Topic C: Biological psychology

3.1.1 The role of the central nervous system (CNS) and neurotransmitters in human behaviour, including the structure and role of the neuron, the function of neurotransmitters and synaptic transmission.

Use - cns, neurotransmitters and behaviour to connect the rule to the data and decision in the question.

This matters because - cns, neurotransmitters and behaviour determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cns, neurotransmitters and behaviour to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - CNS, neurotransmitters and behaviour is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.2 The structure of the brain, different brain areas including the pre-frontal cortex and limbic system and brain functioning as an explanation of aggression as a human behaviour.

Use - brain structure and aggression to connect the rule to the data and decision in the question.

This matters because - brain structure and aggression determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brain structure and aggression to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brain structure and aggression is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.3 The role of, and research into hormones and genes in aggression.; Body rhythms.

Use - hormones, genes and aggression to connect the rule to the data and decision in the question.

This matters because - hormones, genes and aggression determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hormones, genes and aggression to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Hormones, genes and aggression is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.4 The role of internal pacemakers (body clock) and external zeitgebers in the regulation of the circadian sleep-wake cycle.

Use - internal pacemakers and external zeitgebers to connect the rule to the data and decision in the question.

This matters because - internal pacemakers and external zeitgebers determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - internal pacemakers and external zeitgebers to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Internal pacemakers and external zeitgebers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.5 Infradian rhythms including the menstrual cycle and seasonal affective disorder and therapies, including light therapy.

Use - infradian rhythms to connect the rule to the data and decision in the question.

This matters because - infradian rhythms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - infradian rhythms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Infradian rhythms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.6 Research into the circadian sleep-wake cycle and infradian rhythms.

Use - sleep-wake and infradian rhythm research to connect the rule to the data and decision in the question.

This matters because - sleep-wake and infradian rhythm research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - sleep-wake and infradian rhythm research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Sleep-wake and infradian rhythm research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.1 The use of the correlational research method in psychology, including co-variables.

Use - correlational research method to connect the rule to the data and decision in the question.

This matters because - correlational research method determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - correlational research method to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Correlational research method is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.2 Types of correlation: positive, negative and including the use of scatter diagrams.

Use - types of correlation to connect the rule to the data and decision in the question.

This matters because - types of correlation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - types of correlation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Types of correlation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.3 Issues surrounding the use of correlations in psychology; issues with cause and effect, other variables.

Use - correlation issues to connect the rule to the data and decision in the question.

This matters because - correlation issues determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - correlation issues to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Correlation issues is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.4 List B from Topic B, focusing on the Spearman rank test.; Scanning techniques.

Use - list b inferential statistics to connect the rule to the data and decision in the question.

This matters because - list b inferential statistics determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - list b inferential statistics to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - List B inferential statistics is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.5 Brain-scanning techniques (CAT, PET, and fMRI).; The use of brain-scanning techniques to investigate human behaviour, including aggression.; Twin studies.

Use - brain-scanning techniques to connect the rule to the data and decision in the question.

This matters because - brain-scanning techniques determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brain-scanning techniques to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brain-scanning techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.6 The use of twin studies to investigate genetic relatedness and aggression.

Use - twin studies to connect the rule to the data and decision in the question.

This matters because - twin studies determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - twin studies to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Twin studies is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.2.7 List A from Topic A.

Use - list a quantitative and qualitative data to connect the rule to the data and decision in the question.

This matters because - list a quantitative and qualitative data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - list a quantitative and qualitative data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - List A quantitative and qualitative data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.1 Raine et al. (1997) Brain abnormalities in murderers indicated by positron emission tomography.; Contemporary study.

Use - raine et al. (1997) brain abnormalities to connect the rule to the data and decision in the question.

This matters because - raine et al. (1997) brain abnormalities determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - raine et al. (1997) brain abnormalities to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Raine et al. (1997) brain abnormalities is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.2 Brendgen et al. (2005) Examining genetic and environmental effects on social aggression: A study of 6-year-old twins.; One contemporary study from the following two choices:.

Use - brendgen et al. (2005) social aggression twins to connect the rule to the data and decision in the question.

This matters because - brendgen et al. (2005) social aggression twins determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brendgen et al. (2005) social aggression twins to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brendgen et al. (2005) social aggression twins is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.3 McDermott (2008) Monoamine oxidase A gene (MAOA) predicts behavioural aggression following provocation.

Use - mcdermott (2008) maoa and aggression to connect the rule to the data and decision in the question.

This matters because - mcdermott (2008) maoa and aggression determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - mcdermott (2008) maoa and aggression to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - McDermott (2008) MAOA and aggression is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.3.4 Hoefelmann et al. (2006) Behaviors associated to sleep among high school learners: cross-sectional and prospective analysis.

Use - hoefelmann et al. (2006) sleep behaviours to connect the rule to the data and decision in the question.

This matters because - hoefelmann et al. (2006) sleep behaviours determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hoefelmann et al. (2006) sleep behaviours to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Hoefelmann et al. (2006) sleep behaviours is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Conduct one ethical biological-psychology practical: design a correlational study into aggression or body rhythms, specifying co-variables, operationalisation, sampling, controls and hypotheses. Gather quantitative data; present descriptive statistics and a scatter graph; use Spearman's rank to test the relationship and explain significance, strength and direction; evaluate strengths, weaknesses and improvements; and write the procedure, results and discussion. Suitable contexts include social-media use and sleep, or height and self-rated aggression.

Use - biological psychology practical investigation to connect the rule to the data and decision in the question.

This matters because - biological psychology practical investigation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - biological psychology practical investigation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Biological psychology practical investigation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.