Practise IB Psychology SL 2.2 by explaining memory, cognition and thinking through cognitive models and carefully evaluated study evidence.
Describe the multi-store memory model with reference to one relevant study.
when awarding marks.
The command term "describe" requires candidates to give a detailed account of the multi-store model of memory (MSM). When describing a model, the candidate should go beyond simply identifying the components and outline their role in memory processing.
Relevant studies may include, but are not limited to:
- Miller's (1956) study testing the capacity of short-term memory (STM)
- Peterson and Peterson's (1959) study exploring duration in STM
- Glanzer and Cunitz's (1966) study demonstrating the serial position curve including the impact of rehearsal on the primacy effect and the impact of delayed recall on the recency effect
- Sperling's (1960) study of iconic memory
- Milner et al.'s (1968) case study of retrograde and anterograde amnesia in patient HM
If a candidate refers to more than one study, credit should be given only to the first study.
If a candidate describes the multi-store model without making reference to a relevant study, up to a maximum of [5] should be awarded.
If a candidate only describes an appropriate study without describing the multi-store model, up to a maximum of [4] should be awarded.
Explain intuitive (automatic) thinking with reference to one relevant study.
Refer to the paper 1 section A markbands when awarding marks.
The command term "explain" requires candidates to give a detailed account, including reasons or causes, of intuitive (automatic) thinking with reference to one relevant study
The account of the term may include a reference to any relevant theory or model on thinking and decision-making, for example dual process theory.
Relevant studies may include, but are not limited to:
- Stroop's (1935) studies on interference during a colour naming task.
- Alter et al.'s (2007) studies on the effect of disfluency on metacognitive reasoning.
- Tversky and Kahneman's (1974) studies on how different heuristics such as the anchoring bias, availability, representative heuristics, etc) influence decision-making in situations of uncertainty
- Tversky and Kahneman's (1981) study on the effect of framing on decision-making.
- Strack and Mussweiler (1997); Englich and Mussweiler (2001) on anchoring bias and decision
making.
- Hamilton and Gifford's (1976) study on how intuitive thinking is involved in stereotype judgements.
If a candidate refers to more than one study, credit should only be given to the first study.
If a candidate explains intuitive (automatic) thinking without making a reference to a study, up to a maximum of [5] should be awarded.
If a candidate addresses an appropriate study without referring to intuitive (automatic) thinking, up to a maximum of [4] should be awarded.
Discuss schema theory.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review of schema theory.
Studies investigating schema theory include but are not limited to:
- Anderson and Pitchert's (1978) house buyer/burglar study on the effect of schema processing on memory encoding and retrieval
- Bartlett's (1932) study of 'War of the Ghosts'
- Loftus and Palmer's (1974) study investigating leading questions on reconstructive memory
- Brewer and Treyens's (1981) study on the role of office schemas on recall
- Bransford and Johnson's (1972) studies on contextual conditions for encoding and recall
- Martin and Halverson (1983) study on gender schemas
- Cohen (1981) on memory schemas leading to stereotypes.
Critical discussion points may include, but are not limited to:
- applications of schema theory - for example, cognitive-behavioural therapy
- methodological and ethical considerations
- implications of the research findings
- assumptions and biases
- areas of uncertainty - for example, the inability to observe schema.