Examine one interaction between cognition and physiology in terms of behaviour.

Refer to the paper 1 section B assessment criteria when awarding marks.

The command term “examine” requires candidates to consider an argument or concept in a way that uncovers the assumptions and interrelationships between cognition and physiology in terms of behaviour.

In examining the interaction, examples may be either uni-directional (that is, one factor influences the other factor) or bi-directional (that is, looking at the true interdependence of both factors), but candidates are not required to make the distinction. The focus of the response, however, must be on the interaction between the cognitive and physiological factors.

Uni-directional interactions include, but are not limited to:
• the role of acetylcholine or beta-amyloid proteins in Alzheimer’s disease (eg Lorenzo et al. 2000)
• the effect of meditation on physiological processes (for example, Davidson, 2004; Luders et al. 2009)
• the role of the hippocampus in memory (for example, Maguire et al. 2000; Milner,1957).

Bi-directional interactions include, but are not limited to:
• models of emotions (for example, LeDoux’s The Emotional Brain model, Schachter & Singer’s two-factor theory)
• Ramachandran & Hirstein (1998) on perception and pain in phantom limb syndrome
• stress and immune function (for example, Kiecolt-Glaser et al. 1984)
• cognitive appraisal and biological reactions (for example, Lazarus and Folkman, 1975; Speisman, 1964).

The examination of the interaction may include, but is not limited to:
• methodological considerations
• the relevance of animal studies
• the issue of reductionism
• the role of information processing in behaviour
• supporting and/or contradicting evidence

If a candidate examines more than one interaction between cognition and physiology in terms of behaviour, credit should be given only to the first interaction.