For each of the following learning objectives, include two studies that you could use to answer the question, and then take any notes on what would be key things that you would address in writing your response.
|Learning Objective |Studies and strategies | |Outline principles that define the biological level of analysis. | |Explain how principles that define the level of analysis may be | | |demonstrated in research. | | |Discuss how and why particular methods are used at the biological level | | |of analysis. | |Discuss ethical considerations related to research at the biological | | |level of analysis. | | |Explain one study related to localization of function. | | |Explain effects of neurotransmission on human behaviour.
| |Explain functions of two hormones in human behaviour. | | |Discuss two effects of the environment on physiological processes. | | |Examine one interaction between cognition and physiology in terms of | | |behaviour. | |Describe localization of function in the brain | | |Discuss the use of brain imaging technologies in investigation of the | | |relationship between biological factors and behaviour.
| |To what extent does genetic inheritance influence behaviour? | | |Examine one evolutionary explanation of behaviour. | | |Discuss ethical considerations in research into genetic influences of | | |behaviour. | Command terms The following command terms are the only ones that may be used for Paper 1-A SAQ questions: Define, Describe, Outline, State, Analyse, Distinguish, Explain Essay questions for Paper 1-B will use the following command terms: Analyse, Distinguish, Explain, Compare and contrast, Discuss, Evaluate, Examine, To what extent? Definitions of command terms: Analyse: Indicate the relevant inter-relationships between key variables and any relevant principles upon which the theory/research is based.Discuss: A considered review or balanced discussion of a particular topic.
Distinguish: Asks candidates to demonstrate a clear understanding of similar terms. Evaluate: Candidates should weigh the nature of the evidence available, and identify and discuss the convincing aspects of the argument, as well as its limitations and implications. Examine: Asks candidates to investigate an argument or concept and present their own analysis.Candidates should approach the question in a critical and detailed way that uncovers the assumptions and interrelationships of the issue.
Explain: Asks candidates to describe clearly, make intelligible and give reasons for a concept, process, relationship or development. Outline: Give a brief account or summary. To what extent? : Asks candidates to evaluate the success or otherwise of one argument or concept over another. Candidates should present a conclusion, supported by arguments.Briefly describe each study in the chart below |Study |Aims |Procedure |Findings |Conclusions |Criticisms | |Eriksson & Gage (1998) | | | | | | |Gallese et al. 1996) | | | | | | |Iacoboni (1994) | | | | | | |Loewi (1921) | | | | | | |Fehr (2005) | | | | | | |Newcomer (1999) | | | | | | |Martinez & Kessler (1991) | | | | | | |Harlow (Phineas Gage) (1848) | | | | | | |Broca (1861) | | | | | |Wernicke (1874) | | | | | | |Kim & Hirsch (1997) | | | | | | |Bower & Parsons (2003) | | | | | | |Shamay-Tsoory (2005) | | | | | | |Davidson (2004) | | | | | | |Pascual-Leone (1996) | | | | | | |Ramachandran (1992) | | | | | | |Pascual-Leone & Hamilton (2001) | | | | | | |Gazzaniga (1967) | | | | | | |Sperry (1968) | | | | | | |Darwin (1859) | | | | | | |Gray 1996) | | | | | | |Tracy & Matsumoto (2008) | | | | | | |Abecasis (2006) | | | | | | |Schuckit (2006) | | | | | | |Edwards & MacKay (2006) | | | | | | |Watson [no year] | | | | | |
