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    Core

  • The biological level of analysis

  • General learning outcomes
  • 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
  • PB1 Explain one study related to localization of function in the brain.
  • PB2 Using one or more examples, explain the effects of neurotransmission on human behaviour.
  • PB3 Using one or more examples, explain functions of two hormones in human behaviour.
  • PB4 Discuss two effects of the environment on physiological processes.
  • PB5 Examine one interaction between cognition and physiology in terms of behaviour.
  • PB6 Discuss the use of brain imaging technologies in investigating the relationships between biological factors and behaviour.
  • Genetics and Behaviour
  • GB1 With reference to relevant to research 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.
  • The cognitive level of analysis

  • General learning outcomes
  • 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 (that is, theories and/or studies).
  • 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
  • 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 Explain 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
  • CE1 To what extent do cognitive and biological factors interact in emotion?
  • CE2 Evaluate one theory of how emotion may affect one cognitive process.
  • The sociocultural level of analysis

  • General learning outcomes
  • 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 (that is, theories and/or studies).
  • 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
  • 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
  • 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.
  • Subject outline for first examinations in 2011
  • IB Psych revision blog
  • Introduction to psychology (slides)
  • Guide for first examinations in 2011
  • IB psychology website with resources
  • Study resources from "When your notes fail you"
  • Flashcards
  • IB psychology website for teachers
  • Flashcard sets

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