Cambridge International AS & A Level

PSYCHOLOGY 9990/11
Paper 1 Approaches, issues and debates May/June 2025
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2025 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 22 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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Social Science–Specific Marking Principles
(for point–based marking)

1 Components using point–based marking:

• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
writing is required rather than list–type answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
wrongly.)
e DO NOT credit answers which are obviously self–contradicting or trying to cover all possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested.
This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark
(except Accounting syllabuses where they indicate negative numbers).

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3 Calculation questions:
• The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark
for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all
other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown.
• Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivalent
stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be
given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

4 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct
relationship between ticks and marks. Ticks have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners
who marked that paper.

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Annotations guidance for centres

Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the
standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring
processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and
how they are used is specific to each component and is understood by all examiners who mark the component.

We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may
not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an
indication of the quality of the response.

The annotations listed below were available to examiners marking this component in this series.

Annotations

Annotation Meaning

A creditworthy point made by the candidate

A creditworthy ‘what’ for a generic everyday application question

An incorrect response

Benefit of Doubt

Repetition of a point

Unclear response

The named issue in the 10-mark essay

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Annotation Meaning

Levels used for the 10-mark essay (L1–L5)

Levels used for the 8-mark similarity/difference question (L1–L4)

Not Answering the Question

The blank page has been seen.

An attached response has been seen.

A creditworthy strength in the 10-mark essay.

A creditworthy ‘how’ for a generic everyday application question

A creditworthy weakness in the 10-mark essay.

A creditworthy point in the 10-mark essay that is brief

A creditworthy point in the 10-mark essay that is detailed

The mark for data in Q4

A creditworthy identification mark in Q6(b)

A creditworthy example in Q6(a)

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Question Answer Marks Guidance

1(a) From the study by Fagen et al. (elephant learning): 1 If more than one response given, take
first one only.
State the number of elephants that successfully passed the trunk-wash
test.

1 mark for correct number.

4.

1(b)(i) Identify the primary reinforcer used in this study. 1 If more than one response given, take
first one only.
1 mark for correct answer.
Do not accept ‘food’.
Banana.

1(b)(ii) Identify the secondary reinforcer used in this study. 1 If more than one response given, take
first one only.
1 mark for correct answer.
Do not accept ‘sound’ by itself.
Whistle (sound).

1(c) Outline the trained behaviour of ‘steady’ as used in this study. 2 List is definitive.

1 mark per correct point. Do not accept ‘holds the trunk steady’.

e.g., ‘Had to hold still’ = 0 marks

The elephant holds the trunk still.
The previously requested (trunk behaviour) was held in the position.
The elephant can move her head/ears/feet.

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Question Answer Marks Guidance

2(a) In the study by Perry et al. (personal space), in Experiment 1 each 2 List is definitive.
participant took a computerised test of comfortable interpersonal
distance. ‘When the participant stops the figure’ =
0 marks.
Outline the two possible ways that this computerised test could end for a
participant. Accept ‘hit the button’ to mean spacebar.

1 mark per correct way.

When the two figures collided/after 3 seconds/reached the centre/reached

maximum distance
(Before collision) the participant pressed the spacebar.

2(b) Explain one weakness of this study in relation to ethics. 2 Do accept deception for the 1 mark for
guideline, but to get the example the
1 mark for explaining the weakness (generic or by guideline). candidate must link it to feeling stressed
1 mark for example from the study. as the deception was justifiable, and
participants were debriefed.
e.g.,
The study could have broken the ethical guideline of minimising ‘Deceived’ as they did not know if they
harm/stress/distress (1 mark: guideline). This is because the participant may were taking oxytocin or placebo = 0
have become stressed as the figure approached them (if they needed a large marks (and in this instance no ID mark
personal space)/they thought they were going to discuss personal topics (1 can be awarded).
mark: example).
Not debriefed = 0 marks
The study could have broken the ethical guideline of deception (1 mark: No informed consent = 0 marks
guideline). This is because the participants might have felt stressed thinking
that they had to speak with someone at a later date (as they were deceived into
thinking this) (1 mark: example).

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Question Answer Marks Guidance

3(a) From the study by Saavedra and Silverman (button phobia): 2 Do not credit any aim about the role of
disgust in phobias.
One aim was to investigate the role of disgust in a childhood phobia.
Do accept cognitive-behavioural therapy.
Outline one other aim of this study.
The role of operant conditioning = 1 mark
2 marks for full/detailed aim. max.
1 mark for brief/partial aim.
If disgust is mentioned as an aim about
e.g., treatment = 1 mark max.
To investigate the role of classical conditioning/evaluative learning in the
(button) phobia of a boy (2 marks).
To investigate whether behavioural/imagery exposure to buttons would help to
treat his phobia (2 marks).
To investigate if positive reinforcement helped treat a boy with a phobia (of
buttons) (2 marks).
To investigate what caused the phobia of buttons in a boy (1 mark).
To help treat his phobia of buttons (1 mark).
To investigate the origin of the phobia (1 mark).
To investigate the role of disgust in phobias (0 marks = already given in the
question).

3(b) The sample in the study was a boy with a phobia of buttons. 2 List is definitive.

Identify two other features of the sample. Do not accept boy or phobia of buttons.

1 mark per correct feature. Do credit ‘got his phobia at 5 years of

age/4 years prior to study.’
9-year-old.
Hispanic/American.
Presented by his mum to a Child Anxiety and Phobic Program.
Did not meet the criteria for OCD.
Did meet the criteria (DSM–IV) for a phobia.
He had experienced a bowl of buttons falling on him (at school).

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Question Answer Marks Guidance

3(c) Suggest one application to everyday life using evidence from this study. 2 Annotate with a tick for what the
Your suggestion must be ethical. application is and a + for how it will be
achieved.
1 mark for what the application is (clearly based on Saavedra and Silverman) or
an element of the study that is useful to know for an application (due to the In this instance the ‘what’ can be a
nature of this study). finding.
1 mark for how it will be achieved (explicit).
Anything linked to a therapeutic process
e.g. used in the study is ethical for this
The boy revealed that during an art class a bowl of buttons fell on him as he question.
tried to get some (1 mark: what). Therefore, a therapist may need to
investigate/discover a situation when the person first came into contact with Only accept that imagery expose
their phobic stimulus to (potentially) unearth the cause (1 mark: how). therapy should be used (as behavioural
increased his severity ratings).
After just four sessions of the mother providing positive reinforcement, the boy
could cope with his worst button fears (1 mark: what). Therefore, for children
with phobias, having a parent involved in the therapy might bring about faster
positive outcomes (1 mark: how).

Therapists can use imagery exposure therapy with people who are diagnosed
with a phobia (1 mark: what).

There are other creditworthy suggestions.

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Question Answer Marks Guidance

4 From the study by Dement and Kleitman (sleep and dreams). 3 Do not credit answers about no dream
recall.
Outline one result about dream recall and stages of sleep. You must use
data in your answer. Use tick–d for the data mark.

2 marks for the result with a meaningful comparison Credit can be given for results from any
1 mark for result with no meaningful comparison of the 9 individuals.
1 mark for correct data
More vivid dreams in REM compared to
e.g., 3 marks NREM = max 1.
There was more dream recall during REM sleep (152 in total) compared to
NREM sleep. If data presented is incorrect but it shows
KK had more dream recall in REM than NREM where they recalled zero the correct direction of results then can
dreams. be awarded up to 2 marks.

e.g., 2 marks Dreams reported:

There was more dream recall during REM sleep compared to NREM sleep. REM – 79.6% of awakenings
KK had more dream recall in REM than NREM. NREM – 6.8% of awakenings
(tolerance of 1%)
e.g., 1 mark
There was more dream recall during REM sleep. Overall dream recall:
KK had more dream recall in REM. 93% of dreams reported in REM
7% of dreams reported in NREM
e.g., 0 marks (tolerance of 1%)
80% of participants recalled a dream in REM.
Dream recall only happens in REM and not NREM. No tolerance for total number of dreams
Most participants could recall dreams during REM. recalled in REM/NREM.

Do credit if the response reads like a

conclusion (e.g., Dreams are recalled
more often in REM).

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Question Answer Marks Guidance

5(a) Outline one assumption of the biological approach. 2 Do accept neurotransmitters, evolution.

2 marks: full/detailed assumption 2 marks can be awarded if the similarities

1 mark: partial/brief assumption and differences assumption names a
biological concept instead of stating
e.g., 2 marks ‘biological factors’.
Human behaviour/cognitions can be explained in terms of brain function and
the effect of hormones/genes (any two of the three terms required: brain–
hormone–gene).
The similarities and differences seen in human behaviour can be understood in
terms of internal (biological) factors and how they interact (with internal/external
factors).

e.g., 1 mark
Behaviour can be explained via brain function.
Behaviour can be explained because of genes.
Behaviour can be explained via hormones.
The similarities and differences seen in human behaviour can be understood in
terms of internal (biological) factors.

5(b) Explain how the study by Hölzel et al. (mindfulness and brain scans) 2 If the link is not with an assumption from
supports the assumption you outlined in part (a). 5a, it can only be awarded the
result/conclusion mark.
1 mark for result/conclusion/biological example.
1 mark for linking it to an assumption explicitly. 1 mark maximum if linked to the aim of
the study, rather than a finding including
e.g., they measured GMC.
Those who practised mindfulness showed an increase in grey matter (1 mark:
result) so this shows that there was an interaction between mindfulness
(external factor) and brain density (internal factor) (1 mark: assumption link);
scores on the FFMQ change showing that brain structure can affect behaviour
(1 mark: alternative assumption link).

There are other creditworthy explanations.

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Question Answer Marks Guidance

6(a) Describe the psychology being investigated in the study by Pozzulo et al. 3
(line-ups).
use this when you award the
1 mark for each correct statement. ‘example mark’.
Examples from the study Pozzulo can gain credit (max 1).
Anything that is about what Pozzulo did
e.g., (e.g., aim, finding, conclusion) is the
Some eyewitnesses can produce false positive responses which is when a example mark.
person in a line–up is chosen by an eyewitness that is not accurate, but the
eyewitness believes it is (2 marks: detailed). 1 mark maximum for computer analogy
Eyewitness testimony is when a person attempts to recall what they have seen or input–process–output.
in relation to a crime.
The information can be anything from what the person looked like/what they Do not credit any response in relation to
were wearing. children being good at identifying cartoon
The information obtained from an eyewitness may be used in a court of law. characters for the example mark.
Social demands are when people/children feel pressured to make a choice.
Children were asked to choose a cartoon face from a line–up (1 mark: example) Do credit a generic description of a line–
up for 1 mark.
There are other creditworthy responses, including the use of line–ups to help
recall.

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Question Answer Marks Guidance

6(b) Two friends, Eric and Quinn are discussing the validity of the study by 4 If both Eric and Quinn feature in the
Pozzulo et al. (line-ups). answer, mark them independently and
credit the highest score.
Eric says the study has validity, but Quinn says it does not have validity.
If the candidate mixes up Eric and Quinn
Outline why you think either Eric or Quinn is correct, using evidence from (e.g., says Quinn but gives a ‘it is valid’
this study. based answer) then max 2 and annotate
with?
1 mark per point made, with:
1 identification mark for a relevant type of validity.
Up to 3 marks for examples in relation to why/why not valid.
= identification mark
e.g., Eric
Standardisation, reliability, replicability =
It can be argued that the study had ecological validity (1 mark: identification) as
0 marks
children are used to watching cartoons and identifying characters, (1 mark). The
study did have some controls like the cartoon foils were rated by three judges to
Identification mark from:
ensure they were similar to the cartoon target faces (1 mark). This means that
Ecological validity/external
this variable was less likely to affect the DV of identification/rejection (1 mark).
Mundane realism
This also meant that it was more likely that the social pressures of target-absent
Internal validity/IV affects DV/causal
line-ups affected identification/rejection rates (1 mark).
relationship
Population validity
e.g., Quinn
Control extraneous variables
The act of having to look at a line-up and choose/reject cartoon faces is not an
everyday activity, even for children (1 mark). This means that the study lacks
ecological validity/mundane realism (1 mark: identification) and has limited
relevance to eyewitness line-up identification (1 mark). Also, there were no
participant variables controlled for, like exposure to the cartoon foils/personality
of the child being tested (1 mark) so it could be that a child ‘went along’ with the
situation not because of social factors/pressures but because they are a more
obedient child (1 mark)

There are other creditworthy responses.

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Question Answer Marks Guidance

7 In the study by Hassett et al. (monkey toy preferences), each trial used a 5 List is definitive.
‘plush’ toy and a ‘wheeled’ toy.
Do not credit anything that was recorded
Describe the procedure for one trial. (e.g., duration or frequency of play) as
these were post-trial.
1 mark per point made.
1 mark available for identification of one of the toys. Do not credit that the observers recorded
behaviours as this is incorrect
Initially, the monkeys were kept indoors. (everything was videotaped). All of this
One plush toy and one wheeled toy were already in the outdoor area. happened post-trial.
They were separated by 10 metres.
Left or right placement was counterbalanced per trial.
Monkeys were allowed/released into the outdoor area/let out/let into outdoor
area.
Any interaction was videotaped/the monkeys’ behaviours were recorded.
Using separate cameras for each toy (in the area)/used 2 cameras/observed
through cameras.
Each trial lasted 25 minutes.

One mark for any of these (only award once):

Plush = Winnie-the-Pooh/Raggedy-Ann/koala/armadillo/bear/Scooby-Doo/turtle.
Wheeled = wagon/truck/car/construction vehicle/shopping cart/dump truck.

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Question Answer Marks Guidance

8 Your friend, Imelda, tells you about a problem with her child’s behaviour. 4 No credit for justifying advice as this is
Her child keeps taking all of his toys from where they are stored in a box not what the question is about.
and throwing them aggressively around the room. When she asks him to
tidy the toys his only response is to shout. Imelda wants your advice on Do not credit positive reinforcement
how to improve her child’s behaviour. directly to the children as this is operant
conditioning.
Outline the advice you would give to Imelda, using your knowledge of the
study by Bandura et al. (aggression). Your advice must be ethical. Any part of the study (e.g., frustration)
can gain credit. Go with intentions of the
1 mark per piece of evidence clearly based on the study by Bandura et al. candidate.

e.g. Do not credit trying to explain why he

Imelda could use a model that shows calm/peaceful/positive behaviour (generic might be aggressive. The question is
mark). about advising Imelda on improving
The child could be asked to watch the model as they tidy up the toys/play with behaviour.
the toys.
Imelda could reward the model for their good behaviour. The generic examples of non-aggressive
Imelda could make sure that she does not display negative behaviour in front of behaviours (e.g., calm/peaceful) can only
her child. be credited once.
Imelda could make sure the child does not get annoyed/frustrated before
opening the toy box.
Imelda could make sure that any model is male/her husband/an uncle (as her
child is male).
Imelda could try to make sure her child is not exposed to aggressive behaviours
(at home).
Imelda could try to find out who the child might be imitating and stop them from
observing.
Imelda could stop her child from watching aggressive TV shows/cartoons.
Imelda could encourage her child to watch TV shows/cartoons with friendly
behaviour/less aggression in them.

There are other creditworthy pieces of advice.

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Question Answer Marks Guidance

9(a) In the study by Andrade (doodling), the sample size was 40 participants. 4 List is definitive.

Describe the sample of participants used in this study, other than the Do not accept members of the Medical
sample size of 40. Research Council or that they were
students.
1 mark for correct point.
Do accept psychology panel, research
Recruited via opportunity sampling. panel, research unit etc.
They had just finished a different study (before being asked to participate in this
one).
Members of a university participant panel/Applied Psychology Unit.
General population.
Aged 18–55 years.
Paid for participation.
Majority female/35 females/5 males.
Doodling group = Female 17/Male 3 or Control group = Female 18/Male 2.

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Question Answer Marks Guidance

9(b) Explain two differences between the study by Andrade (doodling) and one 8 The other cognitive approach studies are
other study from the cognitive approach. Do not refer to the sample of Baron–Cohen and Pozzulo.
participants.
Do not credit any answer about the
Use the marking grid below. sample but do credit sampling technique.
4 marks for each difference, e.g., qualitative data collection, experimental
design used, cognitive skills be assessed, individual-situation arguments, Award L1–L4 for each difference
sampling techniques, use of a control group, levels of mundane realism.
For Level 4 there must be some attempt
Each difference must be based on psychological principles. at explaining the difference.

e.g., 4 marks All of the following are L1 max:

The studies by Andrade and Pozzulo used different experimental designs within Different aims/psychology
them. Andrade was only independent groups with participants being placed in Andrade using deception or is unethical.
the doodling or control group. Part of the Pozzulo study was repeated measures Audio vs. visual
as all participants saw target absent and target present line-ups. Therefore, in The procedures were different
Andrade Ps only participated in one level of the IV whilst in Pozzulo Ps
participated in multiple levels of the IV (explanation). All of the following are L0:
Standardisation comparisons
e.g., 3 marks Different conclusions
The studies by Andrade and Pozzulo used different experimental designs within Different number of groups
them. Andrade was only independent groups with participants being placed in
the doodling or control group. Part of the Pozzulo study was repeated If response is about Baron–Cohen being
measures. Matched Pairs = L2 max.

e.g., 2 marks
Andrade used only independent measures whilst Pozzulo used repeated
measures for part of the study.

e.g., 1 mark
Andrade and Pozzulo used different experimental designs.

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Question Answer Marks Guidance

9(b)
Mark/ Description
Level

4 The difference is well explained using both studies as examples.

3 The difference is well explained but only one study is used as an

example OR
both studies are used briefly.

2 The difference is brief with an attempt at using at least one study

as an example OR
The difference is well explained but there is no study evidence.

1 The difference is brief with no attempt at using the studies as

examples.

0 No creditable response.

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Question Answer Marks Guidance

10 Evaluate the study by Milgram (obedience) in terms of two strengths and 10

two weaknesses. At least one of your evaluation points must be about the
sampling technique used to recruit participants.

Strengths include reliability/replicability (standardisation), quantitative data,

validity.
Weaknesses include sample, ethics, generalisability, quantitative data,
sampling technique.

Example: in detail
Reading out word pairs is not an everyday task so lacks mundane realism. Ps
had to judge accuracy and give what they thought was an electric shock.
However, this is not what happens in reality. We do not think we are giving
people an electric shock as punishment to a stranger in the real world.

Example: brief but in context

In the study all were males from one geographical area of the United States.
This could make it difficult to generalise to a wider population of other
males/females.

Example: no context
There was a standardised procedure meaning it could be replicated/tested for
reliability.

Level Description Marks

5 • Very good evaluation including the named issue. 9–10

• Thoroughly addresses both strengths and both
weaknesses in detail.
• Selection of evidence is very thorough and
effective.

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Question Answer Marks Guidance

10
Level Description Marks

4 • Good evaluation including the named issue. 7–8

• Addresses strengths and weaknesses but may
include three or four points. The majority of the
points are in depth.
• Selection of evidence is thorough and effective.

3 • Mostly appropriate evaluation but may not include 5–6

the named issue.
• Addresses either two strengths or two weaknesses
in detail or one of each in detail or all four briefly.
• Selection of evidence is mostly effective.

2 • Weak evaluation and may not include the named 3–4

issue.
• Addresses either a strength or a weakness.
Evaluation points are brief.
• Some points may have no context.
• Selection of evidence is sometimes appropriate.

1 • Little or no evaluation. 1–2

• Discussion of strengths and weaknesses is absent
or superficial.
• Selection of evidence is limited.

0 No creditable response. 0

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