Categories
Oxford AQA IAL Psychology

Model 20-Marker Essay Answer for PS04 – Models of Work Stress

Please note – This lesson is best viewed in desktop mode – click the three dots on your browser and tick ‘desktop mode’ if viewing on a small screen device

For the frequently asked essay question on PS04, “Discuss one model of workplace stress. [20],” here is a top scoring model answer.

Lets-

  • first review the model answer;
  • then look at the markscheme requirements; and
  • then learn why the answer earns perfect 20 marks with examiner commentary.

The Model Answer

Karasek’s Job Demands-Control (J D-C) model suggests workplace stress results from the interaction between job demands and control. Job demands include workload, time pressure and mental effort. Control, called decision latitude, means autonomy over tasks and work organisation. The model creates four job types from these factors-

  • Low-strain jobs have low demands and high control.
  • Passive jobs have low demands and low control.
  • Active jobs have high demands and high control.
  • High-strain jobs have high demands and low control.

This high-strain combination is predicted to be most stressful. Karasek argued it’s this specific interaction that causes stress, not just high demands alone. The model therefore provides a clear framework for understanding how workplace factors combine to create stress.

A strength of this model is the strong research support from Marmot et al.’s Whitehall II study. This longitudinal study followed 7000 civil servants over five years. It found lower-grade workers had 1.5 times more heart disease than higher grades. The key factor was low decision latitude, independent of other risks like smoking. This directly supports Karasek’s emphasis on control as crucial for stress. Therefore, this high-quality evidence validates the model’s core principle about control.

Another strength is the model’s practical usefulness for reducing workplace stress. By identifying control as key, it suggests clear interventions like increasing worker autonomy. Karasek himself showed in 1990 that enhancing job control reduced stress-related health problems. This means organisations can apply the model directly to improve working conditions. The model moves beyond theory to offer real solutions. Therefore, it has significant value for creating healthier workplaces.

A weakness is the model’s oversimplification by ignoring individual differences. It assumes all workers react similarly to high-strain conditions. However, personality factors like hardiness provide a concrete counterpoint. Hardy individuals may see high demands as challenging rather than stressful, even with low control. This shows the demand-control interaction isn’t universal. Since the model doesn’t account for such individual differences, its predictions are limited for individual cases.

Another weakness is that research fails to consistently support the predicted interaction effect. Karasek’s model specifically states stress is worst when high demands meet low control. Yet Jones and Bright note many studies find no such statistical interaction. Evidence often shows control is the main factor, with demands less important. This challenges the model’s main assumption about how these factors combine. Thus, the model may be incomplete as it focuses on an interaction not strongly supported by evidence.

Markscheme Requirements

To score full 20, the following criteria have to be met-

  • Knowledge of one model of workplace stress is accurate and generally well detailed.
  • Discussion is effective.
  • The answer is clear, organised and focused.
  • Specialist terminology is mostly used effectively

Understanding how the Answer Scores Full 20 Marks

AnswerExaminer Commentary
Karasek’s Job Demands-Control (J D-C) model suggests workplace stress results from the interaction between job demands and control. Job demands include workload, time pressure and mental effort. Control, called decision latitude, means autonomy over tasks and work organisation. The model creates four job types from these factors. Low-strain jobs have low demands and high control. Passive jobs have low demands and low control. Active jobs have high demands and high control. High-strain jobs have high demands and low control. This high-strain combination is predicted to be most stressful. Karasek argued it’s this specific interaction that causes stress, not just high demands alone. The model therefore provides a clear framework for understanding how workplace factors combine to create stress.This AO1 section is a model answer. The knowledge is accurate and well-detailed, correctly identifying all key components: the model’s name, the two core factors (with definitions and examples), and the four resulting job types.

It accurately focuses on the main prediction about high-strain jobs and the interactive nature of the model.

The answer is organised logically and sequentially; and uses specialist terminology like “decision latitude” and the job type names effectively.
A strength is the strong research support from Marmot et al.’s Whitehall II study. This longitudinal study followed 7000 civil servants over five years. It found lower-grade workers had 1.5 times more heart disease than higher grades. The key factor was low decision latitude, independent of other risks like smoking. This directly supports Karasek’s emphasis on control as crucial for stress. Therefore, this high-quality evidence validates the model’s core principle about control.This point shows effective discussion through strong research evidence. The student selects appropriate, high-quality evidence from the source material and uses it to directly support the model’s focus on control. The explanation clearly links the empirical findings to the model’s theoretical principles, showing how the evidence validates Karasek’s approach.
Another strength is the model’s practical usefulness for reducing workplace stress. By identifying control as key, it suggests clear interventions like increasing worker autonomy. Karasek himself showed in 1990 that enhancing job control reduced stress-related health problems. This means organisations can apply the model directly to improve working conditions. The model moves beyond theory to offer real solutions. Consequently, it has significant value for creating healthier workplaces.This shows effective discussion of practical applications. The student demonstrates the model’s real-world value by explaining how it leads to concrete interventions. The use of Karasek’s own applied research provides solid evidence for this strength. The evaluation successfully argues that the model has significant value beyond theoretical explanation.
A weakness is the model’s oversimplification by ignoring individual differences. It assumes all workers react similarly to high-strain conditions. However, personality factors like hardiness provide a concrete counterpoint. Hardy individuals may see high demands as challenging rather than stressful, even with low control. This shows the demand-control interaction isn’t universal. Since the model doesn’t account for such variations, its predictions are limited for individual cases.This demonstrates effective critical discussion through identification of a key limitation. The student provides a concrete counterpoint using the concept of hardiness to challenge the model’s universal predictions. The evaluation successfully argues that the model’s oversimplification limits its predictive power for individual cases of employees, showing balanced and thoughtful criticism.
Furthermore, research fails to consistently support the predicted interaction effect. Karasek’s model specifically states stress is worst when high demands meet low control. Yet Jones and Bright note many studies find no such statistical interaction. Evidence often shows control is the main factor, with demands less important. This challenges the model’s fundamental premise about how these factors combine. Thus, the model may be incomplete as it emphasizes an interaction not strongly supported by evidence.This shows effective critical discussion by challenging the model’s main assumption. The student uses specific research evidence to question the fundamental interaction concept itself. The discussion is particularly effective because it cites contradictory evidence that suggests control alone may be the dominant factor, thereby questioning the very basis of Karasek’s interactive approach.

search terms – oxford ial psychology, oxford a levels psychology, oxford aqa a level psychology, oxford aqa a levels psychology, oxford a level psychology, 9685, international a level psychology, international psychology, revision, past paper solution, karasek model of workplace stress, stress, a2, application to workplace, psychology applied to work, year 13, year 2, unit 4, ao1, ao3, description, evaluation, 20-marker, essay, paper 1, ps04, pso4

Categories
Oxford AQA IAL Psychology

Quick Lesson # 1 – Multistore Model of Memory

Please note – This lesson is best viewed in desktop mode – click the three dots on your browser and tick ‘desktop mode’ if viewing on a small screen device

AO1 (Description)

ResearchersAtkinson and Shiffrin (1968) proposed the multistore model of memory (MSM).
Definition of MSMThe model proposes memory as a stage-wise system comprising three unitary, structurally distinct stores:
1. sensory register (SR),
2. short-term memory (STM) and
3. long term memory (LTM);

with information transferred between them via the controlled processes of 

1. attention (from SR->STM), 
2. maintenance/elaborative rehearsal (to maintain in STM/transfer to LTM), and 
3. retrieval (from LTM->STM).
SR CapacityThe sensory registers or modalities (eyes, ears, nose, tongue and skin) have a very high capacity.

Sperling (1960) demonstrated this using a partial report technique; participants could recall most letters from a cued row, indicating the entire iconic store was initially available but decayed rapidly.
SR DurationDuration is extremely brief. 

Sperling (1960) found iconic memory lasts ~0.5 seconds, while Darwin et al. (1972), using a similar auditory method, found echoic memory lasts up to 3 seconds before decay.
SR CodingCoding is modality-specific, maintaining information in its original sensory form (e.g., iconic for visual, echoic for auditory, haptic for touch).
STM CapacityCapacity is limited. 

Jacobs (1887) used a digit span technique to establish a capacity of 5-9 items. Miller (1956) refined this, proposing a capacity of 7±2 chunks of information.
STM DurationDuration is short without rehearsal. 

Peterson & Peterson (1959) prevented rehearsal of trigrams with a counting task; recall fell to <10% after 18 seconds, demonstrating rapid STM decay.
STM CodingCoding is predominantly acoustic. 

Conrad (1964) showed participants visually presented consonants; recall errors were based on sound (e.g., confusing ‘V’ for ‘D’), proving information was encoded acoustically in STM.
LTM CapacityLTM capacity is considered essentially unlimited, with no known upper bound on the amount of information that can be stored permanently.
LTM DurationDuration can be permanent. 

Bahrick et al. (1975) tested graduates’ memory for classmates; participants showed ~80% recognition accuracy after 48 years, demonstrating very long-term duration.
LTM CodingCoding is primarily semantic. 

Baddeley (1966) presented word lists; after 20 minutes, recall was worse for semantically similar words, indicating LTM uses a meaning-based code.

AO3 (Evaluation)

Case Study SupportPoint: One strength is supporting evidence from neuropsychological case studies of patients with brain damage.

Evidence: For example, patient KF (Shallice & Warrington, 1970) had poor STM capacity but intact LTM, while patient HM (Scoville & Milner, 1957) could not form new LTMs but had a normal STM span.

Explanation: This dissociation suggests that STM and LTM are physically separate stores, as damage to one store impairs its function while leaving the other store unaffected, which is a core claim of the MSM.

Link: This increases the validity of the model, as it shows the proposed memory stores have a biological basis in the brain.
Brain Scan EvidencePoint: A further strength is the support from modern brain-scanning techniques.

Evidence: Squire et al. (1993) used PET scans and found that the hippocampus was active during LTM tasks, while the prefrontal cortex was active during STM tasks.

Explanation: This provides physical, objective evidence that different brain regions are responsible for short-term and long-term storage, strongly supporting the MSM’s view of separate stores.

Counterpoint: However, these scans also show that many brain areas are active simultaneously during memory tasks, which contradicts the MSM’s simple, linear view and instead supports more complex models like the Working Memory Model (WMM).

Link: Therefore, while this evidence supports the idea of separate stores, it also challenges the model’s validity by suggesting the process is more interactive than the MSM proposes.
Challenge from WMM ModelPoint: A major weakness is the challenge posed by the WMM from Baddeley and Hitch (1974).

Evidence: The WMM replaced the unitary STM store with a multi-component system (e.g., central executive, phonological loop) that is active and processes different types of information simultaneously.

Explanation: Research for the WMM shows that people can perform two visual or two verbal tasks at the same time poorly, but one visual and one verbal task well. This contradicts the MSM, which sees STM as a single, passive store that would be overwhelmed by any dual-task, regardless of the type.

Link: This significantly challenges the validity of the MSM’s conceptualisation of STM, suggesting it is an inaccurate and oversimplified explanation.
Challenge from Flashbulb Memory PhenomenonPoint: One weakness is the existence of flashbulb memories, which the MSM cannot easily explain.

Evidence: Flashbulb memories are highly detailed and vivid ‘snapshots’ of emotionally significant events (e.g., where you were during a major news event) that seem to bypass the need for prolonged rehearsal to enter LTM.

Explanation: According to the MSM, transferring information to LTM requires sustained rehearsal in STM. Flashbulb memories, however, are formed instantly due to high emotional arousal, suggesting there are alternative routes to LTM that the model does not account for.

Link: This reduces the validity of the MSM, as it shows the model is an oversimplification and cannot explain all memory phenomena.

search terms – oxford ial psychology, oxford a levels psychology, oxford aqa a level psychology, oxford aqa a levels psychology, oxford a level psychology, 9685, international a level psychology, international psychology, revision, past paper solution, multistore model of memory, msm, atkinson and shiffrin, ao1, ao3, description, evaluation, 20-marker, essay, paper 1, ps01, pso1

Categories
Oxford AQA IAL Psychology

Oxford International AQA Psychology – AS – Answering PS01 January 2025 Questions for Section B – Social Influence

In this lesson I have explained how you can answer various AO1, AO2 and AO3 questions for the January 2025 PS01 Psychology Paper 1 – Section B. It includes a full 12-marker essay discussion with a situation/scenario at the end.

Since past papers are not freely available for this topic, taking this lesson should help you structure your answers, organise them and meet top-band assessment requirements in the paper.

This lesson should be equally useful to UK AQA students as memory is an important topic for the UK syllabus as well.

The video lesson is available below and the answer outlines I have written in it are available as a free PDF download here-

search terms – ps01, january 2025, aqa psychology past papers, a level psychology past papers, Oxford internal aqa psychology, Oxford ial aqa psychology, aqa psychology a level specification, aqa psychology questions, aqa psychology topics, aqa psychology revision notes pdf, aqa psychology approaches, aqa psychology research methods exam questions, aqa psychology research methods a level questions and answers, aqa social influence pdf, aqa a level psychology, conformity, obedience, milgram, asch, 2-marker, 4-marker, 12-marker, aqa essay pdf, aqa essay, aqa model answer, aqa sample answer

Categories
Oxford AQA IAL Psychology

Model Answers Essay Pack for Cognitive Development – PS02 Section B

The document containing the model answers below can be purchased for INR 399 (India) or USD 5.99* (overseas)**

How to Purchase Securely-

  1. Copy the following text – ” I would like to purchase the document on https://shorturl.at/3EZGR
  2. Whatsapp it to +919892507784 OR e-mail it to jyotika@excellingpsychology.com
  3. Receive G-Pay ID (India) or PayPal ID (overseas) to make the payment
  4. Complete payment and receive the full PDF file as a reply on your WhatsApp chat/e-mail ID!!

*Prices are slightly higher for overseas learners due to commission and service charge deducted by PayPal on every purchase made. Thank you for understanding.

**You can also purchase by making a direct transfer to bank account. Just mention that you would like to receive bank account details with your message on WhatsApp/e-mail

You can preview a sample of the pdf document that you will receive upon purchase below-

Purchase more such answers and past paper solutions by visiting the ‘Oxford IAL Psychology‘ section on the page below-

https://excellingpsychology.com/

Thank you!

search terms – oxford aqa, Oxford aqa psychology, Oxford a levels psychology, ial psychology, international a level psychology, cognition and development, Piaget, vygotsky, baillergeon, stages of cognitive development, model answers, essays, 20-markers, ao1, ao2, ao3, Essay with scenario, ps02, most frequently asked questions, 12 -markers, 8-markers, evalaution, strengths and weaknesses, paper 2, past Paper solutions, sample answers, a grade answers, a*answers, notes, revision

Categories
Oxford AQA IAL Psychology

Oxford International AQA Psychology – AS – Answering PS01 January 2025 Questions for Section A – Memory

In this lesson I have explained how you can answer various AO1, AO2 and AO3 questions for the January 2025 PS01 Psychology Paper 1 – Section A. It includes a full 20-marker essay discussion with a situation/scenario at the end.

Since past papers are not freely available for this topic, taking this lesson should help you structure your answers, organise them and meet top-band assessment requirements in the paper.

This lesson should be equally useful to UK AQA students as memory is an important topic for the UK syllabus as well.

The video lesson is available below and the answer outlines I have written in it are available as a free PDF download here-

search terms – ps01, january 2025, aqa psychology past papers, a level psychology past papers, Oxford internal aqa psychology, Oxford ial aqa psychology, aqa psychology a level specification, aqa psychology questions, aqa psychology topics, aqa psychology revision notes pdf, aqa psychology approaches, aqa psychology research methods exam questions, aqa psychology research methods a level questions and answers, aqa memory pdf, aqa a level psychology, long term memory, working memory model, baddeley and hitch, 20-marker, 4-marker, 12-marker, aqa essay pdf, aqa essay, aqa model answer, aqa sample answer

Categories
Oxford AQA IAL Psychology

Oxford International AQA Psychology – A2 – Answering AO2 Application Questions

In this lesson I have explained how you can answer application AO2 questions for the Psychology of Sleep for Unit 3 in A2. I have also explained relevant content for this topic while answering the questions.

Since past papers are not freely available for this topic, taking this lesson should help you structure your AO2 answers, organise them and meet top-band assessment requirements in the paper.

The video lesson is available below and the answers I have written in it are available as a free PDF download here-

Happy learning!

search terms – psychology of sleep, circadian rhythms, jet lag, shift work, Oxford internal aqa psychology, Oxford ial aqa psychology, aqa psychology a level specification, aqa psychology questions, aqa psychology topics, aqa psychology revision notes pdf, aqa psychology approaches, aqa psychology research methods exam questions, aqa psychology research methods a level questions and answers, aqa social influence pdf, aqa a level psychology, psychopathology, cogntiive theory, behavioral therapy, 2-marker, 4-marker, 12-marker, aqa essay pdf, aqa essay, aqa model answer, aqa sample answer

Categories
AQA A-Level Psychology Oxford AQA IAL Psychology

AQA Psychology Year 2 – Learning Approaches

In this lesson I have explained how you can answer A01, A02 and AO3 short and long questions for your topic on learning approaches in AQA psychology – specifically, for classical and operant conditioning approaches. Taking this lesson should help you understand how to structure your answers, organise them and meet top-band assessment requirements in the paper.

Given the overlap between the UK AQA and International AQA curriculum, this lesson should help both types of students.

The video lesson is available below and the answers I have written in it are available as a free PDF download here-

AQA Psychology – The Learning Approach – Exam Questions and Answers

Happy learning!

search terms – aqa psychology a level specification, aqa psychology questions, aqa psychology topics, aqa psychology revision notes pdf, aqa psychology approaches, aqa psychology learning approach exam questions, aqa psychology behaviourist approaches a level questions and answers, aqa psychology learning approach notes pdf, aqa a level psychology Pavlov, Skinner, operant conditioning, classical conditioning

Categories
AQA A-Level Psychology Oxford AQA IAL Psychology

Oxford AQA Psychology A Level : Model Anwers for June 2023 PS01 Memory

In this lesson I have explained how you can answer 4, 6 and 20-markers for your unit 1 paper for Oxford International AQA AS for the memory unit. I have also explained how to meet AO1, AO2 and AO3 requirements. Taking this lesson should help you understand how to structure your answers, organise them and meet top-band assessment requirements in the paper.

Given the overlap between the UK AQA and International AQA curriculum, this lesson should help GCE students as well.

The video lesson is available below and the answers I have written in it are available as a free PDF download here-

Answering the Oxford AQA International 1 AS Psychology Paper

Happy learning!

search terms – oxford aqa psychology, Oxford aqa psychology a levels past papers, Oxford aqa psychology paper 1, ial aqa psychology, Oxford aqa psychology paper 1, Oxford aqa psychology a level past papers , aqa psychology memory, msm, wmm, Atkinson shiffrin, baddeley hitch, 20-marker, international as psychology, Oxford aqa psychology pdf, Oxford aqa psychology pdf notes, Oxford aqa psychology pdf download, Oxford aqa psychology specification