Syllabus concepts to know

• The role of culture in health and well-being. (HL)
• The role of culture in diagnosing and treating mental health issues. (HL)
• Cross-cultural comparisons of the prevalence of mental health issues. (HL)
• The role of cultural dimensions in understanding the social and cognitive development of children. (HL)
• The extent Western models of development can be applied to explain child development in Indigenous cultures—or vice versa. (HL)
• The role of culture in developing the self. (HL)
• Different strategies for developing and maintaining cross-cultural relationships. (HL)
• The role of culture and strategies for cross-cultural communication. (HL)
• The role of culture on learning and cognition. (HL)
• The role of bilingualism on other cognitive processes. (HL)
• 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 (HL)
• The different motivational theories underpinning the prevention or treatment of a health problem. (HL)
• The role of motivation in changing behaviour. (HL)
• The different motivational theories important in human development. (HL)
• The role of extrinsic motivators in the social development of a child. (HL)
• The role of motivation to influence group behaviours. (HL)
• The motivational strategies to change individual behaviours. (HL)
• The role of motivators in leading to greater employee satisfaction and performance. (HL)
• The role of motivation in enhancing one cognitive process. (HL)
• The strategies to motivate students to becoming independent learners. (HL)
• 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. (HL)