IB · PSYCH HL

Psychology HL

Biological approach (HL) — HL Paper 1

Name: ____________________Date: October 2, 2026

1.
Compare fMRI and EEG as techniques for studying brain activity, with reference to their relative spatial and temporal resolution.
[5 marks] · no calculator
Marking points
- States that fMRI has high spatial resolution, allowing researchers to localize activity to specific, small brain structures with precision.
- States that fMRI has relatively poor temporal resolution, since it measures blood oxygenation changes that lag several seconds behind the actual neural activity.
- States that EEG has high temporal resolution, capable of detecting changes in electrical activity on a millisecond timescale.
- States that EEG has poor spatial resolution, since the electrical signal recorded at the scalp cannot be precisely localized to a specific deep brain structure.
- Concludes that the choice between the two techniques depends on the research question: fMRI suits questions about where in the brain an activity occurs, while EEG suits questions about the precise timing of neural events.
Examiner tip: Spatial resolution (where) and temporal resolution (when) are always in tension across brain-imaging techniques — no single technique currently offers both at the highest level, so the appropriate choice always depends on the specific research question.
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
Marking points
- Recognises credit for the stated point: States that fMRI has high spatial resolution, allowing researchers to localize activity to specific, small brain structures with precision.
- Identifies the missing requirement: States that fMRI has relatively poor temporal resolution, since it measures blood oxygenation changes that lag several seconds behind the actual neural activity.
- Identifies the missing requirement: States that EEG has high temporal resolution, capable of detecting changes in electrical activity on a millisecond timescale.
- Identifies the missing requirement: States that EEG has poor spatial resolution, since the electrical signal recorded at the scalp cannot be precisely localized to a specific deep brain structure.
- Identifies the missing requirement: Concludes that the choice between the two techniques depends on the research question: fMRI suits questions about where in the brain an activity occurs, while EEG suits questions about the precise timing of neural events.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- 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.
- Explains that this suggests the hippocampus is specifically necessary for consolidating new information from short-term into long-term memory, rather than for storing long-term memories themselves or for short-term memory function.
- Explains that H.M.'s intact ability to learn new motor/procedural skills (e.g., mirror drawing) despite having no memory of practising them further suggests that procedural memory relies on a different brain system than the hippocampus-dependent explicit memory system.
Examiner tip: H.M.'s case is powerful precisely because it dissociates memory into distinct systems: it shows that explicit and procedural memory can be selectively impaired or spared, which a healthy brain alone could never reveal.
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
Marking points
- Recognises credit for the stated 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.
- Identifies the missing requirement: Explains that this suggests the hippocampus is specifically necessary for consolidating new information from short-term into long-term memory, rather than for storing long-term memories themselves or for short-term memory function.
- Identifies the missing requirement: Explains that H.M.'s intact ability to learn new motor/procedural skills (e.g., mirror drawing) despite having no memory of practising them further suggests that procedural memory relies on a different brain system than the hippocampus-dependent explicit memory system.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- 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.
- Explains that this dopamine release reinforces the behaviour that produced it, making the organism more likely to repeat behaviours that led to the reward.
- Explains that certain addictive drugs (e.g., cocaine, amphetamines) artificially trigger a much larger dopamine release than any natural reward, strongly and rapidly reinforcing drug-taking behaviour.
- Explains that with repeated use, the brain may downregulate its natural dopamine receptors or production in response to this artificial overstimulation, which can reduce sensitivity to ordinary pleasures and drive compulsive drug-seeking to restore dopamine levels (tolerance and dependence).
Examiner tip: The dopamine reward pathway explains addiction as a hijacking of a normal, adaptive learning mechanism (reinforcement) rather than a simple moral failing — this biological framing is central to the explanation's exam relevance.
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
Marking points
- Recognises credit for the stated 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.
- Identifies the missing requirement: Explains that this dopamine release reinforces the behaviour that produced it, making the organism more likely to repeat behaviours that led to the reward.
- Identifies the missing requirement: Explains that certain addictive drugs (e.g., cocaine, amphetamines) artificially trigger a much larger dopamine release than any natural reward, strongly and rapidly reinforcing drug-taking behaviour.
- Identifies the missing requirement: Explains that with repeated use, the brain may downregulate its natural dopamine receptors or production in response to this artificial overstimulation, which can reduce sensitivity to ordinary pleasures and drive compulsive drug-seeking to restore dopamine levels (tolerance and dependence).
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
7.
Explain how cortisol, released via the hypothalamic-pituitary-adrenal (HPA) axis, prepares the body to respond to a stressor.
[4 marks] · no calculator
Marking points
- 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.
- Explains that cortisol increases available blood glucose (energy) by promoting the breakdown of stored glycogen, providing fuel for a rapid physical response to the stressor.
- Explains that cortisol also temporarily suppresses non-essential functions, such as digestion and immune response, to prioritize resources toward immediate survival-relevant functions.
- Notes that while this response is adaptive for a short-term, acute stressor, chronically elevated cortisol from prolonged stress can have harmful long-term effects, such as suppressed immune function and increased risk of illness.
Examiner tip: Always distinguish the adaptive, short-term benefit of the stress response from the harmful consequences of chronic activation — this distinction is central to understanding how stress research connects biology to health outcomes.
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
Marking points
- Recognises credit for the stated 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.
- Identifies the missing requirement: Explains that cortisol increases available blood glucose (energy) by promoting the breakdown of stored glycogen, providing fuel for a rapid physical response to the stressor.
- Identifies the missing requirement: Explains that cortisol also temporarily suppresses non-essential functions, such as digestion and immune response, to prioritize resources toward immediate survival-relevant functions.
- Identifies the missing requirement: Notes that while this response is adaptive for a short-term, acute stressor, chronically elevated cortisol from prolonged stress can have harmful long-term effects, such as suppressed immune function and increased risk of illness.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- 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.
- Explains that a significantly higher concordance rate in MZ twins compared to DZ twins is taken as evidence for a genetic contribution to the trait, since MZ twins share more genetic material.
- States a valid limitation, such as the assumption that MZ and DZ twins experience equally similar environments (the 'equal environments assumption') often being questionable, since MZ twins may actually be treated more similarly by others, confounding genetic and environmental contributions.
Examiner tip: The equal environments assumption is the single most frequently cited criticism of twin study methodology — always be ready to explain specifically why it might be false, not just that it is an assumption.
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
Marking points
- Recognises credit for the stated 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.
- Identifies the missing requirement: Explains that a significantly higher concordance rate in MZ twins compared to DZ twins is taken as evidence for a genetic contribution to the trait, since MZ twins share more genetic material.
- Identifies the missing requirement: States a valid limitation, such as the assumption that MZ and DZ twins experience equally similar environments (the 'equal environments assumption') often being questionable, since MZ twins may actually be treated more similarly by others, confounding genetic and environmental contributions.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- 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.
- Explains that the disorder emerges only when this genetic vulnerability interacts with a significant environmental stressor (e.g., a major loss, trauma, or chronic stress).
- Explains that this model accounts for why some genetically vulnerable individuals never develop depression (insufficient environmental trigger) while others with the same predisposition do (sufficient trigger present), moving beyond a purely genetic or purely environmental explanation.
Examiner tip: The diathesis-stress model is a genuinely interactionist explanation — it should never be reduced to 'genes OR environment', since its entire explanatory power comes from the interaction between the two.
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
Marking points
- Recognises credit for the stated 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.
- Identifies the missing requirement: Explains that the disorder emerges only when this genetic vulnerability interacts with a significant environmental stressor (e.g., a major loss, trauma, or chronic stress).
- Identifies the missing requirement: Explains that this model accounts for why some genetically vulnerable individuals never develop depression (insufficient environmental trigger) while others with the same predisposition do (sufficient trigger present), moving beyond a purely genetic or purely environmental explanation.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- 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).
- Explains that ancestors who rapidly and automatically feared such genuine ancient threats were more likely to survive and reproduce, passing this predisposition to their offspring, making it common in the modern population.
- Explains that modern threats like electrical outlets or cars are evolutionarily too recent for natural selection to have produced a similar innate fear response, even though they are statistically more dangerous today, so fear of them must be learned through direct experience or explicit teaching rather than being innate.
Examiner tip: Evolutionary explanations always rest on the mismatch between the timescale of biological evolution (very slow) and the recency of modern threats (very fast) — this mismatch is the key reasoning examiners expect to see explicitly stated.
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
Marking points
- Recognises credit for the stated 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).
- Identifies the missing requirement: Explains that ancestors who rapidly and automatically feared such genuine ancient threats were more likely to survive and reproduce, passing this predisposition to their offspring, making it common in the modern population.
- Identifies the missing requirement: Explains that modern threats like electrical outlets or cars are evolutionarily too recent for natural selection to have produced a similar innate fear response, even though they are statistically more dangerous today, so fear of them must be learned through direct experience or explicit teaching rather than being innate.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- 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.
- Explains that since taxi drivers must memorize and navigate an extremely complex spatial map of the city (a hippocampus-dependent skill), the demand placed on this brain region appears to have physically enlarged it over years of practice.
- Explains that the correlation between hippocampal volume and years of experience (rather than a fixed difference present from the start) strengthens the causal interpretation that the brain changed as a result of the specific experience, rather than people with naturally larger hippocampi simply choosing to become taxi drivers.
Examiner tip: The correlation with years of experience specifically (a 'dose-response' pattern) is what makes this study strong evidence for experience-driven brain change, rather than simply reflecting a pre-existing difference between taxi drivers and others.
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
Marking points
- Recognises credit for the stated 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.
- Identifies the missing requirement: Explains that since taxi drivers must memorize and navigate an extremely complex spatial map of the city (a hippocampus-dependent skill), the demand placed on this brain region appears to have physically enlarged it over years of practice.
- Identifies the missing requirement: Explains that the correlation between hippocampal volume and years of experience (rather than a fixed difference present from the start) strengthens the causal interpretation that the brain changed as a result of the specific experience, rather than people with naturally larger hippocampi simply choosing to become taxi drivers.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
17.
Explain the role of an inhibitory neurotransmitter such as GABA in regulating neural activity.
[3 marks] · no calculator
Marking points
- States that an inhibitory neurotransmitter makes the postsynaptic neuron less likely to fire.
- Explains that GABA binding reduces excitability, counterbalancing excitatory transmitters like glutamate.
- Explains that insufficient inhibition may be associated with anxiety, which anti-anxiety drugs target by enhancing GABA activity.
Examiner tip: Neural activity depends on a balance between excitation and inhibition.
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
Marking points
- Recognises credit for the stated point: States that an inhibitory neurotransmitter makes the postsynaptic neuron less likely to fire.
- Identifies the missing requirement: Explains that GABA binding reduces excitability, counterbalancing excitatory transmitters like glutamate.
- Identifies the missing requirement: Explains that insufficient inhibition may be associated with anxiety, which anti-anxiety drugs target by enhancing GABA activity.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
19.
Explain how oxytocin is linked to social bonding, and evaluate one limitation of the evidence.
[3 marks] · no calculator
Marking points
- Explains that oxytocin is a hormone released during contact such as touch and childbirth and is linked to trust and attachment.
- Outlines evidence, such as increased trusting behaviour after nasal oxytocin administration.
- Evaluates a limitation, such as effects being small, context-dependent, or difficult to replicate, and animal findings not generalizing directly to humans.
Examiner tip: Hormonal effects on behaviour are rarely simple; evaluate how strong and general the evidence is.
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
Marking points
- Recognises credit for the stated point: Explains that oxytocin is a hormone released during contact such as touch and childbirth and is linked to trust and attachment.
- Identifies the missing requirement: Outlines evidence, such as increased trusting behaviour after nasal oxytocin administration.
- Identifies the missing requirement: Evaluates a limitation, such as effects being small, context-dependent, or difficult to replicate, and animal findings not generalizing directly to humans.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- States a strength, such as allowing controlled manipulation (e.g. lesions) that would be unethical in humans.
- States a concern, such as animal suffering, or findings not generalizing because human brains differ in complexity.
- Reaches a justified judgement about when animal research is acceptable, e.g. if benefits are substantial and suffering is minimized.
Examiner tip: A balanced evaluation weighs scientific value against ethical cost and external validity.
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
Marking points
- Recognises credit for the stated point: States a strength, such as allowing controlled manipulation (e.g. lesions) that would be unethical in humans.
- Identifies the missing requirement: States a concern, such as animal suffering, or findings not generalizing because human brains differ in complexity.
- Identifies the missing requirement: Reaches a justified judgement about when animal research is acceptable, e.g. if benefits are substantial and suffering is minimized.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
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
Marking points
- Outlines that Broca's area in the left frontal lobe is involved in speech production.
- Explains that patients with damage there (Broca's aphasia) understand speech but produce slow, effortful, halting speech.
- Explains that this selective loss supports the idea that specific functions rely on specific regions.
Examiner tip: A selective deficit after localized damage is the classic evidence for localization.
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
Marking points
- Recognises credit for the stated point: Outlines that Broca's area in the left frontal lobe is involved in speech production.
- Identifies the missing requirement: Explains that patients with damage there (Broca's aphasia) understand speech but produce slow, effortful, halting speech.
- Identifies the missing requirement: Explains that this selective loss supports the idea that specific functions rely on specific regions.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
25.
Explain how epigenetics provides a mechanism by which environment can influence gene expression.
[3 marks] · no calculator
Marking points
- Defines epigenetic changes as modifications (e.g. methylation) that alter whether a gene is active without changing the DNA sequence.
- Explains that experiences such as stress or early care can add or remove these markers.
- Explains that this shows genes and environment interact, and some changes may be passed on, challenging a purely genetic account.
Examiner tip: Epigenetics changes expression, not the DNA code itself.
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
Marking points
- Recognises credit for the stated point: Defines epigenetic changes as modifications (e.g. methylation) that alter whether a gene is active without changing the DNA sequence.
- Identifies the missing requirement: Explains that experiences such as stress or early care can add or remove these markers.
- Identifies the missing requirement: Explains that this shows genes and environment interact, and some changes may be passed on, challenging a purely genetic account.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
27.
Evaluate one evolutionary explanation of human mate preference, referring to evidence and a limitation.
[3 marks] · no calculator
Marking points
- Outlines an explanation, e.g. that preferences evolved to favour traits signalling fertility or resource-provision, maximizing reproductive success.
- Gives supporting evidence, such as cross-cultural survey findings of similar preferences.
- Evaluates a limitation, such as the explanation being hard to test, ignoring cultural variation and relying on self-report.
Examiner tip: Evolutionary explanations are plausible but often untestable; evaluate with that in mind.
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
Marking points
- Recognises credit for the stated point: Outlines an explanation, e.g. that preferences evolved to favour traits signalling fertility or resource-provision, maximizing reproductive success.
- Identifies the missing requirement: Gives supporting evidence, such as cross-cultural survey findings of similar preferences.
- Identifies the missing requirement: Evaluates a limitation, such as the explanation being hard to test, ignoring cultural variation and relying on self-report.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.
29.
Evaluate the claim that biological explanations of behaviour are reductionist.
[4 marks] · no calculator
Marking points
- Explains reductionism as explaining complex behaviour by breaking it down into simple biological components such as a single neurotransmitter or gene.
- Gives an example showing the claim, e.g. attributing depression solely to serotonin.
- Considers a counterpoint, such as reduction enabling precise, testable explanations and effective treatments, and interactionist models (e.g. diathesis-stress) acknowledging environment.
- Reaches a justified conclusion about the usefulness and limits of biological reduction.
Examiner tip: Reductionism is a trade-off between precision and completeness.
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
Marking points
- Recognises credit for the stated point: Explains reductionism as explaining complex behaviour by breaking it down into simple biological components such as a single neurotransmitter or gene.
- Identifies the missing requirement: Gives an example showing the claim, e.g. attributing depression solely to serotonin.
- Identifies the missing requirement: Considers a counterpoint, such as reduction enabling precise, testable explanations and effective treatments, and interactionist models (e.g. diathesis-stress) acknowledging environment.
- Identifies the missing requirement: Reaches a justified conclusion about the usefulness and limits of biological reduction.
Examiner tip: Treat each marking point as a separate requirement. Do not award the same idea twice, and do not infer work the learner did not show.