Psychology Paper 2 AQA 2023

Question 1

Q1

Discuss research into plasticity and functional recovery of the brain after trauma. Refer to the views of the teacher and Xavier in your answer. ( 16 marks)

A03s

Answer 1

-

Question 2

Discuss research into plasticity and functional recovery of the brain after trauma. Refer to the views of the teacher and Xavier in your answer. ( 16 marks)

A01s

Question 3

Q2)

Outline the fight or flight response and use this to explain what Xavier was experiencing. ( 6 marks)

Question 4

Outline the difference between endogenous pacemakers and exogenous zeitgebers.

Use examples in your answer. ( 2 marks)

Question 5

Outline and briefly discuss cognitive neuroscience ( 8 marks)

Answer 5

A01:

Cognitive Neuroscience is the scientific study of brain structures on mental processes.

It has allowed us to discover specialised regions in our brain such as the visual cortex which provided evidence for the location of each region/component of the brain and what their specific function is.

Advances in brain imaging techniques such as PET scans have led scientists to be able to discern and describe the neurological basis of mental processes.

For example, in Tulving et al’s research involving tasks that required the use of episodic and semantic memory were able to show how these different types of long-term memory may be located on opposite sides of the pre-frontal cortex.

A03:

The use of scanning techniques provides correlational evidence of brain activity and cognitive processes but does not establish causality, therefore we cannot establish a cause-and-effect relationship between brain activity and cognitive processes.

While brain imaging allows us to observe neural activations during specific tasks, it does not reveal the exact mechanisms and casual relationships underlying process.

Moreover, most of the studies in cognitive neuroscience are laboratory experiments. This is a limitation because in real life human cognition is influenced by various factors such as individual and cultural differences, which may not be captured by laboratory experiments. These conditions in the laboratory experiments may not be applicable to real life settings and is thus low in ecological validity

Question 6

In what ways might the biological approach explain the different attitudes of steph’s and georgie’s daughters to their schoolwork? (4 marks)

Answer 6

The biological approach suggests that genetic factors play a role in shaping individual differences, including attitudes and behaviors. It is possible that steph’s daughter has inherited genetic traits that contribute to her enthusiastic and motivated attitude towards schoolwork.

These genetic factors may influence her cognitive processes, such as her ability to seek challenges and experience positive reinforcement. On the other hand, georgie’s daughter may have genetic predispositions that make her more susceptible to anxiety or stress-related responses, leading to her avoidance of difficult tasks and negative attitude towards school.

The biological approach also recognises the influence of neurochemicals on behavior and emotions. It is plausible that steph’s daughter may have a balance of neurochemicals that promote feelings of reward, motivation, and enthusiasm. This balance could be related to the release of neurotransmitters such as dopamine and serotonin, which are associated with positive emotions and motivation.

In contrast, georgie’s daughter may experience an imbalance of neurochemicals that contribute to anxiety or low motivation, potentially affecting her response to challenging tasks in school.

Question 7

Explain one strength and one limitation of using social learning theory to explain the different attitudes of Steph’s and Georgie’s daughters. ( 6 marks)

Answer 7

One strength of using social learning theory is that it has practical applications as it emphasises the importance of observational learning and the influence of having strong role models to ensure people can achieve their potential.

In this case, Steph’s daughter observes her mother’s positive experiences and achievements at work, which serves as a model for her own behaviour. She learns through observation that being challenged leads to praise and recognition, motivating her to be enthusiastic and proactive in her schoolwork. This highlights the strength of social learning theory in explaining how individuals acquire attitudes and behaviours through observing and imitating others.

One limitation of using social learning theory in this context is that it primarily focuses on external factors and neglects internal cognitive processes. While observational learning and vicarious reinforcement are important aspects of social learning theory, they do not fully account for individual differences in how individuals interpret and internalise the observed behaviours and consequences. Other extraneous factors such as personal beliefs cognitive may also influence the attitudes and responses of Steph’s and Georgie’s daughters to their schoolwork.

Therefore, social learning theory alone may not provide a comprehensive explanation for the differences in attitudes observed, as it does not fully address the cognitive aspects of learning and motivation.

Question 8

How might vicarious reinforcement explain the different attitudes of Steph’s and Georgie’s daughters to their schoolwork? (4 marks)

Answer 8

In Vicarious Reinforcement, people observe a behaviour being praised and this leads to the observer being motivated to replicate that behaviour to gain similar praise.

This could lead to internalisation of behaviour, where a behaviour becomes part of the observer’s personality

Negative experiences serve as aversive reinforcement.

As a result, Georgie’s daughter experiences vicarious reinforcement of negative consequences associated with difficult work.

This reinforcement creates anxiety and a negative emotional response towards challenging tasks

Question 9

Research Methods

Answer 9

A psychologist wanted to investigate whether exercise would affect stress levels in 15-year-olds. Previous research into the effects of exercise on stress in teenagers had shown that exercise decreased stress levels.

The psychologist decided to use a repeated measures design to investigate the effects of exercise on stress levels in 20 15-year-old students. All the students were approaching their end-of-year exams.

For condition A, students were required to complete a 2 km run during their morning breaktime each school day for one week.

In condition B, students continued their normal activities in the playground during their morning breaktime each school day for one week.

At the end of each week of the investigation, for both condition a and condition B. Each. Student was asked to rate their levels of stress on a rating scale of 1-10, where the higher the self-reported rating the greater the stress levels.

Question 10

Q11

Explain why a repeated measures design was more appropriate than an independent groups design in this study.

Answer 10

A repeated measures design was more appropriate than an independent groups design in this study because it allows for participants to serve as their own control.

In this study, stress levels were compared between condition A (exercise) and condition B (no exercise).

By comparing the stress levels between the same participants, this reduces participant variables and allows the researcher to see the impact in which the different conditions have on the stress levels of the same participants.

Question 11

Q12

Describe how the psychologist could have counterbalanced the students across the experimental conditions.

Answer 11

Help: Counterbalancing is when participants are divided into two different groups who perform slightly different tasks from each other in order to eliminate order effects.

The psychologist should divide the 20 participants into two groups: Group 1 and Group 2.

Group 1 will perform the condition A, where they were required to complete a 2km run (Exercise condition) in the first week whereas Group 2 will perform the condition B, where they performed their normal activities (control condition).

Then they will swap conditions in the second week so that Group 1 will perform control condition B in the second week and Group 2 will perform the exercise condition A in the second week,

This means that all participants are able to perform the tasks in both conditions without the presence of order effects as they perform a different tasks in a different week in no particular order.

Question 12

Q13

Students self-reported their stress levels on a scale of 1-10.

Explain how this might have affected the validity of the data collected (4 marks)

Answer 12

Self-report measures rely on individuals’ subjective interpretations and perceptions of their stress levels.

Different students may have varying understandings and interpretations of stress, leading to potential differences in how they rate and report their stress levels.

This subjectivity thus may affect the reliability and validity of the collected data.

As well as this, students may feel inclined to provide responses that they believe align with societal expectations or what they perceive as the “correct” response.

For example, some students may feel pressure to downplay or minimise their stress levels due to societal expectations of being resilient or “strong.”

On the other hand, some students may exaggerate their stress levels to seek attention or support.

Social desirability bias can distort the accuracy of self-reported stress levels and affect the validity of the data.

Question 13

Q14

Explain one strength and one limitation of collecting quantitative data in this study. ( 4 marks)

Answer 13

One strength of collecting quantitative data in this study is the ability to obtain precise and numerical measurements of stress levels using a rating scale from 1 to 10.

This numeric data provides precise measurements of stress levels and allows for easy comparison and analysis. It enables the researcher to quantify the extent of stress experienced by the participants and detect potential patterns or differences between the two conditions.

While quantitative data provides numerical measurements, it may lack depth and insight into the subjective experiences and nuances of stress.

By relying solely on a rating scale, the study may not capture the rich and contextual information associated with stress levels as factors such as individual variations in the stress response may not be adequately captured by a single numeric rating.

Question 14

Q15

What do the median and range values presented in Table 1 suggest about students’ stress ratings after each condition? Justify your answer. ( 4 marks)

Condition A

Median Stress Levels: 5
Range: 6

Condition B

Median Stress Levels: 6.5
Range: 3

Answer 14

The range of 6 indicates the spread or variability in the stress ratings for Condition A. The highest stress rating recorded was 6 points higher than the lowest stress rating. This wide range suggests that there was significant variation (more spread out) among the students in terms of their reported stress levels after engaging in the 2km run during break time.

For condition B, The median stress level of 6.5 indicates that half of the students who continued with their normal break time activities reported stress levels at or below this value. This median value is higher compared to Condition A, suggesting that, on average, students experienced slightly higher stress levels after engaging in their regular break time activities.

The range of 3 suggests a narrower spread of stress ratings for Condition B. The highest stress rating recorded was only 3 points higher than the lowest stress rating, indicating a relatively smaller variation in the stress levels reported by the students after participating in their normal break time activities.

Question 15

Q16

Explain one limitation of using the range to represent the spread of stress ratings. ( 4 marks)

Answer 15

One limitation of using the range to represent the spread of stress ratings is that it only looks at the highest and lowest values without considering the other numbers in between, so it does not take the whole data set into account.

This means we do not know if the ratings are clustered together or spread out evenly.

Moreover, these highest and lowest values could be outliers, leading to a misleading impression of the real dispersion of data.

Question 16

Q17

A Wilcoxon test was used to determine whether differences in stress ratings were significant. The psychologist used a 0.01 level of significance.

Explain what is would mean if the results in the above study were significant at the 0.01 level. ( 2 marks)

Answer 16

If the results in the above study were found to be significant at the 0.01 level, it would mean that the differences in stress ratings between the two conditions were unlikely to occur by chance, as he is 99% that his results were due to his own efforts.

Therefore, the researcher can be confident in the observed differences as if the results were significant at the 0.01 level,

it would provide strong evidence to support the hypothesis that exercise (2km break time run) has a significant impact on reducing stress levels compared to engaging in normal break time activities.

Question 17

Q18

Explain what is meant by a type II error in the context of this study. ( 2 marks)

Answer 17

In the context of this study, a type II error refers to a situation where the psychologist fails to reject the null hypothesis, despite there being a true difference or effect present in the population because significant level is too strict.

It means that the study concludes that there is no significant difference in stress levels between the two conditions (2km run vs. normal break time activities), even though there might be an actual difference in stress levels caused by exercise.

Question 18

Q19

Suggest one way the psychologist could reduce the chance of type II error. ( 1 mark)

Answer 18

To reduce the chance of a type II error, the psychologist could consider increasing the significance level used in the statistical analysis. Currently, the psychologist is using a significance level of 0.01

By increasing the significance level to a higher value, such as 0.05 (or 5%), the researcher would require stronger evidence to reject the null hypothesis and declare a significant difference between the conditions.

Question 19

Your psychology teacher has read about the beneficial effects of exercise.

She asks you to design a study to see if there is a correlation between time spent swimming and anxiety levels in A-level psychology students.

You need to select a sample of 20 participants using random or stratified sampling.

Question 20

Q20)

Explain how a sample of 20 participants could be selected for your study using either random or stratified sampling.

Outline one strength of the sampling method you have selected. (4 marks)

Answer 20

To select a sample of 20 participants for the study on the correlation between time spent swimming and anxiety levels in A-level psychology students, we can use either random sampling.

I could obtain a list of all A-level psychology students in the target population then assign a unique identifier to each student.

I would then use a random number generator or a randomisation method to select 20 participants from the list of identifiers.

One strength of random sampling is that it provides a representative sample of the population.

Since every member of the population has an equal chance of being selected, the sample is likely to reflect the characteristics and diversity of the larger population.

This enhances the generalisability of the study’s findings allowing for broader conclusions to be drawn about the correlation between swimming time and anxiety levels in A-level psychology students to the wider population.

Question 21

Q21

Your teacher tells you not to use self-report to measure anxiety levels and tells you to use a different way of measuring anxiety.

Suggest how you could measure the co-variables, time spent swimming and anxiety levels, for your study.

Answer 21

Co-variable 1= Provide participants with waterproof watches that can track swimming duration.

Instruct participants to wear the waterproof watches while swimming and record the time spent swimming accurately.

Collect the recorded data from the devices after the swimming sessions. Use the collected data to determine the total time each participant spent swimming during the specified period.

Co-variable 2= Use physiological measures such as devices to check a person’s heart rate and attach these to the participants.

During the study sessions, collect data on participants heart rate when they are engaged in anxiety-inducing tasks

Analyse the data (high heart rate levels could indicate stress and low heart rates could indicate low levels of stress) and quantify anxiety levels into bar groups for example.

Question 22

Q22

Suggest an appropriate statistical test that could be used to analyse the data in your study and explain two reasons for your choice in the context of your study, ( 5 marks)

Answer 22

An appropriate statistical test that could be used to analyse the data in the study on the correlation between time spent swimming and anxiety levels, using the provided measurement methods (waterproof watches for time spent swimming and physiological measures such as the heart rate detector for anxiety levels), is the Pearson R correlation coefficient test.

The Pearson correlation coefficient is suitable for analysing the relationship between two continuous variables.

Question 23

Q23

Briefly explain one reason why research should be peer reviewed. ( 2 marks)

Answer 23

One reason why research should be peer reviewed is to suggest amendments or improvements.

This is because reviewers may suggest minor revisions of the research, which could help improve the research.

This enhances the validity and reliability of the research before it is published to the public.

Question 24

Q24

Identify two ethical issues in the design and conduct of psychological research. In each case, explain how the issue you have identified could be dealt with ( 6 marks)

Answer 24

One ethical issue in the design and conduct of psychological research is protection from psychological harm.

In this case, this ethical issue of psychological harm can be dealt with through providing appropriate support and help to participants of the study.

For example, in a study which induces anxiety, researchers should provide appropriate help and support such as therapy so that the participants do not suffer long term psychological harm as a result of the research, ensuring that ethical guidelines of the BPS is met.

Another ethical issue is anonymity, which is essential in psychological research to protect the rights and well-being of participants. An ethical issue can arise when there is a risk of breaching confidentiality, such as leaking of names in the data.

Researchers can address this issue by implementing strict confidentiality protocols.

Data should be securely stored and only accessed by authorised personnel.

Researchers should also inform participants about the measures taken to maintain confidentiality and assure them that their data will be treated with the utmost care.

In cases where data is shared with other researchers or for publication, identifiers should be removed, and precautions should be taken to prevent re-identification.