IB Psychology HL 2.2 Cognitive Approach Topic Practice

when awarding marks.
The command term "describe" requires candidates to give a detailed account of the working memory model with reference to one relevant study.

Components of the working memory model include:
- Central Executive
- Phonological loop: articulatory control system and phonological store
- Visuo-spatial sketchpad
- Episodic buffer

Relevant studies may include, but are not limited to:
- Baddeley and Hitch's (1976) study using the dual task technique
- Baddeley et al.'s (1975) study using the word length effect
- Landry and Bartling's (2011) study using articulatory suppression
- Quinn and McConnel's (1996) study distinguishing visuo-spatial sketchpad and phonological loop
- Conrad and Hull's (1964) study investigating the phonological similarity effect.
- Studies of brain damage to support the theory: Warrington and Shallice's (1974) study of KF.

Although candidates may include a drawing of the model, only the written description of the model should be assessed.

If a candidate describes the working memory model without making reference to a relevant study, up to a maximum of [5] should be awarded.

If a candidate only describes a relevant study without describing the working memory model, up to a maximum of [4] should be awarded.

If a candidate refers to more than one study, credit should be given only for the first study.

Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review of one model of thinking and decision-making.

Models of thinking and decision making include but are not limited to:
- dual-processing model - explaining two systems of thinking, system 1 and system 2
- theory of reasoned action and theory of planned behaviour.

Relevant studies could include but are not limited to:
- Alter and Oppenheimer's (2007) study on legibility of font and thinking
- Tversky and Kahneman's (1974) studies on judgement under uncertainty
- Strack and Mussweiler (1997);
Englich and Mussweiler (2001) on anchoring bias and decision

making
- Kvaran et al.'s (2013) study on the effect of analytic and experiential modes of thought on moral judgment
- Albarracin et al.'s (2001) meta-analysis of theory of planned behavior as a model of condom use
- Bechara et al.'s (2000) study on the role of the vmPFC in decision-making.

Discussion may include but is not limited to:
- methodological and ethical considerations
- how the research findings have been interpreted and applied, for example in biases and heuristics
- implications of the research findings
- difficulties in studying cognitive processes such as thinking and decision-making - e.g. isolation of variables and measuring cognitive processes;
artificial nature of experimental research
- issues of reliability and validity
- generalizability of findings;
sampling biases
- supporting and/or contradictory evidence
- comparison with alternative theories
- individual differences in thinking and decision-making.

If a candidate addresses more than one model of thinking and decision-making, credit should be given only to the first one.

below when awarding marks.
The command term "describe" requires candidates to give a detailed account of schema theory, with reference to one relevant study.

Candidates may refer to relevant aspects of schema theory such as, but not limited to:
- mental representation
- framework of knowledge
- assimilation and accommodation (Piaget)
- the role of past experience
- reconstructive memory
- schema types
- the role of schema in the encoding and retrievel of memory

Relevant studies may include, but are not limited to:
- Bartlett's (1932) study of "War of the Ghosts"
- Anderson \& Pichert's (1978) study on schema theory and memory retrieval
- Brewer \& Treyens' (1981) study of potential effects of schema on memory.

If a candidate refers to more than one study, credit should be given only to the first study.
If a candidate describes schema theory without making reference to a study, up to a maximum of [5] should be awarded.

If a candidate only describes an appropriate study without describing schema theory, up to a maximum of [4] should be awarded.