f the SRY (Sex-determining Region Y) gene on the Y chromosome in triggering testes development B1 - Outlines how hormones act biochemically to influence biological structures and gender-related behaviours B1 - Explains that testosterone is predominant in males, influencing the development of male sex organs and traits like spatial ability B1 - Explains that oestrogen is predominant in females, governing reproductive development, menstruation, and emotional changes B1 - Explains that oxytocin (higher in females) facilitates social bonding, maternal behaviours, and reduces stress levels B1 - Evaluates using supporting evidence from the David Reimer case, showing biological gender identity cannot be easily overridden by nurture B1 - Evaluates using animal research (e.g., Young et al.) showing the organizing effects of male hormones on female rats B1 - Critically discusses biological reductionism/determinism, noting that it ignores cognitive (e.g., Gender Schema) and social factors B1 - Evaluates using contradictory evidence, such as Tricker et al. (1996), which found no significant change in aggression after testosterone injections B1 - Discusses the biosocial/interactionist approach, suggesting that biology determines physical structure while socialisation constructs gender roles B1 - Points out generalisability issues when using animal studies to explain complex human gender behaviours B1 - Discusses how atypical sex chromosome patterns (e.g., Klinefelter's, Turner's) provide further support for biological influences on gender B1 - Critiques the correlational nature of much of the human hormone-behaviour research B1 - Considers ethical implications of biological determinism (e.g., excusing aggressive male behaviour as purely hormonal) B1 - Presents a well-structured, clear, and logically coherent essay using appropriate psychological terminology C147:T86c,- Correctly identifies and outlines atypical sex chromosome patterns, such as Klinefelter's syndrome ($XXY$) and Turner's syndrome ($XO$), noting physical and psychological characteristics. B1 - Defines Differences in Sex Development (DSDs) and explains how mismatch between chromosomal sex and prenatal hormonal exposure leads to atypical anatomical/psychological development (e.g., Congenital Adrenal Hyperplasia or Androgen Insensitivity Syndrome). B1 - Explains how atypical hormones prenatally shape brain development, leading to specific gender-typed behaviors and cognitive profiles. B1 - Outlines the developmental trajectory of individuals with 5-alpha reductase deficiency, illustrating how chromosomal males are raised as females until puberty when a surge of testosterone occurs. B1 - Evaluates atypical chromosome patterns using evidence from behavioural observations, showing how comparisons with typical populations help isolate biological influences on gender. C1 - Uses empirical evidence from DSD research, such as Imperato-McGinley et al. (Dominican Republic study) or research on CAH, to support the biological basis of gender identity and role behaviour. C1 - Identifies methodological limitations of DSD and atypical chromosome research, such as extremely small, unrepresentative sample sizes, and the difficulty of separating biological effects from socialisation (e.g., different treatment due to physical appearance). C1 - Compares biological explanations with social-cognitive perspectives (such as Social Learning Theory or Gender Schema Theory) that emphasise environmental reinforcement and active cognitive construction of gender. C1 - Criticises biological reductionism, arguing that gender identity is a complex multi-dimensional construct that cannot be simplified solely to karyotypes or hormone levels. C1 - Discus

Chromosomes, hormones and DSD

Question 5

Chromosomes, hormones and DSD Questions

Chromosomes, hormones and DSD

Question 5

Chromosomes, hormones and DSD Questions