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This document provides examination details for the Pearson Edexcel International Advanced Level Psychology paper scheduled for January 12, 2024. It includes instructions for candidates, information on the total marks, and a list of formulae and statistical tables relevant to the exam. Additionally, it outlines the structure of the exam, including sections on Biological Psychology and specific studies like Raine et al. (1997).

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0% found this document useful (0 votes)

28 views36 pages

wps02 01 Que 20240113

Uploaded by

chamara weerasinghe

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Please check the examination details below before entering your candidate information

Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel International Advanced Level

Friday 12 January 2024
Afternoon (Time: 2 hours) Paper
reference WPS02/01
Psychology  

International Advanced Subsidiary

UNIT 2: Biological Psychology, Learning Theories and
Development

You do not need any other materials. Total Marks

Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.

Information
•• The total mark for this paper is 96.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
•• The list of formulae and statistical tables are printed at the start of this paper.
Candidates may use a calculator.

Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
• Check your answers if you have time at the end.

Turn over

P72147RA
©2024 Pearson Education Ltd.
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FORMULAE AND STATISTICAL TABLES
Standard deviation (sample estimate)

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x x 2

n 1

Spearman’s rank correlation coefficient

6d2
1
n n 2 1

Critical values for Spearman’s rank

Level of significance for a one-tailed test

0.05 0.025 0.01 0.005 0.0025
Level of significance for a two-tailed test
N 0.10 0.05 0.025 0.01 0.005
5 0.900 1.000 1.000 1.000 1.000
6 0.829 0.886 0.943 1.000 1.000
7 0.714 0.786 0.893 0.929 0.964
8 0.643 0.738 0.833 0.881 0.905
9 0.600 0.700 0.783 0.833 0.867
10 0.564 0.648 0.745 0.794 0.830
11 0.536 0.618 0.709 0.755 0.800
12 0.503 0.587 0.678 0.727 0.769
13 0.484 0.560 0.648 0.703 0.747
14 0.464 0.538 0.626 0.679 0.723
15 0.446 0.521 0.604 0.654 0.700
16 0.429 0.503 0.582 0.635 0.679
17 0.414 0.485 0.566 0.615 0.662
18 0.401 0.472 0.550 0.600 0.643
19 0.391 0.460 0.535 0.584 0.628
20 0.380 0.447 0.520 0.570 0.612
21 0.370 0.435 0.508 0.556 0.599
22 0.361 0.425 0.496 0.544 0.586
23 0.353 0.415 0.486 0.532 0.573
24 0.344 0.406 0.476 0.521 0.562
25 0.337 0.398 0.466 0.511 0.551
26 0.331 0.390 0.457 0.501 0.541
27 0.324 0.382 0.448 0.491 0.531
28 0.317 0.375 0.440 0.483 0.522
29 0.312 0.368 0.433 0.475 0.513
30 0.306 0.362 0.425 0.467 0.504
The calculated value must be equal to or exceed the critical value in this table for
significance to be shown.

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Chi-squared distribution formula

O E
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X
2
df r 1 c 1
E

Critical values for chi-squared distribution

Level of significance for a one-tailed test

0.10 0.05 0.025 0.01 0.005 0.0005
Level of significance for a two-tailed test
df 0.20 0.10 0.05 0.025 0.01 0.001
1 1.64 2.71 3.84 5.02 6.64 10.83
2 3.22 4.61 5.99 7.38 9.21 13.82
3 4.64 6.25 7.82 9.35 11.35 16.27
4 5.99 7.78 9.49 11.14 13.28 18.47
5 7.29 9.24 11.07 12.83 15.09 20.52
6 8.56 10.65 12.59 14.45 16.81 22.46
7 9.80 12.02 14.07 16.01 18.48 24.32
8 11.03 13.36 15.51 17.54 20.09 26.12
9 12.24 14.68 16.92 19.02 21.67 27.88
10 13.44 15.99 18.31 20.48 23.21 29.59
11 14.63 17.28 19.68 21.92 24.73 31.26
12 15.81 18.55 21.03 23.34 26.22 32.91
13 16.99 19.81 22.36 24.74 27.69 34.53
14 18.15 21.06 23.69 26.12 29.14 36.12
15 19.31 22.31 25.00 27.49 30.58 37.70
16 20.47 23.54 26.30 28.85 32.00 39.25
17 21.62 24.77 27.59 30.19 33.41 40.79
18 22.76 25.99 28.87 31.53 34.81 42.31
19 23.90 27.20 30.14 32.85 36.19 43.82
20 25.04 28.41 31.41 34.17 37.57 45.32
21 26.17 29.62 32.67 35.48 38.93 46.80
22 27.30 30.81 33.92 36.78 40.29 48.27
23 28.43 32.01 35.17 38.08 41.64 49.73
24 29.55 33.20 36.42 39.36 42.98 51.18
25 30.68 34.38 37.65 40.65 44.31 52.62
26 31.80 35.56 38.89 41.92 45.64 54.05
27 32.91 36.74 40.11 43.20 46.96 55.48
28 34.03 37.92 41.34 44.46 48.28 56.89
29 35.14 39.09 42.56 45.72 49.59 58.30
30 36.25 40.26 43.77 46.98 50.89 59.70
40 47.27 51.81 55.76 59.34 63.69 73.40
50 58.16 63.17 67.51 71.42 76.15 86.66
60 68.97 74.40 79.08 83.30 88.38 99.61
70 79.72 85.53 90.53 95.02 100.43 112.32
The calculated value must be equal to or exceed the critical value in this table for
significance to be shown.

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Wilcoxon Signed Ranks test process
• Calculate the difference between two scores by taking one from the other

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• Rank the differences giving the smallest difference Rank 1
Note: do not rank any differences of 0 and when adding the number of scores,
do not count those with a difference of 0, and ignore the signs when calculating
the difference
• Add up the ranks for positive differences
• Add up the ranks for negative differences
• T is the figure that is the smallest when the ranks are totalled (may be positive
or negative)
• N is the number of scores left, ignore those with 0 difference
Critical values for the Wilcoxon Signed Ranks test

Level of significance for a one-tailed test

0.05 0.025 0.01
Level of significance for a two-tailed test
n 0.1 0.05 0.02
N=5 0 – –
6 2 0 –
7 3 2 0
8 5 3 1
9 8 5 3
10 11 8 5
11 13 10 7
12 17 13 9

The calculated value must be equal to or less than the critical value in this table for
significance to be shown.

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SECTION A
Biological Psychology
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Answer ALL questions in this section. Write your answers in the spaces provided.
1 In your studies of biological psychology, you will have learned about the classic study
by Raine et al. (1997).
(a) State one conclusion of Raine et al. (1997).
(1)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(b) Explain one weakness of Raine et al. (1997) in terms of generalisability.

(2)

(Total for Question 1 = 3 marks)

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2 Sienna conducted an investigation to see if changing the time that mice were
exposed to bright light altered their sleeping pattern. She used two separate groups
of mice and recorded when they slept during the investigation.

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• Condition A: The mice were exposed to bright light between the hours of 7am
and 7pm.
• Condition B: The mice were exposed to bright light between the hours of 7pm
and 7am.
When the mice were not exposed to bright light, the mice were kept in dark
conditions.
Sienna recorded how many mice slept between the hours of 7am and 7pm, and how
many mice slept between the hours of 7pm and 7am.
(a) Identify the independent variable (IV) in Sienna’s investigation.
(1)

Sienna recorded whether the mice slept between 7am to 7pm or between 7pm to
7am.
Her results are shown in Table 1.

Number of mice Number of mice

Slept between Slept between

7am and 7pm 7pm and 7am
Condition A:
Exposed to bright light 24 1
between 7am and 7pm
Condition B:
Exposed to bright light 5 20
between 7pm and 7am

Table 1

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(b) Draw a suitable graph for the sleeping patterns of the mice who were exposed to
bright light between 7am and 7pm as shown in Table 1.
(3)
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Title

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(c) Explain one conclusion that can be made from the data in Table 1.
(2)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) Explain one reason why Sienna used mice instead of humans as participants in
her investigation.
(2)

(Total for Question 2 = 8 marks)

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3 (a) Describe the role of hormones in aggression.
(3)
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(b) Explain one strength and one weakness of the role of hormones as an
explanation of aggression.
(4)

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Strength

Weakness

(Total for Question 3 = 7 marks)

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4 In your studies of biological psychology you will have learned about light therapy as
it is used for seasonal affective disorder.
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(a) Describe light therapy as a treatment for seasonal affective disorder.

(4)

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(b) Explain one weakness of light therapy as a treatment for seasonal affective
disorder.
(2)

(c) Explain one reason why light therapy may be more effective than one other
therapy for treating seasonal affective disorder.
(2)

(Total for Question 4 = 8 marks)

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5 Assess how well brain functioning can explain aggression as a human behaviour.
(8)
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(Total for Question 5 = 8 marks)

TOTAL FOR SECTION A = 34 MARKS

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SECTION B
Learning Theories and Development
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Answer ALL questions in this section. Write your answers in the spaces provided.
6 In your studies of learning theories and development you will have learned about
classical conditioning.
(a) Define, using an example, what is meant by the term ‘unconditioned stimulus
(UCS)’ as used in classical conditioning.
(2)

(b) Define, using an example, what is meant by the term ‘conditioned stimulus (CS)’ as
used in classical conditioning.
(2)

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(c) Explain one strength of classical conditioning.
(2)

(Total for Question 6 = 6 marks)

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7 Reece conducted an observation to investigate the effect of rewards on the
behaviour of boys and girls. He went to a local school that used a points system to
reward children who did as the teacher requested. Reece used a random sampling
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technique to select his sample of boys and girls from the local school.
He split the boys and girls into two conditions:
• Condition A: Those who only got 1 point or less during the day.
• Condition B: Those who got 5 or more points during the day.
Reece observed the children during one day using an overt observation. He noted
down how many points the boys and girls received.
(a) Describe how Reece could have used a random sampling technique to gather his
participants for his investigation.
(2)

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Reece analysed his data using chi-squared.
(b) (i) Calculate the chi-squared for the data gathered by Reece by completing

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Table 2.
Your answers should all be correct to one decimal place.
(4)

Observed Expected O−E (O−E)2 (O−E)2/E

Condition A: Boys 3 6
1 point or less
during the day Girls 8 5

Condition B: Boys 9 6
5 points or more
during the day Girls 2 5

Chi-squared =

Table 2
Space for calculations

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(ii) Determine, using your answer for 7(b)(i), whether Reece’s results are
significant at p0.05 for a one-tailed test where df=1.
(2)
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(c) Explain two improvements Reece could make to his observation.

(4)

1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 7 = 12 marks)

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8 In your studies of learning theories and development you will have learned about
Freud’s psychosexual stages of development.

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(a) Name two of Freud’s psychosexual stages of development.
(2)

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(b) Patti is five years old. She has become very clingy to her father and wants to be
with him all the time. She follows him round the house and says she wants to be a
nurse when she grows up as that is what her father does.
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Patti seems to be angry at her mother. She frequently shouts at her mother and
tells her ‘No’ when asked to get ready for bed. Patti recently told her father that
she wished her mother would go away.
Describe Freud’s psychosexual stages of development in relation to Patti’s
behaviour.
(4)

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(c) Explain one weakness of Freud’s psychosexual stages of development as an
explanation of Patti’s behaviour.
(2)

(Total for Question 8 = 8 marks)

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9 Igor wanted to conduct an experiment using pigeons. He wanted to teach the
pigeons how to play basketball. Igor had two groups of 20 pigeons. The pigeons
would be kept in individual cages, apart from 20 minutes a day when he conducted
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his experiment. The pigeons would have regular access to food and water throughout
the experiment.
Igor aimed to use behaviour shaping on one group of 20 pigeons where they were
rewarded for each successive action. They would be rewarded with food when they
picked up the mini basketball. They would be rewarded again when they carried it
towards the hoop and again when they tried to put it in the hoop and finally when
the ball went through the hoop.
The other group of pigeons would only be rewarded if they successfully put the ball
through the hoop.
Discuss the use of ethical issues Igor must consider when carrying out his experiment.
You must make reference to the context in your answer.
(8)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 9 = 8 marks)

TOTAL FOR SECTION B = 34 MARKS

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SECTION C
Answer ALL questions in this section. Write your answers in the spaces provided.

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10 Maud likes to watch her local hockey team play. She has noticed that they play more
aggressively, hitting their opponents on the legs, when the referee is not looking.
They also deliberately hit the ball at the opponents in an attempt to scare them.
Maud has told her friend that the opposing teams are attacking less and seem scared.
The local hockey team have started to win more games.
Maud recently played for her school hockey team. She deliberately hit a ball at
an opponent. Maud’s friends praised her for helping her team win the match. The
hockey coach has told Maud she will not be picked to play in the next hockey match
due to her aggressive playing.
Evaluate social learning theory as an explanation of Maud’s behaviour.
You must make reference to the context in your answer.
(12)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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(Total for Question 10 = 12 marks)

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11 In your studies you will have learned about Brendgen et al. (2005) and Watson and
Rayner (1920).

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Evaluate Brendgen et al. (2005) and Watson and Rayner (1920) in terms of ethics and
reliability.
(16)

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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 11 = 16 marks)

TOTAL FOR SECTION C = 28 MARKS

TOTAL FOR PAPER = 96 MARKS

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