Build precise IB Psychology SL reasoning by applying ethics, bias, causality, measurement and perspective to research and diagnosis questions across the course.
To what extent do two or more clinical biases influence diagnosis?
Refer to the paper 2 assessment criteria when awarding marks.
The command term "to what extent" requires candidates to consider the contribution of two or more clinical biases as factors in diagnosis.
Examples of clinical bias may include, but are not limited to:
- confirmation bias
- racial/ethnic/cultural/gender considerations and bias
- observer expectancy effect (e.g. reporting bias)
- sick note bias
- anchoring bias
- illusory correlation bias.
Relevant studies may include but are not limited to:
- Hartung and Widiger's (1998) study of gender differences bias in diagnosis
- Rutjes's (2005) study about sources of bias and variation in diagnosis
- Elstein's (1999) study of heuristics and biases
- Kendall and Cooper's (1971) study of cultural bias in clinical diagnosis
- Cwik et al.'s (2016) study on diagnostic accuracy and gender biases
- Ransohoff and Feinstein's (1978) study on bias in evaluating the efficacy of diagnostic tests
- Davis-Coelho et al.'s (2000) study on bias in diagnosing obese clients.
Discussion points may include, but are not limited to:
- Degree of empirical support
- Contradictory explanations or findings
- Methodological considerations
- Issues of validity and reliability
- Generalizability of findings.
If a candidate addresses only one clinical bias the response should be awarded up to a maximum of [3] for criterion B: knowledge and understanding. All remaining criteria should be awarded marks according to the best fit approach.
Candidates may address two clinical biases in order to demonstrate depth of knowledge, or may address a larger number of clinical biases in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.
Discuss one or more effects of the environment on one or more physiological processes.
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 or more effects of the environment on one or more physiological processes.
Examples of how the environment may affect physiological processes include, but are not limited to the effects of:
- daylight hours on levels of melatonin
- poverty on neuroplasticity
- environmental stressors on physiological stress response
- interaction with the environment and brain development.
Examples of studies include, but are not limited to:
- Maguire et al.'s (2000) study on neuroplasticity in the hippocampus of taxi drivers
- Marmot et al.'s (1997) Whitehall study on perceived control of workplace stress and cardiovascular health
- Meaney's (1988) study on how environmental stressors lead to hippocampal cell loss in rats
- Rosenzweig and Bennett's (1972) study on stimulating environments and dendritic branching
- Bremner et al.'s (2003) study on environmental stressors and the reduction of hippocampal volume.
Discussion of the effects may include, but is not limited to:
- methodological and/or ethical issues
- supporting and contrary findings
- application of the findings
- contributing factors other than the environment affecting physiological processes.
Candidates may discuss one effect of the environment or one physiological process in order to demonstrate depth of knowledge, or may discuss a larger number of effects of the environment or physiological processes in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.
Discuss the use of technology in investigating one cognitive process.
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 of the ways in which technology is used in investigating one cognitive process.
Cognitive processes may include, but are not limited to:
- memory
- perception
- attention
- language
- decision-making.
Candidates may discuss biological factors as long as the response is clearly focused on the cognitive process.
Examples include, but are not limited to:
- the use of EEG to determine the relationship between brain activity and particular cognitive processes (eg the sleep-wake relationship)
- the use of MRI and PET scans to monitor changes in brain function during cognitive functioning, eg Maguire's studies
- the use of MRI scans to observe specific deficits in the brain and how this impacts cognitive processing, eg HM (Corkin, 1997)
- the use of computer-assisted presentation of stimulus material to aid standardization of procedures in cognitive research, eg the presentation of the words used to demonstrate the Stroop Effect.
Discussion may include, but is not limited to:
- how brain imaging technologies have changed the study of cognitive psychology
- differences in why and how different technologies are used
- evaluation of the techniques (for example, cost/benefit analysis, reductionism)
- ethical and methodological considerations in the use of the technology.
It is important that candidates discuss the use of the technology, and not simply evaluate studies. Although an actual understanding of how the technology works may be beneficial, it is not required for top marks to be awarded.
If a candidate discusses the use of technology in investigating more than one cognitive process, credit should be given only to the discussion of the first cognitive process.
Outline two principles that define the cognitive level of analysis.
Refer to the paper 1 section A markbands below when awarding marks.
The command term "outline" requires candidates to give a brief account or summary of two principles that define the cognitive level of analysis.
Acceptable principles may include, but are not limited to:
- mental processes can be scientifically investigated
- mental representations guide behaviour
- cognitive processes are influenced by social, cultural and biological factors
- internal processes are important mediators between stimuli and responses.
The principles should represent the cognitive level of analysis at large but examples in the outlines may be drawn from specific areas such as language, perception, attention or memory.
Candidates are likely to use studies or theories to illustrate the principles but this is not required to achieve marks in the higher band.
If a candidate outlines more than two principles, credit should be given only to the first two principles.
If a candidate outlines only one principle, apply the markbands up to a maximum of [4 marks].
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.