IB Psychology/Syllabus

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Psychology 2011 Syllabus Outcomes pdf:

File:Blank Psychology Syllabus.pdf
A list of all of the outcomes for the IB Psychology 2011 Syllabus

List of Psychology 2011 Syllabus Outcomes:

Levels of AnalysisEdit

BiologicalEdit

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.


CognitiveEdit

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.


SocioculturalEdit

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.


OptionsEdit

Abnormal PsychologyEdit

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 PsychologyEdit

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 PsychologyEdit

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 RelationshipsEdit

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 PsychologyEdit

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 MethodologyEdit

Qualitative Research MethodologyEdit

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.