IB Psychology/Syllabus

Psychology 2011 Syllabus Outcomes pdf: thumb|center|A list of all of the outcomes for the IB Psychology 2011 Syllabus List of Psychology 2011 Syllabus Outcomes: Levels of Analysis Biological General Learning Outcomes (GLO) GLO1: Outline principles that define the biological level of analysis. GLO2: Explain how principles that define the biological level of analysis may be demonstrated in research. GLO3: Discuss how and why particular research methods are used at the biological level of analysis. GLO4: Discuss ethical considerations related to research studies at the biological level of analysis. Physiology and Behaviour (PB) PB1: Explain localisation using a key study as an example. PB2: Explain one study related to localisation of function in the brain. PB3: Using one or more examples, explain effects of neurotransmission on human behaviour. PB4: Using one or more examples, explain functions of two hormones in human behaviour. PB5: Discuss two effects of the environment on physiological processes. PB6: Examine one interaction between cognition and physiology in terms of behaviour. Evaluate two relevant studies. PB7: Discuss the use of brain imaging technologies in investigating the relationship between biological factors and behaviour. Genetics and Behaviour (GB) GB1: With reference to relevant studies, to what extent does genetic inheritance influence behaviour? GB2: Examine one evolutionary explanation of behaviour. GB3: Discuss ethical considerations in research into genetic influences on behaviour. Cognitive General Learning Outcomes (GLO) GLO1: Outline principles that define the cognitive level of analysis. GLO2: Explain how principles that define the cognitive level of analysis may be demonstrated in research. GLO3: Discuss how and why particular research methods are used at the cognitive level of analysis. GLO4: Discuss ethical considerations related to research studies at the cognitive level of analysis. Cognitive Processes (CP) CP1: Evaluate schema theory with reference to research studies. CP2: Evaluate two models or theories of one cognitive process with reference to research studies. CP3: Discuss how biological factors may affect one cognitive process. CP4: Discuss how social or cultural factors affect one cognitive process. CP5: With reference to relevant research studies, to what extent is one cognitive process reliable? CP6: Discuss the use of technology in investigating cognitive processes. Cognition and Emotion (CE) CE1: To what extent do cognitive and biological factors interact in emotion? CE2: Evaluate one theory of how emotion may affect one cognitive process. Sociocultural General Learning Outcomes (GLO) GLO1: Outline principles that define the sociocultural level of analysis. GLO2: Explain how principles that define the sociocultural level of analysis may be demonstrated in research. GLO3: Discuss how and why particular research methods are used at the sociocultural level of analysis. GLO4: Discuss ethical considerations related to research studies at the sociocultural level of analysis. Sociocultural Cognition (SC) SC1: Describe the role of situational and dispositional factors in explaining behaviour. SC2: Discuss two errors in attributions. SC3: Evaluate social identity theory, making reference to relevant studies. SC4: Explain the formation of stereotypes and their effect on behaviour. Social Norms (SN) SN1: Explain social learning theory, making reference to two relevant studies. SN2: Discuss the use of compliance techniques. SN3: Evaluate research on conformity to group norms. SN4: Discuss factors influencing conformity. Cultural Norms (CN) CN1: Define the terms “culture” and “cultural norms”. CN2: Examine the role of two cultural dimensions on behaviour. CN3: Using one or more examples, explain “emic” and “etic” concepts. Options Abnormal Psychology General Framework (GF) GF1: To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour? GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour. Concepts and Diagnosis (CD) CD1: Examine the concepts of normality and abnormality. CD2: Discuss validity and reliability of diagnosis. CD3: Discuss cultural and ethical considerations in diagnosis. Psychological Disorders (PD) PD1: Describe symptoms and prevalence of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders. PD2: Analyse etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders. PD3: Discuss cultural and gender variations in prevalence of disorders. Implementing Treatment (IT) IT1: Examine biomedical, individual and group approaches to treatment. IT2: Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder. IT3: Discuss the use of eclectic approaches to treatment. IT4: Discuss the relationship between etiology and therapeutic approach in relation to one disorder. Developmental Psychology General Framework (GF) GF1: Evaluate psychological research (that is, theories and/or studies) relevant to developmental psychology. GF2: Evaluate psychological research relevant to developmental psychology. Cognitive Development (CD) CD1: Evaluate theories of cognitive development. CD2: Discuss how social and environmental variables may affect cognitive development. Social Development (SD) SD1: Examine attachment in childhood and its role in the subsequent formation of relationships. SD2: Discuss potential effects of deprivation or trauma in childhood on later development. SD3: Define resilience. SD4: Discuss strategies to build resilience. Identity Development (ID) ID1: Discuss the formation and development of gender roles. ID2: Explain cultural variations in gender role ID3: Describe adolescence. ID4: Discuss the relationship between physical change and development of identity during adolescence. ID5: Examine psychological research into adolescence. Health Psychology General Framework (GF) GF1: To what extent do biological, cognitive and sociocultural factors influence health-related behaviour? GF2: Evaluate psychological research (that is, theories and/or studies) relevant to health psychology. Stress (S) S1: Describe stressors. S2: Discuss physiological, psychological and social aspects of stress. S3: Evaluate strategies for coping with stress. Substance Abuse, Addictive Behaviour and Obesity (SAABO) SAABO1: Explain factors related to the development of substance abuse or addictive behaviour. SAABO2: Examine prevention strategies and treatments for substance abuse and addictive behaviour. SAABO3: Discuss factors related to overeating and the development of obesity. SAABO4: Discuss prevention strategies and treatments for overeating and obesity. Health Promotion (HP) HP1: Examine models and theories of health promotion. HP2: Discuss the effectiveness of health promotion strategies. Psychology of Human Relationships General Framework (GF) GF1: To what extent do biological, cognitive and sociocultural factors influence human relationships? GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of human relationships. Social Responsibility (SR) SR1: Distinguish between altruism and prosocial behaviour. SR2: Contrast two theories explaining altruism in humans. SR3: Using one or more research studies, explain cross-cultural differences in prosocial behaviour. SR4: Examine factors influencing bystanderism. Interpersonal Relationships (IR) IR1: Examine biological, psychological and social origins of attraction. IR2: Discuss the role of communication in maintaining relationships. IR3: Explain the role that culture plays in the formation and maintenance of relationships. IR4: Analyse why relationships may change or end. Violence (V) V1: Evaluate sociocultural explanations of the origins of violence. V2: Discuss the relative effectiveness of two strategies for reducing violence. V3: Discuss the effects of short-term and long-term exposure to violence. Sport Psychology General Framework (GF) GF1: To what extent do biological, cognitive and sociocultural factors influence behaviour in sport? GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of sport psychology. Emotion and Motivation (EM) EM1: Evaluate theories of motivation in sport. EM2: Using one or more research studies, explain the role of goal-setting in the motivation of individuals. EM3: Discuss theories relating arousal and anxiety to performance. Skill Development and Performance (SDP) SDP1: Evaluate techniques for skill development used in sport. SDP2: To what extent does the role of coaches affect individual or team behaviour in sport? SDP3: Explain relationships between team cohesion and performance. SDP4: Describe aids and barriers to team cohesion. Problems in Sports (PS) PS1: Discuss athlete response to stress and chronic injury. PS2: Examine reasons for using drugs in sport. PS3: Discuss effects of drug use in sport. PS4: Compare models of causes and prevention of burnout. Research Methodology Qualitative Research Methodology Theory and Practice in Qualitative Research (TPQR) TPQR1: Distinguish between qualitative and quantitative data. TPQR2: Explain strengths and limitations of a qualitative approach to research. TPQR3: To what extent can findings be generalised from qualitative studies? TPQR4: Discuss ethical considerations in qualitative research. TPQR5: Discuss sampling techniques appropriate to qualitative research. TPQR6: Explain effects of participant expectations and researcher bias in qualitative research. TPQR7: Explain the importance of credibility in qualitative research. TPQR8: Explain the effect of triangulation on the credibility/trustworthiness of qualitative research. TPQR9: Explain reflexivity in qualitative research. Interviews (I) I1: Evaluate semi-structured, focus group and narrative interviews. I2: Discuss considerations involved before, during and after an interview. I3: Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts. Observations (O) O1: Evaluate participant, non-participant, naturalistic, overt and covert observations. O2: Discuss considerations involved in setting up and carrying out an observation. O3: Discuss how researchers analyse data obtained in observational research. Case Studies (CS) CS1: Evaluate the use of case studies in research. CS2: Explain how a case study could be used to investigate a problem in an organisation or group CS3: Discuss the extent to which findings can be generalised from a single case study.