# IB Psychology/Syllabus

Psychology 2011 Syllabus Outcomes pdf:
List of Psychology 2011 Syllabus Outcomes:

# Levels of Analysis
## Biological

General Learning Outcomes (GLO)
    GLO1: Outline principles that define the biological level of analysis.
    GLO2: Explain how principles that define the biological level of analysis may be demonstrated in research.
    GLO3: Discuss how and why particular research methods are used at the biological level of analysis.
    GLO4: Discuss ethical considerations related to research studies at the biological level of analysis.
Physiology and Behaviour (PB)
    PB1: Explain localisation using a key study as an example.
    PB2: Explain one study related to localisation of function in the brain.
    PB3: Using one or more examples, explain effects of neurotransmission on human behaviour.
    PB4: Using one or more examples, explain functions of two hormones in human behaviour.
    PB5: Discuss two effects of the environment on physiological processes.
    PB6: Examine one interaction between cognition and physiology in terms of behaviour. Evaluate two relevant studies.
    PB7: Discuss the use of brain imaging technologies in investigating the relationship between biological factors and behaviour.
Genetics and Behaviour (GB)
    GB1: With reference to relevant studies, to what extent does genetic inheritance influence behaviour?
    GB2: Examine one evolutionary explanation of behaviour.
    GB3: Discuss ethical considerations in research into genetic influences on behaviour.

## Cognitive

General Learning Outcomes (GLO)
    GLO1: Outline principles that define the cognitive level of analysis.
    GLO2: Explain how principles that define the cognitive level of analysis may be demonstrated in research.
    GLO3: Discuss how and why particular research methods are used at the cognitive level of analysis.
    GLO4: Discuss ethical considerations related to research studies at the cognitive level of analysis.
Cognitive Processes (CP)
    CP1: Evaluate schema theory with reference to research studies.
    CP2: Evaluate two models or theories of one cognitive process with reference to research studies.
    CP3: Discuss how biological factors may affect one cognitive process.
    CP4: Discuss how social or cultural factors affect one cognitive process.
    CP5: With reference to relevant research studies, to what extent is one cognitive process reliable?
    CP6: Discuss the use of technology in investigating cognitive processes.
Cognition and Emotion (CE)
    CE1: To what extent do cognitive and biological factors interact in emotion?
    CE2: Evaluate one theory of how emotion may affect one cognitive process.

## Sociocultural

General Learning Outcomes (GLO)
    GLO1: Outline principles that define the sociocultural level of analysis.
    GLO2: Explain how principles that define the sociocultural level of analysis may be demonstrated in research.
    GLO3: Discuss how and why particular research methods are used at the sociocultural level of analysis.
    GLO4: Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Sociocultural Cognition (SC)
    SC1: Describe the role of situational and dispositional factors in explaining behaviour.
    SC2: Discuss two errors in attributions.
    SC3: Evaluate social identity theory, making reference to relevant studies.
    SC4: Explain the formation of stereotypes and their effect on behaviour.
Social Norms (SN)
    SN1: Explain social learning theory, making reference to two relevant studies.
    SN2: Discuss the use of compliance techniques.
    SN3: Evaluate research on conformity to group norms.
    SN4: Discuss factors influencing conformity.
Cultural Norms (CN)
    CN1: Define the terms “culture” and “cultural norms”.
    CN2: Examine the role of two cultural dimensions on behaviour.
    CN3: Using one or more examples, explain “emic” and “etic” concepts.

# Options
## Abnormal Psychology

General Framework (GF)
    GF1: To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour?
    GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour.
Concepts and Diagnosis (CD)
    CD1: Examine the concepts of normality and abnormality.
    CD2: Discuss validity and reliability of diagnosis.
    CD3: Discuss cultural and ethical considerations in diagnosis.
Psychological Disorders (PD)
    PD1: Describe symptoms and prevalence of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.
    PD2: Analyse 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.
    PD3: Discuss cultural and gender variations in prevalence of disorders.
Implementing Treatment (IT)
    IT1: Examine biomedical, individual and group approaches to treatment.
    IT2: Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.
    IT3: Discuss the use of eclectic approaches to treatment.
    IT4: Discuss the relationship between etiology and therapeutic approach in relation to one disorder.

## Developmental Psychology

General Framework (GF)
    GF1: Evaluate psychological research (that is, theories and/or studies) relevant to developmental psychology.
    GF2: Evaluate psychological research relevant to developmental psychology.
Cognitive Development (CD)
    CD1: Evaluate theories of cognitive development.
    CD2: Discuss how social and environmental variables may affect cognitive development.
Social Development (SD)
    SD1: Examine attachment in childhood and its role in the subsequent formation of relationships.
    SD2: Discuss potential effects of deprivation or trauma in childhood on later development.
    SD3: Define resilience.
    SD4: Discuss strategies to build resilience.
Identity Development (ID)
    ID1: Discuss the formation and development of gender roles.
    ID2: Explain cultural variations in gender role
    ID3: Describe adolescence.
    ID4: Discuss the relationship between physical change and development of identity during adolescence.
    ID5: Examine psychological research into adolescence.

## Health Psychology

General Framework (GF)
    GF1: To what extent do biological, cognitive and sociocultural factors influence health-related behaviour?
    GF2: Evaluate psychological research (that is, theories and/or studies) relevant to health psychology.
Stress (S)
    S1: Describe stressors.
    S2: Discuss physiological, psychological and social aspects of stress.
    S3: Evaluate strategies for coping with stress.
Substance Abuse, Addictive Behaviour and Obesity (SAABO)
    SAABO1: Explain factors related to the development of substance abuse or addictive behaviour.
    SAABO2: Examine prevention strategies and treatments for substance abuse and addictive behaviour.
    SAABO3: Discuss factors related to overeating and the development of obesity.
    SAABO4: Discuss prevention strategies and treatments for overeating and obesity.
Health Promotion (HP)
    HP1: Examine models and theories of health promotion.
    HP2: Discuss the effectiveness of health promotion strategies.

## Psychology of Human Relationships

General Framework (GF)
    GF1: To what extent do biological, cognitive and sociocultural factors influence human relationships?
    GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of human relationships.
Social Responsibility (SR)
    SR1: Distinguish between altruism and prosocial behaviour.
    SR2: Contrast two theories explaining altruism in humans.
    SR3: Using one or more research studies, explain cross-cultural differences in prosocial behaviour.
    SR4: Examine factors influencing bystanderism.
Interpersonal Relationships (IR)
    IR1: Examine biological, psychological and social origins of attraction.
    IR2: Discuss the role of communication in maintaining relationships.
    IR3: Explain the role that culture plays in the formation and maintenance of relationships.
    IR4: Analyse why relationships may change or end.
Violence (V)
    V1: Evaluate sociocultural explanations of the origins of violence.
    V2: Discuss the relative effectiveness of two strategies for reducing violence.
    V3: Discuss the effects of short-term and long-term exposure to violence.

## Sport Psychology

General Framework (GF)
    GF1: To what extent do biological, cognitive and sociocultural factors influence behaviour in sport?
    GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of sport psychology.
Emotion and Motivation (EM)
    EM1: Evaluate theories of motivation in sport.
    EM2: Using one or more research studies, explain the role of goal-setting in the motivation of individuals.
    EM3: Discuss theories relating arousal and anxiety to performance.
Skill Development and Performance (SDP)
    SDP1: Evaluate techniques for skill development used in sport.
    SDP2: To what extent does the role of coaches affect individual or team behaviour in sport?
    SDP3: Explain relationships between team cohesion and performance.
    SDP4: Describe aids and barriers to team cohesion.
Problems in Sports (PS)
    PS1: Discuss athlete response to stress and chronic injury.
    PS2: Examine reasons for using drugs in sport.
    PS3: Discuss effects of drug use in sport.
    PS4: Compare models of causes and prevention of burnout.

# Research Methodology
## Qualitative Research Methodology

Theory and Practice in Qualitative Research (TPQR)
    TPQR1: Distinguish between qualitative and quantitative data.
    TPQR2: Explain strengths and limitations of a qualitative approach to research.
    TPQR3: To what extent can findings be generalised from qualitative studies?
    TPQR4: Discuss ethical considerations in qualitative research.
    TPQR5: Discuss sampling techniques appropriate to qualitative research.
    TPQR6: Explain effects of participant expectations and researcher bias in qualitative research.
    TPQR7: Explain the importance of credibility in qualitative research.
    TPQR8: Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
    TPQR9: Explain reflexivity in qualitative research.
Interviews (I)
    I1: Evaluate semi-structured, focus group and narrative interviews.
    I2: Discuss considerations involved before, during and after an interview.
    I3: Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
Observations (O)
    O1: Evaluate participant, non-participant, naturalistic, overt and covert observations.
    O2: Discuss considerations involved in setting up and carrying out an observation.
    O3: Discuss how researchers analyse data obtained in observational research.
Case Studies (CS)
    CS1: Evaluate the use of case studies in research.
    CS2: Explain how a case study could be used to investigate a problem in an organisation or group
    CS3: Discuss the extent to which findings can be generalised from a single case study.