SAMPLE

The New IB Psychology Course: Be Prepared!

Spot the differences

SAMPLE

Our aim today – to take you from...

SAMPLE

What remains the same?

Structure:o Combination of SAQs, ERQs, with Methods Paper 3 and IAo Core of Approaches: Biological, Cognitive and Socioculturalo 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?SAMPLE

What has changed?

Assessment criteriao SAQs /9o ERQs/22, but with 5 criteriao Methods (P3 HL) /24 with static questionso IAs same for HL and SL /22 with 4 criteria

SAMPLE

What has changed?

Contento AHL extension topics in the coreo Content changed in core and optionso Research methods given 20 hrs for SL and 60 hrs for HL. Like ethics, should be

threaded through the course.o New command terms, mainly to be used in Paper 3 and IA: comment, suggest,

design, investigate, predict.o Compare and contrast is now contrast.o Paper 3 can now be quantitative/mixed/qualitative research methods

SAMPLE

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 contentpoint)

Topic Content

Brain and behaviour Techniques, Localisation, Neuroplasticity, Neurotransmitters

Hormones and behaviour Hormones, Pheromones

Genetics and behaviour Genes and behaviour, Genetic similarities, Evolutionary explanations

HL extension (applied to topic)

The value of animal models in psychology research. Whether animal research can provide insight into human behaviour. Ethical considerations in animal research. SAMPLE

SAMPLE

SAMPLE

SAMPLE

A look at the assessment criteria - SAQs

SAMPLE

A look at the assessment criteria – ERQs

•Focus on the question

Criterion A (2 marks)

•Knowledge and Understanding

Criterion B (6 marks)

•Use of research to support answer

Criterion C (6 marks)

•Critical thinking

Criterion D (6 marks)

•Clarity and Organization

Criterion E (2 marks)SAMPLE

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 thatparticular paper.

SAMPLE

A look at the assessment criteria – Paper 3

Q2 – will be one of the following two questions, again assessed, by ananalytical markscheme.

* ‘additional’ will be added to Q2, so it becomes ‘…and explain additional ethical considerations that could be taken into account…’SAMPLE

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

SAMPLE

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 humanbehaviour?5. Contrast two models of memory.6. Evaluate one theory into cultural influences on individual attitudes,identity and behaviours.SAMPLE

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 than one DV may be measured

HL & SL the same (both with inferential stats). Both 1800-2200 words

Assessed using 4 criteria /22

Hours = 20 for bothSAMPLE

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 calculationswithin the group.

4. EVALUATION (6 MARKS) – discussion of findings, strengths andlimitations of the design, justification of proposed modifications.SAMPLE

Planning for the IA

Planning

Be flexible

K.I.S.S

Use the extra RM

time

Beware: ethics and academic honesty!

SAMPLE

Final questions

???

How?

What?

Why?SAMPLE

IB Webinars on the New IB Psychology Syllabus

SAMPLE

Don’t forget to sign up for our future webinars: www.tutor2u.net/psychology/events

Please follow us on Twitter @tutor2upsych and spread the word…

Join our Teacher FB Community, search: ‘IB Psychology Teachers’

Encourage your students to join our Student FB Community: ‘IB Psychology StudentGroup’.

If you ever need any advice, support or guidance, email: joseph@tutor2u.net

Any Questions?SAMPLE

biological approach

The brain and behaviour

Genetics and behaviour HL extensionAnimal research

Hormones and behaviour

Techniques

Genes Value of using animal models

Localization

Genetic similarities

Whether they give insight into human behaviour

Neuroplasticity

Evolutionary explanations

Ethical considerations

of animal research

Neurotransmitters Hormones Pheromones

If you’re studying A-Level Psychology, scan here for FREE A-Level support

For advice, guidance and support, join our IB Psychology Facebook Group by visiting www.facebook.com/groups/ibpsychologystudents/ www.tutor2u.net/psychology @tutor2upsych

SAMPLE

Cognitive approach

Emotion and cognition HL extension Digital technology

Cognitive processing

Models of memory Schema theory

Thinking and decision-making

Reliability of cognitive processes

Reconstructive memory

Biases in thinking and decision-making

The influence of emotion on cognitive processes

Influence of digital technology

Positive and negative effects of modern

technology

Methods used to study the interaction between digital technology and cognitive processes

If you’re studying A-Level Psychology, scan here for FREE A-Level support

For advice, guidance and support, join our IB Psychology Facebook Group by visiting www.facebook.com/groups/ibpsychologystudents/ www.tutor2u.net/psychology @tutor2upsych

SAMPLE

Sociocultural approach

Cultural influences on individual attitudes, identity

and behavioursHL extension Globalization

The individual and the group

Social identity theory

Social cognitive theory Stereotypes

Cultural origins of behaviour or cognition

Culture and its influence on behaviour and cognition Cultural dimensions

Enculturation Acculturation Globalization influence on attitudes, identities

and behaviour

Effect of the interaction of local and global

influences on behaviour

Methods used to study the influence of globalization on

behaviour

If you’re studying A-Level Psychology, scan here for FREE A-Level support

For advice, guidance and support, join our IB Psychology Facebook Group by visiting www.facebook.com/groups/ibpsychologystudents/ www.tutor2u.net/psychology @tutor2upsych

SAMPLE

© TUTOR2U IB PSYCHOLOGY www.tutor2u.net/psychology

Resources for Courses

NEW IB PSYCHOLOGY PAPER 1-STYLE QUESTIONS (SL)

PSYCHOLOGY

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]

SAMPLE

© TUTOR2U IB PSYCHOLOGY www.tutor2u.net/psychology

Resources for Courses

NEW IB PSYCHOLOGY PAPER 3-STYLE STIMULUS MATERIAL

PSYCHOLOGY

The stimulus material below is based on a Scandinavian study conducted in Norway and Sweden, investigating how males recover from eating disorders.

Stimulus

5

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

10

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.

15

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

20

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

25

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

30

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.

SAMPLE

© TUTOR2U IB PSYCHOLOGY www.tutor2u.net/psychology

Resources for Courses

NEW IB PSYCHOLOGY PAPER 3-STYLE STIMULUS MATERIAL

PSYCHOLOGY

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]

SAMPLE