Psychology - annotated exemplars level 2 US19260
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US19260 Examine assumptions underlying approaches to psychology
Level 2, Version 1
The following student work is intended to exemplify the grade boundary between Credit and No Credit.
| Criteria/Grade Student Responses | Moderator Commentary |
|---|---|
| Criteria: PC1.1 Grade: Credit |
|
| Identify and Explain Perspectives Biological Behaviour is caused by chemical and hormonal fluctuations in the brain. Also focusing on genetic disposition and DNA. Solved with medication and other chemical solutions, things such as diagnosis or scans etc |
Biological — a credit level Two key points are stated and briefly explained. A third key point could be made by stating that 'behaviour can be changed' or 'behavioural problems can be solved with medication and other chemical solutions ...' |
| Criteria: PC1.1 Grade: No credit |
|
| The Behavioural approach relies solely on environmental events. This approach believes people learn from others and the environment which manipulates their actions. Reinforcement and punishment is the way we learn the behaviour or response also by stimulus (an environmental event). | Behavioural — does not reach the standard Key features have been stated in general terms as the mediation of learning and behaviour by environmental events, but no explanations are given for how environmental events such as reinforcement and punishment operate. Example explanation: Reinforcement increases the strength or frequency of behaviour. |
| Criteria: PC1.1 Grade: Credit |
|
| Cognitive perspective Believes our mind is like a computer, inputting and outputting information using what is called a schema (thought processing). The cognitive approach believes we actively and creatively interact consciously with what is around us. This focuses on the mental abilities. Psycholanalytic approach focuses on the past and believes people have no control of their unconscious and impulses, resulting in irrational behaviours. Solutions for this focus on dream analysis and free association to unlock their repressed emotions which have surfaced. Humanist believes the whole person is good and in the future they can grow and change in free will, empathy, working their way up from basic needs to reaching our full potential known as self-actualisation to reach a positive outcome. |
Accurate identification and explanations for the cognitive, psychodynamic and humanist perspectives. This is exemplified by the correct use of key distinguishing terms or concepts - a credit level. NB: Social-Cultural is also acceptable as an alternative perspective. |
| Criteria: PC1.3 Grade: Credit |
|
| Context: 'Child In the Dark' Scenario Behavioural Focuses on praise and positive reinforcement. This is typical of the behavioural approach. It talks of learned association/ behaviours which is also typical of the behavioural response. |
Behavioural Accurate and consistent explanations related to the scenario. |
| Criteria: PC1.3 Grade: Credit |
|
| Biological Linked to the brain which is affecting how he thinks feels about going to bed. The thinking area of the brain is obviously controlling his feelings. |
Biological One explanation related to the scenario — the second sentence restates the first. |
| Criteria: PC1.3 Grade: Credit |
|
| Humanist The approach tries to see it from the boy's perspective and work with the boy to solve the problem. |
Humanist One explanation and two ideas consistent with the scenario are expressed. No elaboration of the ideas ('from the boy's perspective' and 'working with the boy'). |
| Criteria: PC1.3 Grade: Credit |
|
| Psychodynamic He could be indirectly expressing unconscious and repressed feelings from past family situations which are negative and make him depressed, they need to be improved in order to help towards his positive development. |
Psychodynamic Consistent elaboration of accurate explanations. |
| Criteria: PC1.3 Grade: Credit |
|
| Cognitive They say that the boy has created the fear himself. That the fear is how he has mentally chosen to react with his environment and that the problem is due to negative thought patterns. |
Cognitive Ideas consistently expressed with correct use of key terms in the explanations. |
| Criteria: PC2.1 Grade: No Credit |
|
| Context: Smoking Scenario Behavioural explanation A: May have been learnt behaviour from her Grandad to smoke and by arguing that health warnings are nonsense is putting blocks in the way of her actually realising what she is doing to herself. By smoking and putting herself in danger is behavioural because it is what she's doing to herself. She uses smoking as a stimulant and her reinforcement is she thinks she is in perfect health. The environment she's in may be smokers therefore she will smoke as well, so in order for her to stop smoking the environment she is in may need to change. |
Behavioural Adequate explanations are given in the first half of the first and third sentences. The remaining statements are not specific to the behaviourist perspective. Use of a non-behavioural concept, 'realising what she is doing to herself' = self-awareness. Not at the standard. |
| Criteria: PC2.1 Grade: Credit |
|
| Behavioural explanation B: She sees losing weight and steady nerves as a reward something she gains from smoking thus not wanting to quit. Perhaps she spent a lot of time with said Grandfather so she learnt this behaviour from him. She needs to be shown the negatives of smoking like bad hair, teeth, nails etc. "If you don't stop, this will happen to you". |
Behavioural B Three terms/concepts (reward, learnt and implied punishment; 'negatives of smoking') are correctly applied to explain the scenario. At the standard. |
| Criteria: PC2.1 Grade: No Credit |
|
| Pyscholanalytic explanation A: Someone from her past, perhaps a friend or family member must've smoked so her unconscious mind is telling her to do so as well. She needs one on one therapy and to go through her past well so she can find out what caused this. She thinks the smoking is calming her anxiety. |
Psychoanalytic A Two adequately expressed explanations. The last sentence is not specific to the psychodynamic perspective. |
| Criteria: PC2.1 Grade: Credit |
|
| Pyscholanalytic explanation B: Her ego is more influenced by her id than her superego. Instead of being angry or violent, she smokes as a socially acceptable way of dealing with tension. She seems to fear gaining weight so much she disregards her smoking warnings. Perhaps this has to do with a repressed memory of her childhood, the kids calling her fat - has sub-consciously made her avoid weight gain. | Psychoanalytic B: Clear explanations and terms/concepts are correctly applied to the scenario. Appropriate use of examples. (An Excellence level) |
| Criteria: PC2.1 Grade: No Credit |
|
| Biological explanation A: It's affecting her body by making her lose weight, by coughing, and it's an addiction. Her addictive personality may have been inherited by her grandfather. |
Biological A No biological mechanism for weight loss is given. And only one explanation is given. Not at the standard. |
| Criteria: PC2.1 Grade: Credit |
|
| Biological explanation B: The woman has become used to, or dependant on, the effect smoking has on her brain chemical and electrical patterns. Her family has at least some history of smoking. Her genes might be attuned to smoking in her environment and thus influence her behaviour to keep up the habit. Her brain's usual way of calming the nerves may be underdeveloped and so smoking bridges the gap needed to keep her calm. |
Biological B Accurate explanations with terms and concepts linked appropriately to the scenario. |