IB Psychology SL 2.1.9 Neurotransmission Questions
Practise IB Psychology SL 2.1.9 by explaining how neurotransmitters and agonists or antagonists affect human behaviour.
- Syllabus
- First assessment 2027
- Course
- Psychology SL
- Level
- SL
Exam points
- Describe an effect of a named neurotransmitter on human behaviour.
- Explain how an agonist or antagonist can alter neurotransmission and behaviour.
- Use one relevant study to support a cautious biological explanation.
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IB Psychology SL 2.1.9 Neurotransmission Questions question 1
[Maximum number: 8]
Describe one effect of neurotransmission on human behaviour.
Refer to the paper 1 section A markbands below when awarding marks.
The command term "describe" requires candidates to give a detailed account that clearly illustrates one effect of neurotransmission on human behaviour.
Examples of responses include, but are not limited to:
- the role of serotonin in depression
- the role of acetylcholine in memory
- the role of dopamine in addiction
- the role of noradrenaline (norepinephrine) in attention.
Studies may be presented, but the focus of the response should be on the effects of neurotransmission on behaviour and not on the description of a study.
Animal research may be used to describe an effect of neurotransmission, but the response must then be linked to human behaviour. If there is no explicit example of a link to human behaviour, a maximum of [5] may be awarded.
If a candidate describes more than one effect of neurotransmission, credit should be given only to the first effect described. If a candidate describes one effect that involves several neurotransmitters (for example, Fisher on the role of neurotransmission in human attraction) this would be acceptable as the focus of the question is on neurotransmission.
Section A markbands
Marks Level descriptor
0 The answer does not reach a standard described by the descriptors below.
1 to 3 There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the question.
4 to 6 The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question.
7 to 8 The question is answered in a focused and effective manner and meets the demands of the command term. The response is supported by appropriate and accurate knowledge and understanding of research.
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