Exploring the IB Psychology syllabus provides a clear view of the skills and knowledge you'll acquire throughout the course. Join us as we unpack the key concepts of the syllabus, giving you a better understanding of what to expect on your learning journey.

Psychology

Both SL and HL students will explore biological, cognitive, and sociocultural approaches to understanding human behaviour through several key contexts:

Concepts

Researcher bias, participant bias sampling bias, confirmation bias, publication bias

Determinism (biological and environmental)

Credibility, reflexivity, inter-rater reliability

Bias

Correlation vs causation; bidirectional ambiguity

Validity: internal vs external validity; mundane realism

Controls: extraneous variables, placebos, double-blind, wait-listing

Causality

Use of longitudinal and repeated measures designs

Intervention, prevention and promotion strategies

Change

Constructs and variables; operationalization of variables

Types of data (self-reported, anecdotal, empirical)

Statistical significance; type I and type II errors

Interpretive approaches (content analysis)

Prospective vs retrospective approaches; longitudinal vs cross-sectional research designs

Measurement

Biological, cognitive, sociocultural approaches

Psychological theories, psychological models

Deductive and inductive research methodology and data analysis

Alternative explanations and interpretations

Perspective

Ethical standards in research, use of deception, informed consent, cost-benefit analysis, anonymity, debriefing, right to withdraw, protection from harm

Use of animals; use of child participants; research in public spaces including observation-only research

Socially sensitive issues; stigma; publication of findings; advocacy

Responsibility

Content

The value of animal research in the study of human behaviour and the models ethical considerations in the use of animals in research.

The strengths and limitations of a reductionist approach to the study of behaviour.

The value of using one or more brain imaging techniques in investigating human behaviour.

The role of one or more chemical messengers in human behaviour.

The interaction of environment factors and genetics in human behaviour.

The extent to which human behaviour may be inherited.

The role of localization of function in explaining human behaviour and cognition and the limitations of the argument that behaviour is localized.

The process of neuroplasticity and the role of environmental factors on brain development.

The process of neurotransmission and how an understanding of the process of neurotransmission allows psychologists to improve health and wellness.

Biological approach

The role of anchoring bias in decision-making.

The process of classical conditioning and its role in behaviour.

The role of cognitive load theory in understanding human cognition.

The role of one or more cognitive models in understanding a cognitive process or behaviours.

The role of confirmation bias in decision-making.

The role of the dual processing theory in understanding decision-making.

The process of operant conditioning and its role in behaviour.

The role of schema theory in understanding a cognitive process.

Cognitive approach

The role of cognitive dissonance in understanding human behaviour.

The role of one or more compliance techniques in changing human behaviour.

Conformity The process of conformity and its role in understanding human behaviour.

The role of one or more cultural dimensions in understanding cross- cultural similarities and differences in behaviour.

The value of emic approaches in researching human behaviour.

One or more theories of enculturation for one or more behaviours.

The limitations of etic approaches to researching human behaviour.

The application of one or more acculturation models to explain the experience of immigrants, refugees or other people taking an extended stay in another culture.

The application of social identity theory to change or explain behaviour.

The application of social learning theory to explain and change behaviour.

Sociocultural approach

Distributions (e.g. normal, skewness) • Analyse and interpret different types of data tables, graphs and results.

Outliers analysis to uncover patterns in textual

Scatterplot data that are then grouped into themes

Descriptive statistics that are relevant to the aim of research engaging in thematic analysis.

Thematic analysis Research considerations • Reliability • Factors that should be considered when

Validity (internal, external, generalizing findings to another

Research methodology

Contexts

In this context, students will explore the following areas:

One or more biological explanations of one mental health disorder.

The value of cognitive models in understanding a mental health disorder.

Factors that may explain the difference in prevalence rates for mental health disorders between cultures and/or populations.

Examples of cultural differences in approaches to mental health.

The role of environmental factors in understanding/explaining mental health disorders.

Factors that may explain changes in the prevalence of one or more health problems problems in a population.

Factors that may explain differences in the prevalence of one or more health problems between populations.

The role of social learning in understanding one or more health problems.

The role of stress in one or more health problems.

disorders and health problems selected from the above.

The explanation and effectiveness of one or more biological treatments of one or more mental health disorders.

Prevention and/or treatment for one health problem The effectiveness of one or more prevention and/or treatment strategies for one or more health

The explanation and effectiveness of one or more psychological treatments of one or more mental health disorders.

The class practical in this context is an interview. Examples are provided as suggestions only and teachers are free to choose a class practical which suits their students as long as it relates to the context of “Health

Suggestions for class practicals for health and well-being

Interviews • Focus group interviews with students of how they manage their physical health or stress.

mindfulness (students can do a class practice of mindfulness first).

Health and well-being

The role of brain maturation in human development.

The extent to which critical periods explain human development.

The role of neuroplasticity in human development.

The influence of sociocultural factors in human development.

development The effectiveness of stage theories and continuous models in understanding human development.

The role theory of mind has in understanding human development and cognition.

Attachment The role of attachment in the development of self.

Enculturation of social norms The role of enculturation of social norms in the development of self.

The role of peer influence in the development of self.

The role of childhood experiences in the development of self.

The class practical in this context is an observation. Examples are provided as suggestions only and teachers are free to choose a class practical which suits their students as long as it relates to the context of “Human

Suggestions for class practicals for human development

Human development

Different acculturation strategies and their effect on behaviour and mental health.

The application of one or more compliance techniques to change group behaviour(s).

Conformity The role of conformity in understanding group behaviour(s).

The role of one or more cultural dimensions in understanding group behaviour(s).

The application of social identity theory to explain and change group behaviour(s).

The application of social learning theory to change group behaviour(s).

The role of one or more chemical messengers in interpersonal relationships.

One or more cognitive explanations for interpersonal relationships.

The role of communication in interpersonal relationships.

One or more strategies for improving interpersonal relationships.

The class practical in this context is a survey/questionnaire. Examples are provided as suggestions only and teachers are free to choose a class practical which suits their students as long as it relates to the context of

Suggestions for class practicals for human relationships

Human relationships

The role of one or more cognitive biases in decision-making.

Examples of classical and operant conditioning as a way of learning.

operant) Application of operant conditioning to change behaviour.

The value of the dual processing model for understanding thinking and decision-making.

The role of schema in behaviour and/or cognition.

The role of social learning theory in learning.

Application of social learning theory to change behaviour.

The role of one or more biological factors in one or more cognitive processes.

The value of cognitive models to understand one or more cognitive processes.

Compare two cognitive models used in understanding one cognitive process.

The role of one or more cultural factors in one cognitive process.

processes Psychology guide 33 Environmental influences on The potential influence of one or more environmental factors on one

One or more strategies to improve one or more cognitive processes.

The class practical in this context is an experiment. Examples are provided as suggestions only and teachers are free to choose a class practical which suits their students as long as it relates to the context of “Learning

Suggestions for class practicals for learning and cognition

Experiments • Loftus and Palmer (1974) car crash

This part of the course is intended to be active and engaging for students, providing an opportunity for them to be guided through a critical discussion of each approach to research.

All students must engage in a class practical for each context. These can be teacher and/or student led.

Furthermore, students can be encouraged to design and operate additional student-led class practicals.

While these extra exercises are not compulsory they must always be conducted with explicit permission from the teacher, given on a class practical research form (provided in the teacher support materials) and

All class practicals must follow ethical guidelines.

Further guidance on best practice for this aspect of the course will be provided in the Psychology teacher support material.

Class practicals to be conducted within each context Context Type of class practical Minimum sample size

Learning and cognition

HL students must also investigate the following topics in relation to the four contexts above:

HL extension

The role of culture in health and well-being.

The role of culture in diagnosing and treating mental health issues.

Cross-cultural comparisons of the prevalence of mental health issues.

The role of cultural dimensions in understanding the social and cognitive development of children.

The extent Western models of development can be applied to explain child development in Indigenous cultures—or vice versa.

The role of culture in developing the self.

Different strategies for developing and maintaining cross-cultural relationships.

The role of culture and strategies for cross-cultural communication.

The role of culture on learning and cognition.

The role of bilingualism on other cognitive processes.

The extent to which learning and cognition across cultures are similar and different. conscious or unconscious level. Motives are frequently divided into primary motives, such as hunger, thirst and need for sleep, and secondary motives, such as affiliation, competition, and individual interests and goals. An important distinction must also be drawn between intrinsic (internal) motivation and extrinsic motivation, such as rewards or punishments, that can encourage or discourage certain behaviours. motivation to eat in people with eating disorders. For secondary motives, direct methods are often used, such as asking the individual why they engaged in certain behaviours. These methods are reliant on self- reported data and are open to demand characteristics. Experimental methods may also be used to test the effects of different external motivators. tendencies and innate psychological needs influence one’s choices in the absence of external influences. Psychology guide 37 Table 6.2 Contexts and learning objectives for motivation

The different motivational theories underpinning the prevention or treatment of a health problem.

The role of motivation in changing behaviour.

The different motivational theories important in human development.

The role of extrinsic motivators in the social development of a child.

The role of motivation to influence group behaviours.

The motivational strategies to change individual behaviours.

The role of motivators in leading to greater employee satisfaction and performance.

The role of motivation in enhancing one cognitive process.

The strategies to motivate students to becoming independent learners.

The extent motivation can be assessed. intelligence—has had a significant influence on human behaviour and relationships. generalizability of the findings. Much research is correlational in nature, presenting the problem of bidirectional ambiguity when interpreting the findings. There is also a high potential for researcher bias or confirmation bias, especially in action research carried out in school settings. question of the funding of the research. Many researchers may make assumptions about the positive or negative influences of technology on behaviour and mental health. Findings from various studies have not been replicated, thus contributing to the replication crisis in psychology. Table 6.3 Contexts and learning objectives for technology problems. The role of technology on mental health problems. The effectiveness of tele-therapy in the treatment of disorders. The role of artificial intelligence to test models of human development. The effect of technology on attachment. The role of social media contributing to group behaviour. The use of technology to assist with acculturation into a new society. Context Examples of areas of inquiry The effect of technology on cognition.

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