IB Psychology/Syllabus
Psychology 2011 Syllabus Outcomes pdf:
List of Psychology 2011 Syllabus Outcomes:
Levels of Analysis
[edit | edit source]Biological
[edit | edit source]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
[edit | edit source]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
[edit | edit source]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
[edit | edit source]Abnormal Psychology
[edit | edit source]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
[edit | edit source]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
[edit | edit source]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
[edit | edit source]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
[edit | edit source]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
[edit | edit source]Qualitative Research Methodology
[edit | edit source]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.