Psychology SL
Biological and cognitive approaches — Paper 1
- 1.
A researcher studies the role of the amygdala in processing fear by comparing brain activity, using fMRI, in participants shown fearful faces versus neutral faces. (a) Identify the research method used. (b) State one strength of using fMRI in this type of study. (c) State one limitation of using fMRI in this type of study.
[4 marks] · no calculator - 2.
Marking analysis: A learner attempts the following task: “A researcher studies the role of the amygdala in processing fear by comparing brain activity, using fMRI, in participants shown fearful faces versus neutral faces. (a) Identify the research method used. (b) State one strength of using fMRI in this type of study. (c) State one limitation of using fMRI in this type of study.” Their response addresses only this point: “Identifies the method as a (quasi-)experiment using brain imaging to compare conditions.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 3.
A study on memory shows participants a list of 15 words and later asks them to recall as many as possible. Researchers find that words at the beginning and end of the list are recalled more often than words in the middle. (a) Name the two effects being demonstrated. (b) Using the multi-store model of memory, explain why words at the start of the list are remembered well. (c) Using the same model, explain why words at the end of the list are remembered well.
[5 marks] · no calculator - 4.
Marking analysis: A learner attempts the following task: “A study on memory shows participants a list of 15 words and later asks them to recall as many as possible. Researchers find that words at the beginning and end of the list are recalled more often than words in the middle. (a) Name the two effects being demonstrated. (b) Using the multi-store model of memory, explain why words at the start of the list are remembered well. (c) Using the same model, explain why words at the end of the list are remembered well.” Their response addresses only this point: “Names the primacy effect for the beginning of the list.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[5 marks] · no calculator - 5.
A study asks participants to solve problems either alone or while another person is present. Researchers observe that performance on simple, well-practised tasks improves with an audience, while performance on complex, unfamiliar tasks worsens. (a) Name the phenomenon that explains both findings. (b) State the underlying psychological process proposed to explain why an audience has this dual effect.
[3 marks] · no calculator - 6.
Marking analysis: A learner attempts the following task: “A study asks participants to solve problems either alone or while another person is present. Researchers observe that performance on simple, well-practised tasks improves with an audience, while performance on complex, unfamiliar tasks worsens. (a) Name the phenomenon that explains both findings. (b) State the underlying psychological process proposed to explain why an audience has this dual effect.” Their response addresses only this point: “Names social facilitation, with social inhibition/impairment as its counterpart.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 7.
Research finds that patients with clinical depression often show lower levels of serotonin activity than non-depressed individuals, and that drugs increasing serotonin availability (SSRIs) relieve symptoms for many patients. (a) State the principle of the biological approach that this research illustrates. (b) Explain why this evidence alone cannot prove that low serotonin causes depression.
[4 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “Research finds that patients with clinical depression often show lower levels of serotonin activity than non-depressed individuals, and that drugs increasing serotonin availability (SSRIs) relieve symptoms for many patients. (a) State the principle of the biological approach that this research illustrates. (b) Explain why this evidence alone cannot prove that low serotonin causes depression.” Their response addresses only this point: “States the principle that there are biological correlates (physiological/chemical bases) of behaviour, here specifically a neurotransmitter correlate of a mood disorder.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 9.
When an individual perceives a stressful situation, the hypothalamic-pituitary-adrenal (HPA) axis is activated, eventually causing the adrenal glands to release cortisol into the bloodstream. (a) Outline the role of cortisol in the body's stress response. (b) Suggest one limitation of drawing general conclusions about 'the' stress response from studies of cortisol levels, given individual differences between people.
[3 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “When an individual perceives a stressful situation, the hypothalamic-pituitary-adrenal (HPA) axis is activated, eventually causing the adrenal glands to release cortisol into the bloodstream. (a) Outline the role of cortisol in the body's stress response. (b) Suggest one limitation of drawing general conclusions about 'the' stress response from studies of cortisol levels, given individual differences between people.” Their response addresses only this point: “Outlines that cortisol mobilises energy reserves (e.g., increasing blood glucose) and temporarily suppresses non-essential functions such as digestion and immune response, preparing the body to cope with the stressor.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 11.
Patient 'Tan', studied by Paul Broca, lost the ability to produce fluent speech after damage to a specific area of the left frontal lobe, while still being able to understand language. This and similar cases led to that region being named after Broca. (a) State what this case study is typically used as evidence for. (b) Identify one brain-imaging technique that could be used with living patients today to study brain-language links without waiting for a post-mortem examination. (c) Suggest one limitation of relying on single case studies like this one to draw general conclusions about brain function.
[3 marks] · no calculator - 12.
Marking analysis: A learner attempts the following task: “Patient 'Tan', studied by Paul Broca, lost the ability to produce fluent speech after damage to a specific area of the left frontal lobe, while still being able to understand language. This and similar cases led to that region being named after Broca. (a) State what this case study is typically used as evidence for. (b) Identify one brain-imaging technique that could be used with living patients today to study brain-language links without waiting for a post-mortem examination. (c) Suggest one limitation of relying on single case studies like this one to draw general conclusions about brain function.” Their response addresses only this point: “States that this case is typically used as evidence for the localisation of brain function, specifically that speech production is localised to a specific region (Broca's area).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 13.
Maguire et al. studied London taxi drivers, who must memorise the complex layout of thousands of streets, and found that experienced drivers had a significantly larger posterior hippocampus than non-taxi-driver controls, with size correlating with years of driving experience. (a) Identify the concept this finding provides evidence for. (b) Explain why the correlation with years of experience strengthens the researchers' interpretation of the finding.
[3 marks] · no calculator - 14.
Marking analysis: A learner attempts the following task: “Maguire et al. studied London taxi drivers, who must memorise the complex layout of thousands of streets, and found that experienced drivers had a significantly larger posterior hippocampus than non-taxi-driver controls, with size correlating with years of driving experience. (a) Identify the concept this finding provides evidence for. (b) Explain why the correlation with years of experience strengthens the researchers' interpretation of the finding.” Their response addresses only this point: “Identifies neuroplasticity: the brain's ability to physically change its structure in response to experience/environmental demands.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 15.
Twin studies of schizophrenia commonly report a concordance rate of around 48% for identical (monozygotic) twins compared with around 17% for fraternal (dizygotic) twins. (a) Explain what this difference in concordance rates suggests about the role of genetics in schizophrenia. (b) Explain why a concordance rate of only 48%, rather than 100%, among identical twins (who share the same genes) shows that genetics cannot be the whole explanation. (c) State one assumption of the twin study method that, if false, would weaken this genetic interpretation.
[3 marks] · no calculator - 16.
Marking analysis: A learner attempts the following task: “Twin studies of schizophrenia commonly report a concordance rate of around 48% for identical (monozygotic) twins compared with around 17% for fraternal (dizygotic) twins. (a) Explain what this difference in concordance rates suggests about the role of genetics in schizophrenia. (b) Explain why a concordance rate of only 48%, rather than 100%, among identical twins (who share the same genes) shows that genetics cannot be the whole explanation. (c) State one assumption of the twin study method that, if false, would weaken this genetic interpretation.” Their response addresses only this point: “Explains that the higher concordance in monozygotic twins (who share ~100% of their genes) than in dizygotic twins (who share ~50%) suggests a genetic contribution to schizophrenia.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 17.
A research team wants to study brain activity while a participant performs a task. They must choose between fMRI, which shows precisely where in the brain activity occurs but only captures changes over a few seconds, and EEG, which records changes in electrical activity in milliseconds but cannot precisely locate their source within the brain. (a) State which technique has better spatial resolution. (b) State which technique has better temporal resolution. (c) Suggest which technique would better suit a study of the precise timing of a very fast decision-making process.
[3 marks] · no calculator - 18.
Marking analysis: A learner attempts the following task: “A research team wants to study brain activity while a participant performs a task. They must choose between fMRI, which shows precisely where in the brain activity occurs but only captures changes over a few seconds, and EEG, which records changes in electrical activity in milliseconds but cannot precisely locate their source within the brain. (a) State which technique has better spatial resolution. (b) State which technique has better temporal resolution. (c) Suggest which technique would better suit a study of the precise timing of a very fast decision-making process.” Their response addresses only this point: “States that fMRI has better spatial resolution (more precise localisation).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 19.
In Bartlett's 'War of the Ghosts' study, British participants read an unfamiliar Native American folk story and then recalled it repeatedly over time. Their recalled versions became shorter, more conventional, and altered to fit better with their own cultural expectations, while still feeling to them like accurate memories. (a) Name the theory of memory this study supports. (b) Explain what this theory suggests happens during memory recall, based on this study's findings.
[3 marks] · no calculator - 20.
Marking analysis: A learner attempts the following task: “In Bartlett's 'War of the Ghosts' study, British participants read an unfamiliar Native American folk story and then recalled it repeatedly over time. Their recalled versions became shorter, more conventional, and altered to fit better with their own cultural expectations, while still feeling to them like accurate memories. (a) Name the theory of memory this study supports. (b) Explain what this theory suggests happens during memory recall, based on this study's findings.” Their response addresses only this point: “Names schema theory (reconstructive memory).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 21.
According to the dual process model, System 1 thinking is fast, automatic, and intuitive, while System 2 thinking is slow, effortful, and deliberate. (a) Identify which system is more likely being used when a person instantly recognises an angry facial expression. (b) Identify which system is more likely being used when a person carefully works through a complex maths problem step by step. (c) Explain one reason System 1 thinking, despite being fast and often useful, can lead to systematic errors in judgement.
[4 marks] · no calculator - 22.
Marking analysis: A learner attempts the following task: “According to the dual process model, System 1 thinking is fast, automatic, and intuitive, while System 2 thinking is slow, effortful, and deliberate. (a) Identify which system is more likely being used when a person instantly recognises an angry facial expression. (b) Identify which system is more likely being used when a person carefully works through a complex maths problem step by step. (c) Explain one reason System 1 thinking, despite being fast and often useful, can lead to systematic errors in judgement.” Their response addresses only this point: “Identifies System 1 for the instant recognition of the angry facial expression.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 23.
A person estimates the likelihood of dying in a plane crash as much higher than the likelihood of dying in a car crash, even though car crashes are statistically far more common, because plane crashes receive dramatic, memorable media coverage. (a) Name the cognitive bias illustrated here. (b) Explain the underlying mental shortcut that produces this bias.
[3 marks] · no calculator - 24.
Marking analysis: A learner attempts the following task: “A person estimates the likelihood of dying in a plane crash as much higher than the likelihood of dying in a car crash, even though car crashes are statistically far more common, because plane crashes receive dramatic, memorable media coverage. (a) Name the cognitive bias illustrated here. (b) Explain the underlying mental shortcut that produces this bias.” Their response addresses only this point: “Names the availability heuristic (availability bias).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 25.
In a classic study, Loftus and Palmer showed participants a film of a car accident and then asked how fast the cars were going when they 'smashed into' each other, versus asking a separate group how fast the cars were going when they 'hit' each other. Participants given the word 'smashed' estimated significantly higher speeds than those given 'hit'. (a) Identify the phenomenon this study demonstrates. (b) Explain the real-world implication of this finding for the legal system's reliance on eyewitness testimony.
[3 marks] · no calculator - 26.
Marking analysis: A learner attempts the following task: “In a classic study, Loftus and Palmer showed participants a film of a car accident and then asked how fast the cars were going when they 'smashed into' each other, versus asking a separate group how fast the cars were going when they 'hit' each other. Participants given the word 'smashed' estimated significantly higher speeds than those given 'hit'. (a) Identify the phenomenon this study demonstrates. (b) Explain the real-world implication of this finding for the legal system's reliance on eyewitness testimony.” Their response addresses only this point: “Identifies the misinformation effect (the effect of leading questions on eyewitness memory).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 27.
Many people report extremely vivid, detailed, and confident memories of exactly where they were and what they were doing when they first heard about a major shocking public event, sometimes called 'flashbulb memories'. (a) State one feature that makes flashbulb memories seem different from ordinary memories. (b) Explain why research suggests flashbulb memories are not actually as accurate as their vividness and the confidence people place in them would suggest.
[3 marks] · no calculator - 28.
Marking analysis: A learner attempts the following task: “Many people report extremely vivid, detailed, and confident memories of exactly where they were and what they were doing when they first heard about a major shocking public event, sometimes called 'flashbulb memories'. (a) State one feature that makes flashbulb memories seem different from ordinary memories. (b) Explain why research suggests flashbulb memories are not actually as accurate as their vividness and the confidence people place in them would suggest.” Their response addresses only this point: “States that flashbulb memories feel unusually vivid, detailed, and are held with a strong sense of confidence in their accuracy, as if 'burned in' at the moment of the event.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 29.
Epigenetics research shows that environmental factors, such as chronic stress, can chemically alter how genes are expressed without changing the underlying DNA sequence itself, and that some of these changes can even be passed on to offspring. (a) Explain what this finding suggests about the traditional 'nature versus nurture' debate. (b) Suggest one implication of epigenetic research for twin studies, which assume genetically identical twins remain biologically equivalent throughout life.
[3 marks] · no calculator - 30.
Marking analysis: A learner attempts the following task: “Epigenetics research shows that environmental factors, such as chronic stress, can chemically alter how genes are expressed without changing the underlying DNA sequence itself, and that some of these changes can even be passed on to offspring. (a) Explain what this finding suggests about the traditional 'nature versus nurture' debate. (b) Suggest one implication of epigenetic research for twin studies, which assume genetically identical twins remain biologically equivalent throughout life.” Their response addresses only this point: “Explains that epigenetics shows genes and environment interact dynamically throughout life, rather than 'nature' (genes) and 'nurture' (environment) being separate, independent influences that simply add together.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator