_______________________

Name:
_
2.3 Brain and
neuropsychology _______________________
Class:
_

_______________________
Date:
_

Time: 45 minutes

Marks: 45 marks

Comments:

Page 1 of 16
Q1.
Use your knowledge of Hebb’s theory of learning and neuronal growth to explain these
results.

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(Total 4 marks)

Q2.
Two psychology students were discussing a case study they had been learning about:

Yasmin: I can’t believe what happened to that that poor man who had a metal rod
go through his skull!

Maya: I know, it’s amazing that he could still do so many things – like speak and
walk.

Yasmin: That’s true. It can’t have been very nice for his friends when his personality
changed so much. He was also laughing when he should have been upset, so his
emotions were affected too.

Using your knowledge of localisation function in the brain and the information in the
conversation above, identify two areas of the brain that were not affected by the metal
rod.

Explain your answer.

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(Total 3 marks)

Page 2 of 16
Q3.
Two psychology students were discussing a case study they had been learning about:

Yasmin: I can’t believe what happened to that that poor man who had a metal rod
go through his skull!

Maya: I know, it’s amazing that he could still do so many things – like speak and
walk.

Yasmin: That’s true. It can’t have been very nice for his friends when his personality
changed so much. He was also laughing when he should have been upset, so his
emotions were affected too.

A neuropsychologist wants to investigate the damage the metal rod caused to the brain of
the man in the case study using scanning techniques.

Referring to the case study above, choose two scanning techniques and identify the
damage that those scans could show. Evaluate both scanning techniques.

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(Total 6 marks)

Q4.
Describe and evaluate Tulving’s ‘gold’ memory study.
(Total 9 marks)

Q5.
Which one of the following statements about the human nervous system is correct?
Shade one box only.

A The autonomic nervous system is responsible

for thinking

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 B The central nervous system is part of the
peripheral nervous system
C The peripheral nervous system consists only of
relay neurons
D The somatic nervous system consists of sensory
and motor neurons
(Total 1 mark)

Q6.
Which one of the following statements about neurons is correct?
Shade one box only.

A Motor neurons carry information to the spinal

cord
B Relay neurons carry information from motor
neurons
C Sensory neurons always have longer axons than
motor neurons
D Sensory neurons carry information to the brain
(Total 1 mark)

Q7.
Below is a diagram of a motor neuron. Identify the parts labelled (i) and (ii) and write your
answers in the spaces provided.

(i)____________________________________________________________________

(ii)____________________________________________________________________

Page 4 of 16
 (Total 2 marks)

Q8.
Briefly explain the function of a motor neuron.

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(Total 2 marks)

Q9.
Read the item and then answer the question that follows.

Sam was walking home at night alone. Suddenly, he heard a sound

behind him. His heart started to beat faster and he began to run to the bus
stop. He then heard a voice shouting, ‘Wait for me Sam!’ Sam turned to
see his friend Neil running along the street, trying to catch up with him.
Sam stopped and his breathing slowed as he waited for Neil. ‘I am glad to
see it’s you, Neil,’ said Sam.

Use your knowledge of the actions of both the central nervous system and the autonomic
nervous system to explain Sam’s experience.

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(Total 6 marks)

Q10.

Page 5 of 16
 Draw a diagram of a synapse. On your diagram label the following: vesicle,
neurotransmitter, synaptic gap (synaptic cleft), receptor, direction of impulse.

(Total 3 marks)

Q11.
For each of the definitions below, tick one box to identify the correct area of the brain that
matches each definition.

Definition Motor Somatosensory Auditory

An area that is concerned

with the perception of
touch, pressure, pain and
temperature

An area that is concerned

with the processing of
sound

(Total 2 marks)

Q12.
Many years ago researchers investigated the relationship between the brain and

Page 6 of 16
behaviour by looking at slices taken from the brains of dead people. Today scanning
techniques such as fMRI scans are available.

Explain how modern scanning techniques have improved our understanding of the
relationship between brain and behaviour.

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(Total 6 marks)

Page 7 of 16
Mark schemes

Q1.
[AO1 = 2 AO2 = 2]

Level Marks Description

AO1: Clear and accurate knowledge of Hebb’s theory

with some detail.

2 AO2: Clear and accurate application of knowledge and

3-4 understanding of Hebb’s theory to the results.
Clear
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.

AO1: Limited or muddled knowledge of Hebb’s theory

is present.
AO2: Limited or muddled application of knowledge and
1 understanding of Hebb’s theory to the results.
1-2
Basic Relevant terminology is occasionally used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.

0 No relevant content

Examiners are reminded that AO1 and AO2 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.

When an answer only contains content related to one of the skills (AO1/AO2), then the
levels descriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.

Indicative content:

AO1

• Hebb’s theory is that when neurons repeatedly excite another neuron, neuronal
growth will happen. This results in the formation of neural pathways.
• Hebb said that the more we use these cell assemblies, the stronger, more efficient
the neural pathways/synaptic connections become and the stronger the learning is.

AO2

• The results show that all of the participants became faster after spending a week
practising.
• This seems to suggest that the neural pathways that were being used when carrying
out the eye-hand coordination skills, were getting more efficient because the cell
assemblies were firing together at least 15 times every day.

Page 8 of 16
 Credit other relevant content.
[4]

Q2.
[AO2 = 3]

1 mark for identifying any of the following (MAX 2 marks).

• Motor area
• Language area
• Broca’s area

1 mark for the explanation.

Example: The injured man can still walk and speak.

[3]

Q3.
[AO2 = 3 AO3 = 3]

Level Marks Description

AO2: Clear application of knowledge and

understanding of scanning techniques to the man in
the case study.

3 AO3: Analysis and evaluation of both scanning

5-6 techniques is effective. Any conclusions drawn are
Detailed sound and fully expressed.
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.

AO2: Reasonable application of knowledge and

understanding of scanning techniques to the man in
the case study.
AO3: There may be some effective analysis and
evaluation of both scanning techniques. There may be
an attempt to draw conclusions.
2 OR
3-4
Clear Analysis and evaluation of one scanning technique is
effective. Any conclusions drawn are sound and fully
expressed.
Relevant terminology is usually used. The answer
frequently demonstrates substantiated reasoning, and
is clear, generally coherent and focused although
structure may lack some logic.

1 1-2 AO2: Limited application of knowledge and

understanding of scanning techniques to the case
Basic study.

Page 9 of 16
 AO3: Analysis and evaluation of the suitability of
scanning techniques is of limited effectiveness or may
be absent. Any attempts to draw conclusions are not
always successful or present.
Relevant terminology is occasionally used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.

0 No relevant content

Examiners are reminded that AO2 and AO3 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.

When an answer only contains content related to one of the skills (AO2 / AO3), then the
levelsdescriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.

Indicative content:

AO2
• CT – the man is described as having ‘a metal rod go through the top of his skull’.
This suggests that the bone has been damaged and could show up on a CT scan
• PET – the man’s personality is described as changed, so thy would be able to detect
whether the man’s lobes are still active as perhaps the frontal lobe that is involved in
social behaviours may show different activity to normal
• fMRI - the man’s personality and emotions have changed so they could get him to
respond to pictures that produce different emotions to see which parts of his brain
are active to look for abnormalities.

AO3
• CT scans would be appropriate because they show the difference between bone
and grey matter. However, CT scans require more radiation than normal X-rays and
a complex and detailed scan may be needed to see the extent of the damage. This
would involve exposure to more radiation.
• PET scans can highlight brain pathways as well as specific areas of activity, so they
could show if there are any areas where there is no blood flow around the brain.
However, PET scans have a slight risk from radioactivity and they are very
expensive.
• An fMRI scan is accurate and clear and there are no X-rays or radioactive
substances involved. However, they are expensive and the patient must stay
completely still.

Credit other relevant content.

[6]

Q4.
[AO1 = 4 AO3 = 5]

Level Marks Description

3 7-9 AO1: Relevant knowledge and understanding of

Page 10 of 16
 Tulving’s ‘gold’ memory study is accurate with detail.
AO3: Analysis and evaluation of Tulving’s ‘gold’
memory study is effective. Any conclusions drawn are
Detailed sound and fully expressed.
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, which is clear, coherent and focused.

AO1: Relevant knowledge and understanding of

Tulving’s ‘gold’ memory study is present but there are
occasional inaccuracies/omissions.
AO3: There may be some effective analysis and
2 evaluation of Tulving’s ‘gold’ memory study. There may
4-6
Clear be an attempt to draw conclusions.
Relevant terminology is usually used. The answer
frequently demonstrates substantiated reasoning, and
is clear, generally coherent and focused, although
structure may lack some logic.

AO1: Knowledge and understanding of Tulving’s ‘gold’

memory study is present but limited.
AO3: Analysis and evaluation of Tulving’s ‘gold’
memory study is of limited effectiveness or may be
1 absent. Any attempts to draw conclusions are not
1-3
Basic always successful or present.
Relevant terminology is occasionally used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.

0 No relevant content

Examiners are reminded that AO1 and AO3 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.

When an answer only contains content related to one of the skills (AO1/AO3), then the
levels descriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.

Indicative content

AO1

• Tulving’s aim was to explore connections between types of memory and brain
activity. Six people were injected with a mildly radioactive gold isotope, which spread
through the bloodstream and into the brain. The movement of these particles was
measured using a PET scan that measures blood flow in different parts of the brain.
The study compared two kinds of memory (episodic and semantic), and two time
periods for the memories (recent or remote). Each participant lay on a couch with
eyes closed and began thinking about the topic. After 60 seconds, the gold isotope
was injected, and after 7–8 seconds a reading was taken.

Page 11 of 16
 • Three of the participants were dropped from the analysis because their results were
inconsistent. However, the remaining three showed clear differences in blood flow
patterns between episodic and semantic memories. This difference was the same
regardless of whether what they were remembering was recent or had taken place a
long time ago. Episodic recollection produced more activation of the frontal and
temporal lobes. Semantic recollection produced more activity in the parietal and
occipital lobes of the cerebral cortex.
• Tulving concluded that semantic and episodic memories produce activity in different
parts of the brain.

AO3

• The study provided objective and scientific evidence that is less likely to have been
affected by the behaviour of the participants or extraneous variables than other
research methods - such as lab experiments or observations.
• There were only six participants and Tulving and his wife were two of them. Only
three participants showed the effects, so they may not apply to everyone. This
means that the sample is not large enough or varied enough to be very
representative and that the results were not very conclusive.
• There was no way of controlling what people were actually thinking about at the
exact moment of the scan. While the participants were fully informed volunteers who
may have tried very hard to get the procedure to work, they may have been
distracted or could deliberately have thought about something else.

Credit other relevant content.

[9]

Q5.
[AO1 = 1]

D
[1]

Q6.
[AO1 = 1]

D
[1]

Q7.
[AO1 = 2]

(i) Dendrites

(ii) Motor end plates

[2]

Q8.
[AO1 = 2]

2 marks for an explanation of the function of a motor neuron.

Page 12 of 16
 1 mark for a muddled/limited explanation of the function of a motor neuron.

Content:
The motor neuron carries an electrical signal to a muscle (1 mark) which will cause that
muscle to either contract or relax (produce movement) (1 mark).
[2]

Q9.
[AO1 = 2 AO2 = 4]

Indicative content:

AO1 award one mark for each bullet point to a maximum of 2

• The CNS is the part of the nervous system that (consciously) recognises the
possibility of a threat.
• The ANS responds to this awareness by automatically switching from
parasympathetic control to sympathetic control – fight/flight mode.

AO2 award one mark for each bullet point to a maximum of 4

• The CNS is in control when Sam is aware of the sound behind him and he decides
to run.
• The CNS later recognises his friend’s voice and that there is no real danger.
• The ANS can be seen in the increased heart rate and ability to run.
• When the threat recedes, the ANS switches back to parasympathetic action –
breathing rate slows.
[6]

Q10.
[AO1 = 3]

3 marks: For a diagram with clear and accurate labelling of the five named components.

2 marks: A clear diagram with at least one required label missing or inaccurately placed.

1 mark: A clear diagram with at least one required label missing or inaccurately placed.

0 marks: no relevant content.

Page 13 of 16
 [3]

Q11.
[AO1 = 2]

1 mark for each correct tick as below.

Definition Motor Somatosensory Auditory

An area that is concerned with the

perception of touch, pressure, pain and ✓
temperature

An area that is concerned with the

✓
processing of sound
[2]

Q12.
[AO1 = 2 AO3 = 4]

Level Marks Description

2 4–6 AO1: Relevant knowledge and understanding of

cognitive neuroscience and scanning techniques is
Clear accurate with detail.
AO3: Analysis and evaluation of the benefits of modern
scanning techniques is effective although expansion is
sometimes lacking. Conclusions drawn are sound and
fully expressed.
Award a maximum of four marks if answer only

Page 14 of 16
 explains the benefits of scanning techniques at Level
2.
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.
AO1: Knowledge and understanding of cognitive
neuroscience and scanning techniques is present but
may be limited. Focus may be on description or there
may be inaccuracies/omissions.
Award a maximum of two marks if answer only
describes scanning techniques.
AO3: Analysis and evaluation of the benefits of modern
1 scanning techniques is of limited effectiveness or may
1–3 be absent. Any attempts to draw conclusions are not
Basic always successful.
Award up to a maximum of three marks if answer only
explains the benefits of scanning techniques below
AO3 Level 2 descriptor.
Relevant terminology is occasionally used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.
0 No relevant content

Examiners are reminded that AO1 and AO3 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.
More weight should therefore be given to AO3 than AO1.

When an answer only contains content related to one of the skills (AO1/AO3), then the
levels descriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.

Indicative content:

AO1

• Modern scanning techniques such as fMRI scans rely on matching behavioural

actions with physiological activity.
• Because the person being scanned is usually conscious, they can be directed to
produce a particular action – such as looking at something while being scanned.

AO3

• The blood flow pattern which is highlighted on the scan shows the researcher which
areas of the brain are functioning during that activity.
• Normal/baseline scans can be compared with scans of people with damage to look
for explanations of that damage.
• Such scans are non-invasive (fMRI) have no radiation, so no side effects making
them very useful for looking at brain-behaviour relationships.
• The researcher can make inferences/informed guesses about areas of damage and
the impact of these on behaviour.
• These techniques have enhanced our understanding of problem solving and

Page 15 of 16
 decision making.
• These techniques open up the area of cognitive neuro science.

Credit use of evidence to support techniques: from Brain and Neuropsychology section
this could be reference to Tulving’s ‘gold’ memory study.
[6]

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