IB+Psychology+Levels+of+Analysis


 * **Biological**

= **level** = = **of** = = **analysis** =

|| ===**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.

**Physiology and behaviour**
• **Explain** one study related to localization of function in the brain // (for example, Wernicke, Broca, Gazzaniga and Sperry) //. • **Using one or more examples, explain** effects of neurotransmission on human behaviour // (for example, the effect of noradrenaline on depression) //. • **Using one or more examples, explain** functions of two hormones in human behaviour. • **Discuss** two effects of the environment on physiological processes // (for example, effects of jet lag on bodily rhythms, effects of deprivation on neuroplasticity, effects of environmental stressors on reproductive // // mechanisms) //. • **Examine** one interaction between cognition and physiology in terms of behaviour // (for example, agnosia, anosognosia, prosapagnosia, amnesia) //. Evaluate two relevant studies. • **Discuss** the use of brain imaging technologies // (for example, CAT, PET, fMRI) // in investigating the relationship between biological factors and behaviour.

**Genetics and behaviour**
• **With reference to relevant research studies**, **to what extent** does genetic inheritance influence behaviour? • **Examine** one evolutionary explanation of behaviour. • **Discuss** ethical considerations in research into genetic influences on behavior. i i || **level** **of** **analysis** || **Learning outcomes** • **Outline** principles that define the cognitive level of analysis // (for example, mental representations guide behaviour, mental processes can be scientifically investigated) //. • **Explain** how principles that define the cognitive 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 cognitive level of analysis // (for example, experiments, observations, interviews) //. • **Discuss** ethical considerations related to research studies at the cognitive level of analysis.
 * **Cognitive**

**Cognitive processes**
• **Evaluate** schema theory with reference to research studies. • **Evaluate** two models or theories of one cognitive process // (for example, memory, perception, language, decision ////‑//// making) // with reference to research studies. • **Explain** how biological factors may affect one cognitive process // (for example, Alzheimer’s disease, brain damage, sleep deprivation) //. • **Discuss** how social or cultural factors affect one cognitive process // (for example, education, carpentered-world hypothesis, effect of video games on attention) //. • **With reference to relevant research studies, to what extent** is one cognitive process reliable // (for example,reconstructive memory, perception/visual illusions, decision ////‑//// making/heuristics) // ? • **Discuss** the use of technology in investigating cognitive processes // (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision ////‑//// making research) //.

**Cognition and emotion**
• **To what extent** do cognitive and biological factors interact in emotion // (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal) // ? • **Evaluate** one theory of how emotion may affect one cognitive process // (for example, state-dependent // // memory, flashbulb memory, affective filters) //. i i || **level** **of** **analysis** || ===**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**

**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. ||