Cognitive neuroscience | AQA A-Level Psychology Revision
- Revision Notes
- Aug 3
- 17 min read
Updated: Aug 22
For 7182 specification, first teach in September 2025
AQA A-Level Psychology | Free Revision Notes
Estimated study time: 50 minutes
These Cognitive neuroscience A-Level Psychology revision notes explain how psychologists link internal mental processes with biological structures and neurochemistry. You will examine how cognitive models and behavioural evidence can be combined with biological measurements, before evaluating the scientific contribution and limitations of this approach. The lesson brings together the study of internal mental processes and biological explanations of behaviour, providing an important bridge between two major approaches in AQA A-Level Psychology.
Learning Objectives 🎯
By the end of this revision page, you should be able to:
Define cognitive neuroscience.
Explain the contribution of cognitive neuroscience to psychology.
Explain how cognitive and biological explanations can be linked.
Analyse how biological evidence may be used to make inferences about internal mental processes.
Evaluate the scientific strengths of cognitive neuroscience.
Evaluate the methodological and explanatory limitations of cognitive neuroscience.
Revision Notes 📚
Cognitive neuroscience A-Level Psychology revision overview
Cognitive neuroscience links the study of internal mental processes with the study of biological structures and neurochemistry.
It combines two levels of explanation:
The cognitive level, which examines how information is processed.
The biological level, which examines physical processes within the brain and nervous system.
Cognitive psychologists investigate internal mental processes using models and inferences. Biological psychologists investigate biological structures, neurochemistry and other physical influences on behaviour.
Cognitive neuroscience brings these areas together by investigating relationships between:
Cognitive tasks and observable behaviour.
Internal mental processes proposed by cognitive models.
Biological structures.
Patterns of biological activity.
Neurochemical functioning.
The AQA specification includes cognitive neuroscience within the biological approach. It also requires knowledge of internal mental processes, cognitive models, inference, biological structures and neurochemistry.
What does cognitive neuroscience study?
Cognitive neuroscience studies the relationship between cognition and biological functioning.
Cognition refers to internal mental processing, such as the processes involved when a person:
Interprets information.
Remembers information.
Pays attention.
Makes a decision.
Produces a response.
These processes cannot be observed directly.
Cognitive neuroscientists therefore collect two broad types of evidence:
Behavioural evidence, such as response accuracy or the time taken to complete a task.
Biological evidence, such as measurements associated with biological structures or activity.
Researchers then examine whether a pattern in the biological evidence is related to a pattern in behaviour.
Linking cognitive and biological explanations
The cognitive and biological approaches ask different but connected questions.
Cognitive approach | Biological approach |
How is information processed? | Which biological structures or processes are involved? |
What internal mental process may explain the behaviour? | How might brain activity or neurochemistry influence the behaviour? |
How can a cognitive model represent the process? | How can biological evidence be measured? |
What can be inferred from observable performance? | What biological pattern occurs alongside that performance? |
Cognitive neuroscience combines these questions.
For example, a cognitive psychologist might investigate how participants remember information. A biological psychologist might investigate which biological structures are active while the task is completed.
A cognitive-neuroscience explanation connects the two:
Cognitive task → biological measurement and behavioural response → inference about mind-brain relationships
An example of linking explanations
Consider a study in which participants complete a memory task.
The researcher records:
How many items each participant recalls.
A biological measurement taken while the participant completes the task.
Suppose participants who recall more items also show a particular pattern of biological activity.
A cognitive-neuroscience interpretation might be:
Recall performance provides observable evidence about memory processing.
The biological measurement provides evidence about physical activity associated with the task.
The relationship between the two may suggest that particular biological structures contribute to the cognitive process.
The psychologist uses both forms of evidence to make an inference about memory.
The mental process is still not observed directly. Cognitive neuroscience adds biological evidence to the behavioural evidence used to investigate it.
Internal mental processes remain inferred
Cognitive neuroscience does not make a thought, memory or decision directly visible.
Researchers may directly observe:
A participant’s answer.
A response time.
A recall score.
A biological measurement.
They do not directly observe the private mental process itself.
The difference can be summarised as:
Direct observation | Psychological inference |
The participant recalled eight items | A particular type of memory processing may have occurred |
The participant responded more quickly in one condition | One processing demand may have been lower |
A biological pattern occurred during the task | A biological structure may contribute to the cognitive process |
Two measurements changed together | The variables may be related |
The inference must be based on evidence, but it should not be presented as though the internal mental process has been directly seen.
Cognitive models and biological evidence
A cognitive model is a simplified representation of how a mental process may operate.
A model may propose:
Different components.
Different functions.
An order of processing.
Relationships between processes.
Ways in which information is handled.
Cognitive neuroscience allows predictions from these models to be compared with biological evidence.
The process may involve:
A cognitive model proposes how a mental process works.
The model produces a testable prediction.
Participants complete a controlled task.
Behavioural and biological measurements are collected.
Researchers compare the results with the prediction.
The model may be supported, questioned or refined.
This can strengthen a cognitive explanation because it is tested using more than one type of evidence.
However, a biological measurement does not automatically prove that every component of the cognitive model is correct.
The contribution of ways of studying the brain
The AQA specification identifies several ways of studying the brain:
Functional magnetic resonance imaging, usually abbreviated to fMRI.
Electroencephalograms, abbreviated to EEGs.
Event-related potentials, abbreviated to ERPs.
Post-mortem examinations.
These methods can provide evidence about biological structures or activity.
Cognitive neuroscientists can compare this evidence with performance on cognitive tasks.
For example, a researcher might ask whether changes in a biological measurement occur when:
The difficulty of a cognitive task changes.
Participants make different types of decision.
Participants remember or fail to remember information.
A different form of information is presented.
The detailed operation, strengths and limitations of scanning are covered through studying brain activity using fMRI.
Electrical measurements are developed in using EEGs and ERPs to study the brain.
Cognitive neuroscience and localisation of function
Localisation of function is the principle that different areas of the brain perform different functions.
The AQA specification requires knowledge of areas associated with motor, somatosensory, visual, auditory and language functions.
Cognitive neuroscience can contribute to this area by examining relationships between:
A cognitive or behavioural task.
Activity or functioning in particular biological structures.
Changes in performance.
If a biological structure is repeatedly associated with a particular cognitive function, this may support the inference that the structure contributes to that process.
However, psychologists must avoid assuming that a complex cognitive process is necessarily located in only one area. Different biological structures may work together.
The functions named in the specification are explored in the functions of particular brain areas.
Behavioural and biological variables
A cognitive-neuroscience investigation may contain both behavioural and biological variables.
Type of variable | Possible measurement |
Behavioural accuracy | Number or percentage of correct responses |
Recall | Number of items remembered |
Response speed | Time taken to respond |
Decision | Category or answer selected |
Biological variable | A measurement associated with biological activity or structure |
Researchers can investigate whether the variables differ between conditions or are related.
For example:
Does biological activity differ when participants complete a difficult task rather than an easier task?
The independent variable could be task difficulty.
The dependent variables could include:
Accuracy.
Response time.
A biological measurement.
Variables must be clearly operationalised so that the investigation can be repeated.
The use of experiments
Cognitive neuroscience may use experimental methods.
In an experiment, the researcher manipulates an independent variable and measures its effect on a dependent variable.
For example:
Independent variable: type or difficulty of cognitive task.
Dependent variable: task accuracy.
Additional dependent variable: biological measurement.
Researchers may attempt to control:
The instructions.
The time allowed.
The information presented.
The equipment used.
The testing environment.
The order in which tasks are completed.
Good control helps researchers investigate whether the manipulated condition is connected with changes in behaviour or biological activity.
The use of correlations
Cognitive neuroscience may also examine a relationship between two co-variables.
For example:
Cognitive-task performance.
A biological measurement.
If higher values on one variable are associated with higher or lower values on another, the researcher may identify a correlation.
A correlation can show that variables are related, but it cannot establish which variable caused the other.
Suppose better task performance is associated with a particular biological pattern. Several explanations remain possible:
The biological process influenced task performance.
Performing the task altered biological activity.
A third variable affected both.
The relationship occurred because of the way the variables were measured.
⚠️ A biological measurement does not automatically turn correlational evidence into proof of cause and effect.
Contribution: combining levels of explanation
One important contribution of cognitive neuroscience is that it combines different levels of explanation.
A cognitive explanation may describe:
What information is being processed.
How a model represents the process.
What mental stages may be involved.
A biological explanation may describe:
Which structures are associated with the process.
How nervous-system activity relates to behaviour.
How neurochemistry may influence processing.
Cognitive neuroscience can therefore produce a more integrated account than either level provides alone.
For example:
Cognitive question | Biological question | Combined question |
How is information remembered? | Which biological structures are involved? | How do biological processes support memory? |
How is a decision made? | What biological activity occurs during the task? | How is decision-making related to brain activity? |
Why does task performance change? | Has biological functioning also changed? | Are cognitive and biological changes connected? |
This reduces the need to treat cognitive and biological explanations as completely separate.
Contribution: testing cognitive explanations
Cognitive neuroscience provides another way of testing cognitive models.
A model may predict that:
Different tasks involve different processes.
A task places greater demands on one process than another.
A cognitive component operates separately from another component.
Researchers can investigate whether the predicted differences are accompanied by different behavioural or biological patterns.
When the findings match the prediction, the evidence may support the model.
When the findings do not match, psychologists may need to:
Revise the model.
Reconsider the task.
Change the proposed relationship between components.
Investigate an alternative explanation.
This supports the scientific process of theory construction and hypothesis testing.
Contribution: supporting scientific psychology
Cognitive neuroscience contributes to the scientific study of psychology by using:
Operationalised variables.
Controlled procedures.
Objective biological measurements.
Quantitative data.
Testable hypotheses.
Replicable research methods.
Empirical evidence.
The empirical method involves developing knowledge through observation and measurement.
Biological measurements and behavioural scores can be recorded, compared and checked by other researchers.
This may increase the scientific credibility of explanations involving internal mental processes.
However, the presence of technical equipment does not make a conclusion automatically correct. The research design, operationalisation and interpretation still need to be evaluated.
Contribution: linking evidence from different sources
An explanation may be stronger when it is supported by more than one form of evidence.
For example, evidence could include:
Performance on a cognitive task.
Patterns in response time.
Biological measurements.
Evidence from damage to biological structures.
Comparisons between conditions.
When different methods lead to a similar conclusion, psychologists may have greater confidence in the explanation.
However, agreement between measurements does not remove every limitation. The methods may still share assumptions or measure only part of a complex process.
Scientific strength: objective measurements
One strength of cognitive neuroscience is its use of biological measurements that can be recorded objectively.
Objectivity means that evidence is not based solely on a researcher’s personal opinion.
Objective data may:
Reduce subjective interpretation during measurement.
Allow numerical comparison.
Make results easier to check.
Improve replicability.
Support statistical analysis.
For example, a numerical biological measurement can be compared with a participant’s accuracy score.
This is generally more objective than a researcher simply deciding that the participant appeared to think more deeply.
However, interpretation is still required. Researchers must decide what the biological pattern means and how it relates to the cognitive process.
Scientific strength: replicability
A well-controlled cognitive-neuroscience investigation may use:
Standardised instructions.
The same cognitive task.
The same measurement procedures.
Clearly operationalised variables.
Consistent data analysis.
These features make replication easier.
If another researcher repeats the procedure and obtains a similar pattern, confidence in the reliability of the findings increases.
Replicability is particularly important because a single finding may be affected by:
A small sample.
Uncontrolled variables.
Measurement error.
Chance variation.
Scientific strength: falsifiability
A cognitive-neuroscience explanation can produce predictions that could be contradicted by evidence.
For example:
If a particular biological structure contributes to a cognitive process, a specified pattern should occur when that process is required.
Researchers can investigate whether the predicted pattern occurs.
If it does not, the explanation may need to be revised.
This is a scientific strength because the explanation is open to testing rather than being protected from possible disconfirmation.
Limitation: biological evidence still requires inference
Although biological measurements may be objective, their psychological meaning must be inferred.
A researcher might observe biological activity while a participant completes a task, but this does not show directly:
What the participant was thinking.
Which strategy the participant used.
Whether only one cognitive process was involved.
Whether the biological activity caused the performance.
Researchers move from a biological observation to a conclusion about cognition.
This creates a risk of overinterpreting the evidence.
A careful conclusion should state that the biological process is associated with or may contribute to the cognitive process unless the design supports a stronger causal claim.
Limitation: correlation does not establish causation
Many relationships between cognition and biology may be correlational.
If biological activity and task performance change together, this does not establish that one caused the other.
For example:
Observed relationship: Greater activity is associated with better task performance.
Possible interpretations include:
Greater activity improved performance.
Performing the task successfully produced greater activity.
Another factor affected both activity and performance.
The measures were related for a reason not included in the explanation.
This means cognitive neuroscience must use careful research designs before drawing causal conclusions.
Limitation: biological reductionism
Cognitive neuroscience may be criticised for biological reductionism if it explains complex cognitive behaviour mainly at the level of biological structures or activity.
Reductionism has a scientific advantage because it breaks complex processes into parts that can be measured.
However, a purely biological explanation may overlook:
The meaning of the information to the individual.
Previous experience.
Schemas.
Social context.
Culture.
Learning.
Conscious goals.
For example, identifying biological activity associated with a decision does not fully explain why the person preferred one option or what the decision meant to them.
Cognitive neuroscience can reduce this limitation by combining cognitive and biological explanations rather than replacing cognition with biology.
This issue is explored further through reductionist and holistic explanations.
Limitation: complex processes may involve networks
A cognitive process may involve several biological structures working together.
It may therefore be misleading to assume:
One cognitive process = one brain area
A particular biological structure may contribute to several processes, while one cognitive task may involve several structures.
The relationship between cognition and biology may therefore be more complex than a simple one-to-one connection.
Researchers must be cautious when interpreting evidence associated with localisation.
Limitation: controlled tasks may lack everyday validity
Cognitive-neuroscience research may require tightly controlled tasks.
These tasks help researchers isolate variables, but they may be unlike the complex situations people encounter in everyday life.
A participant might:
Recall a short list.
Respond to simplified images.
Make repeated decisions.
Complete an unfamiliar task under observation.
Performance in such a setting may not fully represent ordinary memory, attention or decision-making.
This may reduce ecological validity, the extent to which findings represent behaviour in everyday contexts.
There is therefore a trade-off:
Advantage of control | Possible limitation |
Extraneous variables can be reduced | The task may be artificial |
Precise measurements can be collected | Everyday cognition may be more complex |
Conditions can be compared | Participants may use unusual strategies |
Procedures can be replicated | Findings may not generalise to natural settings |
Limitation: biological determinism
Biological determinism is the view that behaviour is caused by biological processes.
Cognitive neuroscience may appear deterministic when it explains a person’s thoughts or behaviour through brain structures, activity or neurochemistry.
Deterministic explanations are useful because they encourage psychologists to identify causes.
However, a strongly biologically deterministic account may underestimate:
Conscious choices.
Individual interpretation.
Personal goals.
Environmental experience.
Social influence.
Cognitive neuroscience may avoid strict biological determinism by recognising that cognitive processing and biological functioning are connected rather than claiming that biology is the only cause.
The relationship between biological causes and choice is developed in determinism and human agency.
Limitation: expensive or specialised research
Some ways of studying the brain require specialist equipment and controlled research settings.
This can affect research because:
Sample sizes may be restricted.
Replication may be more difficult for researchers without access to the equipment.
Participants may be tested in unfamiliar environments.
Researchers must decide whether the biological information justifies the practical demands of the method.
This does not make cognitive-neuroscience research invalid, but practical limitations should be considered when evaluating its contribution.
Cognitive neuroscience compared with the cognitive approach
Cognitive approach alone | Cognitive neuroscience |
Uses behaviour to make inferences about mental processes | Uses behavioural and biological evidence |
Develops models of information processing | Links models with biological structures and activity |
May explain what processing occurs | Also investigates how biological systems support processing |
Mental processes remain inferred | Mental processes still remain inferred |
Focuses mainly on cognitive explanations | Integrates cognitive and biological levels |
Cognitive neuroscience extends the cognitive approach rather than making cognitive explanations unnecessary.
Cognitive neuroscience compared with the biological approach
Biological approach alone | Cognitive neuroscience |
Explains behaviour using genetics, structures and neurochemistry | Relates biological processes to cognition |
May focus primarily on physical causes | Includes models of mental processing |
Can become biologically reductionist | Can connect different levels of explanation |
Investigates biological variables | Combines biological variables with cognitive-task performance |
Cognitive neuroscience therefore provides a bridge between the two approaches.
Applying cognitive neuroscience to an unfamiliar scenario
Consider the following scenario:
Researchers ask participants to complete two decision-making tasks. One task contains straightforward choices and the other contains more difficult choices. The researchers measure response accuracy and biological activity during each task.
A cognitive-neuroscience explanation could state:
Decision-making is an internal mental process.
Accuracy provides behavioural evidence about the participants’ performance.
The biological measurement provides evidence about physical activity associated with the task.
Differences between the tasks could be used to investigate whether changes in cognitive demand are related to changes in biological activity.
Researchers may infer a relationship between particular biological processes and decision-making.
They should not claim causation unless the method allows a cause-and-effect conclusion.
A method for answering application questions
Use the following structure:
Identify the cognitive process.
For example, memory, attention or decision-making.
Identify the behavioural measure.
This might be accuracy, recall or response time.
Identify the biological evidence.
State what biological measurement is being collected.
Explain the relationship being investigated.
Show how biological evidence is linked with task performance.
State the inference carefully.
Explain what the results may suggest about the relationship between biology and cognition.
Avoid unsupported causation.
Consider whether the design is experimental or correlational.
Evaluating cognitive-neuroscience data
Imagine that participants complete two versions of an attention task.
Condition | Mean accuracy | Mean biological activity score |
Lower task demand | 91% | 38 |
Higher task demand | 74% | 61 |
A careful interpretation would state:
Accuracy was lower in the higher-demand condition.
The biological activity score was higher in the higher-demand condition.
This suggests that greater cognitive demand was associated with a different biological pattern.
The data may support a link between attention and biological functioning.
The table alone does not show whether the biological change caused the lower accuracy.
Other variables or differences in the task could have contributed.
An inaccurate interpretation would state:
The higher biological activity definitely caused participants to make more mistakes.
The results do not provide enough information to justify that causal conclusion.
Overall evaluation of cognitive neuroscience
Cognitive neuroscience has made an important contribution by connecting explanations of the mind with evidence about biological functioning.
Its strengths include:
Combining cognitive and biological levels of explanation.
Providing objective biological measurements.
Allowing cognitive models to be tested using different forms of evidence.
Producing testable and falsifiable predictions.
Supporting empirical and replicable psychological research.
Contributing to understanding of localisation of function.
Its limitations include:
Mental processes still need to be inferred.
Biological relationships may be correlational.
Complex cognition may be reduced to biological components.
Controlled tasks may lack ecological validity.
Biological activity does not necessarily establish causation.
Specialist methods may have practical limitations.
A balanced judgement is that cognitive neuroscience strengthens the scientific investigation of mental processes, but biological evidence must be interpreted cautiously. It is most useful when cognitive and biological evidence are integrated rather than when one level of explanation is used to replace the other.
The broader similarities and differences can be reviewed through comparing psychological perspectives. The course plan identifies cognitive neuroscience as the link between the cognitive and biological lessons and as preparation for later biopsychology methods.
Key Words 🔑
Key word | Student-friendly definition | How it may be used in an exam |
Cognitive neuroscience | The study of relationships between internal mental processes and biological structures or processes. | Define the field or explain its contribution to psychology. |
Cognitive approach | An approach that studies internal mental processes, schemas, models and inference. | Explain the cognitive side of cognitive neuroscience. |
Biological approach | An approach that explains behaviour using genetic, structural and neurochemical processes. | Explain the biological side of cognitive neuroscience. |
Internal mental process | A private cognitive process that cannot be directly observed. | Explain why researchers must make inferences. |
Biological structure | A physical part of the body involved in biological functioning. | Explain how physical systems may support cognition. |
Neurochemistry | Chemical processes involved in nervous-system functioning. | Explain one biological level of cognitive neuroscience. |
Model | A simplified representation of how a mental process may operate. | Explain how cognitive predictions can be developed. |
Inference | A conclusion about an unobservable process based on evidence. | Explain how behavioural and biological results are interpreted. |
fMRI | A scanning technique specified as a way of studying the brain. | Identify a method that can provide biological evidence. |
EEG | A method specified for studying electrical activity in the brain. | Identify a way of collecting evidence about biological activity. |
ERP | A specified way of examining brain activity related to particular events. | Explain how biological responses may be linked to a task. |
Localisation of function | The principle that different brain areas perform different functions. | Explain one contribution of cognitive neuroscience. |
Objectivity | The use of evidence that is not based solely on personal opinion. | Evaluate the scientific strength of biological measurements. |
Empirical method | Developing knowledge through observation and measurement. | Explain why cognitive neuroscience is scientific. |
Correlation | A relationship between two co-variables. | Explain why an association does not establish causation. |
Biological reductionism | Explaining complex behaviour mainly through biological components. | Evaluate whether important cognitive or social factors are overlooked. |
Biological determinism | The view that behaviour is caused by biological processes. | Evaluate the role given to choice and experience. |
Ecological validity | The extent to which findings represent behaviour in everyday settings. | Evaluate controlled cognitive tasks. |
Common Mistakes ⚠️
Mistake: Saying cognitive neuroscience allows psychologists to see thoughts directly.
Why this is incorrect:Researchers observe behavioural and biological evidence. The internal mental process is still inferred.
How to improve:Separate the measurement from the psychological conclusion. State what was measured and what the researcher may infer.
Mistake: Treating cognitive neuroscience as another name for the biological approach.
Why this is incorrect:Cognitive neuroscience links biological processes with cognitive processes and models.
How to improve:Refer to both levels of explanation when defining the field.
Mistake: Explaining only the cognitive side of the approach.
Why this is incorrect:An answer about cognitive neuroscience must connect mental processing with biological structures, activity or neurochemistry.
How to improve:Use the sequence: cognitive task, biological measurement, behavioural result and inference.
Mistake: Assuming biological activity proves localisation.
Why this is incorrect:A cognitive process may involve several structures, and one structure may contribute to several processes.
How to improve:State that the evidence suggests a contribution or association unless stronger conclusions are justified.
Mistake: Claiming that a correlation proves that biological activity caused behaviour.
Why this is incorrect:Correlation does not show the direction of causation and does not rule out a third variable.
How to improve:Check whether the investigation manipulated an independent variable before making a causal statement.
Mistake: Stating that objective evidence cannot be misinterpreted.
Why this is incorrect:The measurement may be objective, but researchers must still interpret what the pattern means psychologically.
How to improve:Distinguish objective data collection from the inference made from the data.
Mistake: Describing reductionism as entirely negative.
Why this is incorrect:Breaking a process into measurable components can make it easier to test scientifically.
How to improve:Balance the scientific usefulness of reduction with the danger of overlooking cognitive, social or environmental influences.
Mistake: Saying that technical equipment automatically makes a study scientific.
Why this is incorrect:Scientific quality also depends on operationalisation, controls, validity, reliability and appropriate conclusions.
How to improve:Evaluate the complete research design rather than the equipment alone.
Mistake: Listing fMRI, EEGs and ERPs without explaining their relevance.
Why this is incorrect:A list of methods does not explain the contribution of cognitive neuroscience.
How to improve:Explain that these methods provide biological evidence that can be compared with cognitive-task performance.
Exam-Style Questions ✍️
Question 1
Which one of the following best describes cognitive neuroscience?
A. The study of behaviour only through conditioning
B. The study of relationships between cognitive processes and biological functioning
C. The study of genetic inheritance without reference to behaviour
D. The direct observation of private thoughts
[1 mark]
Question 2
Define cognitive neuroscience.
[2 marks]
Question 3
Explain how cognitive neuroscience links the cognitive approach and the biological approach.
[4 marks]
Question 4
Explain how one way of studying the brain could contribute to cognitive neuroscience.
[4 marks]
Question 5
A psychologist asks participants to complete a memory task while collecting a biological measurement. Participants who remember more words tend to show higher scores on the biological measure.
Explain how the psychologist could use these findings to make an inference about memory. Include one reason why the conclusion should be cautious.
[5 marks]
Question 6
Participants complete two versions of an attention task.
Condition | Mean accuracy | Mean biological activity score |
Lower task demand | 92% | 40 |
Higher task demand | 75% | 63 |
a) Calculate the difference in mean accuracy between the two conditions.
[2 marks]
b) Describe the relationship between task demand, accuracy and the biological activity score.
[3 marks]
c) Explain why these results alone do not prove that the biological activity caused the difference in accuracy.
[2 marks]
Question 7
Explain one scientific strength and one limitation of cognitive neuroscience.
[6 marks]
Question 8
Explain why internal mental processes remain inferred even when psychologists use biological measurements.
[4 marks]
Question 9
Evaluate the contribution of cognitive neuroscience to psychology.
Refer to cognitive models, biological evidence and scientific investigation in your answer.
[8 marks]
Question 10
Discuss cognitive neuroscience.
In your answer, explain how cognitive and biological explanations are linked and evaluate the contribution of cognitive neuroscience to psychology.
[16 marks]
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