End of Section Assessment

End of section assessment

Year 12: Behaviourism, Social Learning Theory, Cognitivism

Marks: 20

Time: 30 minutes

1 (a) (i) What do social learning theorists mean by mediating cognitive factors? (1 mark)

[AO1 = 1]

AO1 One mark for a correct answer eg, the thought processes that lie between stimulus and response/internal mental processes. Do not credit specific processes eg thinking, attention, memory, perception, language

(a)(i) Candidates’ responses to this question were variable. There was a requirement to refer to thought/mental processes for one mark. Few answers conveyed the meaning of the term sufficiently clearly. Just referring to ‘thinking’ was not enough to score a mark.

1 (a) (ii) Suggest one methodological problem that might arise when investigating mediating cognitive factors.(1 mark)

[AO3 = 1]

AO3 One mark for an appropriate suggestion eg lack of objectivity/unobservable/has to be inferred/issue of validity/modern methods require specialist technology, etc.

(a)(ii) This question was answered well. Many candidates were able to give a methodological problem involved in investigating mediating cognitive factors. Common responses referred to the issues of inference and lack of objectivity.

1 (b) (i) Identify one model used by cognitive psychologists.(1 mark)

[AO1 = 1]

AO1 One mark for identification of an appropriate model.

Likely answers: information-processing model; input-process-output; computer model; computational model; connectionist model; models of memory eg multi-store; models of attention eg Broadbent etc.

Credit any other appropriate cognitive model.

(b)(i) The majority of candidates were able to identify an appropriate model used by cognitive

psychologists, with the information-processing model being the most popular.

1 (b) (ii) Outline one reason why cognitive psychologists use models of mental processes.(2 marks)

[AO3 = 2]

AO3 Up to two marks for a plausible reason.

One mark for a basic response.

Two marks for an appropriate elaboration of the reason.

Likely answers: simplifies complex process; turns abstract concept into concrete form; provides a framework for research, etc.

(b)(ii) This question differentiated well between candidates. Better answers focused on the use of models to represent and help understand the processes involved in memory, for example. Poorer answers simply suggested that the ‘models showed how the brain worked’ or similar.

1 (c) Jake has a very stressful job. He is often late home from work and hardly gets anysleep. One night, Jake is so stressed and angry that he punches a door. Jake comesfrom a violent family.

Suggest how a biological psychologist and a behavioural psychologist might explain Jake’s violent behaviour.(4 marks)

[4 marks: AO3 = 4]

AO3 Candidates should receive credit for knowledge of the approaches and are not expected to demonstrate detailed knowledge of aggression.

Biological: One mark for brief or muddled explanation.

Two marks for an accurate and detailed explanation.

Likely answers: testosterone; aggression as an evolutionary trait, genetics; heritability, etc.

Behaviourist: One mark for brief or muddled explanation.

Two marks for an accurate and detailed explanation.

Likely answers: learning by association; principles of operant conditioning; reinforcement.

Credit answers that may refer to the principles of SLT.

(c) The majority of responses showed a good understanding of both the biological and

behaviourist approaches and many candidates showed an ability to apply this knowledge

to a novel source ie Jake’s aggression. The biological approach tended to be better

explained than the behaviourist approach. Here, a number of candidates provided a

basic account of how this behaviour would be simply ‘learnt from the environment’

without any further expansion as to how.

1 (d) What do behaviourists mean by the term operant conditioning? (1 mark)

[AO1 = 1, AO2 = 2]

AO1 One mark for correct definition of the term.

Possible answer: Operant conditioning refers to behaviours learnt as a result of reinforcement/environmental consequences (AO1, 1)

1 (d) Describe and evaluate the behaviourist approach in psychology. Refer to at least one other approach in your answer (10 marks)

[AO1 = 5, AO2 = 5]

AO1 Up to five marks for a description of the features of the behaviourist approach in psychology. Features may include – the focus on observable behaviour. All behaviour is learned and can be best understood in terms of associations between stimulus and response. Behaviour is determined by our interactions and experiences in the environment. Principles of operant conditioning – the use of consequences/reinforcement to shape behaviour. Principles of classical conditioning – temporal associations between neutral stimulus and unconditioned stimulus (credit diagrammatic representation). Psychology should be both scientific and objective. The nomothetic approach to psychology. How it is possible to apply the findings from animal research in order to explain human behaviour.

Credit description of relevant evidence (one mark).

AO2 Up to five marks for evaluation. In terms of the strengths, the approach has been praised for its use of highly controlled and scientific methods of research. In terms of the limitations, candidates may state how the behaviourist approach oversimplifies the stimulus-response links used to explain all forms of behaviour. The approach neglects the role of mental processes in determining behaviour, unlike the cognitive approach in psychology. The behaviourist approach suggests that all behaviour is determined by our environment thereby stating that there is no free-will – a point criticised by humanistic psychologists. The approach has been viewed as crude in extrapolating the findings from animal research to explain human behaviour. In terms of application of the behaviourist approach to psychology, candidates may portray the many practical applications of the behaviourist approach – token economy programmes for criminals; behaviour modification therapy for autism, etc. Credit use of relevant evidence and diagrams.

Mark bands

8 – 10 marks Good answers

There is accurate, well-organised and detailed description of the behaviourist approach in psychology. The evaluation is clear, coherent and detailed. There is focus with little or no misunderstanding.

There is structure with effective use of paragraphs and sentences. There are very few errors of spelling and punctuation.

4 – 7 marks Average answers

There is a reasonably accurate and organised description of some features of the behaviourist approach though it may lack detail. Evaluation may lack clarity, coherence or detail. There may be some inaccuracy or irrelevance.

There is some structure with appropriate use of paragraphs and sentences.

There are some errors of spelling and punctuation.

1 – 3 marks Poor answers

There is basic or limited knowledge/evaluation of the behaviourist approach. The response may be inaccurate and/or poorly focused.

There is little evidence of structure in terms of correct use of sentences and paragraphs. There are frequent errors of spelling and punctuation.

0 marks No relevant content

(d) The majority of responses to this question were purely descriptive. Candidates clearly knew some basic assumptions of the behaviourist approach but spent too much time describing Pavlov’s and Skinner’s experiments and the case study of Little Albert. One mark was available for description of relevant studies, so overall, where candidates produced a lengthy, descriptive answer, marks were limited. Although not required by the question, it was pleasing to see how a number of candidates attempted to bring in another approach in psychology as part of their evaluation.