The New IB Psychology Course: Be Prepared! Spot the differences
Our aim today to take you from...
What remains the same? Structure: o Combination of SAQs, ERQs, with Methods Paper 3 and IA o Core of Approaches: Biological, Cognitive and Sociocultural o Options: Abnormal Psychology, Development, Health, Human Relationships (and a lot of the content). Weighting of SL: o Paper 1 = 50%, Paper 2 = 25%, IA = 25% Many command terms: o Describe, Outline, Explain, Discuss, Evaluate, To what extent?
What has changed? Assessment criteria o SAQs /9 o ERQs/22, but with 5 criteria o Methods (P3 HL) /24 with static questions o IAs same for HL and SL /22 with 4 criteria
What has changed? Content o o o o o o AHL extension topics in the core Content changed in core and options Research methods given 20 hrs for SL and 60 hrs for HL. Like ethics, should be threaded through the course. New command terms, mainly to be used in Paper 3 and IA: comment, suggest, design, investigate, predict. Compare and contrast is now contrast. Paper 3 can now be quantitative/mixed/qualitative research methods
Where are the Learning Outcomes? AO3 Command term + topic = ERQ LO (Choose from content to answer) AO1 and AO2 Command term + content = SAQ LO (Targeted at one content point) Topic Brain and behaviour Hormones and behaviour Genetics and behaviour HL extension (applied to topic) Content Techniques, Localisation, Neuroplasticity, Neurotransmitters Hormones, Pheromones Genes and behaviour, Genetic similarities, Evolutionary explanations The value of animal models in psychology research. Whether animal research can provide insight into human behaviour. Ethical considerations in animal research.
A look at the assessment criteria - SAQs
A look at the assessment criteria ERQs Criterion A (2 marks) Focus on the question Criterion B (6 marks) Knowledge and Understanding Criterion C (6 marks) Use of research to support answer Criterion D (6 marks) Critical thinking Criterion E (2 marks) Clarity and Organization
A look at the assessment criteria Paper 3 Static questions what are they? Fixed questions that will come up. Q1 all three of these questions will be asked, for a total of 9 points. They will be assessed using an analytical markscheme, relevant for that particular paper.
A look at the assessment criteria Paper 3 Q2 will be one of the following two questions, again assessed, by an analytical markscheme. * additional will be added to Q2, so it becomes and explain additional ethical considerations that could be taken into account
Paper 3 Q3 will be one of the following 3 questions. It will be assessed using a standard rubric Top band of Q3 marking criterion
What will the exam questions be like? POSSIBLY. SAQ examples: 1. Explain one study into localisation of brain function. 2. Describe one bias in thinking and decision-making. 3. Outline one study into stereotyping. ERQ examples: 4. To what extent can the action of hormones explain human behaviour? 5. Contrast two models of memory. 6. Evaluate one theory into cultural influences on individual attitudes, identity and behaviours.
The new IA requirements - overview Before Group work optional Replicated study had to be an experiment Only lab experiments allowed Only one DV to be measured HL & SL different SL 1000-1500 words HL- 1500-2000 words Assessed using 9 criteria (HL) /28 and 7 criteria (SL) /20 Hours = 30 (SL) and 40 (HL) After Group work mandatory (2-4 students) Replicated study can be of any type, but must be conducted as an experiment Field experiments allowed More thanone DV may be measured HL & SL the same (both with inferential stats). Both 1800-2200 words Assessed using 4 criteria /22 Hours = 20 for both
Assessing the IA 1. INTRODUCTION (6 MARKS) including aim and hypotheses (containing IV and DV) 2. EXPLORATION (4 MARKS) design section, including procedure. Jointly put together, though individually written. 3. ANALYSIS (6 MARKS) results, both descriptive and inferential. Must be written separately. No sharing of results or calculations within the group. 4. EVALUATION (6 MARKS) discussion of findings, strengths and limitations of the design, justification of proposed modifications.
Planning for the IA Beware: ethics and academic honesty! Be flexible Planning Use the extra RM time K.I.S.S
How? Final questions??? What? Why?
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If you re studying A-Level Psychology, scan here for FREE A-Level support Techniques biological approach The brain and behaviour Genetics and behaviour Genes Localization Genetic similarities Neuroplasticity Evolutionary explanations Value of using animal models Hormones and behaviour Neurotransmitters Hormones Pheromones HL extension Animal research Whether they give insight into human behaviour For advice, guidance and support, join our IB Psychology Facebook Group by visiting www.facebook.com/groups/ibpsychologystudents/ @tutor2upsych Ethical considerations of animal research www.tutor2u.net/psychology
If you re studying A-Level Psychology, scan here for FREE A-Level support Cognitive approach Models of memory Cognitive processing Emotion and cognition The influence of emotion on cognitive processes Schema theory Thinking and decision-making Reliability of cognitive processes Reconstructive memory Biases in thinking and decision-making HL extension Digital technology Influence of digital technology Positive and negative effects of modern technology For advice, guidance and support, join our IB Psychology Facebook Group by visiting www.facebook.com/groups/ibpsychologystudents/ @tutor2upsych Methods used to study the interaction between digital technology and cognitive processes www.tutor2u.net/psychology
Sociocultural approach The individual and the group Social identity theory Social cognitive theory Cultural influences on individual attitudes, identity and behaviours If you re studying A-Level Psychology, scan here for FREE A-Level support Stereotypes Enculturation Acculturation Globalization influence on attitudes, identities and behaviour Cultural origins of behaviour or cognition Culture and its influence on behaviour and cognition Cultural dimensions HL extension Globalization Effect of the interaction of local and global influences on behaviour For advice, guidance and support, join our IB Psychology Facebook Group by visiting www.facebook.com/groups/ibpsychologystudents/ @tutor2upsych Methods used to study the influence of globalization on behaviour www.tutor2u.net/psychology
PSYCHOLOGY NEW IB PSYCHOLOGY PAPER 1-STYLE QUESTIONS (SL) Resources for Courses PAPER 1 will contain 3 compulsory SAQs, one from each option, and 3 essay questions (ERQs), one from each option, of which one only should be answered. Short-Answer Questions (SAQs) Biological Approach 1. Describe the effect of pheromones on one human behaviour. [9 marks] Cognitive Approach 2. Outline one theory of thinking and decision-making, referring to one relevant study in your answer. [9 marks] Sociocultural Approach 3. Explain the effect of one cultural dimension on one human behaviour. [9 marks] Extended Response Questions (ERQs) Biological Approach 4. To what extent can the findings of genetic research explain human behaviour? [22 marks] Cognitive Approach 5. Evaluate research into the reliability of one cognitive process, referring to at least two relevant studies. [22 marks] Sociocultural Approach 6. Contrast two theories of the influences of culture on individual attitudes, identity and behaviours. [Note: there is an agreed overlap between attitudes, identities and behaviours, so there is no need to differentiate between them, unless one wishes to]. [22 marks] TUTOR2U IB PSYCHOLOGY www.tutor2u.net/psychology
PSYCHOLOGY NEW IB PSYCHOLOGY PAPER 3-STYLE STIMULUS MATERIAL Resources for Courses 5 10 15 20 25 30 The stimulus material below is based on a Scandinavian study conducted in Norway and Sweden, investigating how males recover from eating disorders. Stimulus While a lot has been written about females and their recovery from eating disorders, the researchers wanted to explore the nature of recovery in males, where there is a gap in the literature. The aim of the study was to investigate what males find helpful in their recovery process from eating disorders. Eligible participants were former male patients who had completed their treatment for a (DSM-Iv eating disorder, and who had experienced recovery. We approached specialised eating disorder units in Norway or Sweden to help identify such patients and deliver study information. We did not ask the units for formal documentation according to the routines for diagnosing and there was no formal diagnostic interview for the purpose of the study. Qualitative in-depth interviews were conducted with 15 males aged between 19 and 52 years old (mean age of 23 years). Their duration of illness varied between 3 and 25 years. Ten of them had experienced anorexia nervosa, four had suffered from bulimia nervosa and one had experienced an unspecified eating disorder. The 15 participants gave their written informed consent to be interviewed by the researchers for about 1-2 hours about their experiences of recovery. Every interview was recorded and transcribed and was guided by the question What was helpful for you in your recovery process? Geographical distances made it convenient to perform interviews at the participants home town, at a location chosen by them. The participants came from all socioeconomic strata, and all had received a wide range of treatments at eating disorder clinics as both inpatients and outpatients. Treatments tried were medication, individual, group or family treatments, dietary advice and physiotherapy. Although the interviews took a narrative form, and details of any psychological conditions were not asked for, the interviewees often volunteered such information. Inductive content analysis was carried out on the transcriptions and several themes were identified. The researchers then discussed the results of the analysis until they agreed on four main themes: the need for change; commitment to leave the eating disorder behind; interpersonal changes; and searching for a life without the eating disorder. These categories depicted a timeline of gradual control over the eating disorder from a chaotic feeling of powerlessness to a complete rethinking of their own identity and life goals. TUTOR2U IB PSYCHOLOGY www.tutor2u.net/psychology
PSYCHOLOGY NEW IB PSYCHOLOGY PAPER 3-STYLE STIMULUS MATERIAL Resources for Courses Reference Pettersen G., Wallin K., Björk T. (2016). How do males recover from eating disorders? An interview study. BMJ Open (6) e010760. doi:10.1136/bmjopen-2015-010760 Questions 1. (a) Identify the research method used and outline two characteristics of the method. [3] (b) Describe the sampling method used in the study. [3] (c) Suggest an alternative or additional research method giving one reason for your choice. [3] 2. Describe the ethical considerations that were applied in the study and explain if further ethical considerations could be applied. [6] 3. Discuss how the researcher could ensure that the findings of the study are credible. [9] TUTOR2U IB PSYCHOLOGY www.tutor2u.net/psychology