Biopsychology: recap content activity
Mindmap your knowledge of each sub topic of biopsychology. Include A03 in a different colour
The divisions of the nervous system		
The structure and function of sensory, relay and motor neurons		
The process of synaptic transmission		
The function of the endocrine system		
The fight or flight response		
Localisation of function in the brain and hemispheric lateralisation		
Ways of studying the brain		
Biological rhythms:	

	
Biopsychology: exam questions per sub topic
The divisions of the nervous system: central and peripheral (somatic and autonomic). 
The function of the endocrine system: glands and hormones.
The fight or flight response including the role of adrenaline. 
Using an example, explain what is meant by the ‘fight or flight response’ (4 marks)
Identify and outline two divisions of the peripheral nervous system (4 marks)
Identify and describe two glands of the endocrine system (4 marks)
Explain the difference between the nervous system and the endocrine system (3 marks)

The structure and function of sensory, relay and motor neurons. The process of synaptic transmission, including reference to neurotransmitters, excitation and inhibition. 
Explain the difference between a motor neuron and a relay neuron (2 marks)
Briefly describe the structure of a neuron (3 marks)
With reference to neurotransmitters, explain what is meant by excitation and inhibition (4 marks)
Briefly explain the sequence of events that take place at the synapse (4 marks)

Remember: 2nd year Biopsychology includes 16 mark questions

Localisation of function in the brain and hemispheric lateralisation: motor, somatosensory, visual, auditory and language centres; Broca’s and Wernicke’s areas, split brain research. Plasticity and functional recovery of the brain after trauma. 
Outline research into localisation of function on the brain (6 marks)
Explain what is meant by the term ‘plasticity’ in relation to the brain (2 marks)
Discuss research into plasticity and functional recovery of the brain after trauma (16 marks)
Describe and evaluate split-brain research (16 marks)
Outline research into hemispheric lateralisation (6 marks)

Ways of studying the brain: scanning techniques, including functional magnetic resonance imaging (fMRI); electroencephalogram (EEGs) and event-related potentials (ERPs); post-mortem examinations. 
Explain two differences between Functional magnetic resonance imaging (FMRI) and post-mortem examinations as ways of studying the brain (2+2marks)
Briefly outline EEG’s and ERPs as ways of studying the brain (6 marks)
Discuss two or more ways psychologists study the brain (16 marks)

Biological rhythms: circadian, infradian and ultradian and the difference between these rhythms. The effect of endogenous pacemakers and exogenous zeitgebers on the sleep/wake cycle.
Discuss research into circadian rhythms. In your answer refer to research evidence (16 marks)
Describe and evaluate research into Infradian rhythms and Ultradian rhythms (16 marks)
With reference to examples, what is meant by the terms ‘infradian rhythms’ and ‘ultradian rhythms’ (4 marks)
Describe and evaluate research into the effects of endogenous pacemakers and exogenous zeitgebers on the sleep/wake cycle (16 marks)
Exam questions + mark scheme
Q1.
Robert suffered a stroke at the age of 55. After the stroke he was paralysed down his right side, though he could move his left arm and leg easily. Robert could clearly understand what was said to him, but was unable to produce any speech.
Discuss how knowledge of hemispheric lateralisation and language centres in the brain has helped our understanding of cases such as Robert’s. Refer to Robert’s case in your answer.
(Total 16 marks)
Q2.
Outline and evaluate one or more ways of studying the brain.
(Total 8 marks)
Q3.
Julia complains that her baby is sleeping all day and keeping her awake all night.
Using your knowledge of research into exogenous zeitgebers, discuss what Julia could do to encourage her baby to sleep more at night.
(Total 8 marks)
Q4.
Discuss the role of endogenous pacemakers in the control of one or more biological rhythms.
(Total 16 marks)

Mark schemes
Q1.
[AO1 = 6 AO2 = 4 AO3 = 6]
 
Possible content
•        Systematic research from Wernicke and Broca onwards has demonstrated that in most people language centres are lateralised to the left hemisphere.
•        Wernicke’s area seems to be responsible for the interpretation of speech – damage leads to receptive or sensory aphasia
•        Broca’s area was thought to be responsible for the production of speech this is now thought to involve a wider network than just Broca’s area – damage leads to production (expressive) or motor aphasia
Possible application
•        The presence of a right sided paralysis confirms that in cases such as Robert’s there is lateralised damage to the left hemisphere
•        Robert, can understand speech so we conclude that he does not have Wernicke’s, receptive, aphasia; caused by damage to Wernicke’s area in the left hemisphere.
•        Robert cannot produce speech so we conclude that Broca’s area has been damaged leading to Broca’s, production or expressive aphasia.
Possible discussion
•        As language centres are lateralised they can be impaired by damage to the left hemisphere, not to the right. The left hemisphere also controls the muscles of the right side of the body therefore, when brain damage leads to speech problems combined with paralysis of body muscles, it is usually a right sided paralysis.
•        Damage to Broca’s area can lead to production/expressive aphasia combined with right sided paralysis.
•        Damage to Broca’s and Wernicke’s areas may lead to global aphasia (inability to understand or to produce speech), combined with right sided paralysis.
•        Use of research evidence to support explanation.
•        Problems associated with different types of research evidence.
Q2.
[AO1 = 3 AO3 = 5]
 Possible content:
Candidates are most likely to describe the techniques described on the specification (outlined below) but examiners should be aware of other methods candidates may use such as lesion studies or CAT/PET scans.
•        fMRI – uses magnetic field and radio waves to monitor blood flow; it measures the change in the energy released by haemoglobin, reflecting activity of the brain (oxygen consumption) to give a moving picture of the brain; activity in regions of interest can be compared during a base line task and during a specific activity
•        EEGs – electrodes are put on the scalp and detect neuronal activity directly below where they are placed; differing numbers of electrodes can be used depending on focus of the research
•        ERPs – electrodes are put on the scalp and detect neuronal activity (directly below where they are placed) in response to a stimulus introduced by the researcher
•        post-mortem examinations – brain is examined after death to try and correlate structural abnormalities/damage to behaviour.
Possible evaluation:
•        fMRI captures dynamic brain activity as opposed to MRI/post-mortem examinations which purely show physiology
•        interpretation of fMRI is complex and is affected by temporal resolution, biased interpretation and by the baseline task used
•        fMRI research is expensive leading to reduced sample sizes which negatively impact the validity of the research
•        EEGs and ERPs are cheaper so can be more widely used in research
•        EEGs and ERPs have poor spatial resolution
•        post-mortem examinations may lack validity due to small sample sizes (as special permission needs to be granted) and also due to neuronal changes during and after death
•        advantages of investigating brain activity in humans rather than generalising from animal lesion/single electrode recording studies (for validity and ethical reasons)
•        comparisons between techniques is an effective source of evaluation marks
•        research studies are creditworthy as long as they are effectively used to evaluate the technique(s) described.
Credit other relevant material.
Q3.
[AO1 = 3 AO2 = 2  AO3 = 3]
Possible content:
•   external cues act as zeitgebers (Klein and Wegmann)
•   these cues may influence / entrain biological rhythms (endogenous pacemakers)
•   light suppresses the production of melatonin from the pineal gland which influences people's sleep / wake cycle
•   knowledge of relevant studies.
Possible application:
•   Julia should try to keep her baby in the dark at night (e.g. shutting curtains and keeping lights off) but expose her baby to light in the day time (e.g. keep curtains open, go outside)
•   Julia should use social cues, e.g. ensuring verbal communication, eye contact and feeding are only in the day time.
Possible discussion:
•   use of research to provide support for the importance of light as a zeitgeber, e.g. Vetter et al. (2011), Burgess et al. (2003), Campbell and Murphy (1998)
•   use of research to provide evidence against the importance of social cues as a zeitgeber, e.g. Lughton Miles et al. (1977)
•   discussion of methodological issues is only creditworthy if the implications are linked to the stem
•   discussion for and against the role of light as an exogenous zeitgeber
•   counterarguments, e.g. the role of endogenous pacemakers – biological clock
Credit other relevant material.
Note: Application should be sensible and reasoned
[8]
Q4.
Marks for this question: AO1 = 6, AO3 = 10
 
AO1
The emphasis in this question is in the ‘role’ of endogenous pacemakers. Endogenous pacemakers (EP) and exogenous zeitgebers interact in the control and fine tuning of biological rhythms. An effective approach to marks would be to describe examples of endogenous pacemakers, such as the suprachiasmatic nucleus (SCN), pineal gland and melatonin release. There are other pacemakers in the brain, eg for body temperature, although answers focusing on the SCN and pineal may receive marks across the scale. A further route to marks would be to describe the mechanisms underlying the interaction between EPs and exogenous zeitgebers such as light.
AO3
It is likely that research evidence will provide the major source of discussion on this question. There are many studies supporting a role for EPs in the control of biological rhythms, and how they interact with exogenous zeitgebers; these include Siffre’s original isolation study and subsequent similar work, experiments on infradian rhythms, and even research on non-human animals (eg hamsters) and plants could be made directly relevant to this question.
The effects of disrupting biological rhythms can also provide evidence directly relevant to the question. Interpretation and evaluation of research evidence should distinguish the quality of answers, with better candidates able to describe accurately how findings support the role of EPs in the control of biological rhythms.
Also relevant would be methodological evaluation of research evidence, although this would only be effective if the implications for findings are clear and application of scientific ideas and evidence eg the implications of findings on the disruption of biological rhythms and possible remedies for shift work and jet lag.
Issues that could be relevant in the context of the role of endogenous pacemakers in the control of biological rhythms: biological approach, evolutionary: use of animals in research, reductionism, free will / determinism, ethics.