IB Psychology SL

Locust Valley Central School DistrictLocust Valley Social Studies Department

99 Horse Hollow RoadLocust Valley, New York 11560

Curriculum Writer: John Canavan

Project Supervisor: David J. Ethe, Department Leader

July 2010

The following document outlines the Revised Curriculum in IB Psychology SL.

 

 

Table of Contents

Part 1 Course Description and Objectives Page 3-4

Part 2 Course Breakdown Page 5-13

Part 3 Assessments Page 14

Part 4 Curriculum Map   Page 15-18

Part 5 Internal Assessment Guide Page 19-30

Part 6 Resources Page 31-32

    

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Part 1: Course DescriptionPsychology is most appropriately defined as the systematic study of behavior and experience.  Its historical development, however, has witnessed several difficulties in arriving at a precise clarification of its subject matter and methodological focus.  In the 19th century, psychology began to emerge from its ties with philosophical speculation.  In the 20th century, its main focus was on empirical and scientific research methods.  The current trend is towards a balance of quantitative and qualitative methods.  Without denying its historical links with other fields of inquiry, modern psychology occupies an important position as a meeting ground for both the natural and social sciences.  The variety of current research areas and applications reflects the prominent role of psychology in modern society.

In recent years, great attention has been given to cultural variables to study the diversity of human behavior in a more comprehensive way.  Whatever their background or methodology, psychologists employ rigorous procedures throughout the research process, utilizing their findings for the possible improvement of individual life, as well as for the understanding of social conditions that affect the individual.

Psychology has taken a leading role in the investigation of the relationship between physiological processes and human experience.  For example, recent discoveries in the human genome project have supported current research into the relationship between humans and non-human animals.  Research in each of these areas (the relationship between physiological processes and human experience, and the relationship between humans and non-humans) tends to raise crucial ethical issues, including those associated with determinism and reductionism.  These same concepts are also key considerations within the Diploma Programme.

Despite an apparent emphasis on deterministic, reductionist approaches to understanding human behavior, some psychologists are adopting a more holistic view of what it is to be human.  The rapid increase in globalization and the use of technology calls for greater insights into how individuals interpret meanings, relationships, and health.  Psychology addresses these complex issues so that students can develop a greater understanding of themselves and others.  It offers the opportunity to focus on individuals and societies in the context of a social science, which is an integral part of the Diploma Programme.

 

 

 

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Course Objectives

Upon conclusion of the IB Psychology course, the IB student should meet the following objectives:

a)      Interpret and conduct psychological research to apply the resulting knowledge for the benefit of human beings.

b)      Ensure that ethical practices and responsibilities are implemented in psychological inquiry.

c)      Develop an understanding of the biological, cognitive, and sociocultural influences on human behavior.

d)      Develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and evaluation of psychological theories.

e)      Develop an awareness of how applications of psychology in everyday life are derived from psychological theories.

f)        Develop an appreciation for the eclectic nature of psychology.

g)      Understand and/or use diverse methods of psychological inquiry.

 

 

 

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Part 2: Course Categories

The Biological level of analysis

IntroductionAt the most basic level of analysis, human beings are biological systems. Our cognitions, emotions and behaviors are products of the anatomy and physiology of our nervous and endocrine systems. Over the last few centuries, discoveries have shown that:

• The nature of the nervous system is electrical in part (Galvani)

• Different areas of the brain carry out different functions (Broca)

• Small gaps exist between nerve cells that require the action of chemicals to carry neural transmissions across these gaps

• Hormones play an important role in our psychological functioning

Since the 1960s, with the invention and development of brain imaging technologies (for example, CAT (computerized axial tomography), PET (positron emission tomography), fMRI (functional magnetic resonance imaging)) it has become possible to directly study living brains in action as various tasks are performed, and to correlate specific areas of brain damage with specific changes in a person’s personality or cognitive abilities. Advances in psychopharmacology—the field of medicine that addresses the balance of chemicals in the brain—have led to the development of new medications for problems as diverse as depression, anxiety disorders and Alzheimer’s disease.

After Darwin published his theory of evolution through natural selection, animals came to be studied in order to shed light on human behavior. With the completion of the human genome project, the chimpanzee genome project, and with other species having the full structure of their DNA mapped, the contribution of genes to our cognitions, emotions and behavior is becoming better understood. Behavioral genetics takes the skills of biological analysis used to study the differences between species and applies these skills to studying individual differences in humans. These are the components at the biological level of analysis needed to understand our complex biological system and the psychological functions it supports.

Learning outcomesGeneral learning outcomes• Outline principles that define the biological level of analysis (for example, patterns of behavior can be inherited; animal research may inform our understanding of human behavior; cognitions, emotions and behaviors are products of the anatomy and physiology of our nervous and endocrine systems).

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• 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 behavior• 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 behavior (for example, the effect of noradrenaline on depression).

• Using one or more examples, explain functions of two hormones in human behavior.

• 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 behavior (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 behavior.

Genetics and behavior• With reference to relevant research studies, to what extent does genetic inheritance influence behavior?

• Examine one evolutionary explanation of behavior.

• Discuss ethical considerations in research into genetic influences on behavior.

Cognitive level of analysis

IntroductionAt the second level of analysis, the products of our biological machinery can be seen in our cognitive system, which includes our cognitions, emotions and behaviors.

Around the 1950s psychologists began systematically to explore cognition to further understanding of human behavior. This shift in focus from studying observable behavior to studying mental processes, such as memory and perception, is called “the cognitive revolution”. Cognitive psychologists suggested that humans form internal mental representations that guide behavior, and they developed a range of research methods to study these. In recent years, researchers within social and cultural psychology have used findings from cognitive psychologists to understand how mental processes may be influenced by social and cultural factors.

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Cognitive psychology represents a vast array of research areas including cognitive psychology, cognitive science, cognitive neuropsychology and cognitive neuroscience. Topics such as memory, perception, artificial intelligence, amnesia and social cognition are studied. Cognitive psychologists use traditional research methods (for example, experiments and verbal protocols) but there is an increasing focus on the use of modern technology.

Cognitive psychologists collaborate increasingly with neuroscientists, social psychologists and cultural psychologists in order to explore the complexity of human cognition. This approach is illustrated in the field of cultural and social cognitive neuroscience, indicating the complementary nature of social, cognitive and biological levels of analysis. Research that integrates these three levels can develop more meaningful theories to explain the mechanisms underlying complex behavior and the mind.

Learning outcomesGeneral learning outcomes• Outline principles that define the cognitive level of analysis (for example, mental representations guide behavior, 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 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)?

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• Evaluate one theory of how emotion may affect one cognitive process (for example, state-dependent memory, flashbulb memory, affective filters).

Sociocultural level of analysis

IntroductionAt the third level of analysis, the biological and cognitive systems that make up the individual are embedded in an even larger system of interrelationships with other individuals. At its beginning, psychology largely confined itself to the study of the individual acting alone. As the discipline matured, a few psychologists recognized that human behavior could be fully understood only if the social context in which behavior occurred was also taken into account. This recognition led to many investigations of social influence, that is, how the presence and behavior of one or a few people affect the behavior and attitudes of another individual. It also provided a broader context for exploring topics such as aggression and helping behavior that had largely been regarded as individual personality traits.

Although there has long been an exchange between the sciences of psychology and anthropology, the study of culture has largely been the province of anthropology. Recently, as many societies have become more multicultural, the need to understand the effect of culture on a person’s behavior has risen to a new prominence. Social psychologists saw the need not only to achieve an understanding of the role of culture in human behavior, but also to devise means for alleviating problems that arise from misunderstandings when individuals from different cultures come into contact with each other.

In what appeared to be a contrary movement, as social psychologists turned their attention to exploring the power of culture, other investigators were focusing attention on the biological bases of human social behavior: the role played by genes. These investigators explained important social behaviors as special adaptations to becoming social organisms acquired throughout the course of human evolution. As social psychologists continue to integrate the biological and cultural contributions to social behavior, there is a general consensus in the discipline of psychology that a synthesis of the biological, cognitive and sociocultural levels of analysis holds out the greatest promise of bringing us closer to the goal of more fully understanding the nature of the complex interacting systems that make up the human being.

Learning outcomesGeneral learning outcomesOutline principles that define the sociocultural level of analysis (for example, the social and cultural environment influences individual behavior; we want connectedness with, and a sense of belonging to, others; we construct our conceptions of the individual and social self).

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• 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 behavior.

• 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 behavior.

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 behavior (for example, individualism/collectivism, power distance, uncertainty avoidance, Confucian dynamism, masculinity/femininity).

Abnormal psychology

IntroductionAbnormal psychology focuses on diagnosing, explaining and treating humans suffering from psychological disorders. This option begins with a consideration of normal and abnormal behavior. An understanding of issues related to diagnosis provides a framework for the subsequent study of disorders and therapeutic approaches.

Although there are numerous psychological disorders this option focuses on the following three groups of disorders:

• Anxiety (for example, agoraphobia)

• Affective (for example, depression)

• Eating (for example, bulimia).

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By studying one disorder from two of these groups of disorders, students are encouraged to develop an awareness of the range of psychological disorders. This approach embraces the etiology, symptoms and prevalence of each disorder. As a consequence of this understanding, it is possible to administer effective treatments while at the same time having an appreciation of relevant cultural and gender variations.

Therapeutic approaches to treating disorders may be broadly organized into three groups:

Biomedical therapies (for example, drug therapy)

Individual psychological therapies (for example, systematic desensitization, cognitive restructuring therapy)

Group psychological therapies (for example, encounter groups, family therapy, community based therapy).

Therapies from each of these approaches involve the use of specific techniques that need to be applied appropriately. These approaches should reflect a considerable degree of efficacy and ethical appropriateness to the specific disorder.

Learning outcomesGeneral framework (applicable to all topics in the option)• To what extent do biological, cognitive and sociocultural factors influence abnormal behavior?

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

Concepts and diagnosis• Examine the concepts of normality and abnormality.

• Discuss validity and reliability of diagnosis.

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

Psychological disorders• Describe symptoms and prevalence of one disorder from two of the following groups:

anxiety disorders affective disorders eating disorders

• Analyze etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups:

anxiety disorders affective disorders eating disorders

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• Discuss cultural and gender variations in prevalence of disorders.

Implementing treatment• Examine biomedical, individual and group approaches to treatment.

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

• Discuss the use of eclectic approaches to treatment.

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

Qualitative research in psychology

IntroductionQualitative research takes place in the real world, as opposed to the laboratory, and deals with how people give meaning to their own experiences. It involves research of behavior in a natural setting, and is followed by an attempt to interpret the behavior and the meanings that people have given to their experiences.

Qualitative research strategies include the use of observations, interviews and case studies, among others. These will often involve face to face interactions between researcher and participant where the researcherneeds to be flexible and sensitive to the needs of the social context within which the data is obtained. The data is subsequently analyzed and interpreted. Generally the aim of qualitative research is to allow themes,categories or theories to emerge from the data, rather than to focus narrowly on preconceived ideas or hypotheses.

Sampling methods used in qualitative research are significantly different to those used in quantitative research. Random sampling is not normally used, as generalization of findings to a large population is less important. Purposive sampling is preferred in qualitative research; participants are often selected for their salient features, which are closely tied to the research aim.

The number of participants used in qualitative studies is often small and may, in some cases, be limited to a single individual. Qualitative research normally deals with few participants since its great value lies in understanding the in depth experiences and feelings of individuals. Psychologists have learned much from the qualitative research that they currently employ and continue to develop, including the notion that it ispossible, with considerable care, to offer a limited degree of generalization from their findings.

The qualitative approach needs to be transparent in the description of the methods that it uses since this adds to its credibility. Credibility improves when researchers are reflexive; they attempt to make readers of their research aware of their own potential researcher bias. In addition, it should be acknowledged that participants in the research may change

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their minds as the research proceeds. The methods used to produce data and the manner of analysis can and do influence research findings.

Particularly for those who are new to qualitative research, it is imperative to be able to tolerate a degree of uncertainty. Human behavior is frequently complex; the meaning of similar experiences may be interpreted differently by individuals. For example, chronic injury may have a devastating effect upon elite athletes and their immediate family members since it may involve the end of a playing career and a substantial fall of income; but for others, the same injury may offer an opportunity to retire gracefully from the continual demands of their sport and to start a new career in a different area.

It is important for students to realize that qualitative and quantitative research complement each other. Each is suited to investigating different aspects of behavior and should be used appropriately.

Learning outcomesTheory and practice in qualitative research• Distinguish between qualitative and quantitative data.

• Explain strengths and limitations of a qualitative approach to research.

• To what extent can findings be generalized from qualitative studies?

• Discuss ethical considerations in qualitative research.

• Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).

• Explain effects of participant expectations and researcher bias in qualitative research.

• Explain the importance of credibility in qualitative research.

• Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.

• Explain reflexivity in qualitative research.

Interviews• Evaluate semi structured, focus group and narrative interviews.

• Discuss considerations involved before, during and after an interview (for example, sampling method, data recording, traditional versus postmodern transcription, debriefing).

• Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.

Observations• Evaluate participant, non-participant, naturalistic, overt and covert observations.

• Discuss considerations involved in setting up and carrying out an observation (for example, audience effect, Hawthorne effect, disclosure).

• Discuss how researchers analyze data obtained in observational research.

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• Evaluate the use of case studies in research.

• Explain how a case study could be used to investigate a problem in an organization or group (for example, a football team, a school, a family).

• Discuss the extent to which findings can be generalized from a single case study.

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Part 3: Assessment

IB Internal Assessment (20%)

By the conclusion of the course, IB Psychology SL students will have completed a major research paper (internal assessment) based on an experimental study that students have spent 15 hours completing. The final draft of the Internal Assessment (20%) will be completed during the second semester of the course.  The Internal Assessment will be assessed by the teacher and externally moderated.

IB External Assessment (80%)

During the IB Psychology SL course, the candidate will complete a two-part final examination.  Paper 1 (50%) is divided into two sections which students will be given two hours to complete.  In Section A, students will be required to answer three compulsory short-answer questions, one on each perspective. In Section B of Paper 1, students will be required to answer one question of their choice from three extended response questions.

 

Paper 2 (30%) consists of 21 questions on the seven options, three on each option.  Students will be required to answer only one question within one hour.

 

Non-IB Assessment

Objective examinations Essay writing and revisions based on IB markbands Roundtable discussions Debates Historical investigation and analysis projects Role play of therapy sessions Critical analysis of empirical studies

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Part 4: Curriculum Map

Unit 1: What is Psychology?

Qualitative Research in Psychology

Length: 8-10 days

Length: 10 days

Psychology, the scientific study of behavior

History of psychology General overview of

research methods

Qualitative versus quantitative data

Ethical considerations in psychological research

Interviews Field experiments Laboratory experiments Case Studies Observations

Unit 2: The Biological Perspective

Length: 30 days History of the perspective

Basic assumptions of the perspective

Popular research methods of the perspective

Strengths and limitations of the perspective

Applications of the perspective

Contributions to the scientific study of behavior

Topics: Localization of function Root cause of aggression Influence of genetics Influence of hormones Brain Chemistry

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Evolution Impact of technology The influence of cognitive

and sociocultural factors

UNIT 3: The Cognitive Perspective

Length: 30 days History of the perspective

Basic assumptions of the perspective

Popular research methods of the perspective

Strengths and limitations of the perspective

Applications of the perspective

Contributions to the scientific study of behavior

Topics: Latent Learning Cognitive maps Schemas Intelligence Memory Perception The influence of biological

and sociocultural factors

UNIT 4 : The Sociocultural Perspective

Length: 30 days

History of the perspective Basic assumptions of the

perspective Popular research methods

of the perspective Strengths and limitations

of the perspective Applications of the

perspective Contributions to the

scientific study of behavior

Topics:16

Attributions Social identity theory Stereotypes The Social learning theory Root cause of aggression Conformity Cultural norms

UNIT 5: Abnormal Psychology

Length: 30 days

Models and approaches to dysfunctional behavior

Classification Systems Cultural implications of

dysfunctional behavior Treatment options (from

differing perspectives) Gender implications of

dysfunctional behavior Etiologies, prevalence and

treatments for the following types of disorders:

-anxiety disorders-affective disorders-eating disorders

UNIT 6: Simple Experimental Study (IB Internal Assessment)

Length: 15 days

The teacher should plan for roughly 15 days from November to March to pause from curriculum instruction and devote this time to the internal assessment. During these 15 days, the teacher must explain aspects of the study, enable students to choose a study to replicate, conduct the experiment and write up their report. It is

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recommended that these 15 days are not given consecutively but rather broken up over a 4 month period.

Part 5: Internal Assessment Guide

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INTERNAL ASSESSMENT

PSYCHOLOGY SL

RESEARCH GUIDE

* * * * * * * * * * * * * * * * * *

LOCUST VALLEY HIGH SCHOOL

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RESEARCH PROJECT FOR IB PSYCHOLOGY

Students in IB Psychology are required to design, carryout, analyze and report on one research study as part of this course. The study is to be a simple experimental study. This study must be simple enough not to require the use of inferential statistics.

Students are required to submit a written report of their study. The word limit must be between 1000 words as a minimum and 1500 words as a maximum. Exceeding or not attaining this limit will cause penalties in grading. This word limit does not include supplementary information such as title page, abstract, references, and appendices.

Selecting a Study

Students are to do a partial replication of a study, but are encouraged to initiate discussions with the instructor prior to beginning any actual work. You may work individually, in pairs, triads, or groups of four in gathering data, but each member of a group must submit their own written report of the study. If groups are working on similar hypotheses, data may be pooled before submission of that information to the instructor.

The accepted method of accomplishing this study is to partially replicate a classic study in psychology. This means that students are to take a classic study and modify that study to fit their own abilities.

The ReportThe written report must take the following format. TITLE PAGE

Title. Student Name. Course Title. Date, month and year of submission. Word count.

ABSTRACT Summary of aims. Summary of methods. Summary of results. Conclusion.

INTRODUCTION Aim of the study. Identification and explanation of study being done.

METHODS Design: justification of use of this research design, controls used,

ethical considerations, identification of independent and dependent variables.

Participants: characteristics of the target population, how sampling was accomplished.

Materials: a list of materials used, reference to copies of material in appendices.

Procedures: listed in sufficient detail to allow full replication by others.

RESULTS Graphs or tables where appropriate (may be computer generated)

that indicate data collected. Interpretation of descriptive statistics, include both measures of

central tendency and measures of discrepancy. DISCUSSION

Discussion of results. Linking of results to study being replicated. Identification of strengths and limits of this methodology and this

study in particular. Suggestions for modification and further research.

REFERENCES Works cited within the report

APPENDICES Supplementary information. One copy of the measurement instrument used (if necessary). Copy of standardized instructions given to participants and

debriefing notes.

The report must be word processed or typed. Pages should be numbered throughout, beginning with the introduction. The past tense should be used in your writing. That is, an impersonal tone should be adopted. Rather than saying, “I found out that . . .”, you should state, “It was observed that . . .”. You should refer to yourself as “the researcher” and the people who provide you with data as your “participants”.

Particulars of each section

TITLE PAGEThe title should given a clear indication of what is contained and what is being investigated. A title such as “Memory Experiment” is insufficient. The best method is to analyze your hypothesis and include reference as to the variables you are investigating.

Example: An experiment to investigate the effects of category headings on later recall of a list of words.

ABSTRACTAn abstract is a summation of the whole investigation. Therefore it must be concise, clear, explicit, but relatively brief. A rule of thumb is between 100 and 200 words.

INTRODUCTION21

This is designed to do three things. The first is to discuss the aim or purpose of your study. Secondly, follow with a summary of the theory being investigated, and/or the study being replicated. In cases of a replicated study, you should identify and explain the study this is being replicated. Remember to include the name(s) of researchers and the dates that the research was undertaken.

METHODIn this section, you must provide an account of how you conducted your investigation. This should provide sufficient information for someone reading your report to be able to exactly replicate your research.

This section has four main subsections. Please use these subheadings. Design

State what method of investigation you used and why that was appropriate. Explain any controls that you used, what ethical considerations were taken, and clearly identify the independent and dependent variables. ParticipantsGive details about the number, age, and gender of your participants. How did you obtain your sample, and how participants were invited to join the investigation? You should also mention the target population of the study, and complete this by discussing how participants were assigned to group. A sample of 15-20 participants is sufficient. Apparatus/MaterialsYou should include a full list of all materials you used. A sample of materials (e.g. a clean copy of your interview schedule, or testing apparatus, etc.) should be included in your appendix. This section should direct the reader to that information. Basic materials such as tables, chairs, papers and pencils need not be listed. ProcedureThis is the detailed account of what you actually did. Describe the procedure in chronological order. Make your account as clear and concise as possible so that someone reading your instructions could go away and duplicate the research. Remember to state that you used standardized instructions, and explain how you debriefed participants afterwards. This shows that you treated participants in an ethical manner. Indicate where the appendix that the reader may find copies of your standardized instructions and debriefing notes.

RESULTSThe purpose of this section is to make clear to the reader what your raw data has revealed. The results section has two subsections:

1. A written description and interpretation of results, including the use of descriptive statistics.

2. Graph or tables indicating what the results indicate. All tables or graphs must have an appropriate heading or title. These may be computer generated. Graphs must have both axes labeled. Do not

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produce graphs showing each individual participant’s scores. Graphs or tables should be summaries or grouped data to illustrate an overall trend.

ANALYSIS OF RESULTS/DISCUSSIONYou should do the following in this section.1. Discuss the results of your study and its relation to the studies cited in

the introduction.2. Discuss the strengths and limitations of the method of study. You

might identify any factors and influenced your final outcome, especially those that were out of your control. After identifying problems, you should suggest ways to remedy them for future research. Many times even though your research supported the hypothesis, the methodology may have included flaws and lead to this result.

3. Suggest modifications of the study that may clarify the issues, and make suggestions for further areas of related investigations that might shed more light on this topic.

CONCLUSIONYou should end with a brief conclusion summarizes the results of the experiment.

REFERENCESYou must give details of all references used in your report. The preferred method is the APA Style. Any works cited in the report or quotations used must be referenced here. References must be alphabetical by author in the following format:

Author’s surname, first initial, (Year of publication). Title of Publication. Place of Publication: Name of Publisher.

APPENDICESThis includes all information that was inappropriate for the body of the report, but that helps the reader to interpret your work. This should include:

Supplementary information such as numerical raw data in tables, and statistical calculation.

One copy of the measurement instrument(s) used. A copy of standardized instructions to participants and debriefing

notes. Appendices are numbered consecutively, using lower case Roman

numerals.

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ASSESSMENT CRITERIA

The Report is judged against seven criteria:

A. IntroductionThe aim should be clearly stated; with the study being replicated clearly identified and explained. (10%)

B. Method: DesignThe independent and dependent variables are clearly and accurately identified. The design is justified. Ethical guidelines are discussed and followed. (10%)

C. Method: ParticipantsThe characteristics of the target population are identified. The sample is selected using an appropriated method, and the placement of participants into groups is correctly done. (10%)

D. Method: ProcedureThe procedure is clearly described and easily replicable. (10%)

E. ResultsThe results are clearly stated and accurate. Graphs are accurate and clear. (20%)

F. DiscussionThe discussion of results is fully developed, and the study being replicated is restated. The strengths and limitations of the study are clearly identified. Modifications and/or improvements of the study are suggested. The conclusion is appropriate and well balanced. (30%)

G. PresentationThe report is in the correct format. The word limit is adhered to. Psychological terminology is used correctly. All references are cited in the appropriate format. (10%)Spelling, grammar and mechanics reflect current usage. (20%)

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PROCEDURAL TIMELINE

Date Due Requirement

November 30 Topic Selection (10 points)

December 10 Rough draft of the Introduction Section is due. (20 points)

December 22 Rough draft of the Methods Section is due. (20 points)

January 14 Rough draft of your Results Section is due. (20 points)

January 21 Rough draft of your Discussion Section is due. (20 points)

February 12 Final report is due. (100 points)

PARTICIPANT CONSENT FORMLOCUST VALLEY HIGH SCHOOL

IB PSYCHOLOGY

I have been informed about the nature of the research.

I understand that I have the right to withdraw from the research at any time, and that any information/data about me will remain confidential.

My anonymity will be protected, as my name will not be identifiable.

The research will be conducted so that I will not be demeaned in any way.

I will be debriefed at the end, and have the opportunity to find out

the results at a later date.

I give my informed consent to participating in this research.

Name:________________________________________________________

Date:_________________________________________________________

For participants ages 16 or under, parental approval must be provided.

Parent:________________________________________________________

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The reportEvery student must produce a written report using the following format.

Standard levelTitle page •Title

•Student name and number•Subject and level•Date, month and year of submission

Abstract •Summary of aims•Summary of methods•Summary of results•Conclusion

Introduction

•Aim•Identification and explanation of study being replicated

Method •Design: type and justification of design, controls, ethical considerations, identification of variables•Participants: characteristics of target population, sampling techniques•Materials: list of materials used, reference to copies in appendices•Procedures: itemized in sufficient detail to allow full replication

Results •Interpretation of descriptive statistics•Graphs/tables where appropriate (may be computer generated)

Discussion •Discussion of results•Linking of results to study being replicated•Identification of strengths and limitations of the methodology•Suggestions for modification and further research

References

•Works cited within the report

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Appendices

•Supplementary information•One copy of instrument(s) used•Copy of standardized instructions and debriefing notes•Informed consent form

Words 1,000-1,500Marks 20

SL Internal Assessment Criteria

The simple experimental study is assessed against seven criteria that are related to the objectives for the psychology course and the sections of the report.

Criterion A Introduction 2 marks

Criterion B Method: design 2 marks

Criterion C Method: participants 2 marks

Criterion D Method: procedure 2 marks

Criterion E Results 4 marks

Criterion F Discussion 6 marks

Criterion G Presentation 2 marks

Total 20 marks

A IntroductionMarkband

0 There is no introduction or it is irrelevant.

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1 The aim of the student’s study is imprecise, or the study being replicated is identified but not explained.

2 The aim of the student’s study is clearly stated and the study being replicated is clearly identified and explained.

B Method: DesignMarkband

0 The independent and dependent variables are not identified or they are irrelevant. The psychology course ethical guidelines are not followed.

1 The independent and dependent variables are accurately identified. The design is appropriate but unjustified. There is evidence that the psychology course ethical guidelines are followed.

2 The independent and dependent variables are accurately identified. The design is appropriate and justified. There is evidence that the psychology course ethical guidelines are followed.

C Method: ParticipantsMarkband

0 No relevant characteristics of the target population are identified and no relevant sampling technique is identified or justified.

1 Some characteristics of the target population are identified but not all are relevant. The sample is selected using an appropriate method but the method is not justified.

2 The characteristics of the target population are identified. The sample is selected using an appropriate method and the method is justified.

D Method: ProcedureMarkband

0 No relevant procedure is presented.

1 The procedure is relevant but it is not clearly described and is not easily replicable.

2 The procedure is relevant, clearly described and is easily replicable.

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E ResultsMarkband

0 There are no results, or they are irrelevant to the aims.

1-2 Results are stated and accurate. Graphs are not sufficiently accurate or clear.

3-4 Results are clearly stated and accurate. Graphs are accurate and clear.

F DiscussionMarkband

0 There is no discussion or it is irrelevant.

1-2 The discussion of the results, in light of the study being replicated, is very superficial. The strengths and limitations are not always accurately identified. There is no conclusion drawn and modifications are suggested.

3-5 The discussion of the results, in light of the study being replicated, is not fully developed. Not all the strengths and limitations have been accurately identified. The conclusion is appropriate and some modifications are suggested.

6 The discussion of the results, in light of the study being replicated, is fully developed. The strengths and limitations of the study are clearly identified. The conclusion is appropriate and well balanced and modifications and/or improvements are suggested for further research.

G PresentationMarkband0 The report is not written the word limit of 1,000-1,500 words and/or no

references are provided.

1 The report is within the word limit of 1,000-1,500 words. However, the report is not in the required format or the references are incomplete, or one standard method of listing references is not used consistently.

2 The report is in the correct format and within the word limit of 1,000-1,500 words. References are provided using one standard method of listing references consistently.

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Part 6: Resources 

Books

Suggested textbook:

John Crane and Jette Hannibal. IB Psychology Course Companion: International Baccalaureate Diploma Programme (2009).

Supplementary Books:  

American Psychiatric Association, Quick Reference to the Diagnostic Criteria from DSM-IV-TR (2000).

American Psychiatric Association, Publication Manual of the American Psychological Association (2001).

LT Benjamin, Activities for the Teaching of Psychology (1982).

LT Benjamin, Handbook for the Teaching of Psychology (1994).

R. Hock, Forty Studies That Changed Psychology (2002)

 

 

 

Video/Film

Public Broadcasting Service (PBS) series: Discovering Psychology (available online)

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Awakenings (1990)

A Beautiful Mind (2001)

 

 

Internet Sites

 

http://www.apa.org/

http://www.psychologicalscience.org/ 

http://www.counseling.org/enews/

http://www.indiana.edu/~intell/hottopics.html 

http://www.psychwatch.com/ 

http://nobelprize.org/educational/medicine/split-brain/

http://www.apa.org/ethics/

http://www.apa.org/ethics/code.html

 

 

 

 

 

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