Practise IB Psychology HL 2.2 by integrating cognitive models, reconstructive memory, bias and technology with critical research evaluation.
Describe the working memory model with reference to one relevant study.
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.
Discuss one model of thinking and decision-making.
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.
Describe schema theory, with reference to one relevant study.
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.