Please write clearly in block capitals.

Centre number Candidate number

Surname

Forename(s)

Candidate signature
I declare this is my own work.

GCSE
PSYCHOLOGY
Paper 1 Cognition and Behaviour

Thursday 8 May 2025 Morning Time allowed: 1 hour 45 minutes

Materials For Examiner’s Use

For this paper you may use:
Section Mark
• a calculator.
A
Instructions
B
• Use black ink or black ball-point pen.
• Fill in the boxes at the top of this page. C
• Answer all questions. D
• You must answer the questions in the spaces provided. Do not write outside
TOTAL
the box around each page or on blank pages.
• If you need extra space for your answer(s), use the lined pages at the end of
this book. Write the question number against your answer(s).
• Do all rough work in this book. Cross through any work you do not want to
be marked.
Information
• The marks for questions are shown in brackets.
• The maximum mark for this paper is 100.
• Question 21 is a synoptic question in which you will be rewarded for your ability to draw together
different areas of knowledge and understanding from across the full course of study.
• Questions should be answered in continuous prose. You will be assessed on
your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate.

*Jun258182101*
IB/G/Jun25/G4002/E6 8182/1
 2
Do not write
outside the
Section A box

Memory

Answer all questions in the spaces provided.

Only one answer per question is allowed, except where stated otherwise.

For each question completely fill in the circle alongside the appropriate answer.

CORRECT METHOD WRONG METHODS

If you want to change your answer you must cross out your original answer as shown.

If you wish to return to an answer previously crossed out, ring the answer you now wish to select
as shown.

0 1 Which one of the following statements is not a feature of the multi-store model
of memory?

Shade one box.

[1 mark]

A Attention transfers information from sensory memory to

short-term memory.

B Rehearsal transfers information from short-term memory to

long-term memory.

C Short-term memory has a capacity of 5–9 items.

D There are four long-term memory stores.

*02*
IB/G/Jun25/8182/1
 3
Do not write
outside the
0 2 The multi-store model of memory has been criticised. box

Briefly evaluate the multi-store model of memory.

[2 marks]

0 3 What is meant by ‘retrieval’ as a process of memory?

[2 marks]

Turn over for the next question

Turn over ►

*03*
IB/G/Jun25/8182/1
 4
Do not write
outside the
0 4 Read the following information. box

A researcher carried out a study with two groups of participants.

In Group A, 10 participants were given one list of 25 everyday objects to learn.

Then they were asked to write down the objects they could recall. The researcher
recorded how many objects were correctly recalled.

In Group B, 10 participants were given one list of 25 everyday objects to learn.

Then they were given a second list of 25 everyday objects to learn. None of the
objects on the second list were also on the first list. After this, the researcher asked
the participants to write down the objects they could recall from the first list only.
The researcher recorded how many objects were correctly recalled from the
first list.

0 4 . 1 Identify the independent variable and the dependent variable in this study.
[2 marks]

Independent variable

Dependent variable

0 4 . 2 Different factors can affect the accuracy of memory.

Which factor did the researcher investigate in this study?

Shade one box.

[1 mark]

A Context

B False memory

C Interference

D Reconstructive memory

*04*
IB/G/Jun25/8182/1
 5
Do not write
outside the
0 4 . 3 Identify one extraneous variable that could have affected the results of this study. box

Outline how the researcher could have controlled the extraneous variable you have
identified.
[2 marks]

Extraneous variable

Outline

Question 4 continues on the next page

Turn over ►

*05*
IB/G/Jun25/8182/1
 6
Do not write
outside the
The results of the study are shown in Table 1. box

Table 1 The number of objects participants correctly recalled in each group

Participant Group A (one list) Participant Group B (two lists)

1 14 11 12

2 17 12 8

3 22 13 17

4 17 14 12

5 13 15 15

6 19 16 17

7 21 17 19

8 18 18 19

9 16 19 12

10 23 20 9

Total 180 Total 140

0 4 . 4 Calculate the ratio of the total number of objects correctly recalled in Group A
compared to Group B.

Write this ratio in its simplest form.

[2 marks]

*06*
IB/G/Jun25/8182/1
 7
Do not write
outside the
0 5 Read the following conversation. box

Aleksy and Taaliah are talking about their memories of primary school.

Aleksy: “I recall getting dressed for my first day at school. I felt very smart in my
school uniform and kept asking my mum to take photos of me.”

Taaliah: “I recall finding out about volcanoes in Year Four. I can still name the
different parts of a volcano.”

Outline one type of long-term memory.

Identify an example of this type of long-term memory from the conversation between
Aleksy and Taaliah. Justify your answer.
[4 marks]

Turn over for the next question

Turn over ►

*07*
IB/G/Jun25/8182/1
 8
Do not write
outside the
0 6 Describe and evaluate Murdock’s serial position curve study. box

[9 marks]

*08*
IB/G/Jun25/8182/1
 9
Do not write
outside the
Extra space box

25

Turn over ►

*09*
IB/G/Jun25/8182/1
 10
Do not write
outside the
Section B box

Perception

Answer all questions in the spaces provided.

0 7 Some visual illusions are images that can be interpreted in more than one way.

Which one of the following explains how this can occur?

Shade one box.

[1 mark]

A Ambiguity

B Fiction

C Misinterpreted depth cues

D Size constancy

0 8 . 1 Bruner and Minturn investigated the effect of expectation on perception.

Which two of the following statements are features of their study?

Shade two boxes.

[2 marks]

A Participants were asked to report and draw what they saw when they
recognised it.
B Participants were shown an unambiguous image as the test stimulus.

C Results showed that expectation did not affect perception.

D The independent variable was whether participants were shown a

sequence of letters or numbers.
E The study used a repeated measures design.

*10*
IB/G/Jun25/8182/1
 11
Do not write
outside the
0 8 . 2 Briefly evaluate Bruner and Minturn’s study. box

[3 marks]

Turn over for the next question

Turn over ►

*11*
IB/G/Jun25/8182/1
 12
Do not write
outside the
0 9 Figure 1 box

0 9 . 1 Read the following information.

20 people were shown Figure 1 and asked whether Car A or Car B was further
away in this image.

18 people said that Car B was further away.

Calculate the percentage of people who said Car B was further away.

Show your workings.

[2 marks]

Workings:

*12*
IB/G/Jun25/8182/1
 13
Do not write
outside the
0 9 . 2 Name two monocular depth cues that are present in Figure 1. box

[2 marks]

0 9 . 3 Explain how both of the monocular depth cues you have named in Question 9.2 help
people to perceive the distance of the cars in Figure 1.
[4 marks]

Turn over for the next question

Turn over ►

*13*
IB/G/Jun25/8182/1
 14
Do not write
outside the
1 0 Read the following information. box

Hani is 10 months old and has just started crawling. One day he crawled to the top
of the stairs but stopped at the edge and did not fall down. Hani’s mum said, “He
stopped because babies can perceive depth.”

Describe Gibson’s direct theory of perception.

Refer to Hani in your answer.

[6 marks]

*14*
IB/G/Jun25/8182/1
 15
Do not write
outside the
1 1 Evaluate Gibson’s direct theory of perception. box

[5 marks]

25

Turn over for Section C

Turn over ►

*15*
IB/G/Jun25/8182/1
 16
Do not write
outside the
Section C box

Development

Answer all questions in the spaces provided.

1 2 Read the following information.

A psychologist carried out an experiment to study the thinking of two groups of

children. The children in Group 1 were four years old and the children in Group 2
were six years old.

The psychologist showed each child two identical balls of modelling clay (see
Figure 2). She asked each child, “Is there more clay in one of these balls than the
other, or do they both have the same amount of clay?”

Then she rolled out one of the balls into a sausage shape (see Figure 3). She
asked each child, “Is there more clay in the ball or sausage shape, or do they both
have the same amount of clay?”

She recorded the number of children in each group who correctly said that there
was the same amount of clay in the ball and sausage shapes.

Figure 2 Two identical balls of modelling clay

Figure 3 One of the identical balls is rolled into a sausage shape

*16*
IB/G/Jun25/8182/1
 17
Do not write
outside the
1 2 . 1 According to Piaget’s theory of cognitive development, the children in this experiment box

should be in which stage of cognitive development?

Shade one box.

[1 mark]

A Concrete operational

B Formal operational

C Pre-operational

D Sensorimotor

Table 2 The percentage of children in each group who correctly said

there was the same amount of clay in the ball and sausage shapes

Group 1 (four years old) Group 2 (six years old)

16% 58%

1 2 . 2 The findings from some studies have been used to support and challenge Piaget’s
stage theory of cognitive development.

Explain how the results shown in Table 2 can be used to evaluate Piaget’s stage
theory of cognitive development.
[4 marks]

Turn over ►

*17*
IB/G/Jun25/8182/1
 18
Do not write
outside the
1 3 What is meant by ‘self-efficacy’? box

[2 marks]

1 4 Piaget used the term ‘egocentrism’ to refer to a child not being able to see a situation
from another person’s point of view.

Describe the study Hughes used to investigate the reduction of egocentricity.

[4 marks]

*18*
IB/G/Jun25/8182/1
 19
Do not write
outside the
1 5 Describe Dweck’s mindset theory of learning. box

[4 marks]

1 6 The following statements are findings from research into early brain development.

Read each statement and identify whether it describes the role of nature or nurture in
early brain development.

Tick (✓) the correct box next to each statement.

[4 marks]

Evidence Nature Nurture

Research has shown that some infections during childhood

affect brain development.

Research has shown that playing with and speaking to a

child can support healthy brain development.

Research has shown that genes influence the development

of the brain.

Research has shown that stressful life experiences can

have negative effects on the development of a child’s brain.

Turn over ►

*19*
IB/G/Jun25/8182/1
 20
Do not write
outside the
1 7 Research findings show that different types of praise can affect learning. You have box

been asked to carry out an experiment to test these findings.

You will use two groups of 17-year-olds who have booked 20 lessons at a local
driving school.

In Group 1 the driving instructor will praise students’ effort during lessons.

In Group 2 the driving instructor will praise students’ driving ability during lessons.

All students will complete a driving test after their 20th lesson.

Imagine you carry out the experiment using the method that has been described.

Identify the following information:

• the experimental design and the type of experiment you will be using
• one ethical issue you will need to consider and how you will deal with this
• the results you will expect to find from your experiment.
[6 marks]

25

*20*
IB/G/Jun25/8182/1
 21
Do not write
outside the
Section D box

Research Methods

Answer all questions in the spaces provided.

1 8 In which one of the following sampling methods does every member of the target
population have an equal chance of being selected?

Shade one box.

[1 mark]

A Opportunity

B Random

C Stratified

D Systematic

1 9 In psychological research, what is meant by a ‘case study’?

[2 marks]

Turn over for the next question

Turn over ►

*21*
IB/G/Jun25/8182/1
 22
Do not write
outside the
2 0 Read the following information. box

A psychologist designed a study to investigate whether happiness is linked to social

media use.

For one week, participants recorded the amount of time they spent on social media
and a happiness score from 1–10. 1 is very unhappy, 10 is very happy.

The mean scores for each participant are shown in Table 3.

Table 3 The mean daily use of social media and happiness score for each participant

Mean daily social Mean daily happiness

Participant number
media use (minutes) score (1–10)
1 110 5
2 70 7
3 100 6
4 200 3
5 150 5
6 20 9
7 140 4
8 30 8
9 120 5
10 190 4
11 10 9
12 160 5

2 0 . 1 Use Table 3 to calculate the fraction of participants who had a mean daily social
media use of less than 40 minutes. Write this fraction in its simplest form.
[2 marks]

*22*
IB/G/Jun25/8182/1
 23
Do not write
outside the
2 0 . 2 Use the graph paper to sketch a scatter diagram to display the results shown in box

Table 3.

Provide a suitable title and labels for your diagram.

[4 marks]

Title

2 0 . 3 Identify the type of correlation the psychologist has found between happiness and
social media use?

Shade one box.

[1 mark]

A Negative correlation

B No correlation

C Perfect correlation

D Positive correlation

Turn over ►

*23*
IB/G/Jun25/8182/1
 24
Do not write
outside the
2 0 . 4 Explain the strengths and weaknesses of using correlations in psychological box

research.

In your answer, refer to the study investigating whether happiness is linked to social
media use.
[6 marks]

*24*
IB/G/Jun25/8182/1
 25
Do not write
outside the
2 1 During your psychology course, you have learnt about a number of psychologists who box

have carried out different types of experiments and had their findings published.

Briefly outline what is meant by ‘laboratory experiments’ and by ‘field experiments’.

Use your knowledge of one published experiment to discuss the strengths and
weaknesses of either laboratory experiments or field experiments.
[9 marks]

Turn over ►

*25*
IB/G/Jun25/8182/1
 26
Do not write
outside the
Extra space box

25

END OF QUESTIONS

*26*
IB/G/Jun25/8182/1
 27
Do not write
outside the
There are no questions printed on this page box

DO NOT WRITE ON THIS PAGE

ANSWER IN THE SPACES PROVIDED

*27*
IB/G/Jun25/8182/1
 28
Do not write
outside the
box
Question Additional page, if required.
number Write the question numbers in the left-hand margin.

*28*
IB/G/Jun25/8182/1
 29
Do not write
outside the
box
Question Additional page, if required.
number Write the question numbers in the left-hand margin.

*29*
IB/G/Jun25/8182/1
 30
Do not write
outside the
box
Question Additional page, if required.
number Write the question numbers in the left-hand margin.

*30*
IB/G/Jun25/8182/1
 31
Do not write
outside the
box
Question Additional page, if required.
number Write the question numbers in the left-hand margin.

*31*
IB/G/Jun25/8182/1
 32
Do not write
outside the
There are no questions printed on this page box

DO NOT WRITE ON THIS PAGE

ANSWER IN THE SPACES PROVIDED

Copyright information

For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after
each live examination series and is available for free download from www.aqa.org.uk

Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and
AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team.

Copyright © 2025 AQA and its licensors. All rights reserved.

*256g8182/1*
*32*
IB/G/Jun25/8182/1