IB Psychology SL 3.4.6 Biological factors Question Bank

Refer to the paper 1 section A markbands below when awarding marks.
The command term "describe" requires candidates to give a detailed account of how one biological factor may affect one cognitive process.

A specific biological factor must be clearly identified. Possible cognitive processes include, but are not limited to, memory, language acquisition, problem solving, and perception.

Research studies may include but are not limited to:
- Broca's (1861) or Wernicke's (1874) studies on the role of damage to specific regions of the brain on language production and language understanding
- Martinez and Kesner's (1991) investigation of neurotransmission and memory consolidation
- Milner et al.'s (1968) case study of HM or Blakemore's (1988) case study of Clive Wearing, investigating the role of the hippocampus on memory consolidation and retrieval
- Newcomer (1998) or Meaney's (1988) studies on the role of glucocorticoids (cortisol) on memory impairment.

The focus of the response should be on how the biological factor affects the cognitive process, not solely on describing the study.

If a candidate only describes an appropriate study without describing how one biological factor may affect one cognitive process, apply the markbands up to a maximum of [3].

If a candidate describes how one biological factor may affect one cognitive process without making reference to a relevant study, apply the markbands up to a maximum of [4].

If a candidate refers to more than one study, credit should be given only to the first study.

If a candidate refers to more than one biological factor, credit should be given only to the first biological factor.

If a candidate refers to more than one cognitive process, credit should be given only to the first cognitive process.

Section A markbands

Marks

Level descriptor

0

The answer does not reach a standard described by the descriptors below.

1-3

There is an attempt to answer the question, but knowledge and understanding is
limited, often inaccurate, or of marginal relevance to the question.

4-6

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.

7-8

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.