Psychology SL
Research methods — Paper 3 preparation
- 1.
A researcher investigates whether caffeine improves reaction time by giving one group of participants a caffeinated drink and another group a decaffeinated drink, then measuring reaction time on a computer task. (a) Identify the independent variable and the dependent variable. (b) Explain how the dependent variable has been operationalized in this study.
[3 marks] · no calculator - 2.
Marking analysis: A learner attempts the following task: “A researcher investigates whether caffeine improves reaction time by giving one group of participants a caffeinated drink and another group a decaffeinated drink, then measuring reaction time on a computer task. (a) Identify the independent variable and the dependent variable. (b) Explain how the dependent variable has been operationalized in this study.” Their response addresses only this point: “Identifies the independent variable as whether the drink contains caffeine or not.” 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 - 3.
Distinguish between an independent samples design and a repeated measures design, and state one advantage of a repeated measures design.
[3 marks] · no calculator - 4.
Marking analysis: A learner attempts the following task: “Distinguish between an independent samples design and a repeated measures design, and state one advantage of a repeated measures design.” Their response addresses only this point: “Defines an independent samples design as one in which different participants are used in each condition of the experiment.” 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 - 5.
A study finds a strong positive correlation between hours of social media use and reported levels of anxiety. Explain why this correlational finding cannot be used to conclude that social media use causes anxiety.
[3 marks] · no calculator - 6.
Marking analysis: A learner attempts the following task: “A study finds a strong positive correlation between hours of social media use and reported levels of anxiety. Explain why this correlational finding cannot be used to conclude that social media use causes anxiety.” Their response addresses only this point: “States that correlation only measures the strength and direction of a relationship between two variables, without manipulating either variable or controlling for confounds.” 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.
State one strength and one limitation of using a case study to investigate a rare psychological phenomenon, such as a specific type of brain damage.
[2 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “State one strength and one limitation of using a case study to investigate a rare psychological phenomenon, such as a specific type of brain damage.” Their response addresses only this point: “States a valid strength, such as a case study allowing in-depth, detailed study of a rare phenomenon that would be impossible to study with a large sample, often generating rich qualitative data and new hypotheses.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator - 9.
A researcher conducts a naturalistic observation of children's play behaviour in a playground, without the children being aware they are being observed. (a) State one strength of this method regarding ecological validity. (b) Explain one way researchers can improve the reliability of observational data when more than one observer is involved.
[2 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “A researcher conducts a naturalistic observation of children's play behaviour in a playground, without the children being aware they are being observed. (a) State one strength of this method regarding ecological validity. (b) Explain one way researchers can improve the reliability of observational data when more than one observer is involved.” Their response addresses only this point: “States that naturalistic observation has high ecological validity, since behaviour is observed in a real, natural setting rather than an artificial laboratory environment, making it more likely to reflect genuine everyday behaviour.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator - 11.
Explain why social desirability bias is a particular concern when using self-report questionnaires to measure a sensitive topic, such as alcohol consumption.
[3 marks] · no calculator - 12.
Marking analysis: A learner attempts the following task: “Explain why social desirability bias is a particular concern when using self-report questionnaires to measure a sensitive topic, such as alcohol consumption.” Their response addresses only this point: “Explains that social desirability bias occurs when participants answer in a way they believe will be viewed favourably by others, rather than answering completely honestly.” 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.
Distinguish between an opportunity sample and a self-selected (volunteer) sample, and explain one way each sampling method could introduce bias into a study's results.
[4 marks] · no calculator - 14.
Marking analysis: A learner attempts the following task: “Distinguish between an opportunity sample and a self-selected (volunteer) sample, and explain one way each sampling method could introduce bias into a study's results.” Their response addresses only this point: “Defines an opportunity sample as one drawn from whoever is conveniently available to the researcher at the time and place of data collection.” 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 - 15.
Distinguish between internal validity and ecological validity in an experimental study.
[2 marks] · no calculator - 16.
Marking analysis: A learner attempts the following task: “Distinguish between internal validity and ecological validity in an experimental study.” Their response addresses only this point: “Defines internal validity as the extent to which a study's results can be confidently attributed to the manipulation of the independent variable, rather than to confounding variables or flaws in the research design.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator - 17.
State three ethical considerations a researcher must address when conducting a psychological experiment involving human participants.
[3 marks] · no calculator - 18.
Marking analysis: A learner attempts the following task: “State three ethical considerations a researcher must address when conducting a psychological experiment involving human participants.” Their response addresses only this point: “States informed consent: participants must be given enough information about the study to decide, before taking part, whether to participate voluntarily.” 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.
Explain why replication (repeating a study to see if the same results are obtained) is important for the credibility of psychological research findings.
[2 marks] · no calculator - 20.
Marking analysis: A learner attempts the following task: “Explain why replication (repeating a study to see if the same results are obtained) is important for the credibility of psychological research findings.” Their response addresses only this point: “Explains that a single study's findings could be due to chance, a specific unrepresentative sample, or an undetected flaw in the method, rather than reflecting a genuine, reliable psychological effect.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator - 21.
Distinguish between quantitative and qualitative data, and state one strength of qualitative data.
[3 marks] · no calculator - 22.
Marking analysis: A learner attempts the following task: “Distinguish between quantitative and qualitative data, and state one strength of qualitative data.” Their response addresses only this point: “States that quantitative data are numerical and can be statistically analysed.” 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 - 23.
Explain how triangulation can increase the credibility of qualitative research.
[3 marks] · no calculator - 24.
Marking analysis: A learner attempts the following task: “Explain how triangulation can increase the credibility of qualitative research.” Their response addresses only this point: “Defines triangulation as using multiple methods, sources, researchers or theories to study the same question.” 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.
Explain what is meant by demand characteristics and how a single-blind design can reduce them.
[3 marks] · no calculator - 26.
Marking analysis: A learner attempts the following task: “Explain what is meant by demand characteristics and how a single-blind design can reduce them.” Their response addresses only this point: “Defines demand characteristics as cues that lead participants to guess the aim and change their behaviour accordingly.” 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.
Explain what is meant by generalizability and one way a researcher can increase it.
[3 marks] · no calculator - 28.
Marking analysis: A learner attempts the following task: “Explain what is meant by generalizability and one way a researcher can increase it.” Their response addresses only this point: “Defines generalizability as the extent to which findings from a sample apply to the wider population or other settings.” 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.
Explain why debriefing is an important ethical practice after a study involving deception.
[3 marks] · no calculator - 30.
Marking analysis: A learner attempts the following task: “Explain why debriefing is an important ethical practice after a study involving deception.” Their response addresses only this point: “Explains that debriefing reveals the true aim and the reason for deception so participants understand what happened.” 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