Practise IB Psychology HL 2.3 by integrating culture, identity, social cognition and group processes with critical cross-cultural evidence.
Discuss the use of two compliance techniques.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review, supported by appropriate evidence, that includes a range of arguments or factors related to the compliance techniques.
Two compliance techniques should be discussed, such as:
- reciprocity
- foot in the door
- low balling
- door in the face
- bait and switch.
Discussion may include the following points:
- factors that influence compliance
- efficacy of the techniques
- conditions under which techniques may be employed
- cultural considerations
- empirical evidence
- ethical considerations.
If a candidate discusses more than two compliance techniques, credit should be given only to the discussion of the first two compliance techniques.
If a candidate discusses only one compliance technique, apply the markbands up to a maximum of [11 marks].
Outline how one principle that defines the sociocultural level of analysis has been demonstrated in one example of research (theory or study).
Refer to the paper 1 section A markbands below when awarding marks.
The command term "outline" requires candidates to give a brief account of an appropriate principle and show how this principle is clearly demonstrated in a study or theory relevant to the sociocultural level of analysis.
Acceptable principles may include, but are not limited to:
- social and cultural factors influence individual behaviour (for example, social learning theory)
- we want connectedness with, and a sense of belonging to, others (for example, Asch)
- we construct our conceptions of the individual and social self (for example, social identity theory)
- people's views of the world are resistant to change (for example, Festinger et al.'s When Prophecy Fails study, 1956)
- our behaviour is influenced by others even when we believe we are acting independently (for example, Sherif's autokinetic effect).
Candidates are not required to give an in-depth account of the theory or study, but must focus on the link between the principle and the theory or study - for example, how Asch's conformity study demonstrates an individual's need to belong to a group.
If a candidate outlines more than one principle in relation to one or more theories or studies, credit should be given only to the first principle outlined in the first theory or study used.
If a candidate outlines a principle making no link to an example of research at the sociocultural level of analysis, up to a maximum of [4 marks] should be awarded.
Candidates should make a clear link between the principle and the research (theory or study) to gain marks in the top mark band. If the link is only implicit apply the mark bands up to a maximum of [6 marks]. If a candidate outlines a study but there is no relevant principle identified, up to a maximum of [3 marks] should be awarded.
Section A markbands
Marks Level descriptor 0 The answer does not reach a standard described by the descriptors below. 1 to 3 There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the question. 4 to 6 The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question. 7 to 8 The question is answered in a focused and effective manner and meets the demands of the command term. The response is supported by appropriate and accurate knowledge and understanding of research.
Discuss the role of one cultural dimension on human behaviour.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered and balanced review, supported by appropriate evidence, of the role of a specific cultural dimension on human behaviour.
Cultural dimensions include, but are not limited to:
- power distance: the way people perceive power differences and how they react to power relations
- individualism versus collectivism: how much people define themselves apart from their group memberships and how it affects their behaviour
- masculinity versus femininity: differences between "masculine" and "feminine" cultures and their effects on individual behaviour
- uncertainty avoidance: society's tolerance for uncertainty and ambiguity and its effect on behaviour
- long- versus short-term orientation (Confucian dynamism): time perspective in a society for the gratification of people's needs and its effect on behaviour
- monochronous versus polychronous time orientation: another form of time perspective in which punctuality, deadlines, and future orientation affect behaviour.
It is important that candidates make a link between the cultural dimension and human behaviour, demonstrating how the selected cultural dimension affects human behaviour. For example, when examining the role of Confucian dynamism, responses may refer to how it affects management leadership, creative behaviour, identification with workplace, perseverance, and/or respect for tradition.
Discussion may include but is not limited to:
- methodological issues
- empirical evidence
- application of the findings
- other contributing factors.
If a candidate discusses the role of more than one cultural dimension, credit should be given only to the first discussion.