Neurotransmitters & Their Effect on Behaviour (DP IB Psychology)

Revision Note

Neurotransmitters & Their Effect on Behaviour

What are neurotransmitters?

  • Neurotransmitters are chemicals that are transported via electrical impulses from the presynaptic neuron to the post-synaptic neuron across the synaptic cleft

  • An action potential begins the process of neurotransmission at the dendrites of the neuron: this comes in the form of an electrochemical impulse which travels down the axon to the terminal buttons containing the synaptic vesicles holding the neurotransmitter which is then released into the synaptic cleft 

  • Synapses can be excitatory in the presynaptic neuron: this increases the probability of an action potential occurring in the post-synaptic neuron i.e. the neuron ‘fires’

  • Synapses can be inhibitory in the presynaptic neuron: this decreases the probability of an action potential in the post-synaptic neuron

  • Molecules of the neurotransmitter which are not passed across the synaptic cleft are taken back up into the axon of the presynaptic neuron (known as reuptake)

  • Examples of neurotransmitters include dopamine and serotonin

neurotransmitters-their-effect-on-behaviour-01-for-ib-psychology

The process of neurotransmission

What is dopamine and what effect does it have on behaviour?

  • Dopamine is one of a group of neurotransmitters known as monoamines

  • Brain regions and structures associated with dopamine production include the ventral tegmental area, the nucleus accumbens, the caudate nucleus and the basal ganglia

  • Dopamine (as is the case with all neurotransmitters) acts a chemical messenger, communicating between cells (from the brain to the rest of the body)

  • Dopamine has been strongly associated with reward, motivation, intense pleasure and, by association, addiction

  • Dopamine has strong associations with the function of movement and motor skills as seen in dopamine deficiency in Parkinson’s disease

  • Irregular levels of dopamine have also been linked to the symptoms of schizophrenia (known as the dopamine hypothesis)

neurotransmitters-their-effect-on-behaviour-02-for-ib-psychology

Roller coasters provide a dopamine boost for some people!

What is serotonin and what effect does it have on behaviour?

  • Serotonin is also a monoamine, specifically known as 5-HT as it can also act as a hormone (but for the purposes of your IB studies only refer to it in its role as a neurotransmitter)

  • Serotonin plays a crucial role in regulating functions such as sleep, mood, body temperature

  • Low or irregular levels of serotonin have been linked to affective disorders such as depression and anxiety

  • Some drugs prescribed for depression (antidepressants) are known as SSRIs (Selective Serotonin Reuptake Inhibitors) as they prevent the reuptake of serotonin, ensuring that it is passed onto the post-synaptic neuron

  • Serotonin is made from an amino acid called tryptophan which can be found in foods such as turkey, eggs, cheese and tofu

Examiner Tips and Tricks

Remember that when you answer a question on neurotransmitters, make sure that you really are answering the question! As pointed out above, some neurotransmitters also function as hormones so it is vital that you have selected the correct choice in order to answer the question. See our suggestion of which hormones to use in the exam in the Hormones and Pheromones section of these Revision Notes.

Which studies focus on the effect of neurotransmitters on behaviour?

  • Fisher et al. (2005) in her study of the link between romantic love and dopaminergic activity in the brain

  • Brunner et al. (1993) in his case study of abnormal, anti-social behaviour in one family explained by a dysfunctional MAOA gene (linked to the 5-HT) gene

Fisher and Brunner’s studies are available as separate Key Studies – just navigate the Brain and Behaviour section of this topic to find them.

Worked Example

To what extent could neurotransmitters be said to affect behaviour?  [22]

The key to answering this question is to ensure that you are meeting the demands of the command term. ‘To what extent’ requires you to present an argument that X theory or study can only go so far in providing an explanation for Y behaviour. Take a look at this paragraph for an example of how to build this into your critical thinking: 

The extent to which dopamine could be said to affect behaviour is limited in terms of Fisher et al.’s (2005) experiment. Using fMRI technology to determine a link between early-stage romantic love and dopaminergic activity is a reductionist approach to explaining a complex, multi-faceted behaviour which is unlikely to be exactly the same for each person experiencing it. To this extent the study can only provide evidence that the 17 participants in the study appeared to experience similar brain activity in the ventral tegmental area, caudate nucleus and other dopamine-associated regions. The results have limited generalisability due to the artificial task and environment of the study so general laws of behaviour cannot be established using this study alone.

Last updated:

You've read 0 of your 5 free revision notes this week

Sign up now. It’s free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.