Psychology

1. 1.

   Fictional case: a dog salivates to a tone after the tone repeatedly precedes food. Identify the conditioned stimulus and conditioned response.

   [2 marks] · no calculator

   Answer explanation

   Draft walkthroughs are based on marking guidance, not independently verified derivations.

   1. The tone initially does not elicit the food-related response. Repeated association allows it to predict food; distinguish salivation to the learned tone from salivation directly to food.

   Marking points

   • The tone is the conditioned stimulus after pairing with food.
   • Salivation to the tone is the conditioned response.

   Examiner tip: The same physical response has a different label depending on what elicits it.

2. 2.

   Fictional case: fastening a seatbelt stops an unpleasant alarm and makes fastening more likely later. Explain negative reinforcement rather than punishment.

   [3 marks] · no calculator

   Answer explanation

   Draft walkthroughs are based on marking guidance, not independently verified derivations.

   1. Classify the consequence by its effect and whether something is added or removed. Stopping the alarm strengthens belt fastening, so it is reinforcement through removal.

   Marking points

   • An unpleasant stimulus is removed following the behaviour.
   • The behaviour becomes more likely, whereas punishment aims to reduce behaviour.
   • Negative refers to removal, not to whether the outcome is morally bad.

   Examiner tip: Negative reinforcement increases behaviour; punishment decreases it.

3. 3.

   Fictional case: a child watches an older sibling receive praise for sharing, then begins sharing. Analyse observational learning without assuming direct reinforcement of the child.

   [4 marks] · no calculator

   Answer explanation

   Draft walkthroughs are based on marking guidance, not independently verified derivations.

   1. The child sees the consequences of another person's action rather than receiving praise personally. Learning a behaviour and choosing to perform it are separate stages influenced by motivation and ability.

   Marking points

   • The sibling provides a model whose action is observed.
   • Attention and retention allow the child to represent the behaviour.
   • Observed praise is vicarious reinforcement that may motivate imitation.
   • Reproduction also depends on ability and context, not observation alone.

   Examiner tip: Separate acquisition of a behaviour from its immediate performance.

4. 4.

   Fictional case: a fear response to one barking dog spreads to similar dogs but not to toy dogs. Analyse generalisation and discrimination.

   [4 marks] · no calculator

   Answer explanation

   Draft walkthroughs are based on marking guidance, not independently verified derivations.

   1. The response can spread along perceived similarity without spreading to every dog-like object. A learning account predicts a boundary based on which cues have been associated with threat or safety.

   Marking points

   • Generalisation extends the learned response to similar stimuli.
   • Fear of similar real dogs illustrates generalisation.
   • Discrimination restricts responding based on relevant stimulus differences.
   • No response to toy dogs suggests distinguishing them from the feared category.

   Examiner tip: Generalisation does not mean responding identically to all stimuli.

5. 5.

   Fictional case: a school rewards reading with tokens. Evaluate whether token rewards necessarily create a lasting interest in reading after rewards stop.

   [4 marks] · no calculator

   Answer explanation

   Draft walkthroughs are based on marking guidance, not independently verified derivations.

   1. Tokens can initiate practice that later becomes enjoyable, but that outcome is not automatic. Measure reading without rewards and consider whether pupils gained skill and autonomy rather than only compliance.

   Marking points

   • Indicative: contingent rewards can increase reading behaviour while available.
   • Performance for rewards need not imply intrinsic enjoyment.
   • Enjoyable choices, competence and gradual reward withdrawal may affect persistence.
   • A justified judgement requires follow-up behaviour and interest measures after rewards end.

   Examiner tip: Behaviour frequency and intrinsic motivation are distinct outcomes.

6. 6.

   Fictional case: an animal conditioning study is used to explain all human food preferences. Evaluate this reductionist claim.

   [4 marks] · no calculator

   Answer explanation

   Draft walkthroughs are based on marking guidance, not independently verified derivations.

   1. A controlled animal mechanism can inform hypotheses without explaining every human choice. Test predicted associations in humans while accounting for meaning, culture and biological factors.

   Marking points

   • Indicative: conditioning can explain learned associations and provides testable mechanisms.
   • Human preferences also involve cultural meanings, beliefs and social learning.
   • Species differences and biological preparedness limit direct generalisation.
   • A justified judgement treats conditioning as a partial explanation requiring human evidence.

   Examiner tip: Critique 'all preferences' without dismissing the usefulness of controlled learning research.

Original, unofficial practice questions from SubjectScout — not official past-paper questions.