_______________________

Name:
_
1.2 Perception
_______________________
Class:
_

_______________________
Date:
_

Time: 84 minutes

Marks: 84 marks

Comments:

Page 1 of 27
Q1.
The image below shows a visual illusion.

Most people say that they see a white square in the centre of the image.

Outline what psychologists mean by ‘fiction’ when explaining this type of visual illusion.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q2.
Explain the difference between sensation and perception.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q3.
The image below shows a visual illusion.

Page 2 of 27
 Which visual illusion is also an example of ‘fiction’?
Shade one box only.

A The Kanizsa triangle

B The Muller-Lyer

C The Necker cube

D The Ponzo

(Total 1 mark)

Q4.

Using depth cues – Nature or nurture?

A researcher was studying tribes who spend their whole lives surrounded
by trees. Because of this, they have never seen anything far away. When
the tribe’s people were taken to a desert plain, they thought that the
animals they could see in the distance were actually insects.

Outline Gibson’s direct theory of perception. Compare Gibson’s direct theory of perception
with Gregory’s constructivist theory of perception. Refer to the article in your answer.
(Total 9 marks)

Q5.
(a) Outline Bruner and Minturn’s study of perceptual set.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 3 of 27
 ___________________________________________________________________

___________________________________________________________________
(3)

(b) Evaluate Bruner and Minturn’s study of perceptual set.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) Identify one extraneous variable that Bruner and Minturn may have needed to
control for in their study.

Explain how they could have controlled the extraneous variable that you have
identified.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)

Q6.
Sally touches a piece of material and can feel it is soft like cotton wool. Which process
does this demonstrate? Shade one box only.

A Expectation

B Motivation

C Perceptual set

D Sensation
(Total 1 mark)

Q7.

Page 4 of 27
 Which is the best explanation for the visual illusion known as Rubin’s vase? Shade one
box only.

A Ambiguity

B Convergence

C Misinterpreted depth cues

D Size constancy
(Total 1 mark)

Q8.
What is meant by ‘perception’?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q9.

Briefly outline two of the monocular depth cues shown in the picture above. Explain how
each cue you have identified helps us to perceive the distance of objects in this image.

Cue 1__________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Cue 2__________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 5 of 27
 _______________________________________________________________________
(Total 4 marks)

Q10.
(a) Identify one binocular depth cue.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Explain how the binocular depth cue you have identified in part (a) helps us to
perceive how far away objects are.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 3 marks)

Q11.
Describe Gregory’s constructivist theory of perception.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q12.
Gregory’s constructivist theory of perception has been criticised. Use your knowledge of
psychology to evaluate Gregory’s theory.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 6 of 27
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 5 marks)

Q13.
Read the item and then answer the questions that follow.

A researcher conducted a study into perception. In condition A,

participants were shown a series of letters. Then they were asked to
identify the image shown in the figure.
In condition B, participants were shown a series of numbers. Then they
were also asked to identify the image shown in the figure.
The researcher recorded whether the image was identified as a number
or a letter.

The percentage of participants who identified the image as a number

or a letter.

Condition A Condition B
Image identified as a
27% 82%
number
Image identified as a letter 73% 18%

(a) Use your knowledge of types of data to explain why the data is collected in this
study is an example of primary data.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Page 7 of 27
 (b) Use your knowledge of factors affecting perception to draw a conclusion from the
results shown in table above. Explain your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 5 marks)

Q14.
What is meant by sensation?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q15.
What is meant by perception?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q16.
(a) Identify one factor that affects perception.

___________________________________________________________________
(1)

(b) Describe one study in which the factor you have identified in part (a) was
investigated. Include in your answer the method used, the results obtained and the
conclusion drawn.

___________________________________________________________________

___________________________________________________________________

Page 8 of 27
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(c) Evaluate the study that you have described in part (b).

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 8 marks)

Q17.
A psychologist was interested in factors affecting perception. He conducted an experiment
in which two groups of participants were selected at random from a target population of
students from the University of Bristol.

Participants in Group 1 were shown the following list of words, all at the same time, for
just one second on a screen. (Note: the fifth word is deliberately spelt incorrectly.)

baggage airport dock ship pasrort

Then the participants were asked to write down all the words they could remember from
the list.

Participants in Group 2 were shown the following list of words, all at the same time, for
just one second on a screen. (Note: the fifth word is deliberately spelt incorrectly.)

monkey pigeon duck horse pasrort

Then the participants were asked to write down all the words they could remember from
the list.

The psychologist wanted to see what the participants thought the fifth word was in each
condition. The results are summarised in the table below.

Page 9 of 27
 Percentage of participants who reported the fifth word
as either passport or parrot in each condition

Passport Parrot

Group 1 90 10

Group 2 20 80

(a) Use your knowledge of factors affecting perception to explain the results of this
experiment.

(i) Identify the factor that has affected perception in this experiment.
Tick the correct box.

Context

Perceptual defence

Emotion

(1)

(ii) Explain how the factor that you have identified in part (a)(i) has affected the
results of this experiment.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(b) (i) Identify the experimental design used in this study.

Tick the correct box.

Independent groups

Repeated measures

Matched pairs

(1)

(ii) Outline one disadvantage of the design that you have identified in part (b)(i).

______________________________________________________________

Page 10 of 27
 ______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(c) For the experiment described above, state:

(i) the independent variable;

______________________________________________________________

______________________________________________________________
(1)

(ii) the dependent variable.

______________________________________________________________

______________________________________________________________
(1)

(d) The psychologist selected his participants at random. Explain one advantage of
using random sampling.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 12 marks)

Q18.
Look carefully at the visual illusion shown in the figure below. Some people say the black
spot is at the back of the cube whilst others say it is at the front.

Page 11 of 27
 Use your knowledge of psychology to name and explain the type of visual illusion shown
in the figure above.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Q19.
(a) Identify one factor that affects perception.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Describe one study in which the factor you have identified in part (a) was
investigated. Include in your answer the method used, the results obtained and the
conclusion drawn.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 12 of 27
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 5 marks)

Q20.
Describe one study in which the effect of emotion or motivation on perception was
investigated. Include in your answer the method used, the results obtained and the
conclusion drawn.

Method ________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Results ________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Conclusion _____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Page 13 of 27
Mark schemes

Q1.
[AO1 = 2]

Up to 2 marks for a correct definition.

Example: When something (an image, object, figure, colour or movement) is perceived (1
mark) but the construction is not actually there / even though it is not presented (1 mark).

Credit other relevant content.

[2]

Q2.
[AO1 = 2]

Possible content

• Sensation is the information from the world around us that we receive through our
sense organs (1 mark) whereas perception is how we organise, interpret and make
sense of that information (1 mark).

Credit other relevant explanations.

[2]

Q3.
[AO1 = 1]

A
[1]

Q4.
[AO1 = 3 AO2 = 3 AO3 = 3]

Level Marks Description

AO1: Relevant knowledge and understanding of

Gibson’s theory is accurate with detail.
AO2: Clear application of knowledge and
understanding of Gibson’s and Gregory’s theories to
the article.
3
7-9 AO3: Analysis of the similarities and/or differences
Detailed
between Gibson’s and Gregory’s theories is effective.
Any conclusions drawn are sound and fully expressed.
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.

2 4-6 AO1: Relevant knowledge and understanding of

Page 14 of 27
 Gibson’s theory is present but there are occasional
inaccuracies / omissions.
AO2: Reasonable application of knowledge and
understanding of Gibson’s and / or Gregory’s theories
to the article.
AO3: There may be some effective analysis and
Clear evaluation of the similarities and / or differences
between Gibson’s and Gregory’s theories. There may
be an attempt to draw conclusions.
Relevant terminology is usually used. The answer
frequently demonstrates substantiated reasoning, is
clear, generally coherent and focused although
structure may lack some logic.

AO1: Knowledge and understanding of Gibson’s theory

is limited.
AO2: Limited application of knowledge of Gibson’s
and / or Gregory’s theories.
AO3: Analysis and evaluation of the similarities and/or
1 differences between Gibson’s and Gregory’s theories is
1-3 of limited effectiveness or may be absent. Any attempts
Basic
to draw conclusions are not always successful or
present.
Relevant terminology is occasionally used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.

0 No relevant content

Examiners are reminded that AO1, AO2 and AO3 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.

When an answer only contains content related to one of the skills (AO1/AO2/AO3), then
the levels descriptors for the award of marks for the skill attempted should be applied to
the answer, up to the maximum mark available.

Indicative content:

AO1

• Gibson’s direct theory of perception is the idea that we perceive simply by using the
information we receive through our senses. This gives us enough information to
make sense of the world. Gibson saw texture gradients and colour gradients as
examples of how the real world gives us plenty of information for perception.
• Gibson believed that perception evolved in order to help an animal deal best with its
environment. Dealing with our environment includes our own actions, as well as the
information we receive. Gibson argued that our perception of objects includes the
possibilities for action which they afford, so we perceive what is around us in terms
of ourselves, and what it allows us to do.

Page 15 of 27
 AO2

• The tribe’s people had never had any previous experience of seeing large objects
far away from them and that is why they thought that the animals they could see in
the distance were actually insects.
• The incident described in the article helps to support Gregory’s theory but goes
against what Gibson says in his theory.

AO3

• Gregory’s theory is a top-down theory whereas Gibson’s theory is bottom-up.

• Gregory’s theory suggests that perception is influenced by nurture / learning and
past experiences, whereas Gibson’s theory suggests that perception is influenced
by nature and inborn biological factors rather than learning.

Credit other relevant content.

[9]

Q5.
(a) [AO1 = 3]

3 marks: a clear and detailed outline

2 marks: a limited outline
1 mark: a muddled outline

Indicative content

• Participants took part in an experiment on recognising numbers and letters.

Letters or numbers were flashed up very quickly and the participants were
asked to draw the letter or number as soon as they could recognise it. The test
stimulus was a broken ‘B’, that could be seen as either the letter B or the
number 13.
• The participants were shown a series of four stimulus letters (L, M, Y, and A)
as training for what to do. Then they were shown the test stimulus. After that,
they were shown a series of test numbers (16, 17, 10, and 12) followed by the
test stimulus. Then they were shown a series of mixed letters and numbers,
again followed by the test stimulus.
• Most of the participants drew a ‘13’, when they were expecting a number to
come up, and the letter ‘B’, when they were expecting a letter. When they
were expecting either a letter or a number they produced mixed results: some
people drew a ‘13’ and some drew a ‘B’.
• The researchers concluded that the participants’ expectations had directly
affected how they interpreted the stimulus figure.

Credit other relevant content.

3

(b) [AO3 = 4]

Level Marks Description

2 3-4 Analysis and evaluation of Bruner and Minturn’s study

is effective. Any conclusions drawn are sound and fully
Clear expressed.
Relevant terminology is used consistently throughout.

Page 16 of 27
 The answer demonstrates a high level of substantiated
reasoning and is clear, coherent and focused.

Analysis and evaluation of Bruner and Minturn’s study

is of limited effectiveness or muddled. Any attempts to
draw conclusions are not always successful.
1
1-2 Relevant terminology is occasionally used. The answer
Basic
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.

0 No relevant content

Indicative content

• The participants were all students so their results cannot be generalised to

non-students.
• The participants were all volunteers so their behaviour might not have been
representative, as they were keen and enthusiastic participants.
• The study has low ecological validity because the task was not very similar to
perception in real life, where we are rarely faced with invented ambiguous
figures.
• Because the task was not something they would be asked to do in real life, the
participants may have behaved in ways that they would not usually do.
• The study was carefully controlled, so it could be replicated, increasing the
reliability of their findings.

Credit other relevant content.

4

(c) [AO2 = 2]

1 mark for any of the following:

• Participant’s eye sight.

• Light levels.
• Previous experience/knowledge of psychology experiments.

PLUS

1 mark for an appropriate way of controlling the identified extraneous variable.

• Do an eye test before choosing volunteers and only pick those who have the
same eye sight abilities.
• Ensure the light levels are the same for all participants regardless of what time
of day they do the study or where they sit in the room.
• Ask volunteers if they have ever studied psychology or taken part in
psychological research before. Only use those who say they haven’t.

Credit other relevant answers.

2
[9]

Q6.
[AO1 = 1]

Page 17 of 27
 D
[1]

Q7.
[AO1 = 1]

A
[1]

Q8.
[AO1 = 2]

Indicative content:

Perception is the process of interpreting sensory information (1 mark) to give it meaning (1

mark).
[2]

Q9.
[AO1 = 2 AO2 = 2]

Level Marks Description

AO1: Relevant knowledge and understanding of two

monocular depth cues is accurate with detail.
AO2: Application of knowledge and understanding of
2
two monocular depth cues to the perception of
3–4
Detailed distance in the image is appropriate and accurate.
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.
AO1: Relevant knowledge and understanding of
monocular depth cues is present.
OR
Only one depth cue is outlined for 1 mark. Award a
further mark if there is appropriate application of that
depth cue
OR
1 There may only be description of depth cues for 2
1–2 marks max.
Basic
AO2: Application of knowledge and understanding of
monocular depth cue(s) to the perception of distance in
the image is limited. There may be application of only
one monocular depth cue.
Relevant terminology is sometimes used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.
0 No relevant content

Page 18 of 27
 Examiners are reminded that AO1 and AO2 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.

When an answer only contains content related to one of the skills (AO1/AO2), then the
levels descriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.

Indicative content:

AO1

• Height in plane is concerned with the position on the page of the objects
• Relative size is how large the same or similar objects appear to be
• Occlusion is concerned with whether objects overlap
• Linear perspective is the appearance of parallel lines converging.

Credit description of any other relevant monocular depth cues.

AO2

For example; height in plane – the Eiffel Tower is higher in our visual field than the people
posing for a photograph, so we know that the Eiffel Tower is further away than the people
posing for photograph.
[4]

Q10.
(a) [AO1 = 1]

1 mark for a correct identification of binocular depth cue:

• retinal disparity
• convergence.
1

(b) [AO1 = 2]

Explanation for how the identified binocular depth cue helps us perceive distance:

• convergence – the eyes turn inwards more when an object is closer than
when it is further away (1 mark). This information is passed from the muscles
of the eyes to the brain to help us perceive how far away objects are (1 mark)

• retinal disparity – the images from each eye are slightly different and the brain
blends/merges these together (to create a single image) (1 mark). This
merging process helps the brain to work out how far away objects are or the
more similar the two images the further away the object is (1 mark).
2
[3]

Q11.
[AO1 = 4]

Level Marks Description

Page 19 of 27
 2 AO1: Relevant knowledge and understanding of
3–4 Gregory’s constructivist theory of perception is
Clear accurate with detail.
1 AO1: Knowledge and understanding of Gregory’s
1–2 constructivist theory of perception is present but
Basic limited. There may be inaccuracies/omissions.
0 No relevant content

Indicative content:

AO1

• Perception is an active process and involves drawing inferences.

• Perception is constructed using both sensations and stored knowledge, influence of
nurture.
• This means we interpret sensory information using what we already know.
• Stored knowledge and expectations come from past experiences which will be
individual depending on the nurturing environment.
• Description of relevant illusions as used by Gregory to illustrate his constructivist
theory of perception. For example the Müller-Lyer, Necker Cube.

Accept other relevant information.

[4]

Q12.
[AO3 = 5]

Level Marks Description

AO3: Evaluation of Gregory’s constructivist theory of

perception is effective. Conclusions drawn are sound
3 and fully expressed.
4–5
Detailed Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.
AO3: There is some effective evaluation of Gregory’s
constructivist theory of perception. Any conclusions
2 drawn may not be fully expressed.
2–3 Relevant terminology is used. The answer frequently
Clear
demonstrates substantiated reasoning, and is clear,
generally coherent and focused although structure may
lack some logic.
AO3: Evaluation of Gregory’s constructivist theory of
1 perception is of limited effectiveness.
1
Basic Relevant terminology is occasionally used. The answer
lacks clarity, coherence, focus and logical structure.
0 No relevant content

Indicative content:

• Visual illusions show that perception is driven by expectation because people try to

Page 20 of 27
 apply their stored knowledge of a 3D world to these 2D representations.
• Evidence from research shows that factors such as motivation, and emotion, affect
perception so support the idea that perception is actively constructed.
• Cross cultural studies show that perception is influenced by experience.
• Direct theories of perception challenge this theory because they argue that the
information received by the retina is detailed enough to be able to interpret the
sensation without inference, nature drives perception.
• Gregory’s theory does not fully explain the role of movement in perception.
• Gregory’s theory may be more applicable to 2D images, illustrated by illusions,
rather than real world perception.

Accept other relevant discussion points.

[5]

Q13.
(a) [AO2 = 1 AO3 = 1]

AO2

1 mark for application to this study

AO3

1 mark for analysis in which the connection is made between the data in this study
and the procedure used by the researcher.

Indicative content:

The researcher collected the data by recording the responses to the ambiguous
figure as they were given by the participants (1 mark AO2). When a researcher
collects the data himself from participants this is called primary data (1 mark AO3).
2

(b) [AO2 = 1 AO3 = 2]

AO2

1 mark for application to this study

AO3

2 marks for analysis and conclusion drawn

AO2

• Participants were primed by being presented with either numbers or letters.

AO3

• As item shown was ambiguous and could have been the number 13 or the
letter B they were affected by their expectation/past experience/prior
exposure/set which caused the answers to be most likely to be numbers for
Condition B and letters for Condition A.

• Showing expectation/past experience/prior exposure/set does affect

perception.
3

Page 21 of 27
 [5]

Q14.
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.

[AO1 = 2]

Any appropriate definition can receive credit. One mark can be awarded for a partial
answer.
Two marks for a full definition. For example:

Sensation is the reaction of our sense organs (1 mark) to an event (1 mark).

[2]

Q15.
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.

[AO1 = 2]

Any appropriate definition can receive credit. One mark can be awarded for a partial
answer.
Two marks for a full definition. For example:

Perception is the interpretation of information (1 mark) received from the senses (1 mark).
[2]

Q16.
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) [A01 = 1 mark]

Any relevant factor stated i.e. motivation, perceptual set, previous experience,
perceptual sensitisation, emotion.
1

(b) [AO1 = 4 marks]

Any relevant study should receive credit. For example, Bruner and Postman (1949)
carried out a study to demonstrate the idea that previous experience can lead us to
misperceive. Their method was to use a tachistoscope to show ps playing cards with
the wrong colour suits – red spades and black hearts. They found that when the
cards were presented quickly the ps reported seeing red hearts and black spades;
when they were presented slowly they saw them as brown or purple. Bruner and
Postman therefore concluded that our perception is influenced by previous
experience and if we don’t have enough time to match expectation with reality,
expectation dominates.

Page 22 of 27
 4 – 3 marks The study is clearly recognisable and the
description contains all three elements required
by the question. At the top end, description is
detailed.

2 – 1 marks The outline of a recognisable study is given

but it does not contain all the elements
required by the question or the description is
muddled.
4

(c) [AO2 = 3 marks]

Any appropriate evaluation should be credited. For example, the Postman and
Bruner study has low ecological validity because looking at cards in a tachistoscope
is not a real life situation. Had the research been carried out on the influence of
expectations on recall of everyday events different results may have been found.

3 marks The evaluation can be one elaborated point or

more than one comment in less detail. Answers
in this band should reflect the detail of the mark
scheme.

2 – 1 marks At the bottom end an attempt at an evaluation

is made but is muddled or an evaluative
comment is stated. At the top end an
evaluative comment is briefly described.
3
[8]

Q17.
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) (i) [AO1 = 1]

Context ✓

Perceptual defence

Emotion
1

(ii) [AO2 = 3]
Group 1 saw the misspelt word in the context of transport-related words
and 90% of the participants thought they saw the word ‘passport’. Group
2 saw the word in the context of animals and 80% of them thought they
saw the word ‘parrot’. Allow explanation of context even if the wrong box
has been ticked in part (a)(i). Must be reference to results of both
conditions for the 3rd mark.

To 3 marks as follows

Page 23 of 27
 3 marks A clear explanation reflecting the detail of the
mark scheme. Reference to the results must
be clear.

2 – 1 marks Explanation is brief but accurate at the top

end. Explanation is muddled at the bottom
end.
3

(b) (i) [AO1 = 1]

Independent groups ✓

Repeated measures

Matched pairs
1

(ii) [AO1 = 2]
Disadvantage stated (1 mark), outlined (1 mark), e.g. participant
variables (1 mark), differences in participants’ abilities (1 mark), could
have an effect on the results in either condition (1 mark). Credit part (b)
(ii) if it matches part (b) (i). Max: 2 marks.
2

(c) (i) [AO1 = 1]

The IV is whether the first four words are related to travel or animals.
Allow the first four words in each condition.
1

(ii) [AO1 = 1]
The DV is the percentage of participants who reported the fifth word as
either ‘passport’ or ‘parrot’ (in each condition), or participants’ responses
to the fifth word. Allow ‘number of participants’.
1

(d) [AO1 = 3]
One advantage of using random sampling is that it produces a representative
sample. This is because everyone in the target population has an equal
chance of being selected to take part in the study. Allow it reduces
experimenter bias and explanation.

To 3 marks as follows

3 marks Advantage correctly identified with clear

explanation.

2 – 1 marks Advantage identified and explanation is very

brief at the top end (for example, there may be
no reference to the target population).
Explanation is muddled at the bottom end.
3
[12]

Q18.
This mark scheme is from a question paper that assessed a previous specification and

Page 24 of 27
 has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 3]

AO1
The type of illusion is an ‘ambiguity’. Although there is only one retinal image, there are
two equally possible interpretations. Ambiguous figures. One type of data. Allow Necker
Cube.

To 3 marks as follows:

3 marks Type of illusion named correctly with a clear

explanation.

2 – 1 marks Clear explanation without correct naming of the

illusion, or illusion correctly named and / or brief or
muddled explanation.
[3]

Q19.
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) [AO1 = 1]

The most likely factors will be motivation, perceptual set, previous experience,
context and emotion.
1

(b) [AO1 = 4]

Depending upon the factor identified, possible studies could come from Gilchrist &
Nesburg, Fisher, Solley & Haigh, Bruner & Postman, Bruner & Mintern. If (a) and (b)
are different, credit (b) only (if appropriate).

To 4 marks as follows:

4 – 3 marks The study is clearly recognisable and the description

contains all three elements required by the question. At
the top end, description is detailed.

2 – 1 marks The outline of a recognisable study is given but it does

not contain all the elements required by the question or
the description is muddled.
4
[5]

Q20.
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.

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Description of study: Information about method (1)
Indication of results obtained (1)
Indication of conclusion (1)
Additional detail (1)

e.g. Salley and Haigh. Gilchrist and Nesbitt.

[4]

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Examiner reports

Q14.
Candidates were generally better at defining perception than sensation. Many definitions
of sensation were vague.

Q15.
Candidates were generally better at defining perception than sensation.

Q16.
(b) Many candidates stated the aim of study even though it was not required.
Candidates should be encouraged to read the question carefully.

Q18.
Most candidates could name the type of illusion but relatively few were able to offer
sufficient explanation to earn full marks.

Q19.
(a) Factors affecting perception are clearly listed in the specification and many
candidates were able to identify one of these. Marks were awarded for these named
factors only (or words to that effect).

(b) The most popular studies to appear were Bruner & Minturn, Solley & Haigh and
Gilchrist & Nesburg. Many candidates earned full marks. However, there were some
who did not include all three elements required by the question, thereby restricting
themselves to the lower band of marks.

Q20.
Candidates seemed well prepared for this question. Christmas and effects of hunger were
the two most common themes.

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