2. Welcome Today is the 4th Webinar for OCR:
OCR Psychology: What The Examiner Said - And How to Respond for Summer Paper 2 – Thursday 6th 4:30pm
The previous sessions are available here:
The next session is: OCR Psychology: Effective AO2 Strategies - Let PALS (Psychological Applied Learning Scenarios) be Your Friend! – Tuesday 10th 4:30pm

3. Session Aims
Review the questions and key points from the mark scheme and examiner’s report for Component 2, May 2016
Discuss performance on key questions on section A and all questions on sections B and C – identify good practice and common pitfalls
Discuss some sample answers
Identify strategies for improving student performance in 2017

4. Grade Boundaries Component 1 - Research methods - 75 marks
A -59 B -54 C -50 D- 45 E -41
Component 2 Psychological themes through core studies – 75 marks
A -47 – 62.67%
B -43 – 57.33%
C -38 – 50.67%
D -34 – 45.33%
E- 29 – 38.67%
Overall 150 marks - A -106 B -97 C -88 D -79 E -70

5. Section A – Core Studies
‘’Section A showed the best performance with candidates able to recall and describe key features of studies.
However, candidates could improve their understanding of how studies compare with each other whether in terms of similarities or differences
Especially in relation to how contemporary studies change our understanding of the key issue that they relate to.’’

6. Core study issues 2 (a) From Loftus and Palmer’s first experiment:
Describe one way the information the participants received after viewing the traffic accidents influenced their memory. (2)
Most got 1 mark for this question - stating how the use of different verbs influenced speed estimates.
But many didn’t explain how memory had been influenced for this to happen - e.g. distortion/reconstruction of memory
Some didn’t attempt to do this at all
Others didn’t go beyond what was already in the question
While others didn’t contextualise – speed, verb, accident etc.
Others referred to the broken glass.

7. Core study issues
Q2(b) From Grant et al.’s study on context-dependent memory: Describe two ways the assessment of memory was standardised. (4)
A common error was stating that time given to read the article was standardised… when in fact ’The experimenters recorded the reading times’
Q3. From Bandura et al.’s study into the transmission of aggression: Describe how observation was used in this study. (4)
Some made the mistake of describing observation as part of SLT rather than a research process which resulted in no marks.
Few mentioned behavioural categories needed for full marks.

8. Problem questions
Q4 Describe one similarity between Casey et al.’s study on delay of gratification and Sperry’s study on the effects of hemisphere deconnection. (4)
3 marks were often achieved, but many missed out on full marks because they did not elaborate on the similarity they had identified.
Q5(b) From the study by Baron-Cohen et al. on autism in adults:
Describe one way the Eyes Task was checked to ensure it was a valid theory of mind test. (2)
This was a problematic question - Most referred to other tests such as gender recognition tasks or to control groups
Rather than to Happe’s strange stories task and how it was used to establish validity (concurrent validity/agreement on measures)

9. Any questions on Section A?

10. Section B– Areas, perspectives and debates
‘’Section B showed that candidates understood areas and themes well.
But that they need to be able to show more depth of understanding by explaining concepts further.’’

11. Section B
6 (a) Outline one principle or concept of the social area in psychology. (2)
(b) Outline how Bocchiaro et al.’s study links to the social area of psychology. Support your answer with evidence from this study. (3)
(c) Describe one way the individual differences area is different from the biological area. Use examples from relevant core studies to support your answer. (5)
(d)* Discuss the strengths and weaknesses of breaking ethical principles. Use examples from relevant core studies to support your answer. (12)
(e) Describe one reason why conducting reductionist research is useful. (3)

12. 6 (a) Outline one principle or concept of the social area in psychology. (2)
A well answered question with most candidates offering the idea of studying the influence of others on individual’s behaviour
Some were not clear that it was a social environment they were referring to.
Some made the mistake of describing a principle of behaviourism.

13. (b) Outline how Bocchiaro et al
(b) Outline how Bocchiaro et al.’s study links to the social area of psychology. Support your answer with evidence from this study. (3)
Very few earned all three marks here.
Responses often lacked focus on the question, with some giving a general definition of the social area.
Many responses lacked an explanation of the processes behind the social influence.
1 mark for applying social factors - there was an authority figure present
1 mark for applying influence on behaviour - participants felt obliged to write in support of the study
1 additional mark for some expansion showing how social psychology could explain the response of participants – because a legitimate authority figure put undue pressure on individuals even when not physically present

14. (c) Describe one way the individual differences area is different from the biological area. Use examples from relevant core studies to support your answer. (5)
Most understood what was expected of this question, but some were unable to identify a valid difference, or make it explicit enough.
Credit for- ethics, data, reliability, valid, research methods, data, debates…
1 mark for identifying a difference - The biological area often uses laboratory experiments whereas the individual differences area often uses case studies
1 mark for elaborating the difference for one area - This means that the biological area may have greater control over extraneous variables
1 mark for elaborating the difference for the other area - compared to the individual differences area as case studies typically have more extraneous variables.
1 mark for support from a core study - For example in Sperry’s study all images were presented for the same amount of time for all participants
1 mark for support from another core study – while Freud’s study on Little Hans’ phobia was in-depth but with much less control over how data was recorded e.g. questions asked were not standardised

15. (d)* Discuss the strengths and weaknesses of breaking ethical principles. Use examples from relevant core studies to support your answer. (12)
10–12 marks – 2 strengths and 2 weaknesses, appropriate evaluation points are identified and explained and are supported by relevant evidence. – point, explain, evidence
7–9 marks – 2 strengths and 1 weakness, or 2 weaknesses and 1 strength, appropriate points are identified and mainly explained and mainly supported by relevant evidence
4-6 marks - At least two evaluation points are considered, occasionally supported by relevant and appropriate evidence.
1-3 marks - basic understanding of evaluation points raised – identified, but rarely explained and not supported by appropriate evidence.
Without research evidence the answer cannot be placed in the top band.
If only for or against points have been outlined, but all are support by appropriate evidence - answer is capped at 6.
If all points are made through the context of a study/studies it should be placed in the bottom band.

16. Creditworthy material
If the candidates speculate about what ethical principles were broken, this is not creditworthy supporting evidence
The explanation needs to address why the identified arguments for/against breaking ethical principles are good / bad
Respect – informed consent, right to withdraw, confidentiality, Competence, Responsibility – protection of participant, debrief, Integrity – deception.
Increase ecological validity, Study more natural behaviours, Cost/benefit analysis – usefulness, Break confidentiality so they can receive support
For example – Informed consent may not be given in order for the participant to behave more naturally and to prevent demand characteristics and increasing validity, in Milgram’s study, by not telling participants the true aims of the study, obedience was measured and the study was therefore high in internal validity.

17. Performance on question 6d
Most were able to identify a number of strengths and limitations of breaking ethical guidelines.
Many did not expand on the points, so could not access the top bands.
Some responses made the same/similar points more than once.
Studies were used effectively to illustrate points – with Milgram’s study being particularly popular.
Sometimes there was too much focus on the studies rather than the strength/weakness.
Weaker responses were study led rather than debate led – so were capped at 3 marks.
The weakest responses focused on the strengths and weaknesses of ethics (rather than breaking ethical principles) and were irrelevant.
The best responses started each paragraph with the strength , explaining them and then using an appropriate study to succinctly make the point, using key terminology.

18. Extended Section B Questions from SAMs
AS Level
Discuss the extent to which psychology can be viewed as a science. Support your answer with evidence from core studies. (12)
A Level
Identify and discuss four ethical considerations in relation to the study of individual differences. Support your answer with evidence from appropriate psychological studies. (20)

19. What else can you expect as an extended question in section B
What else can you expect as an extended question in section B? – 12 to 20 marks
Discuss the strengths and weaknesses of the _____ area/perspective. Use examples from relevant core studies/psychological studies to support your answer.
Discuss how the ____area/perspective is different from and similar to the _____ area/perspective. Use examples from relevant core studies/psychological studies to support your answer.
Discuss the extent to which the ____area/perspective supports the ____/____ debate. Use examples from relevant core studies/psychological studies to support your answer.
Discuss evidence for and against the ____/_____ debate. Use examples from relevant core studies/psychological studies to support your answer.
Discuss how the ______ debate is different to and similar to the ___ debate

20. (e) Describe one reason why conducting reductionist research is useful
Sample Answer - Reductionist research aims to simplify a behaviour by explaining it in terms of a single cause. This means it is easier to reliably establish cause and effect, which makes it more likely that a treatment or application can be used to prevent or control a behaviour.
Understanding of reductionism is evident with a reason is identified and described in detail to show how the identified reasons increases usefulness.
Most answers achieved one mark by showing some understanding of reductionism.
A common mistake was suggesting reductionism focuses on one theory or study. Only some candidates explained the usefulness of a adopting a reductionist approach which was required for two further marks.
Some answers gave examples of reductionist research, not always correctly, but this seldom helped to show how being reductionist is useful.

21. Any questions on Section B?

22. Section C - Practical applications
‘’Section C was a challenging section as candidates could only partially prepare for this, instead being left to apply what they know ‘on the spot’, in the examination.
Many candidates coped admirably, with the variation mainly coming from how much psychological substance there was in responses.’’

23. Section C – Practical Applications
Sesame Street and learnt behaviour?
Sesame Street is an educational TV programme which aims to show that television can have positive effects on young children in preparation for school. Research has shown that viewers of Sesame Street were better prepared to learn to read and do arithmetic, and this readiness seemed to be a result of watching the show and not of other variables, such as how educated their parents were or how much they read to their children. The advantage held even through secondary school, with students who had watched the programme at age 5 gaining consistently higher grades in English, mathematics and science compared to those who had not watched the programme at a young age. Longitudinal research has also shown that watching Sesame Street is related to gaining a greater sense of competence, being less aggressive and demonstrating more motivation for academic achievement. Teenagers who are less aggressive can take part in school more effectively and will in turn feel good about their achievements because they will be rewarded for their motivation and academic success.

24. 7 (a) Identify one psychological issue raised by the above article
7 (a) Identify one psychological issue raised by the above article. Support your answer with evidence from the article. (3)
(b) Briefly outline one piece of psychological research and justify how it relates to the above article. (6)
(c) Using your knowledge of psychology, suggest techniques that teachers could use to encourage positive behaviours in children. (6)
(d)* Evaluate the techniques you suggested in 7(c). (10)

25. 7 (a) Identify one psychological issue raised by the above article
7 (a) Identify one psychological issue raised by the above article. Support your answer with evidence from the article. (3)
One psychological issue is that children’s aggression can be modified through what they view on TV (1 mark for identifying the issue) As the article says, children who watched Sesame Street end up “gaining a greater sense of competence, being less aggressive” (1 mark for supporting evidence from the article). This shows that indirect forms of learning have an impact of the development of children and that learning does not always have to be instructional (1 mark for returning to their point with a summative statement of the implication/conclusion)
Weaker responses often quoted from the article while raising their issue at the same time – often limiting the mark to one.

26. (b) Briefly outline one piece of psychological research and justify how it relates to the above article. (6)
4 marks for the outline of research and 2 marks for linking to the article.
Most chose appropriate studies to describe with reference to the article, such as Bandura et al. (SLT), Casey et al. (development of behaviour) and Chaney et al. (operant conditioning)
Marks were limited if research was outlined too briefly. Focus should have been on key features such as the aim, sample, variables, procedure, findings and conclusion.
Sample Answer – How many marks?
Children observed either an aggressive model, non aggressive model or no model at all. The aggressive model was physically and verbally aggressive towards to Bobo doll. Children were observed through a one-way mirror in room 3 and a behaviour checklist was used. Those in the aggressive condition imitated aggression most. This study relates to explaining a learnt behaviour because it shows the children who observed an aggressive role model were more likely to imitate/copy the modelled aggressive behaviour, while those who watch positive programmes like sesame street will be less aggressive like the other two conditions.

27. (c) Using your knowledge of psychology, suggest techniques that teachers could use to encourage positive behaviours in children. (6)
5 – 6 marks
Good knowledge and understanding of how techniques identified could be used to encourage positive behaviour.
Good application of psychological knowledge within these techniques.
The suggested techniques are mainly accurate and several details have been included about how the techniques could be implemented and developed to encourage positive behaviour.
Understanding and application of psychological knowledge is good.
At least two techniques are considered.

28. Sample Answer
Teachers could encourage positive behaviour through operant conditioning. This would involve reinforcing good behaviour through use of positive reinforcement, for example a sticker chart or gold stars. Each time a child displays positive behaviour they would receive a sticker or star, other children would be able to see this, which would act as vicarious reinforcement. As a result of the reinforcement the behaviour is likely to be repeated in order to get further rewards. Teachers could also use punishment when a child is naughty by having to stand in the naughty corner, which would give the child time to reflect on how they could improve their behaviour to make it more appropriate. Other members of the class would observe this vicarious punishment. These punishment would prevent the bad behaviour in the future and would want to avoid this by being well behaved instead.

29. Good and Bad Practice
The majority suggested techniques to promote positive behaviour in school children
Explained the psychological principles behind techniques e.g. sticker charts for operant conditioning and the effects of reinforcement.
Clear implementation, e.g. explaining how older children could operate as role models for younger children.
Focus on encouraging negative rather than positive behaviour
Misunderstanding of negative reinforcement
Classical conditioning was difficult to effectively apply to this scenario.
Some evaluated their techniques in this question.
Some limited themselves by only offering one technique.

30. (d)* Evaluate the techniques you suggested in 7(c). (10)
Possible evaluation points
Usefulness
Appropriateness
Effectiveness
Implications for the child (upset caused)
Reductionism
Ecological Validity
Determinism
Nature vs Nurture
Individual / Situational explanations
Scientific explanation
Practical Applications
Ethical considerations

31. Sample Answer – TOP BAND
One strength of suggesting children could receive rewards for good behaviour in the classroom, by using a star chart, would be that it is effective. The children would be easily able to see their rewards and would be receiving acknowledgement of their efforts in front of their peers, reinforcing their good behaviour to ensure it is repeated. When other children are able to view the positive reinforcement would also likely encourage them to adopt similar behaviour as they will learn from their peers. This would likely increase the effectiveness of the technique in helping the children learn positive behaviour.
The star chart may also lead to a self-fulfilling prophecy where those who have visibly less rewards than others may feel labelled as bad children and feel frustrated by the public acknowledgement that they aren’t being as ‘good’ as other children. Developmentally this could upset the children and discourage them from trying in the future. It is also an age appropriate technique as children tend to respond positively to the praise of adults and are often motivated by this in their behaviours.
However in suggesting that time in the naughty corner if a child shows negative behaviour may be perceived as discouraging to some children, especially if they feel they are trying. Children at a young age may become confused by boundaries or ‘slip up’ at times as they are learning ways to navigate the world so being punished for this would overly focus on the negative and may lead to a backfire effect being observed in their behaviour.

32. Top Band Answers – 9-10 marks
The mark scheme states they must:
Be contextualised and supported by relevant evidence of the description given in 7c.
Show clear understanding of evaluation issues – the strength/weakness must be clearly explained as to why it is a good/ bad thing
More than one technique must be evaluated
Coherently presented
The examiner’s report says they:
Gave a balanced evaluation of their chosen techniques considering both their strengths and limitations.
Raised broad psychological issues demonstrating very good insight into the concepts and principles of the subject.
Excellent responses recognised that techniques may assume determinism, or ignore individual differences, or ignore the role of nature in behaviour

33. Features of responses in lower mark bands
Less relevant to the demands of the question.
Evaluation/argument is less coherently presented
Understanding of the points raised are weaker
Less appropriate evaluation points are considered.
Evaluation points lack context
Relevant evidence of the description given in 7c is less apparent
Include basic issues such as time and cost with little else considered.
Descriptions of techniques being outlined
Include bland statement about the techniques being useful or appropriate.

34. What to expect in the future for section C
Identify issue/problems from an article.
Outline research/area/key theme and relate to the article
Suggest techniques to manage or encourage behaviours which relate to key themes:
Responses to people in authority/in need
Memory and attention
External influences on children’s behaviour and Moral development
Regions of the brain and brain plasticity
Understanding disorders and measuring differences
Evaluate suggestions – considering issues, debates, practicalities, effectiveness and appropriateness

35. Today’s Resources & Any Questions
Today’s resources will be posted in our OCR Teacher FB Group. Search ‘OCR A Level Psychology Teacher’
Sign Up to our Daily Digest: and receive an tomorrow morning directing you to the resources.

36. Any questions? How can we help?