Practise the full IB Psychology HL content across biological, cognitive and sociocultural approaches, applying studies, methods and evidence to demanding questions.
Discuss the role of animal research in understanding the relationship between the brain and human behaviour.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review of the role of animal research in understanding the relationship between the brain and human behaviour. A clear link between animal research and the understanding of human behaviour must be made.
Relevant studies include, but are not limited to:
- Meaney et al. (2000) on the role of cortisol on the hippocampus with regard to memory in mice
- Rogers and Kesner (2003) on the role of acetylcholine in formation of spatial memories in mice
- Klein (2008) on the role of exercise on neuroplasticity in rats
- Rosenzweig et al.'s (1972) study on the effect of social interaction and neuroplasticity in rats
- Weiskrantz's (1956) study of amygdala lesioning and the fear response in rhesus monkeys
- Lashley (1929) study on localization of memory in mice.
Discussion points may include, but are not limited to:
- similarities between human and animal physiology and behaviour
- generalizability of findings from animal studies to human behaviour
- ability to carry out experimental research to establish causal relationships
- use of animals in cases where it would be unethical in human studies
- ability to carry out longitudinal and generational research
- sample sizes and potential for replication.
Explain how one principle that defines the biological 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 "explain" requires candidates to give a detailed account, including reasons or causes, of how one theory or study clearly demonstrates a principle relevant to the biological level of analysis.
Acceptable principles may include, but are not limited to:
- behaviour is, to some extent, genetically based
- animal research may inform our understanding of human behaviour
- there are biological correlates to human behaviour.
Responses should focus on the link between the principle and the theory or study - for example, a specific example of what animal research teaches us about human behaviour.
If a candidate explains more than one principle in relation to one or more theories or studies, credit should be given only to the first principle explained in the first theory or study used.
If a relevant principle and research are described but the link is not explicitly explained, then apply the markbands up to a maximum of [6].
If a candidate explains a relevant principle making no link to an example of research at the biological level of analysis, up to a maximum of [4] should be awarded.
If a candidate makes reference to a study or theory at the biological level of analysis but there is no relevant principle outlined, up to a maximum of [3] should be awarded.
Marks
Level descriptor
0
The answer does not reach a standard described by the descriptors below.
1-3
There is an attempt to answer the question, but knowledge and understanding is
limited, often inaccurate, or of marginal relevance to the question.
4-6
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.
7-8
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 use of two compliance techniques.
The command term "discuss" requires candidates to offer a considered review of two compliance techniques. Although the response must address two techniques the discussion does not have to be evenly balanced to gain high marks.
Compliance techniques that are addressed may include, but are not limited to:
- reciprocity (Lynne \& McCall,1998;
Tiger \& Fox, 1989)
- foot-in-the-door (Petrova, 2007;
Sherman, 1980;
Freedman \& Fraser, 1966)
- door-in-the-face (Gueguen \& Meineri, 2011;
Cialdini, 1975)
- low-balling (Burger \& Cornelius, 2003;
Palak, 1980).
Discussion may include, but is not limited to:
- efficacy of the technique
- levels of compliance affected by factors such as liking, authority, etc
- the role of cognitive dissonance
- the need for social acceptance
- the role of goal gradients
- methodological and ethical considerations
- cultural and gender considerations
- contrary findings or explanations.
If a candidate discusses more than two compliance techniques, credit should be given only to the first two compliance techniques.
If a candidate discusses only one compliance technique, the response should be awarded up to a maximum of [5] for criterion A, knowledge and comprehension, up to a maximum of [4] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.
Evaluate one technique used to study the brain in relation to behaviour.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "evaluate" requires candidates to make an appraisal by weighing up the strengths and limitations of one technique used to study the brain in relation to behaviour. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.
Brain imaging techniques may include, but are not limited to: CT scans, EEG, fMRI, MRI, PET.
Relevant studies may include, but are not limited to:
- Corkin's (1997) MRI of patient HM
- Eisenberger et al's (2003) study of rejection using an fMRI
- Fisher, Aron and Brown's (2005) study using fMRI to investigate dopamine and love.
- Harris and Fiske's (2006) study of response to out-groups using fMRI
- Maguire's (2000) study of hippocampal neuroplasticity in taxi drivers using MRI
- Raine et al.'s (1997) study of murderers using PET
- Sharot et al.'s (2007) study of flashbulb memories using fMRI.
Evaluation of the selected techniques may include, but is not limited to:
- ecological validity versus internal validity
- generally small sample sizes
- how brain imaging has changed the way we study the brain - eg improved ethical standards
- invasive elements of some techniques
- limitations of correlational research
- researcher biases in the interpretation of brain scans
The focus of the response should be on the evaluation of the technique used to study the brain. Although an understanding of how the technique works may be beneficial, it is not required for marks in the top band.
If a candidate evaluates more than one technique, credit should be given only to the first technique evaluated.
If the candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [3] for criterion D: critical thinking. All remaining criteria should be awarded marks according to the best fit approach.