New Curriculum

Higher Level Standard Level

Written PapersGiven Time: 4 hours

80% of you Assessments

Written PapersGiven Time: 3 hours

75% of you AssessmentsLevel of Analysis

Paper 1 Time to take the test: 2 hours Maximun Points: 46 Weighing: 35%

This paper is divided into two sections. Section A: Three compulsory questions

on part 1 of the syllabus. Section B: Three questions on part 1

of the syllabus. Students choose one question to answer in essay form.

Paper 1 Time to take the test: 2 hours Maximun Points: 46 Weighing: 50%

This paper is divided into two sections. Section A: Three compulsory questions

on part 1 of the syllabus. Section B: Three questions on part 1

of the syllabus. Students choose one question to answer in essay form.

OptionsPaper 2Time to take the test: 2 hours Maximun Points: 44 Weighing: 30%

Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in essay form.

Paper 2 Time to take the test: 1 hour Maximun Points: 22 Weighing: 25%

Fifteen questions on part 2 of the syllabus. Students choose one question to answer inessay form.

MethodologyPaper 3Time to take the test: 1 hour Maximun Points: 28 Weighing: 20%

Three compulsory questions based on an unseen text, covering part 3 of the syllabus.

No Paper 3

Paper 1 is the same for both HL and SL. Here you will be asked questions about the BLA, the CLA and the SLA.

Paper 1 has 2 sections:1. Section A: You will be given 3 questions, one per level of analysis. You have 20

minutes to write each short answer question. Usually 250 words.

2. Section B: You will be given 3 essay questions and you pick just one. You have one hour to answer the essay. Usually 800 words.

Before we begin, there are 4 assessment objectives:1. Knowledge and Comprehension (objective 1)2. Application and Analysis (objective 2)3. Synthesis and Evaluation (objective 3)4. Selection and Use of Skills (objective 4)

This basically means that in your answers you need to show that you have knowledge and understanding of the topic you write about, that you can apply it and analyze its use and that you can evaluate this knowledge. The last one is about choosing the right content and expressing it clearly.

Your questions could be of 2 types:1. Short Answer Questions: These only assess objective 1 and 2.2. Essay Questions: These assess all 3 objectives.

How to demonstrate?

Objectives What to demonstrate? How?

Objective 1 Knowledge and ComprehensionShow you know content, key terms,

concepts, research methods, theories and studies.

Objective 2

Application and AnalysisShow your ability to use examples of psychological research and concepts

to formulate an argument.

Objective 3 Synthesis and Evaluation

Evaluate theories and studies, discuss how each level of analysis can be used to explain behavior, evaluate

methods used to investigate behavior.

Objective 4Selection and Use of Skills in

PsychologyWrite an organized response.

Each objective has its own command terms:

Objectives What they Test Command Terms

Objective 1 These command terms test Define, describe, outline and

knowledge and comprehension. state

Objective 2

These command terms test application and analysis.

Analyze, apply, distinguish, and explain

Objective 3 These command terms test synthesis and evaluation.

Compare, compare and contrast, discuss, evaluate, examine and to

what extent

Some examples could be:

Objectives Example Command Terms

Objective 1Outline principles of the biological

level of analysisDefine, describe, outline and

state

Objective 2

Explain how one study demonstrates schema theory.

Analyze, apply, distinguish, and explain

Objective 3Discuss factors influencing

conformity.

Compare, compare and contrast, discuss, evaluate, examine and to

what extent

Each of the command terms can be changed into others of the same demand (from the same objective) or from a lower objective, but not from a higher objective. So, if the question asks you to explain something it might as well ask you to analyze, apply, distinguish or explain it. But also, to define, describe, outline or state it. But not to compare, evaluate or discuss it.

How should you answer a short-answer question?Here there is no introduction and no conclusion. Simply answer the question as it is. 1. First read the question carefully.

a.What are the command terms?b. What content are you to address?

2. Make a brief outline, with a possible structure and key words according to the question.

3. Write a reasoned argument in relation to each part of one question. a. This means that you should include relevant evidence (research) to support

your answer.

Example: Outline two principles that define the cognitive level of analysis.1. Here the command term is outline which means to give a brief account or

summary.2. You are asked to deal with two principles that define the CLA. 3. You should produce two small paragraphs, each with a relevant principle.

Sample Answer: Two principles that define the cognitive level of analysis are that mental processes guide behavior and that cognitive processes are influenced by social and cultural factors.

Cognitive psychologists see the mind as a complex machine—or rather like an intelligent, information-processing machine. According to this line of thinking, the

input to the mind comes via bottom-up processing (from the sensory system), and the information is then processed in the mind by an active top-down processing via pre-stored information in the memory (schemas). Humans use these cognitive schemas to make sense of the world. Stereotypes are examples of cognitive schemas. Research has demonstrated that stereotyping can cause discrimination.

The second principle that defines the cognitive level of analysis is that cognitive processes are influenced by social and cultural factors. One of the first to say this was the British psychologist Frederic Bartlett (1932). Bartlett claimed that cognitive schemas are culturally determined. He asked people from a western culture to recall a Native American story. When he asked them to recall the story, they remembered the meaning of the story, but many of the details were changed to fit with their own cultural schemas. This experiment can explain why it is difficult to remember something unfamiliar. Bartlett demonstrated that memory is not like a tape recorder, but rather that people change information so that it makes sense to them. (Word count 227, however, you do not have to include a word count)

How should you answer an essay question?1. Everything in your answer must relate to the essay question and nothing else. In the past I’ve had students telling everything they know and not specifically what is being asked. DON’T!

a. Include relevant theories and empirical studies, and a few key words to indicate how they are included in the argument.

2. Before you start writing, make an outline of how you will answer the question. You could use: a. Two paragraphs for the introduction: The introduction must introduce the

essay question and your line of argument. This could be in the form of a main claim, depending on the essay question. Normally, the introduction is a short and focused paragraph. It must deal with the demands of the essay question, for example: What is the issue to be addressed? Why is it important? What line of argument have you chosen?

b. Four for the development: The main body must present information in a clear and logical manner. It should build an argument to answer the essay question. If there are questions divided into parts, be sure to address each part. Each paragraph should contain an argument and include relevant knowledge to support it. Sometimes it is relevant to produce a counter-argument as well, but it depends on the essay question.

c. Two paragraphs for the conclusion: The conclusion should relate directly to the question raised. It is not just a summary of the whole essay, but rather relates to the argument and follows logically from what you have written in the main body. The conclusion is the ultimate answer, based on your argument.

Example: Discuss the use of one research method in the cognitive level of analysis, with reference to one research study.1. Identify command terms. Here it is discuss which means to offer a considered

and balanced review that includes a range of arguments, factors, or hypotheses. Opinions and conclusions should be presented clearly and supported by appropriate evidence.

2. Identify content. One method in the CLA is the experimental method (variable control, cause and effect, etc).

3. Find one relevant research study: Loftus and Palmer (1974) on the role of leading questions on recall (memory).

4. What argument? a. Why the experimental method is often used in the cognitive level of analysis. b. Possible reasons for using it in Loftus and Palmer (1974). c. Was it a good choice? (advantages and disadvantages and then specifically in

Loftus and Palmer)5. Consider the argument. It could be that r. cognitive evel of analysis uses the

experimental r-.-cc when it is important to establish a cause-and-effec relationship, but that not alI research within the ccr: — level of analysis uses this method—for example, res: into everyday memory.

Sample Answer: Introduction: Explain why the experimental method is used in the cognitive level of analysis and how this is illustrated in Loftus and Palmer (1974).

Paragraph 1: The cognitive level of analysis - briefly discuss why the experimental method is used in some studies.

Paragraph 2: Characteristics of the experimental method, including strengths and limitations.

Paragraph 3: Why the experimental method was used in Loftus and Palmer (1974) rather than another method.

Paragraph 4: Briefly describe the study, focusing on experimental features (aim, procedure, results, and interpretation of results) to justify the use of the experiment.

Paragraph 5: Evaluation.

Conclusion: The experimental method has proved useful in research studies on memory, but it is important to be aware of the limitations of the method, especially when generalizing to real-life memory.

Analyze: Break down in order to bring out the essential elements or structure.

Apply: Use an idea, equation, principle, theory or law in relation to a given problem or issue.

Compare: Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast: Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Contrast: Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Define: Give the precise meaning of a word, phrase, concept or physical quantity.

Describe: Give a detailed account.

Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Distinguish: Make clear the differences between two or more concepts or items.

Evaluate: Make an appraisal by weighing up the strengths and limitations.

Examine: Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain: Give a detailed account including reasons or causes.

Outline: Give a brief account or summary.

State: Give a specific name, value or other brief answer without explanation of calculation.

To what extent: Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

Sample Questions

1. Outline principles that define the biological level of analysis.

2. Outline one principle that defines the biological level of analysis and explain how it can be demonstrated in research/ Explain how principles that define the biological level of analysis may be demonstrated in research (that is theories and/or studies)

3. Discuss how and why particular research methods are used at the biological level

of analysis.

4. Discuss ethical considerations related to research studies at the biological level of analysis.

5. Explain one study related to localization of function in the brain.

6. Using one or more examples, explain effects of neurotransmission on human behaviour.

7. Using one or more examples, explain functions of two hormones in human behaviour.

8. Discuss two effects of the environment on phisiological processes.

9. Examine one interaction between cognition and physiology in terms of behaviour.

10.Discuss the use of brain imaging technologies in investigating the relationship between biological factors and behaviour.

11.With reference to relevant research studies, to what extent does genetic inheritance influence behaviour?

12.Examine one evoluationary explanation of behaviour.

13.Discuss ethical considerations in research into genetic influences on behaviour.

The questions in bold, in theory, can only appear as a short answer question. They may use the command term used in the question or another from the same objective or a lower one).

The rest of the questions can either appear in an essay question or using a lower level command term.

Sample Questions

1. Outline principles that define the cognitive level of analysis.

2. Outline one principle that defines the cognitive level of analysis and explain how it can be demonstrated in research.

3. Discuss how and why particular research methods are used at the cognitive level of analysis.

4. Discuss ethical considerations related to research studies at the cognitive level of analysis.

5. Evaluate schema theory with reference to research studies.

6. Evaluate two models or theories of one cognitive process.

7. Evaluate one model of one cognitive process with reference to research studies.

8. Explain how biological factors may affect one cognitive process.

9. Discuss how social or cultural factors affect one cognitive process

10.With reference to relevant research studies, to what extent is one cognitive process reliable?

11.Discuss the use of technology in investigating cognitive processes.

12.To what extent do cognitive and biological factors interact with emotion? ( This question would take you forever to answer so it probable that it will be worded”cognitive or biological factors” instead. I could also refer to just one:”To what extent do biological factors interact with emotion.)

13.Evaluate one theory of how emotion may affect one cognitive process.

The questions in bold, in theory, can only appear as a short answer question. They may use the command term used in the question or another from the same objective or a lower one).

The rest of the questions can either appear in an essay question or using a lower level command term.

Sample Questions

1. Outline principles that define the sociocultural level of analysis.

2. Outline one principle that defines the sociocultural level of analysis and explain how it can be demonstrated in research.

3. Explain how principles that define the sociocultural level of analysis may be demonstrated in research (that is theories and/or studies).

4. Discuss how and why particular research methods are used at the sociocultural level of analysis.

5. Discuss ethical considerations related to research studies at the sociocultural level of analysis.

6. Describe the role of situational and dispositional factors in explaining behaviour.

7. Discuss two errors in attributions.

8. Evaluate social identity theory, making reference to relevant studies.

9. Explain the formation of stereotypes and their effect on behavior.

10.Explain social learning theory, making reference to two relevant studies.

11.Discuss the use of compliance techniques.

12.Evaluate research on conformity to group norms.

13.Discuss factors influencing conformity.

14.Define the terms “culture” and “cultural norms”.

15.Examine the role of two cultural dimensions on behavior.

16.Using one or more examples, explain “emic” and “etic” concepts.

The questions in bold, in theory, can only appear as a short answer question. They may use the command term used in the question or another from the same objective or a lower one).

The rest of the questions can either appear in an essay question or using a lower level command term.

The purpose of this paper is to assess students’ knowledge and understanding of the

option studied and to give students the opportunity to demonstrate application of

psychological research, analysis, synthesis and evaluation in relation to the option.

Theoretical and/or empirical support is required in all answers.

Paper 2 consists of 15 questions on the 5 options, three on each of the following

options.

1. Abnormal psychology (SL and HL)

2. Developmental psychology (Only HL)

3. Health psychology

4. Psychology of human relationships

5. Sport psychology

So in total you will have 3 choices per option:

1. HL Students: You studied 2 options, so you get 6 questions (3 per option) and

you need to answer 2 questions only (1 per option).

2. SL Students: You studied only one option so you get 3 questions and you need

to answer only 1 question.

In paper 2 your questions are essay questions and you will need to follow the format

previously explained for essay questions.

Sample Questions

1. To what extent do biological, cognitive and sociocultural factors influence abnormal behavior?

2. Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behavior.

3. Examine the concepts of normality and abnormality.

4. Discuss validity and reliability of diagnosis.

5. Discuss cultural and ethical considerations in diagnosis (for example, cultural variation and stigmatization).

6. Describe symptoms and prevalence of one disorder from two of the following groups: anxiety disorders and eating disorders.

7. Analyze etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups: anxiety disorders and eating disorders.

8. Discuss cultural and gender variations in prevalence of disorders.

9. Examine biomedical, individual and group approaches to treatment.

10.Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.

11.Discuss the use of eclectic approaches to treatment.

12.Discuss the relationship between etiology and therapeutic approach in relation to one disorder.

Sample Questions

1. Evaluate theories of cognitive development

2. Discuss how social and environmental variables may affect cognitive development.

3. Examine attachment in childhood and its role in the subsequent formation of relationships.

4. Discuss potential effects of deprivation or trauma in childhood on later development.

5. Define resilience.

6. Discuss strategies to build resilience.

7. Discuss the formation and development of gender roles.

8. Explain cultural variations in gender roles.

9. Describe adolescence.

10.Discuss the relationship between physical change and development of identity during adolescence.

11.Examine psychological research into adolescence.

The whole point of paper 3 is to demonstrate knowledge and understanding of qualitative research methodology. The objective focuses in application and analysis. You are meant to analyze qualitative psychological research in terms of methodological, reflexive, and ethical issues involved in research.

There are three questions in a paper and you have one hour to answer all of them. The total mark for paper 3 is 30 marks and this paper accounts for 20 % of the overall mark in psychology.

Paper 3 questions are short-answer questions, so the information provided before in the introduction to paper one applies to this paper.

What should I expect?The exam question presents you with a piece of stimulus material based on documentation of a piece of research. This can be a summary of a study, an abstract, or an extract from a study, interview, or observation, of approximately 500 words.

This might include, for example, aim, characteristics of participants, the research method used, or the results.

What should I do?• Read the stimulus material carefully. This will give you an idea of what to expect

in the questions. • Once you have understood what the research is about, read the questions

carefully, one by one, so that you get an overall idea of what you are being asked to do.

• Look for command terms—what exactly are you supposed to do?• Make an outline before you start writing—just a few hints as to what to answer in

order to help you remember the facts you need and to structure your answer. • Answer the questions in a focused way. There is no reason to write more than is

necessary.• Make sure you refer to the stimulus material when you argue, but do not use long

quotations from this material. • You are supposed to demonstrate your knowledge of qualitative methodology and

that you can use this knowledge in relation to the stimulus material.

To get a high mark the question has to be answered in a focused and effective manner and meets the demands of the command term. The answer has to be supported by appropriate and accurate knowledge and understanding of qualitative research methodology applied to the stimulus material.

Sample Questions with Answer.

Two researchers carried out a case study of a group of young boys living in a socially deprived area who had problems in relation to educational achievement.

Young people in this area are at risk for dropping out of school and becoming unemployed. There is also a substantial risk of criminality and substance misuse. Generally, there are negative expectations and young people are easily drawn into a culture of underachievement.

One of the key problems in the community with regard to young people is the lack of facilities and activities, so adolescents often hang around the streets. A local organization wanted to set up a project to promote positive change. Two researchers joined a group of local community workers doing street work to establish a relationship of trust with the adolescents. This allowed the researchers to conduct some initial observations. They found that the young boys were bored and did not know what to do besides hanging out with their friends.

The researchers conducted a focus- group interview with the young boys to find out how they perceived their own situation and what they would be interested in doing. The interview was tape recorded and transcribed verbatim. The researchers read and reread the transcript. The data were coded and the researchers carried out an inductive content analysis on the interview data. An overall theme appeared to be a lack of belief in future possibilities. Subthemes were: no interest in schoolwork, no trust in the school system, conflict with adults, and interest in sport and hanging out

with friends. The researchers also found that the boys were interested in participating in sports activities if they had the opportunity and if these were free.

The researchers used extensive quotes from the participants to support the conclusions reached, in order to ensure credibility, and they also presented the results of their analysis to five of the participants for the same reason.

Based on the researchers’ account, a young sports coach from the area became the peer leader of a basketball group. Two of the researchers undertook participant observations as coaching assistants of all the training sessions during the first year. After two months’ training, the group expressed the wish to take part in competitions. They produced field notes after each training session.

The sports coach was able to challenge the boys to work hard and persistently towards the common goal, and he found more young people who were willing to invest time and energy in the project. The team started to participate in competitions and achieved some success. Those who did not meet regularly for training were not allowed to continue on the team. The researchers followed the development and conducted two more focus-group interviews and face-to-face interviews with the coach after 6 and 12 months. They found that participation in the team had positive effects, not only on the boys’ levels of fitness and motivation, but also on their attitudes to learning, self-esteem, and social competence.

The researchers concluded that the results of this case study show that there is a choice beyond antisocial behavior and failure if the community provides concrete opportunities for individuals to develop and realize personal and educational goals. 1. Explain how the case study was used to investigate and find a solution to a

social problem. You may address this by discussing how it was used, the aim of the study, the aim of used the case study method, how did the researchers gathered the information, findings, solution and conclusion.

Answer: The case study method was used in the present study to investigate whether it was possible to promote positive change for a group of boys who were in danger of dropping out of school and perhaps developing social problems. The boys had negative expectations about their future, so the aim of the study was to find out whether this could be changed. The case study aimed to explore the participants’ own perception of the situation and possible ways to change in order to ensure that they supported the strategies for change that were eventually set up. The researchers used the focus-group interview at the beginning of the study to encourage the participants to explore the issues that were of importance to them. The findings from the focus-group interviews indicated that participating in sport was a way to promote change, and this was used to set up a basketball team, with a young coach from the area who knew what problems the boys were facing. The researchers followed the basketball team for one year, conducting participant observations. They were able to do this as assistants to the sports coach, and this gave them an opportunity to follow the development of the team

and the individual boys over a long period. Furthermore, the two focus-group interviews after and 12 months gave indications as to what positive changes had taken place as the boys saw it themselves. The interviews with the coach

suggested ideas of what he found was important in order to motivate the boys. The case study used method triangulation to study how changes in group cultute and beliefs influenced the boys’ behaviour and selfesteem long-term, not only in sport, but also in other areas.

2. Evaluate the use of focus-group interviews as a data collection method in this case study.

Answer: The focus group is an important way to collect data as the participants are supposed to interact with each other as they would do outside of the research context. This is more likely to happen if participants already know each othe as they did in this group The researcher acted as a facilitator and, after introducing the topic of the proect, ensured that progress was made in the group. This data collection method is particularly useful in a research project like this one, where the goal is to identify a problem and promote social change in a group. The facilitator can monitor the group discussion and bring the group back on track, suggesting things that they can agree on. This is important because the purpose of the research was that the whole group should be empowered, so the same effect could not be achieved in an individual interview with each of the boys. There is, however, the possibility that the presence of other participants could have resulted in group dynamics such as conformity Overall, the focus group was a quick and convenient way to collect data from the whole group simultaneously in a natural setting. in this particular case study, it was important for the researchers to explore the participants’ knowledge and experiences in order to gain insight into whcit they thought and why they thought that way, in order to set up something useful to bring about change in their situation. The researchers used inductive content analysis of the interview transcripts. This allowed them to identify important themes in the way the boys themselves saw their situation.

3. Discuss whether the findings from this single case study can be generalized.

Answer: This single case study uses a small sample that has been carefully selected so it is not statistically representative and this makes it difficult to generalize findings to other populations in traditional (quantitative) ways. However, qualitative researchers argue that if evidence from other studies confirms the findings it may be possible to generalize to other people who are similar to those in the case study. A single case study can also be used for inferential generalization, i,e, the findings may be applicable to similar settings if the researcher has provided a “rich” description of the phenomenon and the context so that other researchers can identify the case and follow the conclusions made based on the documentation, for example quotations from the participants. This is referred to as “transferability”. The use of sport as a way to motivate problem children could be used as a hypothesis on a causal link between specific strategies (sport) and specific outcomes (increased motivation in learning and social competence) but it will remain a hypothesis until it is supported or disproved by further evidence. It has been argued that if the patterns found in a single case study can be found in multiple cases, Le, they ‘replicate the pattern” found in the single case study—the theori derived from the single case study

gains in robustness. This is also considered to be a way of generalizing in qualitative research.