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.
Core
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