Psychology HL
Biological approach (HL) — HL Paper 1
- 1.
Compare fMRI and EEG as techniques for studying brain activity, with reference to their relative spatial and temporal resolution.
[5 marks] · no calculator - 2.
Marking analysis: A learner attempts the following task: “Compare fMRI and EEG as techniques for studying brain activity, with reference to their relative spatial and temporal resolution.” Their response addresses only this point: “States that fMRI has high spatial resolution, allowing researchers to localize activity to specific, small brain structures with precision.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[5 marks] · no calculator - 3.
The famous case study of patient H.M., who developed severe anterograde amnesia after surgical removal of his hippocampus to treat epilepsy, provided key evidence for localization of function. Explain what this case study suggests about the role of the hippocampus in memory.
[3 marks] · no calculator - 4.
Marking analysis: A learner attempts the following task: “The famous case study of patient H.M., who developed severe anterograde amnesia after surgical removal of his hippocampus to treat epilepsy, provided key evidence for localization of function. Explain what this case study suggests about the role of the hippocampus in memory.” Their response addresses only this point: “Explains that H.M. was unable to form new long-term explicit (episodic/declarative) memories after the surgery, while his pre-surgery long-term memories and his short-term memory remained largely intact.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 5.
Explain the role of dopamine in the brain's reward pathway, and explain how this relates to the addictive potential of certain drugs.
[4 marks] · no calculator - 6.
Marking analysis: A learner attempts the following task: “Explain the role of dopamine in the brain's reward pathway, and explain how this relates to the addictive potential of certain drugs.” Their response addresses only this point: “Explains that dopamine is released in the brain's reward pathway (involving structures such as the nucleus accumbens and ventral tegmental area) in response to naturally rewarding stimuli, such as food or social connection.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 7.
Explain how cortisol, released via the hypothalamic-pituitary-adrenal (HPA) axis, prepares the body to respond to a stressor.
[4 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “Explain how cortisol, released via the hypothalamic-pituitary-adrenal (HPA) axis, prepares the body to respond to a stressor.” Their response addresses only this point: “Outlines the HPA axis sequence: the hypothalamus releases a signalling hormone that triggers the pituitary gland, which in turn signals the adrenal glands to release cortisol into the bloodstream.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 9.
Explain how twin studies are used to investigate the genetic basis of a behaviour or disorder, and state one methodological limitation of this approach.
[3 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “Explain how twin studies are used to investigate the genetic basis of a behaviour or disorder, and state one methodological limitation of this approach.” Their response addresses only this point: “Explains that twin studies compare concordance rates (the percentage of twin pairs who both show a trait) between monozygotic (MZ, identical, 100% shared genes) and dizygotic (DZ, fraternal, ~50% shared genes) twins.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 11.
Using the diathesis-stress model, explain how a genetic predisposition and an environmental trigger might interact to produce a disorder, using the example of depression.
[3 marks] · no calculator - 12.
Marking analysis: A learner attempts the following task: “Using the diathesis-stress model, explain how a genetic predisposition and an environmental trigger might interact to produce a disorder, using the example of depression.” Their response addresses only this point: “Explains the diathesis-stress model: a person may carry a genetic vulnerability (diathesis) to a disorder, but this vulnerability alone is not sufficient to produce the disorder.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 13.
Outline an evolutionary explanation for why humans commonly show a strong, rapid fear response to snakes and spiders but not to more statistically dangerous modern threats, such as electrical outlets or cars.
[3 marks] · no calculator - 14.
Marking analysis: A learner attempts the following task: “Outline an evolutionary explanation for why humans commonly show a strong, rapid fear response to snakes and spiders but not to more statistically dangerous modern threats, such as electrical outlets or cars.” Their response addresses only this point: “Explains the concept of biological preparedness: humans may have an innate, evolved predisposition to rapidly learn fear associations with stimuli that posed a survival threat throughout evolutionary history (such as snakes).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 15.
The study of London taxi drivers found that experienced drivers had a significantly larger posterior hippocampus than non-taxi-driver controls, with hippocampal volume correlating with years of driving experience. Explain what this finding demonstrates about neuroplasticity.
[3 marks] · no calculator - 16.
Marking analysis: A learner attempts the following task: “The study of London taxi drivers found that experienced drivers had a significantly larger posterior hippocampus than non-taxi-driver controls, with hippocampal volume correlating with years of driving experience. Explain what this finding demonstrates about neuroplasticity.” Their response addresses only this point: “Defines neuroplasticity as the brain's capacity to physically change its structure in response to experience and learning, rather than being fixed after a certain developmental period.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 17.
Explain the role of an inhibitory neurotransmitter such as GABA in regulating neural activity.
[3 marks] · no calculator - 18.
Marking analysis: A learner attempts the following task: “Explain the role of an inhibitory neurotransmitter such as GABA in regulating neural activity.” Their response addresses only this point: “States that an inhibitory neurotransmitter makes the postsynaptic neuron less likely to fire.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 19.
Explain how oxytocin is linked to social bonding, and evaluate one limitation of the evidence.
[3 marks] · no calculator - 20.
Marking analysis: A learner attempts the following task: “Explain how oxytocin is linked to social bonding, and evaluate one limitation of the evidence.” Their response addresses only this point: “Explains that oxytocin is a hormone released during contact such as touch and childbirth and is linked to trust and attachment.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 21.
Evaluate the use of animal studies to investigate human brain function, referring to one strength and one ethical or validity concern.
[3 marks] · no calculator - 22.
Marking analysis: A learner attempts the following task: “Evaluate the use of animal studies to investigate human brain function, referring to one strength and one ethical or validity concern.” Their response addresses only this point: “States a strength, such as allowing controlled manipulation (e.g. lesions) that would be unethical in humans.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 23.
Outline the role of Broca's area in language and explain what evidence from brain damage suggests about localization of function.
[3 marks] · no calculator - 24.
Marking analysis: A learner attempts the following task: “Outline the role of Broca's area in language and explain what evidence from brain damage suggests about localization of function.” Their response addresses only this point: “Outlines that Broca's area in the left frontal lobe is involved in speech production.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 25.
Explain how epigenetics provides a mechanism by which environment can influence gene expression.
[3 marks] · no calculator - 26.
Marking analysis: A learner attempts the following task: “Explain how epigenetics provides a mechanism by which environment can influence gene expression.” Their response addresses only this point: “Defines epigenetic changes as modifications (e.g. methylation) that alter whether a gene is active without changing the DNA sequence.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 27.
Evaluate one evolutionary explanation of human mate preference, referring to evidence and a limitation.
[3 marks] · no calculator - 28.
Marking analysis: A learner attempts the following task: “Evaluate one evolutionary explanation of human mate preference, referring to evidence and a limitation.” Their response addresses only this point: “Outlines an explanation, e.g. that preferences evolved to favour traits signalling fertility or resource-provision, maximizing reproductive success.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 29.
Evaluate the claim that biological explanations of behaviour are reductionist.
[4 marks] · no calculator - 30.
Marking analysis: A learner attempts the following task: “Evaluate the claim that biological explanations of behaviour are reductionist.” Their response addresses only this point: “Explains reductionism as explaining complex behaviour by breaking it down into simple biological components such as a single neurotransmitter or gene.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator