IB Psychology
Discipline Specific Vocabulary
Brief Course Description
Psychology Course Description
The purpose of the course is to introduce students to the scientific
investigation of behavior and mental processes in humans and other animals.
The study of the biological level of analysis, the cognitive level of analysis and
the socio-cultural level of analysis comprises the core of the psychological
course. The levels of analysis approach reflects a modern trend in psychology
towards integration and demonstrates how explanations offered by each of
the 3 levels of analysis complement one another and together provide more
complete and satisfactory explanations of behavior. The 5 options have been
chosen to reflect developing fields in psychology. Teachers are advised to
integrate the options with the study of the core levels of analysis wherever
possible.
Course Essential Questions
How do psychologists investigate the relationship between biology and
behavior?
How do humans think, communicate and solve problems?
How does society and culture influence our thinking and behavior?
How do we develop into unique individuals?
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
1.
2.
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4.
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24.
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27.
28.
Attitude
Behavior
Cognition
Conformity
Consciousness
Correlation
Development
Emotion
Etiology
Ethics
Evolution
Intelligence
Learning
Memory
Mental illness
Motivation
Nature vs. nurture
Nervous System
Perception
Psychotherapy
Psychoactive drugs
Psychological disorder
Research-descriptive and experimental
Sample
Schema
Sensation
Social-cultural
Theory
IB Psychology
IB Psychology Course Units
PART 1: CORE
1. Biology
Understand the relationship between biology and behavior.
Concept(s): structure, roles, system, genetics, evolution, organization, interpretation, theory, addiction, stages
2. Cognition
Understand how conditioning, learning, and cognition affect behavior.
Concept(s): Learning, Behavior, perspective, cognition, theory, alteration, change
3. Sociocultural
Understand how interaction with others influences thoughts, feelings, perceptions, and behaviors.
Concept(s): obedience, conformity, compliance, polarization, norms
PART 2: OPTIONS (choose 2 in HL, 1 in SL)
1. Human Development
Understand how and why people change throughout the lifespan in the way they behave, think, and relate to others.
Concept(s): Nature, Nurture, identity, attachment, adolescence, stages, growth, development
2. Abnormal Psychology
Understand how psychological disorders are diagnosed, explained, and treated.
Concept(s): normal, abnormal, anxiety, affective, & eating disorders
3. Health Psychology
Understand the extent biological, cognitive, and sociocultural factors influence health.
Concept(s): stress, stressors, substance abuse, addictive behavior, obesity, health promotion
4. Psychology of Human Relationships
Understand the extent biological, cognitive, and sociocultural factors influence human relationships
Concept(s): social responsibility, altruism, prosocial behavior, interpersonal relationships, violence
5. Sport Psychology
Understand the extent biological, cognitive, and sociocultural factors influence behavior in sport.
Concept(s): emotion, motivation, skill development, performance, drug use in sport
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
PART 3: QUALITATIVE RESEARCH METHODOLOGY (HL ONLY!!!)
1. Qualitative research in Psychology
Understand how qualitative research is used to interpret behavior and the meanings people give to their own experiences.
Concept(s): qualitative vs. quantitative, generalization, ethics, interviews, observations, case studies, content analysis
Part 1 CORE (for Paper 1 in SL and HL)
Unit 1: Biological Level of Analysis
Essential Questions
1. How does brain chemistry and structure influence behavior?
2. How does genetic inheritance influence behavior?
General learning outcomes:
1. 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).
2. Explain how principles that define the biological level of analysis may be demonstrated in research (that is, theories and/or
studies).
3. Discuss how and why particular research methods are used at the biological level of analysis (for example, experiments,
observations, correlational studies).
4. Discuss ethical considerations related to research studies at the biological level of analysis.
Physiology and behavior learning outcomes:
1. Explain one study related to localization of function in the brain (for example, Wernicke, Broca,
2. Gazzaniga and Sperry).
3. Using one or more examples, explain effects of neurotransmission on human behavior (for example, the effect of noradrenaline on
depression).
4. Using one or more examples, explain functions of two hormones in human behavior.
5. 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).
6. Examine one interaction between cognition and physiology in terms of behavior (for example, agnosia, anosognosia,
prosapagnosia, amnesia). Evaluate two relevant studies.
7. Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological
factors and behavior.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Genetics and behavior learning outcomes:
1. With reference to relevant research studies, to what extent does genetic inheritance influence behavior?
2. Examine one evolutionary explanation of behavior.
3. Discuss ethical considerations in research into genetic influences on behavior.
Unit 1: Biological Level of Analysis Vocabulary
Aphasia
Axon
Brain Imaging Techniques
Brainstem
Cerebral Cortex
CNS
Corpus Callosum
Dendrites
Endocrine System
Frontal Lobe
Glands
Hormones
Interneurons
Limbic System
Motor Neuron
Myelin Sheath
Neuron
Neurotransmitters
Unit 1: Biological Level of Analysis Activities
1. Create a brain diagram or brain mobile
2. Conduct a class demonstration of the nervous system by holding hands to send signals
3. Watch baby/teen brain videos – PBS
4. Create a Play-Doh Brain
5. Perform neurotransmitter skits
6. Watch Phineas Gage Video Clip or read an article about his story
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Occipital Lobe
Parietal Lobe
Plasticity
PNS
Reflex Arc
Sensory Neuron
Split Brain
Synapse
Temporal Lobe
IB Psychology
R1/ R10
•
W2
•
•
http://www.edmondschools.net/Port
als/3/docs/Terri_McGill/READMORE%20EXPERIENCE.pdf
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Select from the reading the most
significant and relevant facts,
details, and examples.
•
•
Rathus, S. A. (2007). Psychology
Principles in Practice. Austin,
Texas: Holt, Rinehart and Winston.
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
Suggested Readings:
•
W1
•
Case Studies and Other True
Stories: Is Phineas Gage Still the
Same Man? (p65) Myers, D.
(2007).
•
Myers, D. (2007). Psychology. (8th
ed.). New York, NY: Worth
Publishers. Phineas Gage Case
Study (Association Areas pp79-80)
Unit 1: Biological Level of Analysis Unit Summative Assessment
Biological Level of Analysis Assessment
 Sample Paper 1 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a
multiple choice format.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 2 Cognitive Level of Analysis
Essential Question
1. How do organisms remember, think, solve problems and communicate?
General learning outcomes
1. Outline principles that define the cognitive level of analysis (for example, mental representations guide behavior, mental
processes can be scientifically investigated).
2. Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or
studies)
3. Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments,
observations, interviews).
4. Discuss ethical considerations related to research studies at the cognitive level of analysis.
Cognitive processes learning outcomes
1. Evaluate schema theory with reference to research studies.
2. Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision-making) with
reference to research studies.
3. Explain how biological factors may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep
deprivation).
4. Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered-world hypothesis, effect
of video games on attention).
5. With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive
memory, perception/visual illusions, decision-making/heuristics)?
6. 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 learning outcomes
1. To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’
theory of appraisal)?
2. Evaluate one theory of how emotion may affect one cognitive process (for example, state-dependent memory, flashbulb
memory, affective filters).
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 2: Cognitive Level of Analysis Vocabulary
Algorithm
Chunking
Constructive Memory
Encoding
Episodic Memory
Functional Fixedness
Heuristic
Interference
Language Acquisition Device
Linguistic Determinism
Long Term Memory
Mental Set
Mnemonic
Morpheme
Phoneme
Recall
Recognition
Rehearsal
Unit 2 Cognitive Level of Analysis Activities
a.
b.
c.
d.
e.
Solve brain teasers, any kind! Discuss methods used, barriers to solving etc.
Memorize a long list using peg words (perhaps Erikson’s Stages of Development?)
Conduct a serial position or forgetting memory experiment and graph results
Short term memory test
Watch a video on or recreate the Loftus experiment
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Retrieval
Schema
Semantic Memory
Serial Position Effect
Sensory Memory
Short Term Memory
Storage
Long Term Memory
Surface & Deep Structure
IB Psychology
R1/ R10
Suggested Readings:
•
http://www.indiana.edu/~intell/ster
nberg_interview.shtml
•
Myers, D. (2007). Psychology. (8th ed.).
New York, NY: Worth Publishers.
Constructive Memory (pp 382-384)
•
•
•
Myers, D. (2007). Psychology. (8th ed.).
New York, NY: Worth Publishers.
Explaining Language Development (pp
413-417)
•
Zimbardo, P. (Performer) (2001).
Discovering psychology: Language
Development [Web]. Retrieved from
http://www.learner.org/resources/series138
.html
•
Zimbardo, P. (Performer) (2001).
Discovering psychology: Remembering
and Forgetting [Web]. Retrieved from
http://www.learner.org/resources/series138
.html
W1
W2
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
•
http://www.ted.com/talks/lang/en/d
aniel_kahneman_the_riddle_of_exp
erience_vs_memory.html
Unit 2: Cognitive Level of Analysis Summative Assessment

Sample Paper 1 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a
multiple choice format.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 3: Socio-cultural Level of Analysis
Essential Question:
1. How do groups and culture affect individual behavior?
General learning outcomes
1. Outline 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).
2. Explain how principles that define the sociocultural level of analysis may be demonstrated in research (that is, theories
and/or studies).
3. Discuss how and why particular research methods are used at the sociocultural level of analysis (for example,
participant/naturalistic observation, interviews, case studies).
4. Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Socio-cultural cognition
1. Describe the role of situational and dispositional factors in explaining behavior.
2. Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation, self-serving bias).
3. Evaluate social identity theory, making reference to relevant studies.
4. Explain the formation of stereotypes and their effect on behavior.
Social norms
1. Explain social learning theory, making reference to two relevant studies.
2. Discuss the use of compliance techniques (for example, lowballing, foot‑in‑the‑door, reciprocity).
3. Evaluate research on conformity to group norms.
4. Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence).
Cultural norms
1. Define the terms “culture” and “cultural norms”.
2. Examine the role of two cultural dimensions on behavior (for example, individualism/collectivism, power distance,
uncertainty avoidance, Confucian dynamism, and masculinity/femininity).
3. Using one or more examples, explain “emic” and “etic” concepts.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 3: Socio-cultural Level of Analysis Vocabulary
Aggression
Attraction
Bystander Effect
Cognitive Dissonance
Collectivism
Conformity
Deindividuation
Diffusion of Responsibility
Emic
Etic
Frustration-Aggression Principle
Fundamental Attribution Error
Group Polarization
Groupthink
Individualism
Informational Social Influence
Normative Social Influence
Norms
Unit 3: Socio-Cultural Level of Analysis Activities
1.
2.
3.
4.
5.
Recreate or modify the Asch conformity study, you will need confederates!
Watch a video on a famous study (Asch, Milgram, Zimbardo, bystander effect)
Play the missile game or use real money as an incentive to demonstrate social traps
Read the article on Kitty Genovese, and discuss the bystander effect
Implicit activity— https://implicit.harvard.edu/implicit/
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Obedience Study
Prejudice
Roles
Self Fulfilling Prophecy
Social Trap
Stanford Prison Experiment
Superordinate Goal
IB Psychology
R1/ R10
Suggested Readings:
•
http://www2.selu.edu/Academics/F
aculty/scraig/gansberg.html
•
Myers, D. (2007). Psychology. (8th ed.).
New York, NY: Worth Publishers.
Learning Aggression (pp752-756)
•
•
http://www2.selu.edu/Academics/Faculty/s
craig/gansberg.html
•
McLeod, S. A. (2008). Cognitive
Dissonance. Retrieved from
http://www.simplypsychology.org/cognitiv
e-dissonance.html
W1
W2
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
Unit 3: Social Cultural Level of Analysis Summative Assessment

Sample Paper 1 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a
multiple choice format.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
OPTIONS (HL choose 2, SL choose 1 for Paper 2)
Unit 4: Developmental Psychology
Essential Question
1. What changes take place during the human lifespan, from conception to death?
General framework (applicable to all topics in the option)
1. To what extent do biological, cognitive and sociocultural factors influence human development?
2. Evaluate psychological research (that is, theories and/or studies) relevant to developmental psychology.
Cognitive development
1. Evaluate theories of cognitive development (for example, Piaget, Bruner, Vygotsky, brain development
theories).
2. Discuss how social and environmental variables (for example, parenting, educational environment, poverty, diet) may
affect cognitive development.
Social development
1. Examine attachment in childhood and its role in the subsequent formation of relationships.
2. Discuss potential effects of deprivation or trauma in childhood on later development.
3. Define resilience.
4. Discuss strategies to build resilience.
Identity development
1. Discuss the formation and development of gender roles.
2. Explain cultural variations in gender roles.
3. Describe adolescence.
4. Discuss the relationship between physical change and development of identity during adolescence.
5. Examine psychological research into adolescence (for example, Erikson’s identity crisis, Marcia).
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 4: Developmental Psychology Vocabulary
Accommodation
Assimilation
Attachment
Cognitive Stage Theory
Conservation
Crystallized Intelligence
Egocentrism
Fluid Intelligence
Habituation
Heritability
Imprinting
Menarche
Menopause
Moral Development
Object Permanence
Parenting Styles
Psychosexual Stages
Psychosocial Stages
Puberty
Stages of Death/ Dying
Storm and Stress
Strange Situation
Teratogen
Visual Cliff
Unit 4 Developmental Psychology Activities
1. For stage theories of development try: childhood pictures to demonstrate stages, cartoons for each stage, collages, graphic
organizers, student autobiographies etc.
2. Read and respond to the Heinz Dilemma (Kohlberg). As a follow up, students could create their own moral dilemma, or create
a justification for each level
3. Perform parenting styles skits (Baumrind)
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
R1/ R10
Suggested Readings:







http://www.rainbowkids.com/Articl
eDetails.aspx?id=563&title=Failure
+to+Thrive&snid=42&snaid=22&s
name=Failure+to+Thrive
Myers, D. (2007). Psychology. (8th ed.).
New York, NY: Worth Publishers.
Developing Morality-Kohlberg’s Theory
(Objective 20: 168-170)
http://www.rainbowkids.com/ExpertArticl
eDetails.aspx?id=277
Attachment Research -Ainsworth’s
Strange Situation Study
McLeod, S. A. (2008). Mary Ainsworth |
Strange Situation. Retrieved from
http://www.simplypsychology.org/maryainsworth.html
Zimbardo, P. (Performer) (2001).
Discovering psychology: The Developing
Child [Web]. Retrieved from
http://www.learner.org/resources/series138
.html
W1
W2
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
Unit 4: Developmental Psychology Unit Summative Assessment

Sample Paper 2 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a
multiple choice format.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 5: Abnormal Psychology
Essential Questions
1. How is abnormality defined?
2. What are the causes and symptoms of major psychological disorders?
General framework (applicable to all topics in the option)
1. To what extent do biological, cognitive and sociocultural factors influence abnormal behavior?
2. Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behavior.
Concepts and diagnosis
1. Examine the concepts of normality and abnormality.
2. Discuss validity and reliability of diagnosis.
3. Discuss cultural and ethical considerations in diagnosis (for example, cultural variation, and stigmatization).
Psychological disorders
1. Describe symptoms and prevalence of one disorder from two of the following groups:
 anxiety disorders
 affective disorders
 eating disorders.
2. 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.
3. Discuss cultural and gender variations in prevalence of disorders.
Implementing treatment
1. Examine biomedical, individual and group approaches to treatment.
2. Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.
3. Discuss the use of eclectic approaches to treatment.
4. Discuss the relationship between etiology and therapeutic approach in relation to one disorder.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 5: Abnormal Psychology Vocabulary
Anorexia
Anxiety Disorders
Bipolar Disorder
Bulimia
Depression
Diathesis-Stress
Dissociative Disorders
Dopamine
DSM
MMPI
Mood Disorders
OCD
Personality Disorders
Phobias
PTSD
SAD
Unit 5 Abnormal Psychology Activities
1.
2.
3.
4.
5.
6.
Create a mental illness power point or poster presentation
Solve the “personality disorders dinner party” puzzle
Make cartoon characters exemplifying various disorders
Create a chart of major types of therapies, their methods, what they treat etc.
Conduct a humanistic therapy simulation
Participate in a disorders/treatment role play as client/therapist
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Schizophrenia
Somatoform Disorders
Typical/Atypical
Biomedical Individual and Group
Therapies
Anti-Anxiety drugs
Anti-Depressants
Eating disorders
IB Psychology
R1/ R10
W1
W2
Suggested Readings:








http://www.bonkersinstitute.org/ros
enhan.html
http://www.americanchiropractic.ne
t/ADD/Is%20Ritalin%20Overpresc
ribed.pdf
http://www.bonkersinstitute.org/rosenhan.
html
http://www.pbs.org/wgbh/pages/frontline/s
hows/medicating/experts/whatis.html
Rathus, S. A. (2007). Psychology
Principles in Practice. Austin, Texas: Holt,
Rinehart and Winston.
Exploring Diversity: Therapy and Culture
(p445)
Myers, D. (2007). Psychology. (8th ed.).
Deinstitutionalization, A Psychiatric
“Titanic” (Read prior to Frontline Video)
http://www.pbs.org/wgbh/pages/frontline/s
hows/asylums/special/excerpt.html
PBS Frontline The New Asylums
http://www.pbs.org/wgbh/pages/frontline/s
hows/asylums/view/
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
Unit 5: Abnormal Psychology Unit Summative Assessment

Sample Paper 2 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a
multiple choice format.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 6: Health Psychology
Essential Question
1. How do different factors, such as lifestyle and social context, influence health and illness?
General framework (applicable to all topics in the option)
1. To what extent do biological, cognitive and sociocultural factors influence health‑related behavior?
2. Evaluate psychological research (that is, theories and/or studies) relevant to health psychology.
Stress
1. Describe stressors.
2. Discuss physiological, psychological and social aspects of stress.
3. Evaluate strategies for coping with stress (for example, stress inoculation therapy, hardiness training, yoga and meditation).
Substance abuse, addictive behavior and obesity
1. Explain factors related to the development of substance abuse or addictive behavior.
2. Examine prevention strategies and treatments for substance abuse and addictive behavior (for example, Alcoholics Anonymous,
family therapy, drugs and biopsychosocial treatments).
3. Discuss factors related to overeating and the development of obesity.
4. Discuss prevention strategies and treatments for overeating and obesity.
Health promotion
1. Examine models and theories of health promotion (for example, health belief model, stages of change model, theory of
reasoned action).
2. Discuss the effectiveness of health promotion strategies (for example, measurement of outcomes, cultural blindness, and
cognitive dissonance).
Unit 6: Health Psychology Vocabulary
Stress, Stressors, Eclectic Approach, hardiness training, meditation, Stress inoculation therapy, yoga,
Unit 6: Health Psychology Activities
•
Sapolsky: Portrait of Killer—National Geographic video on stress
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
R1/ R10
W1
W2
Suggested Readings:
Practical Pain Management,
November/December 2005, volume 5,
issue 7,
• http://www.healthpsych.com/article
s/biopsychosocial.pdf
WELL; Personal Health: A Richer Life by
Seeing the Glass Half Full
• http://query.nytimes.com/gst/fullpa
ge.html?res=9C0CEFDE1F3CF931
A15756C0A9649D8B63&ref=psyc
hologyandpsychologists
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
HEALTH MAINTENANCE
BEHAVIORS
• http://www.bcm.edu/crowd/national
_study/HLTHMAIN.htm
Unit Summative Assessment
Sample Paper 2 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a multiple
choice format.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 7: Psychology of Human Relationships
Essential Question:
1. How can we improve interpersonal relationships, promote social responsibility, and reduce violence?
General framework (applicable to all topics in the option)
1. To what extent do biological, cognitive and sociocultural factors influence human relationships?
2. Evaluate psychological research (that is, theories and/or studies) relevant to the study of human relationships.
Social responsibility
1. Distinguish between altruism and prosocial behavior.
2. Contrast two theories explaining altruism in humans.
3. Using one or more research studies, explain cross-cultural differences in prosocial behavior.
4. Examine factors influencing bystanderism.
Interpersonal relationships
1. Examine biological, psychological and social origins of attraction.
2. Discuss the role of communication in maintaining relationships.
3. Explain the role that culture plays in the formation and maintenance of relationships.
4. Analyze why relationships may change or end.
Violence
1. Evaluate socio-cultural explanations of the origins of violence.
2. Discuss the relative effectiveness of two strategies for reducing violence.
3. Discuss the effects of short-term and long-term exposure to violence.
Unit 7: Psychology of Human Relationships—Vocabulary
Altruism
Attraction
Bystanderism
Pro-social behavior
Violence
Unit 7: Psychology of Human Relationships—Activities
“Mating Game” http://www.pbs.org/wgbh/evolution/sex/mating/low_bandwidth.html#round1
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
R1/ R10
W1
W2
Suggested Readings:
Psychology and the Study of HumanAnimal Relationships:
 http://www.animalsandsociety.org/a
ssets/library/471_s1043.pdf
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
How to Be a Good Friend - 6 Friendship
Tips

http://suite101.com/article/bestfriends-forever-a16958
Astro - Psychology - For Self
Understanding

http://ezinearticles.com/?Astro--Psychology---For-SelfUnderstanding&id=3066081
The Origins of Violence:
Is Psychopathy an Adaptation?
• http://humannature.com/nibbs/01/psychopathy
.html
Human Relationships Unit Summative Assessment
Sample Paper 2 prompt(s) from previous exam(s). Make sure assessment is a writing assignment. IB does not use a multiple
choice format
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 8: Sport Psychology
Essential Question
1. How does participation in sport, individual and team, affect behavior?
General framework (applicable to all topics in the option)
1. To what extent do biological, cognitive and sociocultural factors influence b • behavior in sport?
2. Evaluate psychological research (that is, theories and/or studies) relevant to the study of sport psychology.
Emotion and motivation
1. Evaluate theories of motivation in sport (for example, cognitive-evaluation theory, achievement goal theory, self efficacy
theory).
2. Using one or more research studies, explain the role of goal‑setting in the motivation of individuals.
3. Discuss theories relating arousal and anxiety to performance (for example, optimal arousal theory/ inverted U hypothesis, drive
theory, reversal theory).
Skill development and performance
1. Evaluate techniques for skill development used in sport (for example, repetition, mental imagery, attention
control/concentration training).
2. To what extent does the role of coaches affect individual or team behavior in sport?
3. Explain relationships between team cohesion and performance.
4. Describe aids and barriers to team cohesion.
Problems in sports
1. Discuss athlete response to stress and chronic injury (for example, stress based model, grief reaction response, relaxation
techniques).
2. Examine reasons for using drugs in sport.
3. Discuss effects of drug use in sport.
4. Compare models of causes and prevention of burnout (for example, cognitive affective stress model, negative training stress
model, investment model).
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Unit 8: Sports Psychology—Vocabulary
Anxiety
Arousal
Mental imagery
Motivation
Unit 8: Sports Psychology Activities
Sports Psychology: Creative Mental Toughness Activities:
http://www.usta.com/Improve-Your-Game/Sport-Science/117728_Sports_Psychology_Creative_Mental_Toughness_Activities/
SO YOUR STUDENTS WANT TO BE SPORT PSYCHOLOGISTS!
http://teachpsych.org/otrp/resources/finley03.pdf
R1/ R10
Suggested Readings:
W1
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
http://www.peaksports.com/success_tips.php
 Numerous articles to choose from
*-Sports Psychology Unit Summative
Assessment – Sample Paper 2 prompt(s)
from previous exam(s). Make sure
assessment is a writing assignment. IB does
not use a multiple choice format
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
W2
IB Psychology
Qualitative Research Methodology (for Paper 3 in HL ONLY!)
Unit 9. Qualitative Research in Psychology
Essential Question
1. How is qualitative research methods used in Psychology?
Theory and practice in qualitative research
1. Distinguish between qualitative and quantitative data.
2. Explain strengths and limitations of a qualitative approach to research.
3. To what extent can findings be generalized from qualitative studies?
4. Discuss ethical considerations in qualitative research.
5. Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).
6. Explain effects of participant expectations and researcher bias in qualitative research.
7. Explain the importance of credibility in qualitative research.
8. Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
9. Explain reflexivity in qualitative research.
Interviews
1. Evaluate semi‑structured, focus group and narrative interviews.
2. Discuss considerations involved before, during and after an interview (for example, sampling method, data recording,
traditional versus postmodern transcription, debriefing).
3. Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
Observations
1. Evaluate participant, non‑participant, naturalistic, overt and covert observations.
2. Discuss considerations involved in setting up and carrying out an observation (for example, audience effect, Hawthorne effect,
disclosure).
3. Discuss how researchers analyze data obtained in observational research.
Case studies
1. Evaluate the use of case studies in research.
2. 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).
3. Discuss the extent to which findings can be generalized from a single case study.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
IB Psychology
Qualitative Research Methodology Unit Vocabulary
Case Study
Naturalistic Observation
Snowball Sampling
Content Analysis
Semi-structured Interview
Triangulation
Focus Group, Generalization,
Participant Expectations
Hawthorne Effect
Purposive Sampling
Narrative Interview
Researcher Bias
Qualitative Research Methodology Activities
1. Create a strengths and weaknesses chart for various research methods
2. Create a timeline for major milestones in the history of psychology
3. Form ethics committees to evaluate hypothetical or actual historical research projects
4. Design and distribute a survey (or conduct a correlational study) and compile data
R1/ R10
Suggested Readings:
W1
•
Discuss the precise claims of the
author and the opposing claims
presented in the article.
•
Select from the reading the most
significant and relevant facts,
details, and examples.
•
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
•
Use precise language, psychology
vocabulary when writing about the
assigned topic.
•
Provide a concluding statement that
supports or rejects the author’s
argument.
•
Provide a concluding statement or
section that follows from and
supports the information presented.
http://occ.ibo.org/ibis/occ/home/userResou
rcesNew.cfm?start=21&pagination=true
•
Teacher Resource Exchange
numbers 33 and 38
http://occ.ibo.org/ibis/documents/dp/gr3/psy
chology/d_3_psych_spp_1105_1_e.pdf
•
Paper 3-pages 38 and 39
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
W2