Frequently asked questions (FAQs) in psychology
*Items marked with an asterisk were added in 2019
General questions related to the IB Diploma Programme (DP) psychology course
Is the DP Psychology guide (June 2018) the official document detailing what should be
taught or learned and how it will be assessed?
Yes.
The subject guide has four sections:
1.
2.
3.
4.
introduction
syllabus (contains details of the course content with topics to be taught)
assessment (this provides details of the assessment requirements)
appendices.
Please refer to the subject guide website for more details: Psychology guide website.
In addition to the subject guide, there are a number of optional supplementary materials
used to support teachers and students.
Please refer to the teacher support material for psychology for more details: Teacher
support material and videos.
Occasionally, the IB will release clarifications or notifications which may impact teaching
and learning. These are shared through a variety of channels, including as:
• news items on the programme resources centre
• updates on the subject website Psychology website (first assessment 2019)
• DP coordinator notes
• in MyIB Programme Communities pages for psychology: Psychology communities
page.
At the time of publishing these FAQs, the following notifications were available:
Psychology notification February 2018.
Will the subject guide ever be changed?
Like all DP subjects, the Psychology guide is reviewed and updated on a seven to eight-year
curriculum review cycle.
Any interim changes beyond small amendments are unlikely. However, if after the first
assessment of the new course in 2019, it was felt that further clarifications to the guide were
needed to support teaching and learning or the assessment of the course, these would
always be communicated well in advance of any changes being put into effect. Notification
would again be via:
• news items on the programme resource centre
• updates on the subject website
• DP coordinator notes
• In MyIB Programme Communities pages for psychology.
What about teacher workshops?
Workshops prepared specifically for DP psychology teachers are regularly available, both
face-to-face and online. Information relating to these, such as when and where they are
being held and how to register for them, is located on ibo.org (scroll down a little
and click on the “Find workshops” link).
Teachers new to DP psychology should register for category one workshops only (not
category two or three workshops).
What other web-based resources are available?
The IB’s public website is ibo.org and contains supplementary information.
The MyIB Programme Communities site is an “official” IB site. It is monitored and
moderated by several senior, experienced IB Diploma Programme psychology staff and so
responses and information are accurate.
Several unofficial, third-party webpages and social media sites exist. While these may be
useful, they are not monitored by the IB’s staff and so should not be relied on.
Questions related to curriculum content and teaching and learning in psychology
If, having read the guide and teacher support material, I am still unsure about any aspects
of the course, how can I get help?
The MyIB Programme Communities page has a link to the DP psychology’s online
community. It is very likely that your questions may have already been asked by someone
else, so please look through the forum or post your question and others on the forum will
respond. The forum is moderated and monitored by IB staff. Psychology communities
page.
You may also submit questions to the IB through the IB Answers facility. There is a link at
the top of the MyIB Programme Communities page or click here IB Answers.
Must I teach the course in the order that the guide is written?
No, this is up to you. The IB does not tell teachers how to teach the course. Under the
section: Syllabus content, it states:
“The syllabus as provided in this subject guide is not intended to be a teaching order.
Instead it provides detail of what must be covered by the end of the course. A school
should develop a scheme of work that best works for its students. For example, the scheme
of work could be developed to match available resources, to take into account student
prior learning and experience, or in conjunction with other local requirements”.
Exactly what do I have to teach the students?
Frequently asked questions (FAQs) in psychology
*Items marked with an asterisk were added in 2019
Teachers are responsible for teaching students the knowledge and skills related to
psychology as a discipline. The subject and group aims (Link to guide) provide a general
overview of what students should learn, while the material in the guide provides the
content students need to know and apply.
When developing unit plans or lessons, teachers must include all content from the core, the
selected option(s), research methodology, ethics and critical thinking. The following links
take you to the relevant sections of the guide, which indicate all required content (core,
research methods, and options): Syllabus content: core; Syllabus content: options.
Guidance on how to incorporate critical thinking in the teaching of psychology can be
found in the following section: Approaches to teaching and learning in psychology.
If an assessment question asks about social roles, can students respond using gender
identity?
Students may use gender identity when responding to a question on gender roles.
Do I need to teach all the options?
No. At standard level (SL), one of the four options must be covered. At higher level (HL),
the requirement is for two of the four options to be covered. If you teach SL and HL
students together, then it would be normal to teach the same option to both the SL and HL
students, and then choose another for the HL.
How do I decide which option(s) to teach?
This is your decision as a teacher. You may be influenced by your own subject knowledge,
interest areas of your students, available resources, etc. You may also want to check with
other psychology teachers in the school for resources.
How do I teach ethics?
This is your decision as a teacher. You may want to teach ethics as a separate topic, or you
may choose to integrate it throughout your teaching of each area of the curriculum.
However you choose to teach it, please be aware that references to ethical issues must be
explored whenever you use research studies to support teaching and learning. For more
guidance please refer to the following sections of the guide:
• integrating ethics
• ethical guidelines.
The approach to teaching ethics is your choice. However, the focus must be on the
research and practice of psychology. Ethical considerations might include the use of
animals in research or participant protections during research.
How do I teach research methodology?
While research methodology is a topic for HL and is the basis of paper 3, SL students must
also develop an understanding of the research methods used in psychology because
research methodology is a key overall concept. It might be easier to introduce research
methods early in the course and revisit and develop understanding of these as you teach
other aspects of the course and examine research studies. In other words:
• introduce the different methods used in psychology and by psychologists, examining
their strengths, and limitations
• with each study or piece of research you look at, further engage your students in a
discussion of specific research, which might include evaluation of the effectiveness of
the method or an analysis of why that particular method was used.
You may wish to compare the methods used by studies examining similar areas of research
to see how the conclusions made are similar or different. You may choose to examine
research methods based on the three different approaches to behaviour—biological,
cognitive and sociocultural—to identify differences and similarities.
Please refer to the following section of the guide for more guidance:
Approaches to researching behaviour.
Will research methods and ethics be directly assessed in paper 2 or are they optional
critical thinking considerations?
Research methods and ethics are relevant to all topics studied within the core approaches
to understanding behaviour as well as the options. For this reason, students can be directly
assessed on research methods and ethics, which are also critical thinking considerations.
For more guidance, please see the Psychology external assessment clarification guide, which
outlines how research methods and ethics will be assessed in paper 2.
The guide states: “In addition, the options provide the opportunity to explore the different
approaches taken in research and highlight ethical considerations and sensitivities pertinent
to a specific line of inquiry”.
This is then restated in each of the option preambles. See Syllabus content: Options
This means that questions may be set related to ethics and methods within a particular
option.
How does the theory of knowledge (TOK) relate to DP psychology?
TOK is the study of knowledge and how it is acquired. There are several aspects of
psychology which directly relate to TOK, such as memory, thinking and problem-solving
and the different approaches taken in the understanding of behaviour (ways of knowing).
All subject teachers should aim to relate their course to the TOK course when teaching DP
students.
How does international-mindedness relate to the psychology course?
As this is an IB course in psychology, the course content is taught through the lens of
learning about human behaviour throughout the world. This focus fosters the development
of international-mindedness and teachers should strive to ensure their lessons reflect this. It
Frequently asked questions (FAQs) in psychology
*Items marked with an asterisk were added in 2019
is important for teachers to ensure this is referred to throughout the course, perhaps
through critical thinking; when evaluating a study, it could be appropriate to note that the
participants in a study were all from one culture and therefore any conclusions may not
apply to people from other cultures.
I have a student who wants to undertake an experiment for their extended essay, is this
permitted?
This is not permitted. An extended essay in psychology must be based on secondary
sources. For more detailed information on the requirements for an extended essay in
psychology please refer to the relevant section of the extended essay guide. This provides
specific subject information on choice of topic, treatment of topic and interpreting the
assessment criteria for psychology. See Psychology extended essay requirements.
Which textbook is recommended?
The IB does not recommend any particular book. Just as teachers evaluate research studies
as resources in their teaching, teachers should also use textbooks critically.
What does IB mean by research? Does this mean theory or does it mean empirical
studies?
Research means empirical studies; however, it should be noted that research is based on
a theory, which is a set of scientifically acceptable principles used to explain phenomena.
Merriam-Webster (2018).
Research. 2018. In Merriam-Webster.com. 2018. Retrieved August 3, 2018 from
https://www.merriam-webster.com/dictionary/research
Should students use “older” studies, such as Stroop (1935), Bartlett (1932), or Ebbinghaus
(1885)?
Some older studies are still relevant to current behaviour and so can appropriately be used.
Students will need to apply critical thinking skills if using these to demonstrate their
usefulness to the argument they are making. Other older studies may have outlived their
usefulness.
Bartlett, F.C (1932). Remembering: A study in experimental and social psychology. Cambridge
University Press.
Ebbinghaus, H. (1885). Über das Gedchtnis. Untersuchungen zur experimentellen
Psychologie. Leipzig: Duncker & Humblot; the English edition is Ebbinghaus, H.
(1913). Memory. A Contribution to Experimental Psychology. New York: Teachers College,
Columbia University (Reprinted Bristol: Thoemmes Press, 1999). Retrieved from:
https://psychclassics.yorku.ca/Ebbinghaus/wozniak.htm
Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental
Psychology, 18, 643-662.
Can students use online calculators such as those on the Vassar web pages to calculate
statistics?
Yes, they can but it is important that students understand the purpose of the statistical test
and also how to interpret the results of the statistical test. Please note that calculators are
not permitted to be used in the psychology examinations.
Lowery, R. (1998-2018). VassarStats: Website for Statistical Computation.
http://vassarstats.net/. (14 August, 2018).
Must studies be taken from academic journals?
Yes, studies should be selected from peer-reviewed academic journals. Psychology,
perhaps more than any other subject, suffers from popular but inaccurate versions of it,
widely available online. The internet is awash with pop psychology and students should be
advised not to use this material. Newspaper columns, informal articles, weblogs, and
YouTube videos have not been subjected to the peer-review process that articles published
in reputable academic journals have been.
Do I have to access the original academic journal?
There have been several instances of studies being referred to, for example in textbooks,
that have not actually been real studies. To be sure a study is genuine, you should search
for it on the internet (a good tool is Google Scholar) and assess its validity as appropriate
and relevant.
I have noticed that some textbooks refer to “experimental and non-experimental designs”
whereas others use the terms “quantitative and qualitative” when referring to research
methodology; which should I be using with my students?
“Experimental and non-experimental” are two broad categories which include a range of
“quantitative and qualitative” research methods or a mixture of both. The method chosen
will depend on the aims and objectives of the research being undertaken. Please refer to
the following section of the guide for more information: Approaches to researching
behaviour.
Are twin studies, adoption studies, meta-analyses, and longitudinal studies considered
research methods?
Twin, adoption, and longitudinal studies are examples of research designs. Meta-analyses
are a quantitative statistical analysis of several similar experiments or studies for which the
pooled data is tested for statistical significance. The guide provides additional information
about research designs and identifies how twin studies are an example of a matched-pairs
research design (page 38). Experimental and non-experimental are two broad categories
which include a range of quantitative and qualitative research methods or a mixture of
both. The method chosen will depend on the aims and objectives of the research being
undertaken. Please refer to the following section of the guide for more information:
Approaches to researching behaviour.
Frequently asked questions (FAQs) in psychology
*Items marked with an asterisk were added in 2019
Is brain-imaging a research method or a technique?
The “research methods” section (Approaches to researching behaviour) in the guide details
the different research methods for the study of psychology at this level: case studies,
naturalistic observations, interviews, experiments, field experiments, quasi-experiments,
natural experiments, correlations studies.
When studying the brain, “fMRI, MRI, EEG, CAT, PET are the most frequent techniques used
to study the brain”; however, they are not research methods.
Is enculturation the same as socialization?
Enculturation and socialization are closely related terms. Socialization is the process of
human learning and internalizing the rules and patterns of a certain society in which they
live; enculturation is the process by which individuals learn and adopt the ways and manner
of the culture (Matsumoto and Juang, 2008). Matsumoto and Juang differentiated the two
by stating socialization is the process and mechanisms by which people learn the rules of
society while enculturation is the product of the socialization process.
Matsumoto, D. and Juang, L. 2008. Culture and Psychology (fourth edition). Belmont,
California: Thomas Wadsworth.
How do I approach the teaching of the HL extension material in the core syllabus?
Teachers should use the content areas of the HL extension material when teaching material
within the three core topic areas. HL extensions offer students an opportunity to connect
psychology material to current topics in psychology, including: the use of animal research
to understand human behaviour; the exploration of cognitive processing in the digital
world; and the investigation of the influence of globalization on individual behaviour. Using
research from the HL extension in combination with teaching the core content is one
strategy for economizing content and maintaining a balance of research studies needed for
assessments.
Questions related to external assessment
What are command terms?
These are the verbs in an exam question that guide the student in how to answer.
Command terms are grouped by the “assessment objective” (AO1, AO2, and AO3), with
higher level command terms being associated with higher levels of understanding. There is
a glossary of command terms at the back of the subject guide and this explains the
requirement of each command term.
Understanding the different demands of the command terms is very important, as it guides
the response. Engaging students in activities that help to differentiate the demands of
command terms is advisable.
How are the examinations structured?
For SL students there are two examination papers.
Paper 1 has two sections, A and B. Students must answer all questions in section A and one
question from three available in section B.
Paper 2 has three questions for each of the optional areas. Students answer one question
from an option they have studied.
For HL students there are three examination papers.
Paper 1 has two sections, A and B. Students must answer all questions in section A and one
question from three available in section B.
Paper 2 comprises three questions for each of the optional areas. Students must answer
two questions from two options they have studied.
Paper 3 comprises three questions which students must answer.
For more information on the assessment of psychology please refer to the following:
Psychology external assessment clarification guide.
I am concerned about the number of studies that my students must know; is it true that
they should know three studies per content heading?
The course is designed to assess both breadth and depth, and therefore a minimum of one
study is required. However, teachers should use their discretion in terms of adding
material particularly in terms of developing critical thinking which will allow students to
compare and contrast studies. Teachers should also consider the depth to which students
need to demonstrate their understanding of a study. Studies used in paper 1, section A, for
example, only have to be used up to AO2 level. There is no expectation that students
learn three studies for every content heading.
How many studies should be referred to in an examination question?
There is no definitive answer to this, but both short answer questions and extended
response questions should always be supported with at least one study. A question using
the “contrast” command term would obviously require more than one study.
Psychology is evidence-based so it is expected that students will use their knowledge of
research to support their argument. There is no prescription as to which or how many
pieces of research are appropriate for their response. As such it is important that the
research selected is relevant, appropriate and useful in supporting the argument they are
making. One piece of research that is clearly relevant, appropriate and used well is better
than several pieces that repeat the same point over and over.
If an examination question asks about human behaviour and my student supports their
answer with a study on animal research, is this allowed?
Questions that specifically ask for one study related to human behaviour should focus on a
human study in the student response. Animal research may be used as supplementary
Frequently asked questions (FAQs) in psychology
*Items marked with an asterisk were added in 2019
support, but students must clearly and explicitly show how it is linked to human behaviour.
If this link is not made relevant then the inclusion of the study cannot be awarded marks.
Students who are unable to make this explicit link will not be able to achieve in the highest
markband.
Can my students use studies considered “pop psychology” to answer questions?
No, psychology is an academic discipline and therefore research should be peer reviewed.
For example, phrenology would not be considered an appropriate topic. If you are unsure
about a research study you are using and its appropriateness to the discipline of
psychology post a comment on the MyIB Programme Communities pages for psychology
Teachers.
On paper 3 for HL students, how do my students earn the full three marks for question 1?
Identify the research method used and outline two characteristics of the method.
• One mark for correctly naming the research method and up to two marks for outlining
two characteristics of the research method.
Describe the sampling method used in the study.
• One mark for correctly naming the sampling method and up to two marks for
accurately describing at least two characteristics of the method.
Suggest an alternative or additional research method giving one reason for your choice.
• One mark for naming an alternative or additional method and up to two marks for
providing a relevant reason with a rationale for selecting the alternative or additional
method.
On paper 3 for HL students, how do my students earn the full six marks for question 2?
Describe the ethical considerations that were applied in the study and explain if further
ethical considerations could be applied.
• One mark awarded per relevant (described) ethical consideration applied in the study,
up to a maximum of three marks.
• One mark per (explained) ethical consideration that could be applied, up to a
maximum of three marks.
What does it mean to "explain the problem" in criterion A of an extended response
question? On paper 1 for both SL and HL students, all the questions in section B are AO3;
does this mean that they must include research and be able to critically evaluate it in
relation to the question asked?
Students must identify the problem or issue being raised by the question, which they can
do by restating or breaking down the question. Students who go beyond this by explaining
(giving reasons or causes) the problem demonstrate their understanding of the issues or
problems. Yes, in order for students to achieve across the full range of marks available in
the assessment criteria they must make reference to relevant and appropriate research to
support their argument; in addition, this should be dealt with critically. You should share
the assessment criteria for these questions with students so that they understand how
examiners will be awarding marks. Criterion C: use of research to support answer, and
criterion D: critical thinking, are of particular relevance here.
*Criterion I Introduction: Can students earn full marks without providing the details of the
replicated study?
There are no marks awarded for the inclusion of the study being replicated. The focus is on
the theory or model which the student is investigating. When describing the theory/model
it is relevant to give a detailed account, which may include the original study. More
importantly, students must link the theory/model to their investigation by giving a detailed
account with reasons for using the theory/model.
*Criterion I Introduction: Where should students state the independent (IV) and dependent
variables (DV) within the IA report?
The introduction is where students should operationalize the IV and DV within the research
hypothesis (H1) and/or null hypothesis (H0).
*Criterion II Exploration: How would I apply the criteria when students do not include a
materials list but have justified the use of materials?
Students listing materials through their justification will earn marks, as the list alone does
not provide an explanation/justification for its use, as it is just a list.
*There appears to be some overlap between Exploration (Criterion II) and Evaluation
(Criterion IV). Can you please clarify the focus of each criterion?
For Criterion II, Exploration, the focus is on explaining the reason for choosing the design,
sampling technique, the choice of participants, and choice of materials, and how variables
were controlled. An example of the reason for choosing the design would be stated
as: “The independent measures design was chosen because if the participants were to take
part in both conditions of the IV, they would guess the aim.”
For Criterion IV, Evaluation, students need to include strengths and limitations. In this
criterion, a student may unpack their choice of design by stating: “A definite strength of this
design is that participants were less likely to guess the aim of the investigation as well as be
less prone to order effects.” Although it may seem repetitive, the emphasis is
different according to the assessment criteria for each section (Exploration and Evaluation).
Are past examination papers available?
Yes. There are specimen papers and the accompanying markschemes available on the
psychology website: Specimen papers.
Past papers for the May and November sessions with accompanying markschemes become
available to purchase after the first exams in 2019. Your DP Coordinator will have access to
purchasing these.
Questions related to internal assessment
What do students have to do for their internal assessment?
The internal assessment is the same for SL and HL students. It is required that students
investigate a published study, theory or model relevant to their learning in psychology by
conducting an experimental investigation and reporting the findings.
Frequently asked questions (FAQs) in psychology
*Items marked with an asterisk were added in 2019
For more detailed information on the internal assessment please refer to the following
sections of the psychology website:
Internal assessment (IA) details
Teacher support material (TSM): Preparing students for the internal assessment task
Student exemplar IAs
Specific questions may also be posted on the MyIB Programme Communities page for
psychology; this forum allows teachers to share their knowledge and guidance.
Is the IA a group task or does it have to be undertaken individually?
The students must plan and conduct their IA experiment as a group, but after the data has
been collected they must work independently.
Can you explain what you mean by group work for the IA and the parameters for this?
Students are required to work in groups of a minimum of two students and a maximum of
four. Working alone is not permitted. If a school has just one psychology student,
students may choose to collaborate virtually with another student or students in other IB
World Schools. Alternatively, students may work with another student who is not doing DP
psychology but is studying a psychology course from another provider.
Please note, students are not allowed to pool data. For example, if three different groups of
four students are investigating the Stroop effect, students may only use the data collected
from within their own group and not the collection of data across the three groups.
Should my students be completing the IA during class time or out of class time?
As much as possible of the IA should be completed during class time. Twenty hours have
been allocated of the teaching time to facilitate this.
How do I submit my students’ IAs to the IB?
The IA is uploaded to the IB’s online marking system. Your DP coordinator will be able to
advise you on your school’s procedure and internal dates for uploading the IA.
Are there any example IAs that I can take a look at? Can I give these to my students?
There are some exemplar IAs available on the DP psychology website. You can, of course,
use these as a teaching tool with students.
References
Bartlett, F.C (1932). Remembering: A study in experimental and social psychology. Cambridge
University Press.
Ebbinghaus, H. (1885). Über das Gedchtnis. Untersuchungen zur experimentellen Psychologie.
Leipzig: Duncker & Humblot; the English edition is Ebbinghaus, H. (1913). Memory. A
Contribution to Experimental Psychology. New York: Teachers College, Columbia
University (Reprinted Bristol: Thoemmes Press, 1999). Retrieved from:
https://psychclassics.yorku.ca/Ebbinghaus/wozniak.htm
Lowery, R. (1998-2018). VassarStats: Website for Statistical Computation.
http://vassarstats.net/. (14 August, 2018).
Matsumoto, D. and Juang, L. 2008. Culture and Psychology (fourth edition). Belmont,
California: Thomas Wadsworth.
Research. 2018. In Merriam-Webster.com. 2018. Retrieved August 3, 2018 from
https://www.merriam-webster.com/dictionary/research
Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental
Psychology, 18, 643-662.