How well did you or your student do on the Psychology A-Level May/June 2026? -PAPER 1 (Model Answers)

 

Section A: Social Influence

Q1

What is meant by minority influence?

Model Answer:
Minority influence is when a small group influences the beliefs or behaviours of a majority. This occurs through consistency and commitment, leading the majority to internalise the new viewpoint.

Q2

Outline the legitimacy of authority explanation for obedience.

Model Answer:
Legitimacy of authority refers to the belief that authority figures have the right to give orders and expect obedience. People are socialised from a young age to accept authority figures such as teachers and police. This leads individuals to obey because they feel it is their duty within a hierarchical social structure.

Q3

Outline one strength of the legitimacy of authority explanation for obedience.

Model Answer:
A strength of legitimacy of authority is that it is supported by research evidence. Because Milgram found high levels of obedience when participants were instructed by an authority figure to give electric shocks. This shows that people see authority as legitimate and feel obligated to obey, which helps explain real-world obedience in the economy, such as employees following instructions from managers to maintain organisation and productivity.

Q4

In a study of conformity, two participants, Ali and Brad, judged the length of lines with a large group of confederate participants, who all gave the same incorrect answer. Ali and Brad did not conform with the incorrect answers of the confederates. They were asked to explain why they did not conform.
Ali said, 'I've never been one for just following the crowd. I always feel like I'm free to make my own decisions regardless of what anyone else is doing.'
Brad said, 'To be honest, I'm usually a bit of a follower. But when I heard Ali stand up for herself, that gave me the confidence to do the same.'
Discuss two explanations of resistance to social influence. Refer to the comments of Ali and of Brad in your answer.

Model Answer:

One explanation of resistance to social influence is social support, which occurs when the presence of others who resist reduces pressure to conform. This is because having an ally increases confidence and reduces fear of social rejection. Asch found that conformity rates dropped significantly when one confederate gave the correct answer, demonstrating that social support enables resistance. In the stem, Brad explains that hearing Ali stand up for herself gave him the confidence to do the same, showing that the presence of an ally helped him resist conformity. This is particularly important in education, as students often feel pressure to agree with the majority, but when one student challenges an incorrect answer, it can encourage others to think critically and contribute their own ideas, improving classroom discussion and learning.

Another explanation is locus of control, which refers to the extent to which individuals believe they have control over their behaviour. Individuals with an internal locus of control are more likely to resist social influence because they base decisions on their own beliefs rather than external pressure. Rotter suggested that these individuals are more independent and less concerned with social approval. In the stem, Ali states that she feels free to make her own decisions, indicating an internal locus of control, which explains her resistance. This is important in education, as students with an internal locus are more likely to take responsibility for their learning, challenge incorrect information, and remain confident in their answers even when others disagree.

A strength of the social support explanation is that it is supported by research evidence. Because Asch found that conformity dropped from around 32% to 5% when an ally was present. This shows that resistance increases when individuals are not alone, supporting the explanation. However, a limitation is that Asch’s task lacks ecological validity, as judging line lengths is not representative of real classroom situations where social pressures can involve fear of embarrassment or academic judgement. This suggests that, although social support can help, students may still struggle to resist conformity in high-pressure educational environments.

A strength of locus of control is that research by Holland found individuals with an internal locus were more resistant to obedience in Milgram’s study, suggesting personality plays a role in resisting social influence. However, this explanation is reductionist as it focuses only on personality and ignores situational factors such as group pressure, which can still strongly influence behaviour. Even though this is a limitation, it is still important to recognise that understanding resistance has valuable applications in education, as teachers can encourage independent thinking alongside supportive classroom environments, helping students build confidence to challenge incorrect ideas and make their own informed decisions, ultimately improving academic outcomes.

 

 

Section B: Memory

Q5 (2 marks)

Give two types of misleading information that have been shown to decrease the accuracy of eyewitness testimony.

Model Answer:
Leading questions are a type of misleading information where the wording of a question influences a person’s memory of an event.
Post-event discussion is when individuals discuss an event with others, which can distort or alter their original memory.

Q6 (6 marks)

Amy and Parveen are struggling to remember results from previous football matches.
Amy says, 'I know that we have beaten Rovers a few times, but I cannot remember when as I have seen so many matches.'
Parveen says, 'I would do a lot better if you tested me at the stadium. The feeling of excitement I get when I am there reminds me of the times I've felt it before!'
Use your knowledge of explanations for forgetting to explain Amy's and Parveen's comments. Use a different explanation for each person.

Model Answer:

One explanation for forgetting is interference, which occurs when one memory disrupts the recall of another, particularly when memories are similar. This means that when many similar memories are stored, they compete with each other, making recall more difficult. Amy explains that she has seen many matches and cannot remember when they won, suggesting that multiple similar memories are interfering with each other. This demonstrates interference because the similarity between the matches makes it harder for her to recall a specific event.

Another explanation is retrieval failure, which occurs when cues present at encoding are not available at recall. Tulving suggested that recall improves when contextual or emotional cues are reinstated. Parveen states that being at the stadium would help her remember because the excitement reminds her of previous matches, showing that cues are important for retrieval. This demonstrates retrieval failure, as without those cues she struggles to access the memory.

Q7 (16 marks)

Describe and evaluate the multi-store model of memory.

Model Answer:

The multi-store model (MSM), proposed by Atkinson and Shiffrin, suggests that memory consists of three separate stores: the sensory register, short-term memory (STM), and long-term memory (LTM). Information enters the sensory register through environmental stimuli and is held briefly before it is either lost or transferred to STM through attention. STM has a limited capacity of around 7±2 items and a duration of approximately 18–30 seconds. Through maintenance rehearsal, information can be transferred into LTM, where it can be stored for a potentially unlimited duration. This emphasises the importance of rehearsal in transferring information into long-term storage, which is highly relevant to education and learning, as students need repeated practice to retain key knowledge over time.

A strength of the MSM is that research supports the idea of separate memory stores. Because case studies such as HM showed that after damage to the hippocampus, the individual could not form new long-term memories but still had a functioning short-term memory. This demonstrates that STM and LTM are separate systems, supporting the validity of the model. This is particularly important for understanding brain damage and cognitive impairments in learning, as it shows that difficulties in forming long-term memories may not affect short-term processing. This allows teachers and psychologists to adapt strategies, such as using repetition, scaffolding, and overlearning, to support individuals who struggle to retain new information due to neurological issues. However, a limitation is that the model is oversimplified, because it assumes each memory store is unitary, when in reality long-term memory consists of different types, such as episodic and semantic memory.

A further strength is that research by Glanzer and Cunitz supports the existence of separate stores through the serial position effect. Because participants recall items at the beginning and end of a list more effectively, this reflects the roles of LTM and STM. This has practical applications in learning and revision, as it suggests that breaking revision into shorter chunks can improve recall by avoiding overload of short-term memory. However, a limitation is that the MSM overemphasises rehearsal as the main process for transferring information into long-term memory. In reality, factors such as meaning and understanding are also important, which the model does not fully consider. This becomes particularly relevant for students with dyslexia or processing difficulties, as simply repeating information may not be effective, and alternative strategies such as visual learning, dual coding, or using context-based understanding may be more beneficial.

Even though there are clear limitations, it is still important to recognise that the MSM has significant applications in education and cognitive development. Understanding memory processes has directly informed strategies such as retrieval practice, spaced repetition, and chunking, which help strengthen long-term memory and improve recall in exams. Additionally, it allows educators to better support students with learning difficulties or memory impairments by adapting teaching approaches to suit how memory works. This demonstrates that, despite being a simplified model, the MSM provides a valuable framework for improving learning outcomes and supporting a range of cognitive needs.

 

 

Section C: Attachment

 

Q8 (2 marks)

Identify two features of insecure-resistant attachments.

Model Answer:

Insecure-resistant infants show high levels of distress when separated from their caregiver.

They also show resistance on reunion, seeking proximity but also rejecting comfort.

 

Q9.1 (3 marks)

Explain one way in which the researcher could have assessed the reliability of the questionnaire.

Model Answer:

One way to assess reliability is test-retest reliability, where the questionnaire is given to the same mothers on two separate occasions. If similar results are obtained both times, this suggests the questionnaire is consistent. This indicates that the measure is reliable because it produces stable results over time.

 

Q9.2 (3 marks)

Explain one way in which the researcher could have assessed the validity of the questionnaire.

Model Answer:

One way to assess validity is concurrent validity, where the results of the questionnaire are compared with another established measure of attachment. If the results are similar, this suggests the questionnaire is accurately measuring attachment experiences. This increases confidence that the findings reflect what they are intended to measure.

 

Q10 (16 marks)

Viv has recently had a baby. Viv has told her grandmother that she plans to return to work at the end of her maternity leave.

Viv's grandmother replies, 'In my day we never worked, babies should be with their mothers. It's natural, and they need that special attention, especially for the first few years. If you're not there all the time, it affects them in future.'

Discuss Bowlby's monotropic theory of attachment. Refer to Viv's grandmother's comments in your answer.

 

Model Answer:

Bowlby’s monotropic theory suggests that infants form one special primary attachment, usually with the mother, which is more important than all other attachments. He proposed a critical period of around the first 2–3 years, where this attachment must form or emotional damage may occur. Bowlby also suggested that this attachment acts as a secure base for exploration and forms an internal working model, which influences future relationships. In the stem, Viv’s grandmother suggests that babies “need that special attention” and that mothers should always be present, reflecting Bowlby’s idea that a continuous, close relationship with one main caregiver is essential for healthy development.

A strength of Bowlby’s theory is that there is supporting research evidence. Because Lorenz found that goslings imprinted onto the first moving object they saw during a critical period, suggesting attachment is innate and biologically driven. This supports Bowlby’s idea that attachment must occur early in life. However, a limitation is that Lorenz’s research was conducted on animals, so the findings may not fully apply to humans due to the complexity of human attachment. This is important in education, as understanding early attachment helps teachers recognise why some children may struggle with emotional regulation or relationships, allowing schools to provide consistent adult support such as key workers to improve engagement in learning.

Another strength is that Bowlby’s 44 thieves study supports the idea that early attachment has long-term consequences. Because he found that individuals who experienced maternal deprivation were more likely to show affectionless psychopathy, suggesting disrupted attachment affects emotional development. However, the study lacked control of extraneous variables, meaning other factors such as family environment may have influenced later outcomes. This is important in education, as it highlights the need for early intervention for children who display behavioural or emotional difficulties, helping schools implement support systems such as pastoral care to improve classroom behaviour and academic progress.

A limitation of Bowlby’s theory is that it is socially sensitive, as it places strong emphasis on the mother as the primary attachment figure. This may create guilt for working mothers like Viv, suggesting that returning to work could harm a child’s development. However, research by Schaffer and Emerson found that infants can form multiple attachments, showing that fathers and other caregivers can also play important roles. This is important in education, as it supports modern childcare arrangements such as nurseries and shared parenting, showing that children can still develop secure attachments and positive learning behaviours even when cared for by multiple adults.

Even though there are limitations, Bowlby’s theory still has important applications in education. Understanding the role of early attachment has influenced practices such as key worker systems and nurturing approaches in early years settings, where consistent relationships are used to support emotional security. This helps children feel safe, develop confidence, and engage effectively in learning, demonstrating the continued value of attachment theory in supporting both development and educational outcomes.

 

 

Section D: Psychopathology

Q11 (1 mark)

Whilst talking to his therapist, a person with depression reveals that he has difficulty focusing on simple tasks at work.
Which type of characteristic is a 'difficulty focusing on simple tasks at work'?

Model Answer:
B Cognitive

Q12 (7 marks)

20 people with depression were involved in a study to assess whether cognitive behaviour therapy (CBT) improved their focus at work. Following six weeks of therapy, they were asked to self-report whether their focus at work had:
• improved
• got worse
• stayed the same.
Which statistical test would be most appropriate to analyse the data in this study? With reference to this study, explain three reasons for your choice of test.

Model Answer:

The most appropriate statistical test is the sign test. One reason for this is that the study is looking for a difference, specifically whether CBT has improved focus, meaning it is a test of difference rather than correlation. Another reason is that the data is nominal, as participants are placed into categories (improved, worse, stayed the same). A final reason is that the study uses related data, as the same participants are tested after therapy, making it a repeated measures design.

Q13 (6 marks)

Describe systematic desensitisation as a treatment for phobias.

Model Answer:

Systematic desensitisation is a behavioural therapy used to gradually reduce phobic anxiety through counterconditioning. First, a hierarchy of fear is created, where the individual lists situations related to the phobia from least to most anxiety-provoking. Next, the individual learns relaxation techniques such as deep breathing to reduce anxiety. Finally, they are gradually exposed to each level of the hierarchy while remaining relaxed, weakening the association between the stimulus and the fear response.

Q14 (2 marks)

Briefly outline one strength of systematic desensitisation as a treatment for phobias.

Model Answer:
A strength of systematic desensitisation is that it is supported by research evidence.
Studies such as Gilroy et al. found that it was effective in reducing phobic symptoms, showing it is a reliable treatment.

Q15 (8 marks)

Discuss the deviation from social norms definition of abnormality.

Model Answer:

Deviation from social norms defines abnormality as behaviour that goes against the accepted standards or expectations of a society. These norms can be explicit, such as laws, or implicit, such as unwritten rules about appropriate behaviour. For example, someone behaving aggressively in public or not maintaining personal hygiene may be considered abnormal because they violate social expectations. Cultural relativism is important, as norms vary across cultures, meaning behaviour considered abnormal in one society may be seen as acceptable in another.

A strength of deviation from social norms is that it allows society to maintain order by distinguishing between acceptable and unacceptable behaviour. Because recognising harmful or disruptive behaviour enables intervention, such as providing support or treatment for individuals who may pose a risk to themselves or others. However, a limitation is that social norms are culturally relative and change over time, meaning this definition lacks consistency and reliability. Additionally, it may label non-conforming individuals as abnormal even when their behaviour is not harmful, leading to potential discrimination. This weakens the definition as it does not always accurately identify genuine psychological disorders.

 

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