Memory | ||
#1 | Explain what is meant by the term encoding. (2 marks) |
Encoding is the way in which information is stored/processed into memory e.g. acoustic, visual, semantic. |
#2 | Briefly outline the phonological loop and the visuo-spatial sketchpad. (2+2 marks). |
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#3 | Outline one strength and one limitation of the working memory. (2+2 marks). |
Strength: supporting research such as dual task studies or evidence from brain scans.
WMM gives better account than MSM especially in relation to STM.
Limitations: Little known about how central executive works or research from Damasio on EVR to suggest that it is not a unitary store.
LTM is not fully explained by WMM. |
#4 | ||
#5 |
Memory in Everyday Life (EWT) | ||
#1 | List all 4 features of the cognitive interview (4 marks). |
Report Everything
Change Perspective
Change Order
Mental reinstatement of the orginal context |
#2 | Name a suitable revision technique a student could use to learn Bowlby's theory and how they could use it. (4 marks) |
Method of loci= Student could imagine a familiar route (e.g. around their house) and could drop pieces of information to be remembered at landmarks e.g. a pair of jeans to represent genetic in the bedroom. When they wanted to recall the information they would re-trace their steps around the route. |
#3 | Outline what research has shown about the effect of misleading information on the accuracy of EWT. (4 marks) |
Loftus and Palmer APFC in brief. |
#4 | Describe what research has shown about age of witness and eyewitness testimony. (4 marks) |
Any study which is recognisable e.g. Anastasi & Rhodes: young and middle aged participants were more accurate than older participants.
Yarmey: no difference in the ability of older participants to recall physical characteristics of a young oman.
Parker and Caranza: primary and college students showed mock crime slides. Children more likely to identify but less accurate. |
#5 | Outline one study that has investigated the effect of anxiety on eyewitness testimony. (4 marks). |
Must be recognisable study.
Yuille and Cutshill: witnesses who had been most distressed at time of shooting gave more accurate account five months later.
Christianson and Hubinette: real witnesses questioned. Those who had been directly threatened more accurate in recall and remembered more details than onlookers.
Loftus et al: weapon focus effect, attention draw towards weapon and away from others face.
etc. |
Attachment | ||
#1 | Outline Bowbly's theory of attachment. (6 marks) |
Genetic Adaptive Secure Base Social Releasers Sensitive period Monotropy and hierarchy Internal working model Continuity hypothesis
All must be identified and explained in brief. |
#2 | Explain the difference between Sam (secure) and Dan (insecure-resistant) behaviour when their mother returns? (2 marks) |
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#3 | Explain what is meant by the terms insitutional care and privation. (2+2 marks). |
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#4 | Apart from ethical issues, explain one or more limitations of using the strange situation to assess the type of attachment in young children. (4 marks) |
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#5 | Outline the learning theory as an explanation of attachment. (6 marks) |
The process of classical and operant conditioning must apply to attachment. If it doesn't then 0 marks. |
Attachment in Everyday Life (Day Care) | ||
#1 | Outline one quality of high quality day care. (2 marks) |
Elaboration needed for full 2 marks. |
#2 | Suggest two operationalised behavioural categories a psychologist could use in an observation of aggressive behaviour. ( 2 marks) |
Punching, hitting, use of swear words, biting etc. |
#3 | Outline one study investigating the effect of day care on aggression or socialisation. (4 marks). |
Reasonable account of Shea, NICHD or EPPE.
Findings must relate to aggression and not peer relations. |
#4 | Outline research investigating the effect of day care on peer relations. (4 marks) |
Reasonable account of Andersson, Clarke-Stewart et al, DiLalla.
Findings must relate to peer relations and not aggression. |
#5 |
Research Methods | ||
#1 | Name one measure of dispersion (1 mark). |
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#2 | What is a limitation of volunteer sampling (2 marks). |
Biased/not representative as some people are more likely to volunteer than others so findings cannot be generalised to others. |
#3 | Identify two ethical issues and explain how to deal with one. (1+1+2 marks) |
Right to withdraw - use of briefing and de-brief Confidentiality - use of numbers of fake names, not publishing names or pictures. Deception - ethical committe, presumptive consent and de-brief. Informed consent - presumptive consent, briefing participants. |
#4 | Explain the purpose of using a pilot study. (4 marks) |
Could be used to check specifics of an experiment e.g how long participants have to carry out the task. The changes can be made accordingly.
Could be used to check that participants understand the instructions and what they are required to do. These again could be altered before the actual study.
Could be used to ask a few participants about their experience taking part.
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#5 | Explain how a researcher could use content analysis to analyse the content of diaries written by mothers of children who are about to start day care (4 marks). |
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Final Question | |