Group 3
IB Higher Level Psychology
Psychology Assessment Item 1: Paper 1 Section A
Task Description
Your IB Higher Level psychology study into Paper 1 will provide you with:
An overview of the key terminology for Biological, cognitive and sociocultural psychology,
Skill building in research studies and writing of short 8 mark responses; and,
Application of knowledge in response to key syllabus outcomes.
The following outcomes can be examined in the Paper 1: Section A exam scheduled for Block Exams and/or term
exams.
Possible Learning outcomes
Sociocultural Level of Analysis: Learning outcomes
General learning outcomes
Outline principles that define the sociocultural • level of analysis (for example, the social and cultural
environment influences individual behaviour; we want connectedness with, and a sense of belonging to, others;
we construct our conceptions of the individual and social self).
• Explain how principles that define the sociocultural level of analysis may be demonstrated in research (that is,
theories and/or studies).
• Discuss how and why particular research methods are used at the sociocultural level of analysis (for example,
participant/naturalistic observation, interviews, case studies).
• Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Sociocultural cognition
• Describe the role of situational and dispositional factors in explaining behaviour.
• Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation, self-serving
bias).
• Evaluate social identity theory, making reference to relevant studies.
• Explain the formation of stereotypes and their effect on behaviour.
Social norms
• Explain social learning theory, making reference to two relevant studies.
• Discuss the use of compliance techniques (for example, lowballing, foot-in-the-door, reciprocity).
• Evaluate research on conformity to group norms.
• Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence).
Cultural norms
• Define the terms “culture” and “cultural norms”.
• Examine the role of two cultural dimensions on behaviour (for example, individualism/collectivism, power
distance, uncertainty avoidance, Confucian dynamism, masculinity/femininity).
• Using one or more examples, explain “emic” and “etic” concepts.
Biological Level of Analysis: Learning outcomes
General learning outcomes
• Outline principles that define the biological level of analysis (for example, patterns of behaviour can be
inherited; animal research may inform our understanding of human behaviour; cognitions, emotions and
behaviours are products of the anatomy and physiology of our nervous and endocrine systems).
• Explain how principles that define the biological level of analysis may be demonstrated in research (that is,
theories and/or studies).
• Discuss how and why particular research methods are used at the biological level of analysis (for example,
experiments, observations, correlational studies).
• Discuss ethical considerations related to research studies at the biological level of analysis.
IB Higher Level Psychology
Psychology Assessment Item 1: Paper 1 Section A
Task Description
Your IB Higher Level psychology study into Paper 1 will provide you with:
An overview of the key terminology for Biological, cognitive and sociocultural psychology,
Skill building in research studies and writing of short 8 mark responses; and,
Application of knowledge in response to key syllabus outcomes.
The following outcomes can be examined in the Paper 1: Section A exam scheduled for Block Exams and/or term
exams.
Possible Learning outcomes
Sociocultural Level of Analysis: Learning outcomes
General learning outcomes
Outline principles that define the sociocultural • level of analysis (for example, the social and cultural
environment influences individual behaviour; we want connectedness with, and a sense of belonging to, others;
we construct our conceptions of the individual and social self).
• Explain how principles that define the sociocultural level of analysis may be demonstrated in research (that is,
theories and/or studies).
• Discuss how and why particular research methods are used at the sociocultural level of analysis (for example,
participant/naturalistic observation, interviews, case studies).
• Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Sociocultural cognition
• Describe the role of situational and dispositional factors in explaining behaviour.
• Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation, self-serving
bias).
• Evaluate social identity theory, making reference to relevant studies.
• Explain the formation of stereotypes and their effect on behaviour.
Social norms
• Explain social learning theory, making reference to two relevant studies.
• Discuss the use of compliance techniques (for example, lowballing, foot-in-the-door, reciprocity).
• Evaluate research on conformity to group norms.
• Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence).
Cultural norms
• Define the terms “culture” and “cultural norms”.
• Examine the role of two cultural dimensions on behaviour (for example, individualism/collectivism, power
distance, uncertainty avoidance, Confucian dynamism, masculinity/femininity).
• Using one or more examples, explain “emic” and “etic” concepts.
Biological Level of Analysis: Learning outcomes
General learning outcomes
• Outline principles that define the biological level of analysis (for example, patterns of behaviour can be
inherited; animal research may inform our understanding of human behaviour; cognitions, emotions and
behaviours are products of the anatomy and physiology of our nervous and endocrine systems).
• Explain how principles that define the biological level of analysis may be demonstrated in research (that is,
theories and/or studies).
• Discuss how and why particular research methods are used at the biological level of analysis (for example,
experiments, observations, correlational studies).
• Discuss ethical considerations related to research studies at the biological level of analysis.
