Cambridge International AS & A Level

PSYCHOLOGY 9990/11
Paper 1 Approaches, Issues and Debates May/June 2021
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 11 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Social Science-Specific Marking Principles

(for point-based marking)

1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where the answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).

3 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

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Question Answer Marks

1(a) State the lowest voltage shock that was labelled on the shock 1
generator.

1 mark for correct answer

15 (volts)

1(b) Describe the shock instructions the participant (teacher) was told to 3
follow when the victim (learner) gave an incorrect answer.

1 mark per correct point made

They were told to give a shock to learner each time they gave an incorrect
response;
This was done by pressing a switch/button
They were told to move one switch higher each time/increase by 15 V each
time;
They were told to say the voltage level;
Before giving that shock level;

1(c) Milgram suggested one reason for obedience was the payment to the 1
participant (teacher).

Suggest one reason for obedience in this study, other than the
payment.

1 mark for a suggestion based on the study

e.g.
Being in a university;
The experimenter’s prods;
The way the experimenter was dressed;
The authority figure;

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Question Answer Marks

2(a) From the study by Piliavin et al. (subway Samaritans): 2

Outline one aim of the study, other than to test the effect of race on
helping behaviour.

2 marks full aim

1 mark brief/partial aim

e.g.
To investigate bystander behaviour in a realistic setting/where there is a
clear view of victim (2 marks);
To investigate if a person is more likely to help an ill or drunk victim
(2 marks);
To investigate bystander behaviour (1 mark);
To investigate diffusion of responsibility (1 mark) which states that the more
people present in an emergency the less likely they are to help (1 mark);
To test the idea of a Good Samaritan (1 mark);

2(b) Describe one result about same-race helping in the cane (ill) condition. 2

2 marks meaningful comparison

1 mark no comparison

e.g.
There was a slight tendency for same-race helping in this condition, but it
was not a significant result (2 marks)
Overall, people were more likely to help an ill victim of their own race
compared to a different race (2 marks)
White helpers were more likely to help a white victim compared to black
helpers (2 marks)
Black helpers were less likely to help a black victim compared to white
helpers (2 marks)
Overall, people helped out same race more often (1 mark)

2(c) Outline two comments made by participants who did not help the 2
victim.

1 mark per comment

‘It is for men to help him’;

‘I wish I could help him’;
‘I am not strong enough’;
‘I never saw this kind of thing before’;
‘I don’t know where to look’;
‘You feel so bad when you don’t know what to do’;

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Question Answer Marks

3(a) From the study by Laney et al. (false memory): 3

Identify three features of the sample used in Experiment 2

1 mark per correct point made

n = 103;
Undergraduates;
University of Washington;
Received course credit (for participation);
Majority female;
Mean age 20 years;
Volunteers;

3(b) Suggest one real-world application based on the results of the study. 2

1 mark for what the application is about

1 mark for how it will be implemented/used

e.g.
The false memory procedure could be used with children who are fussy
eaters (1 mark: what); they could be led to believe that they actually like
healthy food to improve their diets (1 mark: how);

Can help children who are obese/have a poor diet (1 mark: what) by letting
parents alter their child’s diet via a false memory (1 mark: how);

Question Answer Marks

4(a) Describe one assumption of the learning approach, using an example 2

other than the study by Pepperberg (parrot learning).

1 mark assumption with no example

2 marks assumption with an example

e.g.
We learn through conditioning (1 mark). For operant we can get rewarded
for being good so we are likely to be good again (1 mark: example);

Social Learning helps to explain changes in behaviour (1 mark). We observe

and imitate behaviours of aggressive role models and copy that aggression
(1 mark: example);

We learn through classical conditioning (1 mark);

We learn from reinforcement/punishment (1 mark);

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Question Answer Marks

4(b)(i) Explain how one finding from the study by Pepperberg supports the 2
assumption of the learning approach that you have described in (a).

1 mark for finding

1 mark for linking it to an assumption highlighted in 4(a). If it does not match
assumption can still gain 1 mark for a correct result.

e.g.
Alex scored well above chance on tests for same/different with familiar
objects (76.6%) (1 mark: finding). This maybe because he was rewarded
(conditioned) during training/testing (1 mark: link);
Alex was able to comprehend same/different (1 mark: finding) after
observing a teacher and competing using the model/rival technique (1 mark:
link);
He could imitate words for colour/shape (1 mark: finding);
He was taught using the model/rival technique that uses positive
reinforcement to motivate (1 mark: link);

4(b)(ii) Explain how one finding from the study by Pepperberg does not 2
support the assumption of the learning approach that you have
described in (a).

1 mark for finding

1 mark for explaining why there is no link to an assumption highlighted in
4(a). If it does not match assumption can still gain 1 mark for a correct
result.

e.g.
Alex scored well above chance on tests of same/different with novel objects
(82.3%) (1 mark: finding). He had not been conditioned/rewarded to know
these differences/was only rewarded after he got the answer correct (so this
cannot explain why he was good at these) (1 mark: explain)

Question Answer Marks

5(a) From the study by Saavedra and Silverman (button phobia): 1

During diagnosis, the boy did not meet the DSM-IV criteria for one
disorder. Name this disorder.

1 mark for correct answer

OCD/Obsessive Compulsive Disorder

5(b) Describe the Feelings Thermometer. 2

1 mark per correct point made

A hierarchy of disgust/fear;
Nine point scale/0–8;
0 = no distress/8 = very distressed;
Used to rate his level of disgust/fear/distress/anxiety;

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Question Answer Marks

5(c) Outline one strength of this study. 2

1 mark for identifying the strength

1 mark for relating it to the Saavedra and Silverman study

e.g.
There was a standardised procedure to the study to aid replicability/
reliability (1 mark); for example, the treatment session lengths were 20 mins
for the boy (1 mark);
The study could be said to have high ecological validity (1 mark); This is
because the therapy sessions were ‘real’, and the activities would happen in
real life (1 mark);
The study followed the ethical guideline of informed consent (1 mark); as
both the mum and boy gave this and knew exactly what the therapy was
about (1 mark);

Question Answer Marks

6 Describe the procedure from the study by Bandura et al. (aggression) 5

from when a participant entered the experimental room until the model
began to assemble tinker toys.

1 mark per correct procedural point

The participant was taken to one corner of the room;

It was a structured play area;
The child was seated (at a table);
The experimenter demonstrated to the child how to make pictures/potato
prints/use stickers;
Once the child began ‘playing’, the experimenter took the model to the
opposite corner;
A variety of objects were located there (e.g. mallet, Bobo etc.);
The experimenter explained that these were for the model to play with;
The model was seated at their own table;
The experimenter then left the room;

Question Answer Marks

7(a) From the study by Baron-Cohen et al. (eyes test): 3

Describe the procedure used to select the target words and foils
before the main study.

1 mark per correct statement made

Piloted on a group of eight judges;

At least five from the eight had to agree that the target word was most
suitable;
No more than two judges had to pick a single foil;
Items that failed had new target words generated/was re-piloted with new
words;

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Question Answer Marks

7(b) Group 1 consisted of 15 adults recruited using adverts in a specialist 3

magazine.

Identify three other characteristics of Group 1.

1 mark per characteristic

(all) male;
(diagnosed) with AS/HFA;
Mean age of 29.7 (years);
Normal range IQ/mean IQ = 115;
Same socioeconomic classes as Group 2;
Same educational levels as Group 2;

Question Answer Marks

8(a) Research has shown that males’ brains respond to positive imagery 4
more than females’ brains.

Explain two ways the study by Canli et al. (brain scans and emotions)
differs from this research.

1 mark for identifying a difference

1 mark for describing the element of the study supporting the difference

e.g.
The participants in the Canli study were not male (1 mark: identifying) as
they were all female (1 mark: describing)

The Canli study did not investigate positive imagery (1 mark: identifying) as
the images ranged from negative to neutral (1 mark: describing)

The sample was different (1 mark: identifying) Canli only used females in
their study (1 mark: describing)

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Question Answer Marks

8(b) Explain one similarity and one difference between the study by Canli et 8
al. (brain scans and emotions) and one other core study from the
biological approach.

4 marks available for the similarity

4 marks available for the difference

Creditworthy points include: sample/sampling, ethics, quantitative data,

brain measurement techniques. There are others.

e.g. difference
4 marks
Canli used an FMRI scan to be able to see brain activity whilst the
participants watched the different emotional scenes. Dement and Kleitman
used a different technique called an EEG that could only monitor brain wave
activity/patterns during sleep/dreaming.

3 marks
Canli used an FMRI scan to be able to see brain activity whilst the
participants watched the different emotional scenes. Dement and Kleitman
used a different technique called an EEG.

2 marks
Canli used an FMRI scan measure brain activity whilst Dement and
Kleitman used an EEG.

1 marks
Both studies used different techniques to measure brain activity.

The similarity/difference is well explained using both studies 4 marks

as examples.

The similarity/difference is well explained but only one study 3 marks

is used as an example OR
both studies used briefly.

The similarity/difference is brief with an attempt at using at 2 marks

least one study as an example OR
The difference is well explained but there is no study
evidence.

The similarity/difference is brief with no attempt at using 1 mark

studies as examples.

No creditworthy material. 0 marks

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Question Answer Marks

9 Evaluate the study by Yamamoto et al. (chimpanzee helping) in terms 10

of two strengths and two weaknesses. At least one of your evaluation
points must be about the use of quantitative data.

Suitable strengths include:

quantitative data, internal validity, reliability, ethics
Suitable weaknesses include:
quantitative data, external validity, generalisability, ethics

Level 4 (8–10 marks)

• Evaluation is comprehensive.
• Answer demonstrates evidence of careful planning, organisation and
selection of material.
• Analysis (valid conclusions that effectively summarise issues and
arguments) is evident throughout.
• Answer demonstrates an excellent understanding of the material.

Level 3 (6–7 marks)

• Evaluation is good.
• Answer demonstrates some planning and is well organised.
• Analysis is often evident but may not be consistently applied.
• Answer demonstrates a good understanding of the material.

Level 2 (4–5 marks)

• Evaluation is mostly appropriate but limited.
• Answer demonstrates limited organisation or lacks clarity.
• Analysis is limited.
• Answer lacks consistent levels of detail and demonstrates a limited
understanding of the material.

Level 1 (1–3 marks)

• Evaluation is basic.
• Answer demonstrates little organisation.
• There is little or no evidence of analysis.
• Answer does not demonstrate understanding of the material.

Level 0 (0 marks)
No response worthy of credit.

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