UniGeniusIB Psychology

Course map

Content: the three approaches and research methodology

  • The biological approach: the brainSL and HL: Paper 1, Section A; Paper 1, Section B; Paper 1, Section C
    • Explain localization of function and its limits, and neuroplasticity
    • Explain neurotransmission and how it informs treatment
    • Judge the value of brain imaging techniques
    LessonPractice
  • The biological approach: chemical messengers, genes and animalsSL and HL: Paper 1, Section A; Paper 1, Section B; Paper 1, Section C
    • Explain the role of hormones and neurotransmitters in behaviour
    • Judge the extent to which behaviour is inherited, and the diathesis-stress model
    • Weigh animal research and biological reductionism
    LessonPractice
  • The cognitive approach: schemas, models and cognitive loadSL and HL: Paper 1, Section A; Paper 1, Section B; Paper 1, Section C
    • Explain schema theory and its role in memory and perception
    • Explain cognitive models of a process, such as the multi-store and working memory models
    • Apply cognitive load theory
    LessonPractice
  • The cognitive approach: dual processing, biases and conditioningSL and HL: Paper 1, Section A; Paper 1, Section B; Paper 1, Section C
    • Explain dual processing theory, anchoring bias and confirmation bias
    • Explain classical and operant conditioning
    • Apply each to an example of behaviour
    LessonPractice
  • The sociocultural approach: social identity, social learning and influenceSL and HL: Paper 1, Section A; Paper 1, Section B; Paper 1, Section C
    • Explain social identity theory and social learning theory
    • Explain conformity and compliance techniques
    • Apply each to an example of group behaviour
    LessonPractice
  • The sociocultural approach: culture, enculturation and acculturationSL and HL: Paper 1, Section A; Paper 1, Section B; Paper 1, Section C
    • Explain cultural dimensions, enculturation and acculturation
    • Distinguish emic and etic approaches and Indigenous perspectives
    • Apply each to an example of behaviour
    LessonPractice
  • Research methodology: methods, sampling and qualitySL and HL: Paper 1, Section A; Paper 2
    • Distinguish experiments, observations, surveys, interviews, correlational studies and case studies
    • Weigh the five sampling techniques
    • Judge reliability, validity, credibility and transferability
    LessonPractice
  • The six concepts and research ethicsSL and HL: Paper 1, Section C; Paper 2
    • Use bias, causality, change, measurement, perspective and responsibility to analyse research
    • Apply ethical considerations to research with humans and animals
    • Link concepts in an argument
    LessonPractice

Contexts

  • Health and well-being: mental health disordersSL and HL: Paper 1, Section B; Paper 1, Section C
    • Explain biological, cognitive and environmental explanations of major depressive disorder
    • Explain cultural differences in prevalence and approaches to mental health
    • Judge biological and psychological treatments
    LessonPractice
  • Health and well-being: health problems, stress and preventionSL and HL: Paper 1, Section B; Paper 1, Section C
    • Explain changes and differences in the prevalence of a health problem
    • Explain the role of stress and social learning in health problems
    • Judge prevention and treatment strategies
    LessonPractice
  • Human development: brain, models and theory of mindSL and HL: Paper 1, Section B; Paper 1, Section C
    • Explain the role of brain maturation, critical periods and neuroplasticity
    • Compare stage theories and continuous models of development
    • Explain theory of mind and sociocultural factors in development
    LessonPractice
  • Human development: the development of selfSL and HL: Paper 1, Section B; Paper 1, Section C
    • Explain the role of attachment in the development of self
    • Explain enculturation of social norms and peer influence
    • Judge the role of childhood experiences
    LessonPractice
  • Human relationships: group behaviourSL and HL: Paper 1, Section B; Paper 1, Section C
    • Apply acculturation strategies, conformity and compliance techniques
    • Apply social identity theory and social learning theory to change group behaviour
    • Use cultural dimensions to explain group behaviour
    LessonPractice
  • Human relationships: interpersonal relationshipsSL and HL: Paper 1, Section B; Paper 1, Section C
    • Explain chemical messengers and cognitive explanations of relationships
    • Explain the role of communication in relationships
    • Judge strategies for improving relationships
    LessonPractice
  • Learning and cognition: thinking and learningSL and HL: Paper 1, Section B; Paper 1, Section C
    • Explain cognitive biases and the dual processing model in decision-making
    • Apply classical and operant conditioning and social learning theory to change behaviour
    • Explain the role of schemas in cognition
    LessonPractice
  • Learning and cognition: memory as a cognitive processSL and HL: Paper 1, Section B; Paper 1, Section C
    • Compare two cognitive models of memory
    • Explain biological, cultural and environmental factors in memory
    • Judge strategies to improve memory
    LessonPractice

Class practicals and research

  • The four class practicals: interview, observation, survey and experimentSL and HL: Paper 2
    • Know the design of each class practical and its minimum sample
    • Compare and contrast research methods
    • Design a study with an appropriate method, sample and ethics
    LessonPractice
  • Evaluating an unseen study with the conceptsSL and HL: Paper 2
    • Evaluate a research study using two or more concepts
    • Refer specifically and effectively to the study
    • Argue to a reasoned conclusion
    LessonPractice

HL extensions and data analysis

  • HL extension: cultureHL only: Paper 3
    • Explain the role of culture in shaping behaviour across the four contexts
    • Recognise the ecological fallacy and imposed etic bias
    • Interpret cultural research data
    LessonPractice
  • HL extension: motivationHL only: Paper 3
    • Distinguish primary and secondary motives and intrinsic and extrinsic motivation
    • Explain self-determination theory
    • Interpret motivation research data
    LessonPractice
  • HL extension: technologyHL only: Paper 3
    • Explain how technology shapes behaviour in each context
    • Recognise sampling, publication and confirmation biases in technology research
    • Interpret technology research data
    LessonPractice
  • HL data analysis and interpretationHL only: Paper 3
    • Interpret graphs and tables and state conclusions
    • Discuss credibility, bias and transferability in qualitative research
    • Synthesise several sources to judge a claim
    LessonPractice

IB Diploma Programme Psychology, SL and HL. The internal assessment, a research proposal, is not practised here.

Independent preparation for IB Diploma Programme Psychology. Not affiliated with or endorsed by the International Baccalaureate Organization.

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