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AQA GCSE PSYCHOLOGY 8182/2 Paper 2 Social Context and Behaviour Mark scheme June 2023
AQA GCSE PSYCHOLOGY 8182/2 Paper 2 Social Context and Behaviour Mark scheme June 2023
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MARK SCHEME – GCSE PSYCHOLOGY – 8182/2 – JUNE2023
AQA
GCSE
PSYCHOLOGY
8182/2
Paper 2 Social Context and Behaviour
Mark scheme
June 2023
2
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/2 – JUNE
2023
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Possible content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the possible content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
Examiners are reminded that AO1 and AO2 are regarded as interdependent. When deciding on a mark
in instances where there is an attempt at more than one assessment objective all attempts should be
considered together using the best fit approach. In doing so, examiners should bear in mind the relative
weightings of the assessment objectives.
When an answer only contains content related to one of the skills (AO1/AO2), then the levels descriptors
for the award of marks for the skill attempted should be applied to the answer, up to the maximum mark
available.
3
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/2 – JUNE
2023
Section A
Social influence
01 The following definition of ‘deindividuation’ is not complete.
Deindividuation happens when someone loses their .
This causes them to feel less responsibility for their actions.
You have been given four suggestions of what the missing words are.
Complete the definition by identifying the correct missing words.
Shade one box only.
[1 mark]
Marks for this question: AO1 – 1 mark
C (individuality and personal identity)
02 The ‘cost of helping’ affects bystander intervention.
Use an example to describe how the ‘cost of helping’ could affect bystander intervention.
[1 mark]
Marks for this question: AO2 – 1 mark
1 mark for an appropriate example used to describe how the ‘cost of helping’ could affect bystander
intervention.
For an example to be considered appropriate it must include the direction of the affect (ie more or less
likely to help) and some example of the cost/risk.
Example
If you will miss your psychology exam if you stop to help someone, the cost of missing your exam would
make it less likely that you would help.
NOTE: If the answer is just a definition/outline of the cost of helping and does not use an example,
award NO mark.
4
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/2 – JUNE
2023
03 Outline one factor that affects obedience.
[2 marks]
Marks for this question: AO1 – 2 marks
Up to 2 marks for an outline of one factor that affects obedience.
2 marks: clear and accurate outline.
1 mark: limited or muddled outline.
Possible content
The level of agency ie the awareness we have of carrying out and being in control of, and therefore
responsible for, our own actions. If we have less agency, we are more likely to obey.
Whether or not we believe that we are acting as an ‘agent’ for someone else (ie the person giving
the orders).
The level of authority ie whether or not a person is perceived by others to have the right to give
orders. If they are viewed as having a high level of authority, we are more likely to obey.
Symbols of authority eg uniforms - people are more likely to obey the orders given by someone who is
wearing a uniform when compared to someone dressed in everyday clothes.
Culture ie the unwritten rules a group of people with the same customs, beliefs and behaviours
have about obeying others. Some groups value obedience more highly than others.
Proximity ie how nearby or far away someone is when they give orders.
o
We are less likely to obey someone who gives orders from a distance than someone who is right
by us.
o
We are less likely to obey orders to harm someone who is right by us than someone who is a
distance from us.
Location ie research has shown that there is a reduction in the level of obedience when the orders are
given in a less credible location (eg a run-down office building) compared to when the orders are given
in a credible location (eg a laboratory).
Dispositional factors such as (Authoritarian) personality. Adorno believed some people have a more
obedient personality type that is developed as the result of early childhood experiences.
Credit other relevant content.
NOTE: The command term ‘outline’ requires answers to ‘set out the main characteristics’. Therefore,
answers that only name a factor that affects obedience are too limited to be creditworthy.
NOTE: If the candidate has written about more than one factor, award marks to the one that is clearest
and most effective.
5
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