chological issue. B1\n- Supports obedience with text evidence: the American competitor following his mentor's strict directive to focus exclusively on his own station (\"just following instructions\"). B1\n- Identifies attribution theory / the fundamental attribution error as an alternative psychological issue. B1\n- Supports attribution theory with text evidence: the American chef making an internal/dispositional attribution, claiming it was \"entirely her own fault\" and she \"lacked basic technical resilience\". B1","marks":4,"order":0,"markingRubric":null,"explanation":null,"options":[]}],"options":[],"explanation":null,"firstAttemptFullMarks":null},{"id":"837fe2a5-0d97-4af0-a98f-b1ac72be497e","revisionId":"89933e23-dcab-490a-8253-59fca8d8084f","questionNumber":null,"questionType":"LA","specification":"","difficulty":6,"difficultyBand":"medium","totalMarks":3,"sourceTitle":null,"calculatorUse":null,"parts":[{"id":"350bd998-b0f8-4326-a393-fdcf7f7a59f6","label":null,"content":"Outline how the findings of Piliavin et al.’s 'subway Samaritan' study contribute to our understanding of social diversity, specifically regarding how a helper's gender and a victim's race influence spontaneous intervention.","markscheme":"- Explains how findings regarding the gender of the helper inform our understanding of social diversity, noting that helpers were overwhelmingly male (90% of first helpers) and linking this to gender roles or perceived physical capability/risk in emergencies. B1\n- Explains how findings regarding the race of the victim/helper inform our understanding of social diversity, noting that while help was egalitarian for the ill victim, a slight \"same-race\" bias occurred in the drunk condition, showing that racial prejudice/diversity interacts with situational characteristics. B1\n- Offers a clear synthesis linking both elements to show how our broader psychological understanding of helping behavior is updated (e.g., demonstrating that real-world, diverse crowds do not necessarily exhibit bystander apathy, but that helping is shaped by both demographic factors and victim responsibility). B1","marks":3,"order":0,"markingRubric":null,"explanation":null,"options":[]}],"options":[],"explanation":null,"firstAttemptFullMarks":null},{"id":"84aeb209-1455-4bf0-8fa8-656c23cff781","revisionId":"e603f428-7353-447f-a525-81e99bbd85ba","questionNumber":null,"questionType":"LA","specification":"$40","difficulty":7,"difficultyBand":"medium","totalMarks":4,"sourceTitle":null,"calculatorUse":null,"parts":[{"id":"7a94d8e8-e4b5-4586-9f9f-5570a2e76cae","label":null,"content":"Using your psychological knowledge, suggest two ways in which positive helping behaviours may be encouraged in athletes from countries such as the UK.","markscheme":"- Suggests a first valid strategy to encourage helping behaviour in UK athletes (e.g. promoting prosocial role models, attribution retraining, ethical coaching/challenging obedience, or developing a common ingroup identity) B1\n- Provides a psychological justification or link to the sporting context for this first strategy (e.g. explaining vicarious reinforcement of modelled acts, shifting to situational attributions to foster empathy, altering team norms to permit moral autonomy, or reducing national rivalry through a shared community) B1\n- Suggests a second valid strategy to encourage helping behaviour in UK athletes B1\n- Provides a psychological justification or link to the sporting context for this second strategy B1","marks":4,"order":0,"markingRubric":null,"explanation":null,"options":[]}],"options":[],"explanation":null,"firstAttemptFullMarks":null}],"subjectCode":"a_level_psychology__ocr","summaries":[{"id":"00b77564-3db2-4570-b5a1-5aac9917d6ed","difficultyBand":"medium","calculatorUse":null},{"id":"01e26a85-97ad-49c3-a4c6-bcc3c2152f71","difficultyBand":"medium","calculatorUse":null},{"id":"024fe0a5-0372-47f6-a081-7f742d9a5f1c","d

Responses to people in need

Question 25

Responses to people in need Questions

Responses to people in need

Question 25

Responses to people in need Questions