Psychology Past Paper PDF

Section A 1. Application of social influence research to changing views of homosexuality from the following: step 1-define how social influence causes social change- for instance, minority change, majority influence e.g. gay rights campaigners, obedience, internalisation Step 2-apply processes of...

Section A 1. Application of social influence research to changing views of homosexuality from the following: step 1-define how social influence causes social change- for instance, minority change, majority influence e.g. gay rights campaigners, obedience, internalisation Step 2-apply processes of social influence-minority influence (commitment, consistency, flexibility), conformity (informational social influence), obedience to authority Step 3-explain how social change happens-attention, cognitive dissonance, augmentation, social cryptomnesia, snowball effect 2. outline of informational social influence as an explanation for conformity: Occurs from a desire to be right, occurs in ambigous and hard situations, permanent change in view and behaviour 3. why the students fail to obey their teacher: Social support, high internal locus of control, proximity to authority figure and setting, no legitimate authority in location (shown by Milgram) 4. outline and evaluate the procedure of Zimbardo's study in social roles: Paragraph 1: 24 U.S male volunteers who were all tested psychologically stable, randomly allocated, unexpectedly arrests at own homes, prisoners wore a stocking cap, prison uniforms and referred to by a number, guards got reflective sunglasses and had to be referred to be ‘Mr correctional officer’, planned to go on for 2 weeks but ended after 6 days Paragraph 2: weakness-ethical issues: Terminated after 6 days not 2 weeks due to psychological distress etc, lack of protection from psychological harm, lack of informed consent, lack of safeguarding even though Zimbardo himself was prison superintendent-prisoners would ask to leave and raised, and complaints and he would treat their concerns as disciplinary issues. Paragraph 3: strength-good internal validity Random allocation- behaviour comes from role they got assigned not pre-existing traits. Also controlled environment means extraneous variables are in control. Section B: 1.Visuospatial sketchpad: temporary storage of visual and spatial info, has the inner eye, visual coding, hold 3-4 items Episodic buffer: integrates info from other stores to create episodes, time sequenced, modality free 2. detailed explanation of why Kaleb is having difficulty recalling the multi-store model: Retroactive interference occurring, new info of wmm is affecting old info of msm, more likely to get confused as similar content 3. Evaluation of retrieval failure as an explanation for forgetting; Godden and Baddeley-underwater study (context dependent memory): Land on land-13.5/20 words, water on water-11.4/20 words: suggest that retrieval failure/absence of cues is a valid way explanation of forgetting Lack of real-world application: Explained in a control setting, in real life there are usually more cues available, context effect only occurs when memory is tested in particular ways: free recall vs recognition 4. research into duration in memory: Paragraph 1: knowledge of stm-Peterson and Peterson (trigrams- groups of 3 consonants shown and asked to remember, to prevent rehearsal, immediately given a distractor task, counting backwards from threes from a given number, 429 etc) knowledge of LTM-bahrick yearbook study-tested 15 to 48 years after graduation with around 90% accuracy within 15years and 70-80% after 48yrs) Paragraph 2: strength-controlled, artificial, lab settings: helps control over extraneous variables (distractions, environment, participant behaviour) helps isolate variables they are testing (duration of stm) use of standardised procedure and controlled environment means study is easily replicable Paragraph 3: weakness-ecological validity: Participants with frequent contact with classmate/more vivid memories might perform better-reduces generalisability of findings to population Section C: 1. Briefly evaluate research into caregiver-infant interaction: Paragraph 1: weakness-may be socially sensitive: interactional synchrony suggests that to secure a strong attachment to be formed, the mother needs to be present from birth to develop the sensitiveness responsiveness with child Paragraph 2: strength-use of controlled observations: Often filmed from every angle, recorded, with independent researchers observing the behaviour, nor do babies care, studies capture micro-sequences of interactions 2. aleski is indiscriminate stage: doesn't know separation or stranger anxiety Myra is discriminate stage: shows separation anxiety and stranger anxiety Karen is multiple attachment stage: shows separation anxiety with mother and childminder 3. Outline findings from research into the role of the father in attachment: Schaffer and emerson-75% of infants studied had formed an attachment with father at 18months Paquette found that fathers are more likely to foster risk taking behaviour in their children Lamb said fathers tend to be involved in more playful interactions, giving the child stimulation whereas mothers are preferred in distressing situations, seeking comfort- both just as crucial to wellbeing 4. Outline of how Harlow studied attachment using animals: Used rhesus monkeys, providing 2 surrogate mothers, wire mother with food and no comfort and cloth mother with comfort and no food, time spent with each recorded, when scared and distressed monkeys sought after the cloth mother, 22/24hrs w cloth, long term effects recorded: trouble when interacting with other monkeys (aggressive and withdrawn) when become parents they were neglectful and abusive, some monkeys displayed emotional problems like high anxiety and fearfulness 5. Explanation of one limitation of using animals to study attachment in humans Brain size and complexibility of human's brain/attachment, more sophisticated than rhesus monkeys, allows us to form a relationship at any time in life, where the monkeys were affected lifelong after the damaging relationships during infancy. Makes it hard to generalize findings from animals to humans. Green study on human attachment suggest attachment behaviours in humans are influenced by social, env, cognitive factors that go beyond biological needs for comfort and nourishment. Humans involve greater complexity of relationships