22:I[768050,["/_next/static/chunks/1q6lxqcj_waaq.js","/_next/static/chunks/253atym4pffpy.js","/_next/static/chunks/3f51dtfqg2ppu.js","/_next/static/chunks/3ul4gdfa2gzxz.js","/_next/static/chunks/0ucdypeoc_m4s.js","/_next/static/chunks/3g1698ku69s2j.js","/_next/static/chunks/2vdf91cx0rmw-.js","/_next/static/chunks/1yo5uxjvjyrkl.js","/_next/static/chunks/10liy-j6irmi7.js","/_next/static/chunks/2-hdm7-w0l4ww.js","/_next/static/chunks/1bmx8vjhfle8n.js","/_next/static/chunks/2mkcvkqg-yawb.js","/_next/static/chunks/451__pomi91qx.js","/_next/static/chunks/0p39f5bgthn6x.js","/_next/static/chunks/0m_lu9dv2njbs.js","/_next/static/chunks/2h5jxdhegc4re.js","/_next/static/chunks/0-3t5fzt10ckw.js","/_next/static/chunks/3wrhe-la7uv11.js","/_next/static/chunks/44cbuwitvfzoh.js","/_next/static/chunks/25bla45od3m83.js","/_next/static/chunks/1sws_omw6dldt.js","/_next/static/chunks/3bg7htycijymz.js","/_next/static/chunks/0ci6eia210zz0.js","/_next/static/chunks/2u7kiqwk-fhnf.js","/_next/static/chunks/010w962z-y-sw.js","/_next/static/chunks/3_bdgaa_9bcsx.js","/_next/static/chunks/19_h4xh79mt_a.js","/_next/static/chunks/1j2568tca3zyf.js","/_next/static/chunks/32dm90fslng58.js","/_next/static/chunks/3nndlu5tnkz8n.js","/_next/static/chunks/2fuub3a8f629v.js","/_next/static/chunks/34gll0-arfrci.js","/_next/static/chunks/0-k3lvhrs-1t-.js","/_next/static/chunks/27hgw3nhws1xz.js","/_next/static/chunks/1e2g8kf3eyzlf.js","/_next/static/chunks/1vuip103l-qvm.js","/_next/static/chunks/3tlhs7rb6z2x3.js","/_next/static/chunks/3wyut2vdlqxhf.js","/_next/static/chunks/2s6jyfuvw2gdb.js","/_next/static/chunks/3x0hxnadkspk9.js","/_next/static/chunks/332jvrgl3ia6z.js","/_next/static/chunks/1zgcdvq57xbc3.js","/_next/static/chunks/2tsaa4it8rjmb.js","/_next/static/chunks/3p2nx_8f-mp91.js","/_next/static/chunks/0yb7brhamiagn.js","/_next/static/chunks/3amkwaq_13r_s.js","/_next/static/chunks/1uelbvuovbme8.js","/_next/static/chunks/1y_t8-u8z_dza.js","/_next/static/chunks/1r27_4vtpj5fm.js","/_next/static/chunks/1xi0ttvf5moed.js","/_next/static/chunks/05znuxcb85ze1.js","/_next/static/chunks/2z-zaeby3ccak.js"],"default"] 23:T5c4,

(a) Describe the psychology being investigated in the study by Pozzulo et al. (line-ups).

(b) Two friends, Eric and Quinn, are discussing the validity of the study by Pozzulo et al. (line-ups).

Eric says the study has validity, but Quinn says it does not have validity.

Outline why you think either Eric or Quinn is correct, using evidence from this study.

The friend who I think is correct is:

because:

24:T2626,{ "questionId": "326897", "parts": [ { "partId": "a", "markschemeText": "Describe the psychology being investigated in the study by Pozzulo et al. (line-ups).\n\n1 mark for each correct statement.\nExamples from the study Pozzulo can gain credit (max 1).\n\ne.g.,\nSome eyewitnesses can produce false positive responses which is when a person in a line–up is chosen by an eyewitness that is not accurate, but the eyewitness believes it is (2 marks: detailed).\nEyewitness testimony is when a person attempts to recall what they have seen in relation to a crime.\nThe information can be anything from what the person looked like/what they were wearing.\nThe information obtained from an eyewitness may be used in a court of law.\nSocial demands are when people/children feel pressured to make a choice.\nChildren were asked to choose a cartoon face from a line–up (1 mark: example)\nThere are other creditworthy responses, including the use of line–ups to help recall.\n\nGuidance:\n

use this when you award the 'example mark'.\nAnything that is about what Pozzulo did (e.g., aim, finding, conclusion) is the example mark.\n1 mark maximum for computer analogy or input–process–output.\nDo not credit any response in relation to children being good at identifying cartoon characters for the example mark.\nDo credit a generic description of a line–up for 1 mark.", "totalMarks": 3, "answerPoints": [ { "type": "", "point": "\n \n

Some eyewitnesses can produce false positive responses which is when a person in a line–up is chosen by an eyewitness that is not accurate, but the eyewitness believes it is (2 marks: detailed).

\n ", "marks": 2, "guideline": "" }, { "type": "", "point": "\n \n

Eyewitness testimony is when a person attempts to recall what they have seen in relation to a crime.

\n ", "marks": 1, "guideline": "" }, { "type": "", "point": "\n \n

The information can be anything from what the person looked like/what they were wearing.

\n ", "marks": 1, "guideline": "" }, { "type": "", "point": "\n \n

The information obtained from an eyewitness may be used in a court of law.

\n ", "marks": 1, "guideline": "" }, { "type": "", "point": "\n \n

Social demands are when people/children feel pressured to make a choice.

\n ", "marks": 1, "guideline": "" }, { "type": "", "point": "\n \n

Children were asked to choose a cartoon face from a line–up (1 mark: example)

\n ", "marks": 1, "guideline": "Examples from the study Pozzulo can gain credit (max 1). Anything that is about what Pozzulo did (e.g., aim, finding, conclusion) is the example mark. Do not credit any response in relation to children being good at identifying cartoon characters for the example mark." }, { "type": "", "point": "\n \n

There are other creditworthy responses, including the use of line–ups to help recall / generic description of a line–up.

\n ", "marks": 1, "guideline": "Do credit a generic description of a line–up for 1 mark. 1 mark maximum for computer analogy or input–process–output." } ] }, { "partId": "b", "markschemeText": "Two friends, Eric and Quinn are discussing the validity of the study by Pozzulo et al. (line-ups).\nEric says the study has validity, but Quinn says it does not have validity.\nOutline why you think either Eric or Quinn is correct, using evidence from this study.\n\n1 mark per point made, with:\n1 identification mark for a relevant type of validity.\nUp to 3 marks for examples in relation to why/why not valid.\n\ne.g., Eric\nIt can be argued that the study had ecological validity (1 mark: identification) as 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 ensure they were similar to the cartoon target faces (1 mark). This means that this variable was less likely to affect the DV of identification/rejection (1 mark). This also meant that it was more likely that the social pressures of target-absent line-ups affected identification/rejection rates (1 mark).\n\ne.g., Quinn\nThe 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)\n\nThere are other creditworthy responses.\n\nGuidance:\nIf both Eric and Quinn feature in the answer, mark them independently and credit the highest score.\nIf the candidate mixes up Eric and Quinn (e.g., says Quinn but gives a 'it is valid' based answer) then max 2 and annotate with?\n✓i = identification mark\nStandardisation, reliability, replicability = 0 marks\nIdentification mark from:\nEcological validity/external\nMundane realism\nInternal validity/IV affects DV/causal relationship\nPopulation validity\nControl extraneous variables", "totalMarks": 4, "answerPoints": [ { "type": "Identification", "point": "\n \n

1 identification mark for a relevant type of validity, from: Ecological validity/external; Mundane realism; Internal validity/IV affects DV/causal relationship; Population validity; Control extraneous variables.

\n ", "marks": 1, "guideline": "Standardisation, reliability, replicability = 0 marks." }, { "type": "", "point": "\n \n

Eric: as children are used to watching cartoons and identifying characters (1 mark).

2025 - M/J - 9990/11 | Q6

Question (6/10)