A Level
A Level Paper 3: Issues, Debates and Approaches
Conformity and minority influence, the approaches in psychology, the nervous system and the brain, issues and debates in psychology, plus research methods and statistics.
Questions
Question 1 [2 marks]
Biopsychology: Nervous System and Brain
State two divisions of the peripheral nervous system (PNS).
Question 2 [4 marks]
Approaches in Psychology
Outline Maslow's hierarchy of needs as part of the humanistic approach.
Question 3 [4 marks]
Issues and Debates in Psychology
Outline the difference between the idiographic and nomothetic approaches to psychological investigation.
Question 4 [4 marks]
Research Methods and Statistics
Outline one strength and one limitation of using observations in psychological research.
Question 5 [4 marks]
Conformity and Minority Influence
Distinguish between compliance and identification as explanations for conformity, giving an example of each.
Question 6 [5 marks]
Issues and Debates in Psychology
A psychologist publishes research suggesting a genetic basis for criminal behaviour, based on a study of a small number of families with a history of offending.
Use your knowledge of socially sensitive research to evaluate the potential ethical implications of publishing this research.
Question 7 [4 marks]
Approaches in Psychology
Explain two features that make an approach 'scientific' in psychology, using an example from a named approach for each.
Question 8 [4 marks]
Issues and Debates in Psychology
A newspaper reports a study claiming that a specific brain structure difference makes certain people 'born criminals', without discussing any environmental or social factors that might also contribute to offending.
Use your knowledge of reductionism and ethical implications to evaluate this report.
Question 9 [5 marks]
Biopsychology: Nervous System and Brain
Researchers studied a group of London taxi drivers who had each spent several years learning and using complex mental maps of the city's streets as part of their job, comparing brain scans with a group of non-taxi drivers. The taxi drivers showed a larger volume in the rear part of the hippocampus than the comparison group, and this was more pronounced in drivers who had done the job for longer.
Use your knowledge of plasticity to explain these findings.
Question 10 [4 marks]
Research Methods and Statistics
A study records the number of hours of sleep for six participants: 5, 6, 6, 8, 9, 4.
Calculate the range of these sleep times, and state what type of measure this is.
Question 11 [5 marks]
Approaches in Psychology
A twin study finds a concordance rate of 40% for a psychological disorder among identical (monozygotic) twins, compared with 15% among non-identical (dizygotic) twins.
Use your knowledge of the biological approach to explain what this pattern suggests about the causes of the disorder.
Question 12 [5 marks]
Issues and Debates in Psychology
A court case considers whether a defendant should be held fully responsible for a crime, given expert evidence that a specific gene variant made the defendant significantly more likely to act impulsively and aggressively than the average person.
Use your knowledge of the free will and determinism debate to evaluate the implications of this evidence for the legal system.
Question 13 [6 marks]
Approaches in Psychology
Discuss the humanistic approach in psychology.
Question 14 [6 marks]
Approaches in Psychology
Discuss the behaviourist approach in psychology, including its use of animal research.
Question 15 [6 marks]
Research Methods and Statistics
Discuss ethical issues that may arise in psychological research, and how researchers can deal with them, with reference to a named study.
Question 16 [6 marks]
Approaches in Psychology
Discuss the biological approach in psychology.
Question 17 [6 marks]
Issues and Debates in Psychology
Discuss the holism versus reductionism debate in psychology, using an example to illustrate each position.
Model solutions
| Question 1[2 marks] | |
|---|---|
| Answer or working | Marks |
| identifying the somatic nervous system | 1 |
| identifying the autonomic nervous system | 1 |
| Final answer: The somatic nervous system and the autonomic nervous system. | |
| Question 2[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying the hierarchy as a model of human motivation arranged from basic to higher-level needs | 1 |
| identifying basic/physiological needs, e.g. food and water, as the foundation of the hierarchy | 1 |
| identifying higher needs building on this, e.g. safety, belonging/love and esteem | 1 |
| identifying self-actualisation as the peak of the hierarchy, reaching one's full personal potential once lower needs are broadly met | 1 |
| Final answer: Maslow's hierarchy runs from basic physiological and safety needs, through belonging and esteem, up to self-actualisation, reaching one's full potential, once lower needs are broadly met. | |
| Question 3[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying the idiographic approach as focusing on the individual, using qualitative methods to gain in-depth understanding | 1 |
| a suitable example, e.g. a detailed case study of one person | 1 |
| identifying the nomothetic approach as aiming to establish general laws of behaviour by studying large groups/samples | 1 |
| a suitable example, e.g. using standardised tests or experiments across many participants to find general patterns | 1 |
| Final answer: The idiographic approach studies individuals in depth using qualitative methods, e.g. a case study; the nomothetic approach studies large groups to establish general laws of behaviour, e.g. standardised testing across many participants. | |
| Question 4[4 marks] | |
|---|---|
| Answer or working | Marks |
| a suitable strength, e.g. naturalistic observations can have high ecological validity since behaviour is observed in its natural setting | 1 |
| elaborating the strength, e.g. participants behave more naturally when unaware of being observed, as in a covert observation | 1 |
| a suitable limitation, e.g. observations do not allow cause and effect to be established, since variables are not controlled/manipulated | 1 |
| elaborating the limitation, e.g. observer bias may also affect what behaviour is recorded/interpreted as occurring | 1 |
| Final answer: Strength: naturalistic observation can have high ecological validity, especially when covert and participants behave naturally. Limitation: cause and effect cannot be established because variables are not controlled, and observer bias can affect recording. | |
| Question 5[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying compliance as publicly agreeing with a group while privately disagreeing | 1 |
| a suitable example of compliance, e.g. laughing at a joke you do not find funny to fit in with friends | 1 |
| identifying identification as adopting a group's views because group membership is valued, without necessarily agreeing in every other context | 1 |
| a suitable example of identification, e.g. behaving like the rest of a sports team only while wearing the kit and playing | 1 |
| Final answer: Compliance is public agreement without private belief change (e.g. laughing at an unfunny joke to fit in); identification is adopting a group's views because membership is valued (e.g. acting like teammates only while part of the team). | |
| Question 6[5 marks] | |
|---|---|
| Answer or working | Marks |
| identifying this as an example of socially sensitive research, since the findings could have consequences beyond the study itself | 1 |
| identifying a potential implication, e.g. individuals in these families could be stigmatised or unfairly judged as likely offenders | 1 |
| identifying a further implication, e.g. the findings could be misused to justify discriminatory policy towards particular families or groups | 1 |
| noting the small sample size means the findings may be over-generalised beyond what the evidence supports | 1 |
| a balancing point, e.g. researchers have a responsibility to consider the wider impact of publishing findings, not only their scientific validity | 1 |
| Final answer: This is socially sensitive research: it risks stigmatising affected families and could be misused to justify discriminatory judgements or policy, especially given the small sample means the finding may be over-generalised; researchers must weigh such wider impact, not only scientific validity. | |
| Question 7[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying a feature, e.g. the use of controlled, replicable methods | 1 |
| a suitable example, e.g. laboratory experiments used by the behaviourist approach | 1 |
| identifying a second feature, e.g. the use of objective, measurable data or technology | 1 |
| a suitable example, e.g. brain scanning used by the biological approach | 1 |
| Final answer: Controlled, replicable methods (e.g. the behaviourist approach's laboratory experiments) and objective, measurable data or technology (e.g. the biological approach's brain scanning) both support scientific status. | |
| Question 8[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying this as an example of biological reductionism, explaining a complex behaviour with reference to only one, lower level of explanation | 1 |
| noting a fuller account would also consider psychological and/or social/environmental levels of explanation | 1 |
| identifying an ethical implication, e.g. the report could stigmatise or unfairly label certain individuals as inherently dangerous based on limited evidence | 1 |
| noting that those reporting or publishing research have some responsibility to consider how findings may be used or misinterpreted by the public | 1 |
| Final answer: The report reflects biological reductionism, ignoring other levels of explanation, and risks stigmatising individuals; researchers and reporters share some responsibility for how such findings may be used or misinterpreted. | |
| Question 9[5 marks] | |
|---|---|
| Answer or working | Marks |
| identifying this as an example of brain plasticity, the brain changing its structure in response to experience | 1 |
| identifying the hippocampus as a brain area associated with spatial memory and navigation | 1 |
| explaining that the extensive navigation experience required for the job appears to have caused structural growth in this area | 1 |
| noting the finding that the effect was more pronounced with more time in the job supports a causal role for the experience itself, rather than a pre-existing difference | 1 |
| noting this supports the idea that plasticity can continue in the adult brain, not only during childhood development | 1 |
| Final answer: This reflects brain plasticity: extensive spatial navigation experience appears to have caused structural growth in the hippocampus, with a stronger effect for longer-serving drivers, supporting continued plasticity in the adult brain. | |
| Question 10[4 marks] | |
|---|---|
| Answer or working | Marks |
| identifying the highest value in the data set, 9 | M1 |
| identifying the lowest value in the data set, 4 | M1 |
| calculating the range as 9 - 4 = 5 hours | A1 |
| identifying the range as a measure of dispersion/spread of the data | 1 |
| Final answer: Range = 9 - 4 = 5 hours; the range is a measure of dispersion (spread) of the data. | |
| Question 11[5 marks] | |
|---|---|
| Answer or working | Marks |
| identifying that monozygotic twins share close to 100% of their genes, while dizygotic twins share on average 50%, like ordinary siblings | 1 |
| noting the higher concordance rate in monozygotic twins suggests a genetic contribution to the disorder | 1 |
| explaining that, since the monozygotic concordance rate is well below 100%, genetics alone cannot fully explain the disorder | 1 |
| concluding that environmental factors must also play a substantial role | 1 |
| noting this comparison assumes twins of both types share an equally similar environment (the equal environments assumption), needed to isolate a genetic effect | 1 |
| Final answer: The higher MZ than DZ concordance suggests a genetic contribution, but since MZ concordance is far below 100%, environmental factors must also play a substantial role, assuming both twin types share an equally similar environment. | |
| Question 12[5 marks] | |
|---|---|
| Answer or working | Marks |
| identifying this evidence as reflecting a biologically deterministic view of the defendant's behaviour | 1 |
| explaining that a strict deterministic position could be used to argue the defendant had reduced or no free choice, and so reduced moral responsibility | 1 |
| noting the legal system is generally built on an assumption of free will, that people choose their actions and can therefore be held responsible | 1 |
| identifying a tension this creates, since accepting strong biological determinism could challenge the usual basis for punishing offenders | 1 |
| noting that, in practice, courts often take a soft-determinist-type position, treating such evidence as one relevant factor rather than as fully removing responsibility | 1 |
| Final answer: The genetic evidence reflects biological determinism, creating tension with the legal system's assumption of free will; in practice, such evidence is usually treated as one relevant factor rather than as removing responsibility entirely. | |
| Question 13[6 marks] | |
|---|---|
| Answer or working | Marks |
| outlining free will and the person-centred, holistic focus on subjective experience | 1 |
| outlining self-actualisation and/or congruence and conditions of worth | 1 |
| outlining person-centred therapy as a real-world application growing from the approach | 1 |
| an evaluation point, e.g. it offers an optimistic, positive view of human nature and potential, unlike more deterministic approaches | 1 |
| an evaluation point, e.g. concepts such as self-actualisation are difficult to operationalise or test scientifically, limiting scientific credibility | 1 |
| an evaluation point, e.g. it has had significant real-world influence, e.g. underpinning person-centred counselling and broader ideas about education and therapy | 1 |
| Final answer: Outline free will, self-actualisation and person-centred therapy; evaluate the approach's optimistic view and real-world influence against its limited scientific testability. | |
| Question 14[6 marks] | |
|---|---|
| Answer or working | Marks |
| outlining the focus on observable behaviour and rejection of introspection/study of internal mental states | 1 |
| outlining classical and/or operant conditioning as the approach's central learning principles | 1 |
| outlining the use of controlled experiments with animals, e.g. Pavlov's dogs or Skinner's rats/pigeons in a Skinner box | 1 |
| an evaluation point, e.g. its highly scientific, objective methods increased the credibility of psychology | 1 |
| an evaluation point, e.g. environmental determinism is criticised for underestimating free will/conscious choice in human behaviour | 1 |
| an evaluation point, e.g. generalising findings from animal studies to complex human behaviour is questionable given species differences | 1 |
| Final answer: Outline the focus on observable behaviour, conditioning principles and animal research; evaluate with scientific credibility against environmental determinism and doubts over generalising from animals to humans. | |
| Question 15[6 marks] | |
|---|---|
| Answer or working | Marks |
| identifying deception as an ethical issue, participants not being told the true aim of a study | 1 |
| reference to a named study involving deception, e.g. Milgram's obedience study, where participants were misled about the true purpose | 1 |
| identifying a way of dealing with deception, e.g. a full debrief at the end of the study, explaining the true aim and offering the right to withdraw data | 1 |
| identifying a further ethical issue, e.g. psychological harm/protection from harm, since participants may experience distress | 1 |
| identifying a way of dealing with this, e.g. monitoring participants during the study and offering support/counselling afterwards | 1 |
| an evaluation point, e.g. dealing with ethical issues after the fact, such as debriefing, cannot fully undo harm already experienced during the study | 1 |
| Final answer: Deception, e.g. in Milgram's study, can be addressed with a full debrief and right to withdraw data; psychological harm can be reduced by monitoring participants and offering support afterwards, though post-hoc measures cannot fully undo harm already caused. | |
| Question 16[6 marks] | |
|---|---|
| Answer or working | Marks |
| outlining that the biological approach explains behaviour in terms of genetics, neurochemistry and the nervous system | 1 |
| outlining the use of twin/family/adoption studies to estimate the genetic basis of behaviour | 1 |
| outlining the role of neurochemistry, e.g. neurotransmitters, in influencing behaviour or mental disorder | 1 |
| an evaluation point, e.g. the approach uses objective, scientific methods such as brain scanning, strengthening its scientific credibility | 1 |
| an evaluation point, e.g. it can be seen as reductionist/deterministic, reducing complex behaviour to biological factors alone and understating free will | 1 |
| an evaluation point, e.g. biological explanations have led to effective drug treatments, demonstrating practical real-world value | 1 |
| Final answer: Outline genetics (twin/family/adoption studies) and neurochemistry as biological explanations of behaviour; evaluate with strong scientific credibility from objective methods and useful drug treatments, against the risk of biological reductionism/determinism. | |
| Question 17[6 marks] | |
|---|---|
| Answer or working | Marks |
| outlining holism as the view that behaviour can only be understood by considering the whole system/person, not just individual parts | 1 |
| a suitable example of a holistic explanation, e.g. the humanistic approach's focus on the whole, subjective person | 1 |
| outlining reductionism as the view that behaviour is best explained by breaking it down into simpler, constituent parts | 1 |
| a suitable example of a reductionist explanation, e.g. a biological explanation reducing a disorder to a single neurotransmitter | 1 |
| an evaluation point, e.g. reductionist explanations are usually more scientifically testable, since variables can be isolated and operationalised | 1 |
| an evaluation point, e.g. holistic accounts may better reflect the complexity of real behaviour but are harder to test scientifically, so a level of description in between, e.g. combining biological and social factors, is often used in practice | 1 |
| Final answer: Holism, e.g. the humanistic approach's whole-person focus, argues behaviour must be understood as a whole system, while reductionism, e.g. a biological explanation reduced to one neurotransmitter, breaks it into testable parts; reductionist explanations are easier to test scientifically, but holistic accounts may better capture real-world complexity, so many explanations sit somewhere between the two extremes. | |