeated measures. This means that the teacher can
be sure that these factors are not affecting the dependent variable.
• You get two sets of results for every participant who takes part so the teacher
Page 38 of 85
will get 40 results from her 20 students. This means that fewer students are
needed to get meaningful results. This also means that it is faster/easier to
find enough participants to take part in the study.
Accept other relevant points.
AO3: Up to 3 marks for an explanation of at least one disadvantage
3 marks: a clear and detailed explanation that is related to the described study.
2 marks: a clear explanation slightly lacking in detail.
Indicative content:
• There could be order effects because participants do more than one task. This
may mean that the students’ performance in the second condition is affected
because they become bored/tired/get better with practice.
• The teacher would need to prepare two different tests because if she used the
same one twice, the students would already know the answers. Preparing two
tests will take her more time.
• If two different tests are used, the two tests may not have the same level of
difficulty. This means that the level of difficulty will be an uncontrolled
extraneous variable and will make it more difficult to identify cause and effect
accurately.
• The students may work out the aim of the study because they took part in both
conditions. This may lead to them changing their behaviour on purpose in
order to fit with, or go against, the results they believe the teacher is wanting
to find.
Accept other relevant points.
NOTE: Accept reference to ‘teacher’ or ‘students’ as a way of relating the

explanation to the described study.
Marks awarded for this answer will be determined by the quality of written
communication.
6 or 5 marks For 6 marks, there is a clear and detailed

explanation of both advantage(s) and
disadvantage(s) and they are both related to the
described study.
For 5 marks, there is a clear explanation of both
advantage(s) and disadvantage(s) with at least
one related to the described study, but one of
these features is slightly lacking in detail.
The answer is well-structured with effective use
of sentences and/or paragraphs. There are few
spelling and punctuation errors.
4 or 3 marks For 4 marks, both advantage(s) and

disadvantage(s) have been attempted but there
is lack of clarity and/or detail.
For 3 marks, either clear and detailed
advantage(s) or disadvantage(s) are present or
there are both advantage(s) and disadvantage(s)
present but one of these features is limited or
Page 39 of 85
muddled.
The answer has some structure with appropriate
use of sentences.
There are some spelling and punctuation errors.
2 or 1 mark For 2 marks, either a clear advantage or a clear

disadvantage is present or there is a limited
advantage and a limited disadvantage.
For 1 mark the answer is muddled.
There is little evidence of structure in terms of
correct use of sentences. There are frequent
0 marks No relevant content

6
(d) (i) [AO1 = 1 mark]
AO1: 1 mark for a correct explanation of target population.
Possible answers:
• The (large) group of people that the researcher wishes to study.

• The group the researcher wishes to apply their results to/generalise to.
1
(ii) [AO2 = 1 mark]
AO2: 1 mark for accurately identifying the target population.
Possible answers:
• The (year 11) psychology students.

• The teacher’s (year 11) psychology students.
• Her (year 11) psychology students.
NOTE: Do not accept students, year 11 students or psychology students (i.e.

without ‘the’).
1
(e) [AO1 = 2 marks]
AO1: Up to 2 marks for a correct explanation
2 marks: a clear explanation.
Indicative content:
• If there are extraneous variables present in a study, they might affect the DV.
This means that any results are not just due to the IV.
• Extraneous variables prevent us from being able to accurately identify a cause
and the effect. The presence of extraneous variables means that results may
not be reliable/valid.
NOTE: Do not credit reference to accuracy of results.

2
(f) [AO3 = 1 mark]
Page 40 of 85
25%
50% ✓
80%
1
(g) [AO3 = 3 marks]
AO3: Up to 3 marks for a conclusion and explanation
3 marks: a correct conclusion and a clear and detailed explanation.
2 marks: a correct conclusion and a limited explanation.
1 mark: correct conclusion and/or a muddled explanation OR a muddled conclusion

(for e.g. ‘concentrated students’) and a clear explanation.
Possible conclusions:
• The teacher could conclude that the participants were able to concentrate
more (less) in her lessons when they had (had not) eaten breakfast.
• The teacher could conclude that eating breakfast increases concentration.
Possible explanation:
• The teacher could draw this conclusion because only 100 (50 % of) questions
were answered correctly when the students did not eat breakfast but when
they did eat breakfast, 160 (80% of) questions were answered correctly.
3
(h) (i) [AO2 = 2 marks]
AO2: 1 mark for each correct ethical issue.
Possible ethical issues:
Respect participants, get informed consent, get parental consent, keep data
confidential, avoid deception, give right to withdraw, protect from harm, debrief
after the study.
Accept other accurate ethical issues.
NOTE: If the candidate has written more than two answers, only mark the first
two.
2
(ii) [AO2 = 1 mark]
AO2: 1 mark for appropriate outline:
Possible outlines:
• before the study started, the teacher should have informed the students
what they would need to do and then she should have asked if they
were happy to take part – [get informed consent]
• the teacher could have asked their parents to sign a consent form – [get
Page 41 of 85
parental consent]
• on the day the students were asked not to eat any breakfast, they
should have been able to eat something straight after the psychology
lesson if they wanted to – [protect from harm].
Accept other appropriate ways of dealing with ethical issues.
NOTE: If the outline for dealing with an ethical issue does not address one of
the ethical issues identified in part (h)(i), no marks can be awarded OR if both
the ethical issues identified in part (h)(i) are not creditworthy - no marks can be
awarded
1
[20]
Q2.
might apply to it.
[AO1 = 1 mark]
AO1: 1 mark for a correct explanation of target population.
Possible answers:
• The (large) group of people that the researcher wishes to study.

• The group the researcher wishes to apply their results to/generalise to.
[1]
Q3.
might apply to it.
[AO1 = 2 marks]
AO1: Up to 2 marks for a correct explanation
2 marks: a clear explanation.
Indicative content:
• If there are extraneous variables present in a study, they might affect the DV. This
means that any results are not just due to the IV.
• Extraneous variables prevent us from being able to accurately identify a cause and
the effect. The presence of extraneous variables means that results may not be
reliable/valid.
NOTE: Do not credit reference to accuracy of results.

[2]
Q4.
Page 42 of 85
might apply to it.
(a) (i) [AO1 = 2 marks]
One mark for each point below

• An investigation/report that is in-depth/rich in detail
• About an individual, small group, organisation or specific situation.
2
(ii) [AO3 = 4 marks]
AO3: Up to 2 marks for a correct outline of one advantage of case studies.
2 marks: a clear outline.
1 mark: a limited or muddled outline.
Indicative content:
• A case study provides detailed information about individuals rather than
just a score on a test or one behaviour in a specific situation.
• A case study allows changes in behaviour to be seen when information
is gathered over a long period of time.
• Evidence from case studies can challenge theories.
AO3: Up to 2 marks for a correct outline of one disadvantage of case studies.
Indicative content:
• A case study gathers very specific information that is unique to those it
has studied. This is not able to be generalised to the whole population.
• Because case studies often focus on a small number of people, if
anyone withdraws, it can prevent the study from continuing.
• Attrition rates can affect the research as participants drop out when the
study takes a long time.
Accept any other relevant advantages and/or disadvantages.

4
(b) (i) [AO1 = 1 mark]

interviewee.

✓
starts.
1
(ii) [AO3 = 1 mark]
AO3: 1 mark for a correct disadvantage.
Page 43 of 85
Possible disadvantages:
Interviewer may want to ask other questions but cannot, interviewee may want
to explain answers but this can be difficult. Interviewer is unable to follow up
unexpected/interesting answers.
Accept other relevant disadvantages.
NOTE: Do not accept just ‘they are frustrating’ or ‘they lack detail’.
NOTE: If the candidate has written more than one answer, only mark the first
one.
1
(c) [AO2 = 2 marks]
AO2: 1 mark for a correct example of one open question and 1 mark for a correct
example of one closed question.
NOTE: Closed questions need to include the possible options for answers.
NOTE: Questions need to be plausible for the context – i.e. an interview with the
school teachers of the hospitalised teenagers.
2
(d) (i) [AO2 = 5 marks]
AO2: up to 5 marks for an explanation of how the observation will be carried

out.
Required elements:
• One example of a relevant behavioural category e.g. using phone,
watching TV, reading a book.
• An appropriate location for the observation.
• A specified time period for the observation e.g. for 2 hours in the
afternoon or between 12.00 -14.00.
• An explanation for how inter-observer reliability could be
established that includes having more than one person observing
with the same record sheets at the same time
• Comparison of data after observation period.
5 marks: a clear and detailed explanation containing all five required

elements.
4 marks: a reasonable explanation that refers to all the required elements but
may lack clarity/detail OR a clear explanation that is missing one of the
required elements.
3 marks: a reasonable explanation with at least three of the required

elements.
2 marks: limited explanation of up to three required elements.
1 mark: a muddled or very limited explanation with some relevance.
NOTE: Accept answers that explain how inter-observer reliability could be

established using video recordings.
5
Page 44 of 85
(ii) [AO3 = 2 marks]
True False
As the teenagers are not able to leave the

hospital, you do not need to give them the
✓
right to withdraw from taking part in your
research.
In order not to be noticed during the

observation, it would be acceptable to wear a ✓
white coat and stethoscope like a doctor.
2
(e) [AO2 = 3 marks]
AO2: 1 mark for identifying that the type of correlation is a positive

(correlation/relationship).
AO2: Up to 2 marks for a relevant conclusion that can be drawn from the results.
2 marks: a clear conclusion.
1 mark: a limited or muddled conclusion.
Possible conclusions:
• This is because the results show that the longer the teenagers stayed in
hospital, the more time they spent using social media. (2 marks)
• There is a relationship between the amount of time the teenagers used social
media and the length of time they had been in hospital. (1 mark)
NOTE: Accept appropriate answers related to lack of cause and effect.

3
[20]
Q5.
might apply to it.
[AO1 = 2 marks]
One mark for each point below

• An investigation/report that is in-depth/rich in detail
• About an individual, small group, organisation or specific situation.
[2]
Q6.
might apply to it.
[AO3 = 4 marks]
Page 45 of 85
AO3: Up to 2 marks for a correct outline of one advantage of case studies.
Indicative content:
• A case study provides detailed information about individuals rather than just a score
on a test or one behaviour in a specific situation.
• A case study allows changes in behaviour to be seen when information is gathered
over a long period of time.
• Evidence from case studies can challenge theories.
AO3: Up to 2 marks for a correct outline of one disadvantage of case studies.
Indicative content:
• A case study gathers very specific information that is unique to those it has studied.
This is not able to be generalised to the whole population.
• Because case studies often focus on a small number of people, if anyone
withdraws, it can prevent the study from continuing.
• Attrition rates can affect the research as participants drop out when the study takes
a long time.
Accept any other relevant advantages and/or disadvantages.

[4]
Q7.
might apply to it.
[AO1 = 1 mark]

interviewee.

✓
starts.
[1]
Q8.
might apply to it.
[AO3 = 1 mark]
Page 46 of 85
AO3: 1 mark for a correct disadvantage.
interviewer may want to ask other questions but cannot, interviewee may want to explain
answers but this can be difficult. Interviewer is unable to follow up unexpected/interesting
answers.
Accept other relevant disadvantages.
NOTE: Do not accept just ‘they are frustrating’ or ‘they lack detail’.
NOTE: If the candidate has written more than one answer, only mark the first one.
[1]
Q9.
might apply to it.
[AO2 = 6]
Answers will most likely be based on the work of Godden & Baddeley.
AO2: Up to 3 marks for a description of how the experiment would be carried out.
3 marks: A clear and plausible description of method that contains two or more
conditions, including an appropriate and clearly stated task.
2 marks: A limited description that contains two or more conditions, including a task.
1 mark: A muddled description of condition(s) and / or a task.
AO2: Up to 3 marks for description of appropriate results in line with known

psychological research.
3 marks: A clear description of appropriate results that contains two or more conditions
and a comparison made between them and an indication of what would be measured.
2 marks: A limited description of appropriate results that contains at least one condition
and an indication of what would be measured.
1 mark: A muddled description of appropriate results.
Marks awarded for this answer will be determined by the quality of written communication.
6 or 5 marks There is a clear or reasonable description of both

elements, reflecting the detail of the mark scheme. The
answer is well-structured with effective use of
sentences and / or paragraphs. There are few spelling
and punctuation errors.
4 or 3 marks There is a description of both elements but lacking in

some detail or clarity or the answer is detailed but only
focuses on one element. The answer has some
structure with appropriate use of sentences. There are
some spelling and punctuation errors.
2 or 1 mark The answer is muddled or there is a limited answer for

one element. There is little evidence of structure in
terms of correct use of sentences. There are frequent
Page 47 of 85
[6]
Q10.
might apply to it.
[AO3 = 4]
AO3: 4 marks in total - up to 2 marks can be earned for each outline of a criticism (Max;
2 marks per criticism).
2 marks: A clear outline of a criticism.
1 mark: A limited or muddled outline of a criticism.
Possible criticisms:
• The outcome of these studies could be misleading, because the factors do not
operate in isolation in everyday life.
• When we are with people we probably use a number of different distances
depending on what is happening at the time/how much space is available.
Credit other valid criticisms.
NOTE: Answers that just give criticisms can still receive full marks if these criticisms are
also relevant to other studies of factors affecting personal space.
NOTE: Simply stating that the explanation lacks ecological validity, without elaboration,
will earn no credit.
[4]
Q11.
might apply to it.
(a) [AO2 = 3]
AO2: Up to 3 marks for a correct description of how the word list could be
randomised.:
1 mark for each bullet point:

• All 40 words are written on separate pieces of paper.
• Place in a container / bag.
• The order in which they are pulled out of the container/bag determines their
place in the word list.
Accept other correct answers such as: all 40 words are entered into a generator; the
generator is instructed to randomise them; the order in which they are generated
determines their place in the word list.
3
(b) (i) [AO2 = 2]
Page 48 of 85
AO2: Up to 2 marks for describing how an opportunity sample could have
been obtained.
2 marks: a clear description.
1 mark: a limited or muddled description.
Possible answer:
Go to the school canteen at lunchtime and select the first 10 people from Year
11 who are willing to take part.
Accept other appropriate descriptions.
NOTE: For a clear description, participants must be clearly identified as Year

11 and it must state that 10 people are selected.
NOTE: Do not award marks for simply stating that volunteers will be selected.
2
(ii) [AO1 = 2]
AO1: 1 mark for stating one advantage and 1 mark for stating one limitation of
opportunity sampling.
Possible advantages:
• It is quick.
• It is easy.
NOTE: Do not accept answers based on cost.
Possible limitations:
• The sample may not be representative.
• May have researcher bias.
• Not everyone has an equal chance of being chosen.
2
(c) [AO2 = 1]
Matched pairs
Repeated measures ✓
Independent groups
1
(d) [AO2 = 1]
Students will recall more words that are

written in lower case letters.
Students are more likely to recall words

written in lower case letters better than words
written in upper case letters.
There will be a difference in the number of

words recalled between words that are
✓
written in upper case letters and words that
are written in lower case letters.
1
Page 49 of 85
(e) [AO2 = 4]
AO2: Up to 4 marks for an appropriate graphical display, correctly labelled.
1 mark: Correctly labelled y-axis (mean number of words).

1 mark: Correctly labelled x-axis (word case/way words were written, or similar).
1 mark: Appropriate display (bar chart).
1 mark: Accurate plotting.
NOTE: Title not required.
NOTE: Do not accept a vertical line as an appropriate display, but plotting mark may
still be awarded.
4
(f) [AO1 = 1]
AO1: 1 mark for a correct definition of objectivity.
Possible answer:
To carry out an investigation / collect data without (personal) bias (1 mark).
1
(g) [AO3 = 6]
AO3: Up to 3 marks for explaining one advantage

3 marks: A clear and detailed explanation of one advantage in which the
comparison is explicitly drawn.
2 marks: A clear explanation of one advantage that is slightly lacking in detail and/or
gives no explicit comparison between natural and experimental settings.
1 mark: A limited or muddled explanation of one advantage.
Possible advantage:
• Extraneous variables can be controlled better in an experimental setting,
therefore it is easier to identify cause & effect. In a natural setting, extraneous
variables are hard to control and this could affect the outcome of the
experiment.
• Research in an experimental setting is controlled and standardised and
therefore can be replicated by other researchers. Research carried out in a
natural setting is very difficult to replicate, due to the changing nature of the
setting.
AO3: Up to 3 marks for explaining one disadvantage

3 marks: A clear and detailed explanation of one disadvantage in which the
comparison is explicitly drawn.
2 marks: A clear explanation of one disadvantage that is slightly lacking in detail and
/ or gives no explicit comparison between natural and experimental settings.
1 mark: A limited or muddled explanation of one disadvantage.
• Behaviour in an experimental setting is less likely to be a true reflection of
what people normally do in a natural setting, therefore research may lack
ecological validity.
• Participants usually know they are in an experiment, therefore this can lead to
demand characteristics. In a natural setting, participants are more likely to act
naturally.
Page 50 of 85
6 or 5 marks For 6 marks, there is a clear explanation,
reflecting the detail of the mark scheme.
For 5 marks, there is a reasonable explanation,
slightly lacking in detail.
of sentences and / or paragraphs.
There are few spelling and punctuation errors.
4 or 3 marks For 4 marks, there is a reasonable explanation

but with important omissions; for example, no
comparison to research in a natural setting.
For 3 marks, three valid points have been made.
use of sentences. There are some spelling and
punctuation errors.
2 or 1 mark For 2 marks, there are fewer than 3 valid points.


6
[20]
Q12.
might apply to it.
[AO1 = 2]
AO1: 1 mark for stating one advantage and 1 mark for stating one limitation of opportunity
sampling.
• It is quick.
• It is easy.
NOTE: Do not accept answers based on cost.
• The sample may not be representative.
• May have researcher bias.
• Not everyone has an equal chance of being chosen.
[2]
Q13.
might apply to it.
[AO3 = 6]
Page 51 of 85
AO3: Up to 3 marks for explaining one advantage
3 marks: A clear and detailed explanation of one advantage in which the comparison is
explicitly drawn.
2 marks: A clear explanation of one advantage that is slightly lacking in detail and/or gives
no explicit comparison between natural and experimental settings.
1 mark: A limited or muddled explanation of one advantage.
Possible advantage:
• Extraneous variables can be controlled better in an experimental setting, therefore it
is easier to identify cause & effect. In a natural setting, extraneous variables are
hard to control and this could affect the outcome of the experiment.
• Research in an experimental setting is controlled and standardised and therefore
can be replicated by other researchers. Research carried out in a natural setting is
very difficult to replicate, due to the changing nature of the setting.
AO3: Up to 3 marks for explaining one disadvantage

3 marks: A clear and detailed explanation of one disadvantage in which the comparison is
explicitly drawn.
2 marks: A clear explanation of one disadvantage that is slightly lacking in detail and / or
gives no explicit comparison between natural and experimental settings.
1 mark: A limited or muddled explanation of one disadvantage.
• Behaviour in an experimental setting is less likely to be a true reflection of what
people normally do in a natural setting, therefore research may lack ecological
validity.
• Participants usually know they are in an experiment, therefore this can lead to
demand characteristics. In a natural setting, participants are more likely to act
naturally.
For 6 marks, there is a clear explanation, reflecting the

detail of the mark scheme.
For 5 marks, there is a reasonable explanation, slightly
6 or 5 marks lacking in detail.
The answer is well-structured with effective use of
sentences and / or paragraphs.
There are few spelling and punctuation errors.
For 4 marks, there is a reasonable explanation but with

important omissions; for example, no comparison to
research in a natural setting.
4 or 3 marks For 3 marks, three valid points have been made.
The answer has some structure with appropriate use of
sentences. There are some spelling and punctuation
errors.
For 2 marks, there are fewer than 3 valid points.

2 or 1 mark There is little evidence of structure in terms of correct
use of sentences. There are frequent spelling and
punctuation errors.

[6]
Page 52 of 85
Q14.
might apply to it.
[AO3 = 4]
AO3: Up to 4 marks for an explanation of at least one criticism.
Possible explanations:
• Studies of conformity usually take place under laboratory conditions and participants
may not have behaved in a natural way because their behaviour is being
manipulated. Therefore these studies lack ecological validity.
• Many of the studies of conformity used students as participants, and the samples
might not be representative of a wider population. Therefore it is unsafe to
generalise from these studies to people beyond a student population.
• They may have ethical issues such as deception as people are not aware of the true
nature of the research or confederates have been used, therefore it is unlikely that
participants have consented appropriately or understand their rights to withdraw.
4 marks: A clear and detailed explanation of at least one criticism.

3 marks: A reasonable explanation of at least one criticism but may lack some detail.
2 marks: A limited explanation of at least one criticism.
1 mark: A muddled explanation of at least one criticism.
Other valid criticisms can receive credit.
NOTE: No credit should be given for generic statements without explanation such as:
lacks ecological validity, is not ethical, limited samples, not generalisable.
[4]
Q15.
might apply to it.
(a) [AO2 = 1]
Closed question ✓
Open question
1
(b) [AO2 = 1]
80%
20% ✓
1
(c) [AO2 = 1]
Random
Page 53 of 85
Systematic ✓
Stratified
1
(d) (i) [AO2 = 1]
40%
80%
20% ✓
1
(ii) [AO2 = 1]
80%
1
(e) [AO2 = 3]
AO2: Up to 3 marks for a correct answer referring to Table 1 & Table 2.
Possible answer:
• No / Students’ attitudes do not match their behaviour.
• Questionnaire / Table 1 showed that 80% said they would walk under a ladder
OR 20% were superstitious about walking under ladders.
• Whereas their observed behaviour / Table 2 showed that only 20% actually
walked under the ladder OR 80% walked around the ladder.
3 marks: For a clear answer “No” and correct reference to the results of the
questionnaire and the actual behaviour.
2 marks: For the answer “No” and a correct reference to either the data in the
questionnaire OR the actual behaviour OR limited reference to the
questionnaire/actual behaviour.
1 mark: The answer “No”.
3
(f) [AO3 = 4]
AO3: 4 marks in total. Up to 2 marks for an advantage and up to 2 marks for a

possible disadvantage.
2 marks: For a clear outline of an advantage with appropriate reference to the study.
1 mark: For a limited / muddled outline of an advantage OR a clear outline with no
reference to the study.
• You can obtain a lot of information and in this study the teacher tested every
student in her college.
• It is easily quantified as in this study the teacher used a closed question.
2 marks: For a clear outline of an disadvantage with appropriate reference to the
study.
1 mark: For a limited / muddled outline of a disadvantage OR a clear outline with no
reference to the study.
Page 54 of 85
• People may not tell the truth when answering questionnaires as in this study;
more of the students appeared not to be telling the truth about walking under
ladders.
• Attitudes may not always match/predict behaviour as in this study; more of the
students appeared not to be telling the truth about walking under ladders.
4
(g) (i) [AO3 = 1]
AO3: 1 mark for identifying an appropriate ethical issue.
Possible issues: Consent, the right to withdraw.

1
(ii) [AO2 = 2]
AO2: Up to 2 marks for an appropriate outline;

2 marks: For a clear outline.
1 mark: For a limited / muddled outline.
Possible answer:
For consent, after each participant had passed the ladder, she (or a
confederate/assistant) could approach them (1 mark) and obtain their
permission for using their data (1 mark).
For right to withdraw, after each participant had passed the ladder, she (or a
confederate / assistant) could approach them (1 mark) and participants have
the opportunity to say that they don’t want their data used (1 mark).
Note: If no appropriate ethical issue has been given in part (g)(i), no credit can
be gained in part (g)(ii)
2
(h) (i) [AO1 = 3]

3 marks: A clear answer in which the difference is elaborated
2 marks: A clear answer with a difference/attempted comparison.
1 mark: A limited / muddled attempt.
Possible answer:
• One difference is in how much freedom the researcher has to ask
additional questions. In a structured interview all the questions are pre-
set, the researcher cannot ask an extra question, whereas in an
unstructured interview, each question can be based on a previous
answer.
Accept other possible differences such as: ease of collation of responses,

range of answers and how this relates to the topic being studied.
3
(ii) [AO3 = 2]
AO3: Up to 2 marks for an outline of a disadvantage.

2 marks: For a clear outline of one definition.
Possible answer:
The interviewer cannot deviate from the set of questions he / she is working
Page 55 of 85
with. This means they cannot follow up on something said by the interviewee
that might be of interest.
NOTE: Lack of detail is only creditworthy if made relevant by linking to the

inability to follow up/deviate from set questions.
2
[20]
Q16.
might apply to it.
[AO3 = 2]
AO3: Up to 2 marks for an outline of a disadvantage.

2 marks: For a clear outline of one definition.
Possible answer:
The interviewer cannot deviate from the set of questions he / she is working with. This
means they cannot follow up on something said by the interviewee that might be of
interest.
NOTE: Lack of detail is only creditworthy if made relevant by linking to the inability to
follow up/deviate from set questions.
[2]
Q17.
might apply to it.
[A03 = 3]
AO3: Up to 3 marks can be earned for an explanation of at least one criticism of studies of
the multi-store explanation.
Answers must focus on criticisms of studies in which this explanation was investigated.
Criticisms of the explanation itself should receive no credit.
Possible answer:
Most studies require participants to learn nonsense syllables / word lists (1 mark).
People do not normally have to do this in the real world (1 mark).
Therefore, the studies lack ecological validity (1 mark).
Other criticisms can receive credit; for example, the artificiality of controlled settings.
NOTE: Simply stating that the studies lack ecological validity / can’t be generalized / are
not ethical, without explanation, will earn no credit.
[3]
Q18.
Page 56 of 85
might apply to it.
(a) [A02 = 1]
Whether participants worked in the morning

or in the afternoon
The 30 errors
The number of errors correctly underlined ✓

1
(b) [AO2 = 2]
The hypothesis must be a testable statement.
Possible answer:
There will be a difference between the number of errors correctly underlined by
students working in the morning and students working in the afternoon.
NOTE: Statement must contain a sense of both parts of the independent variable
and the dependent variable (accept alertness), (1 mark) and be operational (1
mark).
Allow null, directional or non-directional hypothesis.
NOTE: Do not accept aims, questions, correlational statements or statements of the

results.
NOTE: Accept Condition A and Condition B as a sense of IV BUT award MAX 1

mark for answer.
2
(c) [AO2 = 2]
2 marks for a clear description.

1 mark for a limited or muddled description.
AO2: Up to 2 marks for any appropriate description of randomly allocating students

to the two conditions.
Possible answers:
Put all / her students / the 19 names in a container (1 mark). The first name drawn
out would work in Condition A, the second in Condition B (1 mark), (and so on until
all the names have been drawn).
Put all / her students / the 19 names in a random number generator (1 mark). For
the second mark there should be some appropriate description of how the two
groups are generated.
Accept any other practical alternative such as putting letters A(10 of them) and B(9
of them) into a container.
2
(d) [AO3 = 6]
AO3: Up to 3 marks for a clear explanation of at least one advantage and up to 3
Page 57 of 85
marks for a clear explanation of at least one disadvantage of using an independent
groups design in this experiment.
There will be no order effects (1 mark) because students are only taking part in one
condition (1 mark). The same material can be used to find spelling errors in both
conditions (1 mark). Therefore the tasks are of equal difficulty (1 mark). The
students are less likely to work out the aim of the experiment (1 mark), meaning
there will be less likelihood of demand characteristics (1 mark) therefore their
performance will be less affected by expectations (1 mark). MAX: 3 marks.
Participant variables might affect the outcome (1 mark) as one group might be better
at finding spelling errors anyway (1 mark). This would mean the researcher was not
measuring the DV appropriately (1 mark). With this design, more students are
needed to get meaningful results (1 mark). In this experiment, the groups are
working at different times of day (1 mark). Therefore there could be communication
between the two groups of students (1 mark). This could affect the performance of
the afternoon group (1 mark). MAX: 3 marks.
NOTE: If advantages and disadvantages are listed with no element of explanation,

award a maximum of 4 marks.
NOTE: A totally generic answer with absolutely no reference to this study should be
awarded a maximum of 4 marks. Accept children / students / teacher as a reference
but DO NOT accept participant.
Marks awarded for this answer will be determined by the quality of written
communication.
6 or 5 marks For 6 marks, there is a clear and balanced

explanation of both advantage(s) and
disadvantage(s) as they relate to this study,
reflecting the detail of the mark scheme OR a
totally generic answer worth at least 4 marks.
For 5 marks, both advantage(s) and
disadvantage(s) are explained as they relate to
this study, but one of these features is slightly
lacking in detail.
of sentences and / or paragraphs. There are few
4 or 3 marks For 4 marks, both advantages and

disadvantages as they relate to this study have
been attempted but lack some details of the
mark scheme.
For 3 marks, either clear advantage(s) or clear
disadvantage(s) relating to this study is / are
explained that reflects the detail of the mark
scheme, or there are brief advantage and
disadvantage comments.
Page 58 of 85
use of sentences. There are some spelling and
punctuation errors.
2 or 1 mark For 2 marks, there are fewer than 3 advantage /

disadvantage points attempted.

6
(e) [AO2 = 1]
13.5
15.0 ✓
7.1
1
(f) [AO3 = 1]
AO3: 1 mark for an appropriate advantage.

It is quick (1 mark), easy (1 mark), convenient (1 mark).
MAX: 1 mark
1
(g) [AO1 = 2]
2 marks for a clear explanation.

1 mark for a limited or muddled explanation.
AO1:
Possible points:
Because it is an independent groups design and participants are receiving
instructions at different times of day (1 mark). If instructions were not the same, one
group might have an advantage over the other group (1 mark). One group might
receive more help than the other group (1 mark).
MAX: 2 marks.
Do not accept unfair test/inaccurate results.
Do accept appropriate reference to bias, validity or reliability.

2
[15]
Q19.
might apply to it.
Page 59 of 85
[AO3 = 3]
AO3: up to 3 marks for appropriate evaluation.

Evaluation marks can be earned in several ways: Students could state three criticisms
(positive and/or negative) or they could focus on one or two criticisms with appropriate
elaboration.
Possible evaluative points:

The artificiality of the research situation. The specific focus of the task that could lead to
demand characteristics. Difficulties of determining whether the situation requires
intervention or not. Difficulties involved in analysing data in this type of task. Possible
sampling issues. Usefulness of knowledge gained. Ethical concerns.
Other appropriate evaluation points will receive credit.
NOTE: Issues of research into bystander intervention must be referred to in the answer to
attract maximum marks. Totally generic answers should receive a maximum of 1 mark.
[3]
Q20.
might apply to it.
(a) [A03 = 2]
AO3: 1 mark for a stated disadvantage.
There could be demand characteristics (1 mark), students could lie (1 mark).
Other appropriate disadvantages can receive credit.
Accept disadvantages related to sampling issues e.g. gender bias, sample size.
AO3: 1 mark for saying how the stated disadvantage might affect the outcome.
Possible answers:
It could lead to a wrong conclusion being drawn (1 mark), she might not find a
negative correlation when there actually is one (1 mark), the data might be
incorrect/inaccurate/unreliable/invalid/false (1 mark).
Data is bias/unfair or simply stating “it may be false” is not creditworthy.

Max: 1 mark.
2
(b) (i) [AO2 = 1]
Positive correlation
No correlation
Negative correlation ✓
1
(ii) [AO2 = 4]
Page 60 of 85
AO2: up to 4 marks for an appropriate sketch of a scatter graph to illustrate a
negative correlation.
Essential points:
• Appropriate title including reference to correlation/relationship and a
reference to both variables (1 mark). Do not credit reference to
‘comparison.'
• Correctly labelled axis for variable A (1 mark).
• Correctly labelled axis for variable B (1 mark).
• Graph shows a negative correlation (1 mark).
NOTE: If only the terms variable A and variable B are used to identify the
variables throughout the graph then maximum 3 marks.
4
(iii) [AO3 = 2]
2 marks for a clear outline of limitation

1 mark for a limited or muddled outline.
Possible points:
They do not tell us about the causes of behaviour, they only tell us that two
variables are associated, there could be a third factor affecting both variables.
NOTE: Other limitations could be creditworthy.

2
(c) (i) [AO1 = 1]
AO1: 1 mark for a correct definition of target population.
Possible definition:
The group of people the researcher wishes to study (1 mark)
NOTE: Do not accept the ‘participants’ the researcher wishes to study. That is
the sample.
1
(ii) [AO2 = 1]
The students in the teacher’s

Psychology class
All Year 10 students in the United Kingdom
All the students in the teacher’s school ✓

1
(d) (i) [AO1 = 2]
2 marks for a clear outline

1 mark for a limited or muddled outline
AO1: Up to 2 marks for a correct outline of what is meant by the term sample.
Possible points:
The (small) group of participants/people who take part in the study (1 mark)
Page 61 of 85
who represent/are drawn from the target population (1 mark).
NOTE: Credit the use of an accurate example to elaborate a point.

2
(ii) [AO3 = 1]
YES
NO ✓
1
(iii) [AO3 = 2]
2 marks for a clear explanation

1 mark for a limited or muddled explanation
• Reference to a feature of the sample e.g. gender (all girls), age (Year
10), subject (Psychology),
• Reference to why this makes the sample unrepresentative
NOTE: Other valid points of explanation can receive credit.

2
(e) [AO2 = 4]
AO2: up to 4 marks for an appropriate paragraph that could be read out to the
students.
• Maximum of 2 marks for an answer that is not in verbatim form (can be said
out loud to students) or is written as statement to be read prior to the study.
Possible creditworthy points:

• Explaining the purpose of the study.
• The right to have their data withdrawn.
• Explaining anonymity and/or confidentiality.
• Thanking the students for taking part.
NOTE: Credit any other relevant points.

4
[20]
Q21.
might apply to it.
[AO3 = 2]
2 marks for a clear outline of limitation

1 mark for a limited or muddled outline.
Possible points:
They do not tell us about the causes of behaviour, they only tell us that two variables are
associated, there could be a third factor affecting both variables.
NOTE: Other limitations could be creditworthy.
Page 62 of 85
[2]
Q22.
might apply to it.
[AO1 = 1]
AO1: 1 mark for a correct definition of target population.
Possible definition:
The group of people the researcher wishes to study (1 mark)
NOTE: Do not accept the ‘participants’ the researcher wishes to study. That is the sample.
[1]
Q23.
might apply to it.
[AO1 = 2]
2 marks for a clear outline

1 mark for a limited or muddled outline
AO1: Up to 2 marks for a correct outline of what is meant by the term sample.
Possible points:
The (small) group of participants/people who take part in the study (1 mark) who
represent/are drawn from the target population (1 mark).
NOTE: Credit the use of an accurate example to elaborate a point.

[2]
Q24.
might apply to it.
(a) [AO3 = 4]
AO3: Up to 2 marks for an outline of one advantage and up to 2 marks for an

outline of one disadvantage.
Possible advantage:
Experiments allow us to examine the cause and effect (1 mark) by
manipulating an IV and measuring its effect on a DV (1 mark).
Other appropriate advantages can receive credit, such as replicability, the use
of standardised procedures, control of EVs, objectivity, etc.
Page 63 of 85
Possible disadvantage:
Many/some (not they/implied all) experiments may lack ecological validity (1
mark) because they are conducted in artificial environments (1 mark)
Other appropriate disadvantages can receive credit, such as the difficulty in

controlling all other variables that may have an effect on the outcome,
participants not acting naturally, sampling error, etc.
NOTE: If an advantage and/or a disadvantage are only stated and not

elaborated, award a maximum of 1 mark for each.
NOTE: Award no marks for advantages and disadvantages of experimental

designs.
4
(b) (i) [AO2 = 1]
The test containing 30 questions
The number of questions answered correctly
Whether the temperature was cool or warm ✓

1
(ii) [AO2 = 1]
More will answer questions correctly when

the temperature is cool compared with when
it is warm.
Students will answer more questions correctly

when the temperature is cool compared with ✓
when it is warm.
Students are more likely to answer questions

better when the temperature is cool
1
(c) [AO2 = 1]
Matched pairs
Repeated measures
Independent groups ✓
1
(d) [AO2 = 2]
AO2: Up to 2 marks for naming an appropriate calculation, with justification.
Possible answers:
Means/percentages (1 mark) because they take every score into account or
the difference/similarity between groups is easy to compare. (1 mark). Modes
(1 mark) because it compares the most frequently occurring scores in each
Page 64 of 85
condition or the difference/similarity between groups is easy to compare (1
mark). Medians (1 mark) because they are unaffected by anomalous scores or
the difference/similarity between groups is easy to compare (1 mark). Ranges
(1 mark) because they look at the differences between the highest and lowest
scores in each condition or the similarity between groups is easy to compare
(1 mark). MAX: 2 marks
NOTE: Totals would earn no marks, as on their own, they would be an

inappropriate calculation in an independent groups design. Do not credit
display in graphs/tables.
2
(e) (i) [AO2 = 2]
AO2: 2 marks for an outline of one other procedure that should have
been standardised.
Possible points:
The time allowed for the test should be the same for both groups (1
mark) because if one group had longer, the total number of questions
answered correctly could be higher (1 mark).Credit timing of test, i.e.
when completed − needs to be same time of completion for both groups
Instructions should be the same for both groups (1 mark) because if they
were not, one group could be helped more by what was said to them (1
mark). MAX: 2 marks
NOTE: Other relevant standardised procedures can receive credit such

as matching participants for intelligence or using a different design −
repeated measures.
2
(ii) [AO2 = 2]
AO2: 2 marks for briefly explaining why it is necessary to use

standardised procedures.
Possible points:
Because it is an independent groups design (1 mark), each group has to
be treated exactly the same way (1 mark). To make sure the results are:
not affected, unbiased, reliable, valid. (1 mark). MAX: 2 marks
NOTE: Other relevant points can receive credit.

2
(f) [AO3 = 3]
This sampling method is quick and easy

because members of the target population, who B
happen to be available, take part in the study.
This sampling method produces a representative

sample because different subgroups of the
target population are identified and every D
member of each subgroup has an equal chance
of being selected for the study.
This sampling method avoids experimenter bias C
Page 65 of 85
because every 6th member of an alphabetical
list of the target population is selected for the
study.
3
(g) (i) [AO1 = 1]
AO1: 1 mark for stating what is meant by an extraneous variable.
Possible answer:
EVs are variables other than the IV that could affect the DV (1 mark)
1
(ii) [AO1 = 1]
AO1: 1 mark for answers that refer to ‘effect on outcome.’

If not controlled, we cannot be sure what has caused the results of the
experiment (1 mark). They need to be controlled so that we can be sure
that only the IV is affecting the results (1 mark). Max: 1 mark
1
(h) (i) [AO3 = 1]
AO3: 1 mark for stating one advantage.
Possible advantage:
Behaviour is more likely to be a true reflection of what people normally
do (or words to that effect) (1 mark).
1
(ii) [AO1 = 1]
AO3: 1 mark for stating one limitation.
More difficult to control EVs (1 mark). Could be more time consuming
waiting for something to happen (1 mark), hard to monitor the behaviour
(1 mark), issue of not being able to inform participants or give right to
withdraw prior to participation (1 mark)
1
[20]
Q25.
might apply to it.
[AO3 = 4]
AO3: Up to 2 marks for an outline of one advantage and up to 2 marks for an outline of
one disadvantage.
Possible advantage:
Experiments allow us to examine the cause and effect (1 mark) by manipulating an IV and
measuring its effect on a DV (1 mark).
Page 66 of 85
Other appropriate advantages can receive credit, such as replicability, the use of
standardised procedures, control of EVs, objectivity, etc.
Possible disadvantage:
Many/some (not they/implied all) experiments may lack ecological validity (1 mark)
because they are conducted in artificial environments (1 mark)
Other appropriate disadvantages can receive credit, such as the difficulty in controlling all
other variables that may have an effect on the outcome, participants not acting naturally,
sampling error, etc.
NOTE: If an advantage and/or a disadvantage are only stated and not elaborated, award
a maximum of 1 mark for each.
NOTE: Award no marks for advantages and disadvantages of experimental designs.

[4]
Q26.
might apply to it.
[AO3 = 3]
This sampling method is quick and easy

because members of the target population,
B
who happen to be available, take part in the
study.
This sampling method produces a

representative sample because different
subgroups of the target population are
D
identified and every member of each
subgroup has an equal chance of being
selected for the study.
This sampling method avoids experimenter

bias because every 6th member of an
C
alphabetical list of the target population is
selected for the study.
[3]
Q27.
might apply to it.
[AO1 = 1]
AO1: 1 mark for stating what is meant by an extraneous variable.
Possible answer:
EVs are variables other than the IV that could affect the DV (1 mark)
[1]
Page 67 of 85
Q28.
might apply to it.
[AO1 = 1]
AO1: 1 mark for answers that refer to ‘effect on outcome.’

If not controlled, we cannot be sure what has caused the results of the experiment (1
mark). They need to be controlled so that we can be sure that only the IV is affecting the
results (1 mark). Max: 1 mark
[1]
Q29.
might apply to it.
[AO3 = 1]
AO3: 1 mark for stating one advantage.
Possible advantage:
Behaviour is more likely to be a true reflection of what people normally do (or words to
that effect) (1 mark).
[1]
Q30.
might apply to it.
[AO3 = 1]
AO3: 1 mark for stating one limitation.
More difficult to control EVs (1 mark). Could be more time consuming waiting for
something to happen (1 mark), hard to monitor the behaviour (1 mark), issue of not being
able to inform participants or give right to withdraw prior to participation (1 mark)
[1]
Q31.
might apply to it.
(a) [AO2 = 2]
AO2 = 2 marks. The candidate must accurately outline the results (1 mark)
and conclusion (1 mark). For full marks, there must be a clear difference
between the results and conclusion.
Page 68 of 85
The results must refer to the person’s appearance and whether it affected
bystander intervention. For example, “when the ‘victim’ carried a walking stick,
he received help a high proportion of the time. When he appeared drunk, he
only received help a low proportion of the time”. It is enough to say “when
carrying a walking stick, more help was given than when appearing drunk”.
The conclusion must relate to the effect of appearance on bystander

intervention and reflect the results given. The candidate can gain credit for
explaining why the ‘victim’ did or did not receive help, the implications for other
situations or any other relevant conclusion.
2
(b) [AO3 = 3]
AO3: Up to 3 marks for an explanation of at least one criticism. This could be

one criticism outlined in detail or two criticisms; one in less detail and one only
stated. If three criticisms are simply stated then a maximum of 2 marks can be
given.
Possible criticisms:
Sampling issues, generalisation issues, issues of lack of control of variables,
issues of data gathering, other factors that may have affected the results /
bystander intervention, ethical issues such as lack of consent, no right to
withdraw etc. (Do not credit ‘it is unethical’ as a standalone statement.)
NOTE: an issue is that the study has high ecological validity. However, to gain
credit, the candidate must explain what gives it high ecological validity / why
that is positive.
3
[5]
Q32.
might apply to it.
(a) [AO2 = 2]
AO2: Up to 2 marks for an appropriate explanation of how inter-observer

reliability would be ensured.
To gain the two marks, students must refer to:
• observers must observe or record the same behaviour independently
• comparing the observers’ data / checking for similarity / differences in
findings
2
(b) [AO2 = 4]
AO2: up to 4 marks. For full marks, the answer must include these required
elements:
• at least one example of a relevant behavioural category,
• the location of the observation,
• the time of the observation − should be an appropriate, specified range
with times.
• the method of how the data would be recorded e.g. tally chart/record
sheet with categories.
Page 69 of 85
4 marks: A clear explanation containing accurate detail and refers to all the
required elements
3 marks: A reasonable explanation that refers to all the required elements but
may lack clarity / accuracy or a clear explanation that is missing one of the
required elements
2 marks: An explanation that refers to the required elements that is very brief
or a clear explanation that is missing more than one of the required elements.
1 mark: A muddled explanation with some relevance.
4
(c) [AO1 = 2]
AO1: 2 marks for an appropriate explanation of why categories of behaviour

are relevant to this observation.
Possible points:
It will make relevant behaviour clear to the observer (1 mark). Categories of
behaviour improve consistency of observations (1 mark). It will increase
agreement between different observers (1 mark).
2
(d) [AO3 = 4]
Advantage:
Any relevant advantage should receive credit. To gain the full 2 marks, there
must be an element of elaboration. Simply stating advantages will gain a
maximum of 1 mark, regardless of how many are stated.
Possible points:
Being able to watch and record actual behaviours, the most appropriate
method for finding out what people really do or reference to ecological validity
or reference to research that would only work through observation would be
creditworthy if the student says why. Comparison to other methods may be
creditworthy and may provide the elaboration needed to gain the second
mark, for example, Milgram found that by asking people how they would act, it
did not accurately predict the actual behaviour.
Disadvantage:
Any relevant disadvantage should receive credit. To gain the full 2 marks,
there must be an element of elaboration. Simply stating disadvantages will
gain a maximum of 1 mark, regardless of how many are stated.
Possible points:
The problem of not knowing why a behaviour occurred − only that it did,
potential errors in recording the behaviours by the observer, the effect of
observation on participants’ behaviour, the lack of controls in those situations,
comparison to other methods may be creditworthy and may provide the
elaboration needed to gain the second mark.
4
(e) (i) [AO2 = 1]
Random sampling
Systematic sampling
Page 70 of 85
Opportunity
✓
sampling
1
(ii) [AO1 = 2]
AO1: Up to 2 marks for an appropriate explanation of target population.
Including at least one of the marks from:

• The (large) group of people that the researcher wishes to study
(1mark) and/or the group you wish to apply your results
to/generalise to. (1 mark) Max 2 marks.
A further mark available for:

• it is represented by the sample taken
• an example of a suitable description of a target population
2
(iii) [AO2 = 1]
AO2: 1 mark for identifying the target population in this study: The
teachers at the school.
NOTE: Simply stating ‘teachers’ is not creditworthy, the student must

make it clear that it is teachers at that school
1
(iv) [AO2 = 2]
AO2: 1 mark for an appropriate open question and 1 mark for an

appropriate closed question.
Any relevant question should receive credit.
Open: Any relevant question that would allow the respondent to answer
any way they like
Closed: Any relevant question with options given for answers.
2
(v) [AO3 = 2]
This method provides detailed

information about individuals.
This method cannot establish cause and

effect. ✓
This method allows a researcher to see if

✓
there is a relationship between two variables.
This method allows the researcher to control

all variables.
2
[20]
Q33.
Page 71 of 85
might apply to it.
[AO1 = 2]
AO1: 2 marks for an appropriate explanation of why categories of behaviour are relevant
to this observation.
Possible points:
It will make relevant behaviour clear to the observer (1 mark). Categories of behaviour
improve consistency of observations (1 mark). It will increase agreement between
different observers (1 mark).
[2]
Q34.
might apply to it.
[AO3 = 4]
Advantage:
Any relevant advantage should receive credit. To gain the full 2 marks, there must be an
element of elaboration. Simply stating advantages will gain a maximum of 1 mark,
regardless of how many are stated.
Possible points:
Being able to watch and record actual behaviours, the most appropriate method for finding
out what people really do or reference to ecological validity or reference to research that
would only work through observation would be creditworthy if the student says why.
Comparison to other methods may be creditworthy and may provide the elaboration
needed to gain the second mark, for example, Milgram found that by asking people how
they would act, it did not accurately predict the actual behaviour.
Disadvantage:
Any relevant disadvantage should receive credit. To gain the full 2 marks, there must be
an element of elaboration. Simply stating disadvantages will gain a maximum of 1 mark,
regardless of how many are stated.
Possible points:
The problem of not knowing why a behaviour occurred − only that it did, potential errors in
recording the behaviours by the observer, the effect of observation on participants’
behaviour, the lack of controls in those situations, comparison to other methods may be
creditworthy and may provide the elaboration needed to gain the second mark.
[4]
Q35.
might apply to it.
[AO1 = 2]
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AO1: Up to 2 marks for an appropriate explanation of target population.
Including at least one of the marks from:

• The (large) group of people that the researcher wishes to study (1mark)
and/or the group you wish to apply your results to/generalise to. (1 mark) Max
2 marks.
A further mark available for:

• it is represented by the sample taken
• an example of a suitable description of a target population
[2]
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Examiner reports
Q1.
(b) This question was generally answered well with many students gaining full marks for
including both conditions of the IV and a measurable DV within their hypothesis.
One common reason for answers being awarded a limited mark was the DV being
unmeasurable (e.g. the students who ate breakfast ‘did better in the test’ or ‘were
able to concentrate more’). This resulted in the hypothesis not being operational.
Some students wrote an aim, conclusion or results instead of a hypothesis.
(c) This question was generally answered well with many students displaying
knowledge of relevant advantages and limitations and the majority receiving at least
half of the available marks. Most students knew what repeated measures design is
and were able to give at least some basic explanation of advantages and
disadvantages. Unfortunately, in many cases no reference was made to the
breakfast/concentration experiment and so answers only received a maximum mark
of 4. Some students did not know what repeated measures was and wrote answers
based on the idea that it was repeating the experiment to check the results.
(d) (i) The imprecise use of language was a concern in this answer and in part (d)(ii).
Although the majority of students answered this question correctly, many gave
answers that were muddled and that seemed to refer to both target population
and sample within the same answer.
(ii) The minority of students received a mark for this answer and this was because
many simply stated ‘psychology students’ rather than the more specific
‘the/her psychology students’. This is an issue that has occurred previously
when questions have asked for a target population to be identified. It is
important that students understand the need to be more specific and precise
in their use of language when answering questions of this nature.
(e) Most answers received some credit and a small number gave clear and detailed
responses referring to cause and effect and the validity/reliability of a study. One of
the common reasons for answers receiving no marks was that they just referred to
EV’s preventing a ‘fair test’ and ‘affecting the results’. This is another example of a
question where students need to understand the need to be more specific and
precise in their use of language
(g) This conclusion question was on the whole answered better than in previous years.
Most students were awarded at least 2 marks on this question, with many answers
providing a clear conclusion about concentration levels and some explanation based
on the results. Some identified a correct conclusion but then explained it in terms of
biology, referring to energy levels etc. This type of explanation received no credit.
(h) (i) The vast majority of students were able to correctly identify one or two ethical
issues. The most commonly identified issues were consent, right to withdraw
and protection from harm (not letting them have breakfast).
(ii) The majority of students were able to provide an appropriate way to deal with
one of the ethical issues that they had identified. However, a common issue
here was not matching the answer to the ethical issues identified in part (h)(i),
but instead explaining a different one. Another issue was that answers were
too vague – such as ‘check they are okay’ or ‘ask for consent’.
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Q2.
The imprecise use of language was a concern in this answer. Although the majority of
students answered this question correctly, many gave answers that were muddled and
that seemed to refer to both target population and sample within the same answer.
Q3.
Most answers received some credit and a small number gave clear and detailed
responses referring to cause and effect and the validity/reliability of a study. One of the
common reasons for answers receiving no marks was that they just referred to EV’s
preventing a ‘fair test’ and ‘affecting the results’. This is another example of a question
where students need to understand the need to be more specific and precise in their use
of language
Q4.
(a) (i) Students could gain the marks here very quickly and there were some
‘textbook answers’ that got the two marks easily. However, a significant
number failed to gain any credit. Errors tended to be because students just
didn’t have a grasp of what a case study actually is rather than it being a
muddled attempt. A large number simply said it was research and explained
how it was a way of ‘finding something out’ or ‘testing a hypothesis’. Others
outlined what an experiment or pilot study is.
(ii) There were few full-mark responses. Both the suggested advantage and
disadvantage required an elaborated point rather than a simple identification.
Many students referred to the detailed, in-depth nature of the information
gathered in a case study, as an advantage, and the inability to draw general
conclusions due to the study of a specific individual, group or situation, as the
disadvantage. Some suggestions seemed to apply more readily to a
longitudinal study but might also apply to a case study. There were a few
generic statements about ‘ecological validity’ and ‘ethics’ which were rarely
justified or elaborated.
(b) (i) Almost every student got the mark here.
(ii) This tended to split students with just under half getting the mark. The
common error was to say that you can’t get much detail in structured
interviews; which is not necessarily true. Those that were able to mention the
inflexibility in questioning and the lack of ability to follow up interesting or
unexpected points got credit quickly. A number gave more detail than was
needed for one mark. A small minority simply outlined what a structured
interview is.
(c) There were surprisingly few fully correct answers gaining both marks. The majority of
students gained one mark and it was usually due to the closed question not being
correct. Very few of the suggested closed questions offered the options for a
response, which were required, as without them they were simply a second open
question.
Some appeared to have lost sight of the context of the interview and many of the
suggested questions seemed to be addressed to a student rather than a teacher,
and those addressed to a teacher often had no link to the situation of hospitalised
students.
(d) (i) There was a good spread of scores here but few were able to gain full marks.
This was typically due to a lack of clarity in when the observation would take
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place with many simply putting ‘during the day’ rather than something specific
like ‘for two hours in the afternoon’.
Other aspects required similar precision and students often failed to give a
behaviour category and discussed personality traits such as
introvert/extrovert. Where in the hospital and at least some understanding of
inter-observer reliability meant a large proportion were able to get at least
some credit. Others appeared to lose sight of the context and explained
observations in class or at school. Some gave detailed explanations of how
they would pretend to be a Doctor with some going on to explain how they
would interview the teenagers. A high number of students didn’t attempt the
question at all.
(ii) A third of students gained both marks here with the majority achieving one
mark.
(e) Students typically did well here with a large majority gaining all three marks.
Students appeared to find it reasonably straight forward to pick out that it was a
positive correlation and that as time spent in hospital went up, so did the use of
social media. A very small minority described a cause and effect relationship which
was not accurate but few failed to gain any marks.
Q5.
Students could gain the marks here very quickly and there were some ‘textbook answers’
that got the two marks easily. However, a significant number failed to gain any credit.
Errors tended to be because students just didn’t have a grasp of what a case study
actually is rather than it being a muddled attempt. A large number simply said it was
research and explained how it was a way of ‘finding something out’ or ‘testing a
hypothesis’. Others outlined what an experiment or pilot study is.
Q6.
There were few full-mark responses. Both the suggested advantage and disadvantage
required an elaborated point rather than a simple identification. Many students referred to
the detailed, in-depth nature of the information gathered in a case study, as an advantage,
and the inability to draw general conclusions due to the study of a specific individual,
group or situation, as the disadvantage. Some suggestions seemed to apply more readily
to a longitudinal study but might also apply to a case study. There were a few generic
statements about ‘ecological validity’ and ‘ethics’ which were rarely justified or elaborated.
Q7.
Almost every student got the mark here.
Q8.
This tended to split students with just under half getting the mark. The common error was
to say that you can’t get much detail in structured interviews; which is not necessarily true.
Those that were able to mention the inflexibility in questioning and the lack of ability to
follow up interesting or unexpected points got credit quickly. A number gave more detail
than was needed for one mark. A small minority simply outlined what a structured
interview is.
Q9.
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This question was generally well answered with many students basing their responses on
the work of Godden and Baddeley (deep sea divers). Some students were confused
however and thought ‘context’ meant ‘interference’, therefore designing a study involving
an interference task as opposed to a change in context. There are now generally fewer
students using bullet points in the continuous prose questions but it is still important that
students are advised to avoid this as it will result in answers receiving a maximum mark of
4.
Q10.
Many students were able to give some relevant criticisms, but they often struggled to
clearly develop their answers and less than 10% gained full marks. Some answers
focused on just one study (most commonly the study they had described in the previous
question). Where these answers gave criticisms that were relevant to personal space
studies in general, full marks could still be earned. However, some gave answers about
the lack of generalisation due to the use of specific types of participants or a study being
carried out in a specific country, and these answers were not creditworthy.
Q11.
(a) Most answers demonstrated some understanding of randomisation with more than
50% achieving at least 2 marks. However the full process was often not clearly set
out. The most commonly missing elements were that the words were on separate
pieces of paper and that the final order was determined by the order in which they
were drawn out of the container.
(b) (i) Most answers demonstrated some understanding of opportunity sampling with
more than 70% achieving at least 1 mark. The second mark was most
commonly missed out on because there was no explicit reference to the
participants being from Year 11, or that there were ultimately 10 of them
selected.
(ii) Most students made a reasonable attempt at answering this item and it was
encouraging to see that a large proportion knew at least one advantage or
disadvantage. Students need to be aware that while opportunity sampling
often has researcher bias or results in an unrepresentative sample, this is not
always the case.
(c) Many students incorrectly chose Independent groups as their answer to this
multiple-choice type question.
(d) No report available for this part of the question.
(e) Most students made a reasonable attempt at answering this item with almost 80%
receiving 3 or 4 marks. In general, students chose an appropriate display and
provided accurate plotting. The most common error was not labelling the x-axis but
instead simply stating what each bar was.
(f) The majority of students did now know what the term objectivity means. Many
incorrect responses referred to studies meeting their aims/objectives.
(g) This question was generally well answered with many students displaying
knowledge of relevant advantages and limitations and almost 70% receiving at least
3 marks. Answers contained some detailed knowledge of the advantages and
limitations of research in experimental settings but unfortunately fewer students
made an explicit comparison with natural settings, limiting their available mark to 4
rather than 6. Some students chose to incorrectly explain the advantages and
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limitations of research in natural settings instead, which was not the requirement of
the question.
Q12.
Most students made a reasonable attempt at answering this item and it was encouraging
to see that a large proportion knew at least one advantage or disadvantage. Students
need to be aware that while opportunity sampling often has researcher bias or results in
an unrepresentative sample, this is not always the case.
Q13.
This question was generally well answered with many students displaying knowledge of
relevant advantages and limitations and almost 70% receiving at least 3 marks. Answers
contained some detailed knowledge of the advantages and limitations of research in
experimental settings but unfortunately fewer students made an explicit comparison with
natural settings, limiting their available mark to 4 rather than 6. Some students chose to
incorrectly explain the advantages and limitations of research in natural settings instead,
which was not the requirement of the question.
Q14.
This was a well answered question with a number of answers which elaborated several
good points and could have gained more marks had they been available. They made
points and gave details of context such as the use of an artificial task illustrated by Asch’s
line study or the ethical issue of deception illustrated by the use of confederates. Two-
thirds of students gained at least two marks and the main reason that others did not was
due to a lack of detail / elaboration. Also, one of the biggest issues that limited marks was
being generic. Many stated plausible evaluation points that could apply equally to many
studies and rarely highlighted particular evaluation points for bystander studies. Some
gave a list-like answer of generic points that could apply to many studies in many topic
areas, such as, ‘lacks ecological validity’, ‘not ethical’ and ‘can’t be generalised’. Answers
such as these gained no credit without helpful illustration or elaboration.
Q15.
Questions (a) to (d)(ii)
Students were able to gain full credit across all of this in most cases. The one that was
least well done was (c) relating to sampling which is an area that has often been an issue
for students.
(e) Often students can get confused by figures, especially when asked to refer to two
different sets. Over 65% were able to get all 3 marks which was usually a concise
answer saying ‘No’ and then referring to the discrepancy in the two figures. Some
lacked detail when simply referring to less or more. The reason that almost 20% got
0 was because they were unable to decipher what the numbers meant and as they
were both 80-20 splits, they often presumed they must match.
(f) Most students were able to give a relevant advantage and disadvantage of
questionnaires. Many opted for the advantage of getting lots of data/participants
very quickly with the disadvantage being the potential for socially desirable answer.
What a high proportion of students did not do was refer it to the study. Over 50%
gained two marks and it was mostly down to that lack of application. To a lesser
extent, a number of students wrongly presumed that questionnaires only use closed
questions or only offer limited detail, both of which are false.
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(g) (i) & (ii) Almost all students were able to offer an appropriate ethical issue; either by
identifying it by name or by giving a short description. There was less success
applying it to the stem. In many cases there was a very short description which
lacked the necessary elaboration to gain both marks. In other answers, students
offered ways of dealing with it that didn’t quite match up to the answer given in part
(i). There was also confusion surrounding briefing and debriefing and when those
happened.
(h) (i) Most students were able to give a definition of each term in detail but failed to
identify the nature of the difference, for example, ‘the range of questions
asked’. This limited their answers to 2 marks as the question was more than
just a ‘distinguish between’ question. There were some answers that confused
structured/unstructured interviews with closed / open questions which did not
gain credit.
(ii) Creditworthy answers typically focused on limitations due to the lack of

flexibility in the set series of questions, the frustration of not being able to ask
follow up questions and the possibility of interviewees giving socially desirable
answers. However, only a little over 20% gained the full two marks as the
disadvantage was often limited/muddled which could be due to it being the
final question on the paper. Over half of the students gained no credit as they
repeated the mistakes of the previous question by outlining limitations relating
to features which are not necessarily true of structured interviews, such as
‘they only use closed questions’ and ‘only gain quantitative data’. This is a
hard thing to stop students believing.
Q16.
Creditworthy answers typically focused on limitations due to the lack of flexibility in the set
series of questions, the frustration of not being able to ask follow up questions and the
possibility of interviewees giving socially desirable answers. However, only a little over
20% gained the full two marks as the disadvantage was often limited/muddled which could
be due to it being the final question on the paper. Over half of the students gained no
credit as they repeated the mistakes of the previous question by outlining limitations
relating to features which are not necessarily true of structured interviews, such as ‘they
only use closed questions’ and ‘only gain quantitative data’. This is a hard thing to stop
students believing.
Q17.
This item was answered well and many students scored maximum marks. There was
generally good and specific understanding of the issues associated with studies
investigating the multi-store explanation and the majority of answers focused on the lack
of ecological validity that stems from the use of trigrams, nonsense syllables or word lists.
Some answers focused on just one study (most commonly Peterson and Peterson).
Where these answers gave criticisms that were relevant to multi-store studies in general
(such as employing tasks not used in the real world), full marks could still be earned.
However, some students gave answers about the lack of generalisation due to the use of
specific types of participants or a study being carried out in a specific country, and these
answers were not creditworthy.
One of the most frequent errors was students criticising the multi-store explanation itself,
rather than the studies that have investigated it.
Q18.
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(b) Hypothesis wording continues to show signs of improvement with many students
performing well on this question, providing a clear testable statement with both the
IV and DV fully operationalised. Some however, gave correlational statements, aims
or statements of results (in past tense) instead.
(c) Many students were only awarded one mark for this question, simply because they
did not explain clearly how the participants were allocated to conditions A and B
after their names were drawn out of the hat. Others made vague reference to
random number generators, without any detail about how these could actually be
used.
(d) Most students made a reasonable attempt at answering this question and it was
encouraging to see that a large proportion knew what independent groups design
was. Unfortunately, many good answers were not directly linked to the experiment
described in the paper and were therefore awarded a maximum of four marks. In
general, students’ knowledge of advantages was stronger than their knowledge of
disadvantages.
(f) The majority of students achieved one mark here without any issues. However, some
students did give advantages of random sampling instead of opportunity sampling.
(g) Many students did not understand why it was important for participants in both
conditions to receive the same instructions. Answers were often vague and generic
with a number focusing on standardised procedures and others incorrectly
discussing ethical issues. There was also frequent reference to ‘an unfair/fair test’ or
inaccurate/accurate results, none of which were creditworthy.
Q19.
Students found this question challenging with many unable to gain more than one mark.
The biggest issue was with answers being generic. Many stated plausible evaluation
points that could apply equally to many studies and rarely highlighted particular evaluation
points related to bystander studies. Ethical issues such as deception, problems with
ecological validity and reference to a lack of control did not go beyond simple statements.
Some students were able to avoid this problem by naming particular studies and then
giving evaluation points relevant to these.
Q20.
Despite some improvements, students are still sometimes finding it difficult to apply their
knowledge to the stem material. It is advisable to provide practical opportunities such as
class or small group practicals and practice studies to assist students with application of
knowledge.
(a) The majority of students were able to gain full marks and almost all could gain some
credit. The most common answer referred to the accuracy of the results being
affected by lying or socially desirable answers. Some highlighted sampling problems
here, which was creditworthy.
(b) (ii) Graphs are often problematic for students so it was a pleasant surprise to see
the majority of students gaining three or four marks. Most could label the axis
and sketched a graph or some results depicting some kind of correlation. The
most likely loss of marks was due to an insufficient title, such as simply saying
a ‘comparison of’, rather than referring to a relationship.
(iii) There was a big difference in the quality of answers here with many gaining full
marks but over half gaining zero. The more successful answers referred to the
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lack of cause and effect whereas answers that gained no credit often
mentioned irrelevant limitations such as ‘You might not get a correlation’, ‘You
may get an anomalous result’ or ‘You need lots of data’.
(c) Only half of students gained one mark and the other half were awarded zero marks.
The common reason for no credit was a lack of clarity or confusion with a sample.
(d) (i) This was confused with target population at times yet most students could gain
at least some credit. Most students understood what a sample is but lacked
the clarity needed in their outline.
(ii) Most students were able to recognise that it was not a representative sample
and could identify why that was the case, gaining at least one mark. The
typical answer related to gender or age group and how the target population
contains a wider range of people than was used in the sample.
Students who identified the wrong target population in (c) (ii) were likely to get
confused on this question too.
(e) The majority of students were able to gain at least some credit in answer to this
question. Students were often able to produce a readable statement with reference
to a couple of ethical issues or explaining the study. Although most recognised that it
needed to be read out at the end of the study, some students simply outlined two or
more ethical issues or wrote something to be read out at the beginning rather than
at the end of the study.
Q21.
There was a big difference in the quality of answers here with many gaining full marks but
over half gaining zero. The more successful answers referred to the lack of cause and
effect whereas answers that gained no credit often mentioned irrelevant limitations such
as ‘You might not get a correlation’, ‘You may get an anomalous result’ or ‘You need lots of
data’.
Q22.
Only half of students gained one mark and the other half were awarded zero marks. The
common reason for no credit was a lack of clarity or confusion with a sample.
Q23.
This was confused with target population at times yet most students could gain at least
some credit. Most students understood what a sample is but lacked the clarity needed in
their outline.
Q24.
(a) Students’ knowledge of research methods still gives cause for concern. This was the
first time that this question had appeared in this form in the life of the specification.
The majority of students found it difficult, especially outlining advantages of the
experimental method. Some answered about specific experiments, rather than the
experimental method itself. Many students vaguely outlined advantages such as
‘they can be used to test a theory’ or ‘they bring extra knowledge on a subject’ with
little success. There was surprisingly little written about control of variables, cause
and effect, etc. The disadvantage part of the question was answered more
successfully, with a focus on artificial settings/demand characteristics, etc. There
were often incorrect references to experiments being time consuming. Some
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experiments may take longer than others to conduct but this is not a disadvantage of
the experimental method. Others incorrectly said that the experimental method is
unethical, referring to specific experiments rather than the method itself, which is not
unethical.
(d) Many students struggled with item 5 (d). Some misunderstood the question, which
required an appropriate calculation for the data collected. These students wrote
about collecting other data, rather than using the totals. The majority did understand
what the question required but most students could not provide a reason for their
choice of calculation. Many students identified a calculation and then described how
to carry out the calculation rather than giving a reason for their choice as required by
the question.
(e) (i) Most students were able to state one other procedure that should have been
standardised but the reason was not always explained well. For example,
‘time of day because people perform differently in the morning than they do in
the afternoon.’ The issue here is that it doesn’t matter which time of day the
groups are tested, only that both groups should be tested at the same time of
day. Therefore, many answers lacked the clarity necessary for the second
mark. Some students even suggested that the temperature should be the
same for both groups. Students must be reminded to read the stem carefully.
(ii) Many students did not understand why standardised procedures were
necessary. Quite often they stated ‘so that the participants know what to do’
rather than explaining why everyone should be treated the same way,
particularly as it was an independent groups design. There was often
reference to it being a ‘fair test’ here. This is not a creditworthy statement.
(g) (i) This question was not answered particularly well. Many answers were too
vague to earn credit. Students often referred to ‘a variable that can’t be
controlled.’ Extraneous variables that are known about in advance can be
controlled. However, if they are not controlled, they could affect the DV.
Therefore students need to be more careful when offering a definition for
terms such as this one.
(ii) The important issue here is the effect that extraneous variables could have on
the outcome of the experiment. Students did not always refer to the effect on
results/outcome and therefore failed to earn the mark for this question.
(h) (i) Answers to this question should have focused on behaviour being a true
reflection of what people normally do. Students often referred to the real-life
nature of the setting, rather than the real-life behaviour of the participants and
therefore received zero marks.
(ii) This question was very well answered by the majority of students. Many
focused on how it is more difficult to control extraneous variables in a natural
setting.
Q25.
Students’ knowledge of research methods still gives cause for concern. This was the first
time that this question had appeared in this form in the life of the specification. The
majority of students found it difficult, especially outlining advantages of the experimental
method. Some answered about specific experiments, rather than the experimental method
itself. Many students vaguely outlined advantages such as ‘they can be used to test a
theory’ or ‘they bring extra knowledge on a subject’ with little success. There was
surprisingly little written about control of variables, cause and effect, etc. The
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disadvantage part of the question was answered more successfully, with a focus on
artificial settings/demand characteristics, etc. There were often incorrect references to
experiments being time consuming. Some experiments may take longer than others to
conduct but this is not a disadvantage of the experimental method. Others incorrectly said
that the experimental method is unethical, referring to specific experiments rather than the
method itself, which is not unethical.
Q27.
This question was not answered particularly well. Many answers were too vague to earn
credit. Students often referred to ‘a variable that can’t be controlled.’ Extraneous variables
that are known about in advance can be controlled. However, if they are not controlled,
they could affect the DV. Therefore students need to be more careful when offering a
definition for terms such as this one.
Q28.
The important issue here is the effect that extraneous variables could have on the
outcome of the experiment. Students did not always refer to the effect on results/outcome
and therefore failed to earn the mark for this question.
Q29.
Answers to this question should have focused on behaviour being a true reflection of what
people normally do. Students often referred to the real-life nature of the setting, rather
than the real-life behaviour of the participants and therefore received zero marks.
Q30.
This question was very well answered by the majority of students. Many focused on how it
is more difficult to control extraneous variables in a natural setting.
Q31.
(a) Most students achieved the mark for the results, but very few gained the mark for
their conclusion. Most had written something similar to “appearance influences
helping behaviour,” for the conclusion without making it clear what the actual
influence was.
(b) The evaluation for this study was done very well. Students were able to apply their
knowledge of evaluation of the Piliavin study well. Elaborated ethical criticisms were
widely used and helped students gain high marks.
Q32.
(a) The majority of students failed to achieve two marks. This was typically due to a
failure to mention recording the same behaviour independently. Many responses
scored 1 mark, showing an understanding of the need to compare the records.
However, common errors included writing about avoiding being seen or interviewing
the students.
(b) The demands of this question often led to students struggling to give a full account
of what they would do. Typically this was because almost no-one was able to give a
specific, appropriate time frame for the observation. Many students simply stated ‘at
the start of school’ ‘as they arrive’ or ‘in the morning’ but that was not precise
enough.
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Most students could identify a behavioural category that might be used (specific
times or simply being late or on time) as well as the location (school entrance, etc)
but many struggled to explain how data would be recorded, often simply saying ‘to
note down if they were late.’
Many students included unnecessary things like attitude towards being late,
performance during the day and why they are late rather than sticking to the focus of
the question. A number of students incorporated speaking to the students and
essentially described something that was not actually an observation. This highlights
a lack of understanding of the kind of detail needed for a replication of an
investigation.
(c) Most students responded to Question (c) with muddled or inaccurate answers.
Issues such as consistency of observations or inter-observer reliability earned credit.
(d) Most students gained at least some credit here by giving an example of each
requirement, but many did not elaborate one or both of these, typically the
disadvantage. The most common advantage related to the potential for high
ecological validity which was elaborated by highlighting the natural aspects of the
study. The disadvantage was often not elaborated well, such as, the consequences
of the person knowing that they are being watched − students could have referred to
the impact on results to gain elaborative credit.
A number of students often discussed ethical issues, usually as a disadvantage and

therefore did not gain credit.
(e) (ii) Many students were not able to outline this accurately and only gained 1 mark.
Only a minority gained the full 2 marks. They simply stated, ‘The group that
the study is aimed at’ without elaborating or giving another point. Examples
were often detached from the stem and very unclear and many muddled
sample and target population.
(iii) Surprisingly, only a minority of students gained a mark here. Common errors
included muddling the sample again by giving ‘teachers in the staffroom’ as an
answer. Others put ‘students or staff,’ which would include more than just
teachers. The most frequent error was a lack of clarity as many simply stated
‘teachers’ which is not specific enough.
(iv) The biggest issue was with the closed questions, most students did not give
an accurate closed question with stipulated answers to choose from. This
meant that their attempts at a closed question could quite easily be open.
Students should be reminded that they should always offer the options for
answers when dealing with closed questions.
A less typical error was aiming the question at students rather than teachers or
giving totally irrelevant questions that would not be used in that scenario.
Q33.
Most students responded this question with muddled or inaccurate answers. Issues such
as consistency of observations or inter-observer reliability earned credit.
Q34.
Most students gained at least some credit here by giving an example of each requirement,
but many did not elaborate one or both of these, typically the disadvantage. The most
common advantage related to the potential for high ecological validity which was
Page 84 of 85
elaborated by highlighting the natural aspects of the study. The disadvantage was often
not elaborated well, such as, the consequences of the person knowing that they are being
watched − students could have referred to the impact on results to gain elaborative credit.
A number of students often discussed ethical issues, usually as a disadvantage and

therefore did not gain credit.
Q35.
Many students were not able to outline this accurately and only gained 1 mark. Only a
minority gained the full 2 marks. They simply stated, ‘The group that the study is aimed at’
without elaborating or giving another point. Examples were often detached from the stem
and very unclear and many muddled sample and target population.
Page 85 of 85

1.4 - Research Methods (Part 2)

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_______________________

Time: 225 minutes

Marks: 225 marks

This is what she did:

(a) Identify the independent variable in this experiment.

The number of questions answered correctly.

Whether or not the students had eaten breakfast.

The students’ concentration levels.

(b) Write a suitable hypothesis for this experiment.

(d) (i) What is meant by the term target population?

(ii) Identify the target population for the experiment.

(e) Explain why extraneous variables need to be controlled in experiments.

Participants had not Participants had

Total number of questions

(a) (i) Explain what is meant by a case study.

(ii) Outline one advantage and one disadvantage of case studies.

An interview in which only the first question is

An interview in which all of the interviewees

(ii) State one disadvantage of using structured interviews for psychological

Open question _______________________________________________________

Closed question _____________________________________________________

• at least one behavioural category that could be used

Decide whether each statement is true or false.

Tick (✓) the correct box next to each statement.

As the teenagers are not able to leave the

In order not to be noticed during the

An interview in which only the first question is

An interview in which all of the interviewees

This is what she did:

(ii) State one advantage and one limitation of opportunity sampling.

Tick the correct box.

Tick the correct box.

Students will recall more words that are

Students are more likely to recall words

There will be a difference in the number of

(e) The results of the experiment are shown in Table 1.

Upper case Lower case

Mean number of words recalled 7 12

She measured the students’ attitudes towards superstitious beliefs by using a

Every student in her college completed the questionnaire.

1. Would you walk under a ladder? YES NO

(a) Is Item 1 an example of a closed question or an open question?

Tick the correct box.

Table 1: The percentages of YES and NO answers to Item 1.

Tick the correct box.

(c) Identify the sampling method used by the teacher.

Tick the correct box.

Walked around the ladder 160

Walked under the ladder 40

(i) What percentage of students walked under the ladder?

Identify and explain one difference between a structured interview and an

(ii) Outline one disadvantage of using structured interviews.

(a) Identify the dependent variable in this experiment.

Tick the correct box.

Whether participants worked in the morning

The number of errors correctly underlined

(b) Write a suitable hypothesis for this experiment.

The results of the experiment are shown in the table.

The number of correctly underlined spelling errors for each participant