Psychology 9218 | Paper 1 Mock 01 | Cognition and behaviour
Question 1 Report
Table 1 shows mean scores from a study of memory for safety instructions. Participants either read the instructions once, repeated them aloud, or created an example for each instruction. Recall was tested after 10 minutes and after 48 hours.
| Learning condition | Mean correct after 10 minutes, out of 15 | Mean correct after 48 hours, out of 15 |
|---|---|---|
| Read once | 8.2 | 3.1 |
| Repeated aloud | 11.4 | 5.6 |
| Created an example | 12.0 | 9.8 |
(a) Which learning condition produced the best recall after 48 hours? [1]
(b) Use Table 1 to calculate the decrease in mean score for the repeated-aloud condition. [2]
(c) Describe one conclusion about rehearsal that is supported by the data. [3]
(d) Explain why creating examples may lead to stronger long-term memory than reading once. [6]
(a) Created an example [1] (b) 11.4 - 5.6 = 5.8 correct instructions [2] (c) Any three from: repeating aloud gives better recall than reading once after 10 minutes, 11.4 compared with 8.2 [1]; repeating aloud gives better recall than reading once after 48 hours, 5.6 compared with 3.1 [1]; both conditions show lower recall after 48 hours [1]; repeated aloud does not retain as much information as creating examples after 48 hours [1] (d) Any six from: creating examples involves elaborative rehearsal [1]; the participant processes the meaning of each instruction [1]; this is deep/semantic processing [1]; examples connect new instructions with existing knowledge or experience [1]; this produces a richer memory trace [1]; it creates more retrieval cues [1]; the instruction is therefore more likely to be encoded in LTM [1]; recall after a long delay is more likely [1]
Answer Details
(a) Created an example [1] (b) 11.4 - 5.6 = 5.8 correct instructions [2] (c) Any three from: repeating aloud gives better recall than reading once after 10 minutes, 11.4 compared with 8.2 [1]; repeating aloud gives better recall than reading once after 48 hours, 5.6 compared with 3.1 [1]; both conditions show lower recall after 48 hours [1]; repeated aloud does not retain as much information as creating examples after 48 hours [1] (d) Any six from: creating examples involves elaborative rehearsal [1]; the participant processes the meaning of each instruction [1]; this is deep/semantic processing [1]; examples connect new instructions with existing knowledge or experience [1]; this produces a richer memory trace [1]; it creates more retrieval cues [1]; the instruction is therefore more likely to be encoded in LTM [1]; recall after a long delay is more likely [1]
Question 2 Report
At a youth centre, a psychologist is checking whether a short screen-time survey gives dependable information. Eight volunteers complete the survey after an art session, then complete an identical version 18 days later. The researcher keeps the room, instructions and scoring model the same.
(a) Name the type of reliability being investigated. [1]
(b) Explain why using the same volunteers on both occasions helps the researcher assess this reliability. [2]
(c) Use the following information to outline one result that would suggest the survey has poor reliability: several volunteers receive very different scores on the second occasion. [1]
(a) Test-retest reliability [1] (b) The researcher can compare each person's first score with their later score [1]. Similar conditions mean that differences are less likely to be caused by changes to instructions, setting or scoring [1]. (c) The first and second scores would show little agreement / would differ greatly for the same volunteers [1].
Answer Details
(a) Test-retest reliability [1] (b) The researcher can compare each person's first score with their later score [1]. Similar conditions mean that differences are less likely to be caused by changes to instructions, setting or scoring [1]. (c) The first and second scores would show little agreement / would differ greatly for the same volunteers [1].
Question 3 Report
Fig. 1 shows a stage set viewed through a marked doorway. Two actors of equal height stand at opposite corners of the room, yet one appears much larger to an audience member at the doorway. A theatre researcher uses the room to demonstrate how misleading depth cues can alter perception.
(a) Name the type of room shown in Fig. 1. [1]
(b) Explain why the actors appear to have different heights. [3]
(c) Use Gregory's theory to explain why the audience member is deceived. [3]
(d) Outline one practical use of knowledge about this illusion. [2]
(a) Ames room [1] (b) The room is physically distorted / one corner is farther away than it appears [1]; the audience assumes the room is rectangular [1]; this false size-distance information makes one equal-sized actor appear larger [1]. (c) The brain actively interprets ambiguous sensory information [1]; it uses prior knowledge that rooms usually have parallel walls / right angles [1]; this hypothesis is wrong for the unusual room, causing the illusion [1]. (d) Any one from: theatre or film special effects [1]; teaching demonstrations of perception [1]; designing visual displays where apparent size is important [1].
Answer Details
(a) Ames room [1] (b) The room is physically distorted / one corner is farther away than it appears [1]; the audience assumes the room is rectangular [1]; this false size-distance information makes one equal-sized actor appear larger [1]. (c) The brain actively interprets ambiguous sensory information [1]; it uses prior knowledge that rooms usually have parallel walls / right angles [1]; this hypothesis is wrong for the unusual room, causing the illusion [1]. (d) Any one from: theatre or film special effects [1]; teaching demonstrations of perception [1]; designing visual displays where apparent size is important [1].
Question 4 Report
Fig. 1 shows two equal-length lines used by a museum researcher investigating a visual illusion. Visitors viewed the figure for five seconds before reporting which line appeared longer. The researcher is interested in how the brain uses surrounding information in perception.
(a) Which line is most likely to be judged longer? [1]
(b) Explain why the two lines are perceived as different lengths. [2]
(c) Outline how Gregory's constructivist theory accounts for this illusion. [3]
(a) The line with outward-pointing fins / Line B [1] (b) The outward fins make the line appear to extend further [1]; contextual cues cause the brain to misjudge its length despite equal retinal information [1]. (c) Perception is an active construction rather than a direct copy of sensory information [1]; the brain uses past experience / learned assumptions about angles and distance [1]; it makes a hypothesis that is incorrect for this two-dimensional figure, producing the illusion [1].
Answer Details
(a) The line with outward-pointing fins / Line B [1] (b) The outward fins make the line appear to extend further [1]; contextual cues cause the brain to misjudge its length despite equal retinal information [1]. (c) Perception is an active construction rather than a direct copy of sensory information [1]; the brain uses past experience / learned assumptions about angles and distance [1]; it makes a hypothesis that is incorrect for this two-dimensional figure, producing the illusion [1].
Question 5 Report
A police officer wants to help a witness remember a stolen bicycle. Before asking questions, the officer asks the witness to picture the weather, sounds and people at the bicycle rack.
(a) Name this stage of the cognitive interview. [1]
(b) Explain why this stage may improve the witness’s recall. [3]
(a) Context reinstatement [1] (b) It recreates aspects of the physical and emotional context [1]; features from the original event can become retrieval cues [1]; these cues may help the witness access more stored information [1]
Answer Details
(a) Context reinstatement [1] (b) It recreates aspects of the physical and emotional context [1]; features from the original event can become retrieval cues [1]; these cues may help the witness access more stored information [1]
Question 6 Report
A pupil who uses British Sign Language gives a short presentation while an interpreter voices the message for the class. Afterwards, the teacher asks classmates to write the main points they understood.
(a) Name the communication system used by the pupil. [1]
(b) Explain why an interpreter may make the presentation more accessible to some classmates. [2]
(c) Describe one way the teacher could check that the interpreter has communicated the pupil's information accurately. [1]
(a) British Sign Language / sign language [1] (b) The interpreter changes the signed message into spoken language [1]; classmates who do not know sign language can then receive and understand the information [1] (c) Compare the classmates' written main points with the pupil's intended points / ask the pupil to confirm the interpretation [1]
Answer Details
(a) British Sign Language / sign language [1] (b) The interpreter changes the signed message into spoken language [1]; classmates who do not know sign language can then receive and understand the information [1] (c) Compare the classmates' written main points with the pupil's intended points / ask the pupil to confirm the interpretation [1]
Question 7 Report
At a railway museum, a researcher tested depth perception using a model platform. Visitors watched a toy train pass three signal posts at different distances, then wrote which post appeared to move fastest. The brain can use motion parallax as visual information about distance. Table 1 gives the responses from 48 visitors.
| Signal post position | Number choosing it as moving fastest |
|---|---|
| Nearest post, 1.5 m away | 35 |
| Middle post, 4.0 m away | 9 |
| Furthest post, 8.0 m away | 4 |
(a) Which signal post was selected by most visitors? [1]
(b) Explain how the data support the idea that motion parallax helps perception of depth. [3]
(c) Outline one weakness of using this model-train study to explain perception in everyday situations. [2]
(a) The nearest signal post / the post 1.5 m away. [1] (b) Objects nearer to an observer appear to move faster across the visual field than distant objects. [1] Most visitors chose the nearest post, 35 out of 48. [1] This suggests they used the apparent speed of movement as information about the post's distance. [1] (c) Any one weakness, with development: the model train and museum display may not look like normal travel / lack realism. [1] Therefore the findings may not generalise to perception of real moving objects in everyday environments. [1]
Answer Details
(a) The nearest signal post / the post 1.5 m away. [1] (b) Objects nearer to an observer appear to move faster across the visual field than distant objects. [1] Most visitors chose the nearest post, 35 out of 48. [1] This suggests they used the apparent speed of movement as information about the post's distance. [1] (c) Any one weakness, with development: the model train and museum display may not look like normal travel / lack realism. [1] Therefore the findings may not generalise to perception of real moving objects in everyday environments. [1]
Question 8 Report
A passenger looks from a coach window while it travels through farmland. Fence posts close to the road seem to move rapidly backwards, but distant hills seem to move slowly. The passenger uses this information to judge the coach's movement.
(a) Name the monocular cue described. [1]
(b) Explain why the fence posts and hills appear to move at different speeds. [3]
(a) Motion parallax [1] (b) As the observer moves, nearby objects create a larger change in visual position [1]; distant objects create a smaller change in visual position [1]; the brain interprets the faster apparent movement as meaning the fence posts are closer [1].
Answer Details
(a) Motion parallax [1] (b) As the observer moves, nearby objects create a larger change in visual position [1]; distant objects create a smaller change in visual position [1]; the brain interprets the faster apparent movement as meaning the fence posts are closer [1].
Question 9 Report
Which of the following treatments is most likely to increase the availability of serotonin in a synapse: a drug that blocks reuptake, a drug that blocks receptor sites, or a drug that destroys vesicles? A doctor is explaining the treatment to a patient with depression.
(a) Which treatment is correct? [1]
(b) Explain what reuptake means. [2]
(a) A drug that blocks reuptake [1] (b) Reuptake is when released neurotransmitter is taken back into the presynaptic neurone [1]. Blocking it leaves more serotonin in the synaptic gap / available to bind to receptors [1].
Answer Details
(a) A drug that blocks reuptake [1] (b) Reuptake is when released neurotransmitter is taken back into the presynaptic neurone [1]. Blocking it leaves more serotonin in the synaptic gap / available to bind to receptors [1].
Question 10 Report
Describe and evaluate a small field observation of communication in a busy library. A researcher plans to compare how often people use whispers, hand gestures and written notes at tables labelled "silent" and "group work".
(a) Outline a suitable behavioural category system for this observation. [3]
(b) Explain two ways the researcher could reduce observer bias. [4]
(c) Evaluate one strength and one weakness of conducting this study in a library rather than in a psychology laboratory. [2]
(a) Any three: define whisper as audible quiet speech [1]; define gesture as a visible hand/head movement directed at another person [1]; define written-note communication as passing/showing a written message [1] (b) Any two ways explained: use operational definitions so observers classify behaviour consistently [1]; train observers with practice clips [1]; use two independent observers and calculate agreement [1]; use video where permission is obtained so records can be checked [1] (c) Strength: behaviour is more natural, giving higher ecological validity [1]; weakness: noise, group size and purpose of visit are difficult to control, reducing cause-and-effect conclusions [1]
Answer Details
(a) Any three: define whisper as audible quiet speech [1]; define gesture as a visible hand/head movement directed at another person [1]; define written-note communication as passing/showing a written message [1] (b) Any two ways explained: use operational definitions so observers classify behaviour consistently [1]; train observers with practice clips [1]; use two independent observers and calculate agreement [1]; use video where permission is obtained so records can be checked [1] (c) Strength: behaviour is more natural, giving higher ecological validity [1]; weakness: noise, group size and purpose of visit are difficult to control, reducing cause-and-effect conclusions [1]
Question 11 Report
Fig. 1 shows a 24-hour body-temperature record from an offshore engineer. He has changed from day shifts to night shifts this week.
(a) Describe the pattern shown by the body-temperature line. [2]
(b) Explain how the suprachiasmatic nucleus helps control this daily pattern. [2]
(c) Use knowledge of circadian rhythms to explain one safety risk if the engineer starts work at 03:00. [2]
(d) Outline one way the engineer could reduce the effect of the shift change. [2]
(a) Temperature falls from midnight to a low point at about 06:00 [1], then rises to a peak at about 18:00 before falling again [1]. (b) The suprachiasmatic nucleus is a brain clock [1]. It receives information about light and helps regulate circadian rhythms / hormone release [1]. (c) At 03:00 he is near the low part of the body-temperature rhythm / likely to be sleepy [1]. This may reduce alertness and increase errors / accident risk [1]. (d) Any one: use bright light at an appropriate time [1] to shift the body clock / keep a regular sleep routine in a dark quiet room [1].
Answer Details
(a) Temperature falls from midnight to a low point at about 06:00 [1], then rises to a peak at about 18:00 before falling again [1]. (b) The suprachiasmatic nucleus is a brain clock [1]. It receives information about light and helps regulate circadian rhythms / hormone release [1]. (c) At 03:00 he is near the low part of the body-temperature rhythm / likely to be sleepy [1]. This may reduce alertness and increase errors / accident risk [1]. (d) Any one: use bright light at an appropriate time [1] to shift the body clock / keep a regular sleep routine in a dark quiet room [1].
Question 12 Report
A call-centre manager notices that customers often say "yes" while their voice sounds uncertain. Staff are trained to use both spoken words and vocal cues before deciding whether a customer has understood a payment plan.
(a) Name the vocal cue, other than the words used, that may show uncertainty. [1]
(b) Explain why the manager should not interpret the word "yes" in isolation. [2]
(c) Use your knowledge of non-verbal communication to suggest one question a staff member could ask to check understanding. [1]
(a) Tone of voice / pitch / hesitation / quiet volume [1] (b) Words are only one channel of communication [1]; an uncertain tone or hesitation may contradict the spoken agreement [1] (c) Any suitable checking question, for example, "Could you tell me in your own words what the monthly payment will be?" [1]
Answer Details
(a) Tone of voice / pitch / hesitation / quiet volume [1] (b) Words are only one channel of communication [1]; an uncertain tone or hesitation may contradict the spoken agreement [1] (c) Any suitable checking question, for example, "Could you tell me in your own words what the monthly payment will be?" [1]
Question 13 Report
Read the following information from a transport control room. During an evacuation drill, the controller gives an instruction over a loudspeaker, then asks platform staff to repeat it through radio sets. The researcher records errors in the repeated message.
(a) Outline the process of encoding in this situation. [2]
(b) Explain two reasons why the repeated radio message may differ from the original instruction. [4]
(c) Use your knowledge of communication to suggest two improvements to reduce message errors. [3]
(a) The controller selects the intended information [1]; and turns it into spoken words over the loudspeaker [1] (b) Any two reasons explained: loud noise may prevent staff hearing all words [1]; radio interference may distort the signal [1]; limited attention under stress may lead to missed information [1]; staff may interpret an ambiguous phrase differently [1] (c) Any three: use short unambiguous phrases [1]; require staff to repeat back key details [1]; give written/displayed instructions as well as speech [1]; use standardised codes [1]
Answer Details
(a) The controller selects the intended information [1]; and turns it into spoken words over the loudspeaker [1] (b) Any two reasons explained: loud noise may prevent staff hearing all words [1]; radio interference may distort the signal [1]; limited attention under stress may lead to missed information [1]; staff may interpret an ambiguous phrase differently [1] (c) Any three: use short unambiguous phrases [1]; require staff to repeat back key details [1]; give written/displayed instructions as well as speech [1]; use standardised codes [1]
Question 14 Report
A technician prepares a model of the endocrine system for a science exhibition. Fig. 1 shows the upper body with three glands marked. Visitors are told that hormones travel through the bloodstream and can alter behaviour.
(a) Name the gland labelled X. [1]
(b) Name the hormone released by the gland labelled Y during an emergency. [1]
(c) Explain one difference between hormonal communication and neural communication. [2]
(a) X = pituitary gland [1] (b) Y releases adrenaline [1] (c) Hormones travel in the bloodstream and are usually slower acting [1], whereas neural impulses travel along neurones and are usually faster / more targeted [1].
Answer Details
(a) X = pituitary gland [1] (b) Y releases adrenaline [1] (c) Hormones travel in the bloodstream and are usually slower acting [1], whereas neural impulses travel along neurones and are usually faster / more targeted [1].
Question 15 Report
Fig. 1 shows a black-and-white design displayed on the wall of a rehabilitation clinic. Some patients report seeing a white vase first, whereas others report two dark profiles facing each other. The therapist asks patients to switch deliberately between the two interpretations.
(a) Name the perceptual organisation principle illustrated. [1]
(b) Explain why patients cannot normally perceive both interpretations at exactly the same moment. [3]
(c) Outline what this figure suggests about figure-ground perception. [2]
(a) Figure-ground organisation / figure-ground segregation [1] (b) Attention usually selects one region as the figure [1]; the other region is treated as background [1]; the same boundary is assigned to one interpretation at a time, so perception switches between vase and faces [1]. (c) The visual system separates a meaningful object from its background [1]; this assignment can be reversible when information is ambiguous [1].
Answer Details
(a) Figure-ground organisation / figure-ground segregation [1] (b) Attention usually selects one region as the figure [1]; the other region is treated as background [1]; the same boundary is assigned to one interpretation at a time, so perception switches between vase and faces [1]. (c) The visual system separates a meaningful object from its background [1]; this assignment can be reversible when information is ambiguous [1].
Question 16 Report
A school counsellor watches pupils arriving at a study club. She wants to investigate whether arriving with friends affects nervous behaviour. She needs an operational definition before recording data.
(a) Name one behaviour that could be used as an operational definition of nervousness. [1]
(b) Explain why an operational definition would improve the reliability of this observation study. [2]
(c) Which sampling method would be most suitable if the counsellor records every fifth pupil entering the club? [1]
(a) Any one: nail biting / fidgeting / avoiding eye contact / pacing / shaking hands [1] (b) It states exactly what counts as nervous behaviour [1] so another researcher can use the same categories and obtain comparable data / check the observations [1] (c) Systematic sampling [1]
Answer Details
(a) Any one: nail biting / fidgeting / avoiding eye contact / pacing / shaking hands [1] (b) It states exactly what counts as nervous behaviour [1] so another researcher can use the same categories and obtain comparable data / check the observations [1] (c) Systematic sampling [1]
