Paper+1+Mark+Scheme

__**Describe:**__ requires a detailed account of two effects of neurotransmission This may include: two different effects of one neurotransmitter or the effects of two different neurotransmitters
 * Section A**
 * 1. Describe //two// effects of neurotransmission on human behavior.**

Examples may include:
 * the role of serotonin on appetite regulation, mood, and sleep. NOT: serotonin causes depression
 * the role of acetylcholine in memory consolidation
 * the role of dopamine in addiction
 * The role of noradrenaline (norepinephrine) in attention.


 * Studies may be used to support the answer but the focus MUST be on the effects of neurotransmission--not a description of the study.
 * If more than two effects are described, credit must be given only to the first two.
 * If only one effect of neurotransmission is described--score may not be higher than 4 marks.

__**Explain:**__ requires a detailed account of an appropriate principle and how this principle is clearly demonstrated in a theory or study relevant to the cognitive level of analysis Acceptable principles include:
 * 2. Explain how //one// principle that defines the cognitive level of analysis may be demonstrated in //one// example of research (theory or study).**
 * mental processes can be studied scientifically
 * internal processes are important mediators between stimuli and responses
 * mental representations guide behavior
 * mental processing can be compared to computer function
 * cognitive processes are influenced by social and cultural factors*
 * biological factors may affect cognitive processes.


 * If the principle used is from socio-cultural or biological factors, the foucs MUST be on the cognitive aspects. For example, if the study of HM is used, focus must be on memory aspects, not physiological ones.


 * After BRIEFLY outlining the principle and giving a BRIEF summary of one study OR theory, there must be an explicit link between the research and the principle. If a relevant principle and research are identified but not explicitely linked, a maximum of 6 marks may be awarded.
 * If the principle is explained without reference to research, a maximum of 4 marks may be awarded.
 * If only a study or theory is described without an explicit link to the principle, a maximum of 3 marks may be awarded.
 * If more than one principle is explained, credit must be given to ONLY the first example.

__Describe:__ requires a detailed account of how situational AND dispositional factors may explain human behavior.
 * 3. Describe the role of situational //and// dispositional factors in explaining behavior.**
 * Answers should clarify that:
 * Dispositional factors include:
 * personality
 * biological factors
 * genetics
 * Situational factors are external
 * May highlight that we seem to
 * perceive actions of others as stemming primarily from internal (dispositional) factors
 * viewing our own largely as response to environmental (situational) factors
 * May also address that attributional judgment may vary across cultures.

May include
 * Explanation of attribution theory or other relevant research to help describe the situational and dispositional factors but focus must be on the description of the factors.
 * Discussion of Milgram or Zimbardo in looking at the power of the situation in determining behavior but must show knkowledge and understanding of the role of dispositional factors using other appropriate research

If a relevant study is described with no explicit link to dispositional and / or situational factors, a maximum of 3 marks may be awarded If only situational OR only dispositional factors are described, a maximum of 4 marks may be awarded.

**Section B**
 * 4. Discuss //two// effects of the environment on physiuological processes**
 * Discuss**: requires a considered and balanced review, supported by appropriate evidence, of the way in which the environment affects physiological processes.

May discuss **//two// //effects//** of the environment on **//two different//** physiological processes **OR two different effects** of the environment **on one physiological process.** The physiological process must be clearly identified.

Examples may include:
 * effects of jet lag on bodily rhythms
 * effects of deprivation on neuroplasticity
 * effects of environmental stressors on repreductive mechanisms.

Example studies may include:
 * Michael Meaney´s (1988) study on how environmental stressors lead to hippocampal cell loss in rats
 * Rosenzweig & Bennett´s (1972) study on stimulating environments and dendritic branching.
 * Small & Vorgan´s (2008) study on the effect of computer use on the brain.
 * Studies by Maguire **//et//** //**al**// (2000), Draganski **//et// //al//** //(2004)//**//,//** //Brefczynski-Lewis// **et al** (2007) and Tierney **//et//** //**al**// (2001)

Discussion may include
 * Methodological & ethical issues
 * other contributing factors--such as personality, age, genetic predisposition
 * empirical evidence
 * application of findings

If more than two effects are discussed, credit is given only the the first two. If only one effect is discussed, a maximum of 11 marks may be awarded.


 * 5. Evaluate //one// theory of how emotion may affect //one// cognitive process**
 * __Evaluate:__** requires addressing the strengths AND limitations of one theory demonstrating the influence of emotion on one cognitive process. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Responses may focus on any cognitive process that is affected by emotion (intelligence, perception, memory, decision-making)

Examples may include Evaluation may include:
 * Brown & Kulick--Flashbulb memory
 * Bower--state-dependent cues
 * Frank--precommitment model of decision making
 * Loftus--weapon focus
 * Intrusive memory theory
 * degree of empirical support
 * methodological considerations
 * contrary findings / explanations
 * involvement of biological or social factors
 * accuracy and clarity of the concepts
 * application of the theory

If more than one theory is evaluated: credit given only to the first evaluation UNLESS the other theory is used to clearly evaluate the first.

If one theory is evaluated as it relates to more than one cognitive process, credit given only to the first cognitive process. If only strengths OR limitations are discussed a maximum of 5 marks my be awarded for criterion B and a maximum of 2 marks for criterion C.