The Activation Synthesis Theory of Dreaming (OCR GCSE Psychology): Revision Note

Exam code: J203

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

A neurobiological explanation of dreaming

  • Hobson & McCarley proposed a neurobiological explanation of dreaming called the activation synthesis theory

    • They rejected Freud’s idea that dreams contain hidden meanings

  • They argued that dreams are:

    • the brain’s attempt to make sense of random neural activity

    • shaped by whichever memories or emotions are activated in the moment

    • produced mainly during REM sleep

    • the result of activation from the brainstem and synthesis by the cerebral cortex

The role of REM sleep

  • Dreams mainly occur during REM sleep, when:

    • brain activity becomes highly active

    • eyes move rapidly

    • breathing becomes quicker and irregular

    • muscles are temporarily paralysed

  • Brain scans show sudden spikes of electrical activity just before and during REM. These spikes:

    • activate the cerebral cortex

    • trigger memories, images and sensations

    • lead the brain to construct a dream to make sense of the signals

  • Because many brain areas are activated at once, dreams often feel:

    • bizarre

    • fragmented

    • constantly shifting

Activation: what the brain does during REM sleep

Pons activity

  • The pons sends random electrical bursts during REM sleep that:

    • move the eyes

    • activate the limbic system

    • stimulate the visual cortex in the occipital lobe

    • trigger stored memories and emotions across the brain

  • These signals are random, not purposeful

Synthesis: the cerebral cortex

  • The cortex attempts to organise the random activation/signals into a meaningful narrative – this process is called synthesis

  • The cortex draws on:

    • memories

    • emotions

    • past experiences

    • sensory information

  • This produces dreams that are often:

    • strange

    • disjointed

    • illogical

The role of the limbic system

  • During REM sleep, the limbic system becomes highly active, which explains why dreams often feel:

    • emotional

    • dramatic

    • intense

  • Dreams commonly include fear, excitement, sadness or anger because the brain’s emotional centres are firing

Criticisms of the activation synthesis theory of dreaming

  • The theory is reductionist

    • It oversimplifies dreaming by reducing it to random brain activity

    • It doesn't explain dreams that have meaning and continuity that go beyond simple brain activity

  • Dreams are not always random

    • Research shows dreams can reflect real-life events, worries and memories ('day residue')

    • Some dreams are structured and meaningful, contradicting the idea of randomness

  • Dreams occur in non-REM sleep

    • People report dreams during non-REM stages, too, although they may be less vivid

    • Better recall in REM sleep may simply occur because we wake more often during this stage

  • Brainstem damage doesn’t eliminate dreaming

    • Some people with damage to the pons still report dreams

    • This suggests that dreaming involves multiple brain regions, not just the pons

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Cara Head

Reviewer: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding