IB Psychology/Syllabus

Psychology 2011 Syllabus Outcomes pdf:

List of Psychology 2011 Syllabus Outcomes:

=Levels of Analysis=

Biological
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
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
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=

Abnormal Psychology
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
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
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
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
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=

Qualitative Research Methodology
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.