Practise biological, cognitive and sociocultural psychology with SL questions that explain concepts, apply studies and evaluate evidence across the content units.
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.
Discuss the use of one or more brain imaging technologies in investigating the relationship between biological factors and 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 use of one or more brain imaging technologies in investigating the relationship between biological factors and behaviour.
Brain imaging technologies could include, but are not limited to:
- CT (computerized tomography)
- PET (positron emission tomography)
- MRI (magnetic resonance imaging)
- fMRI (functional magnetic resonance imaging)
- EEG (electroencephalography).
Candidates may refer to studies such as:
- Corkin (1997) using MRI to investigate the effect of damage to HM's medial temporal lobes and the effect on memory formation.
- Brefczynski-Lewis et al.'s (2007) study to investigate the effect of meditation on the brain using fMRI.
- Maguire et al.'s (2000) study using MRI scans to investigate spatial ability and neuroplasticity in taxi drivers.
- Ogden's (2005) study using CT scans to investigate the effect of brain damage on hemineglect.
Discussion may include, but is not limited to:
- how brain imaging technologies have changed and furthered the study of behaviour
- 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.
The focus of the response must be on how brain imaging technology is used to understand the relationship between biological factors and behaviour. Although an understanding of how the technology functions may be included, it is not required for top marks to be awarded.
Candidates may discuss one brain imaging technology in order to demonstrate depth of knowledge, or may discuss more than one brain imaging technology in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.
Candidates may address one biological factor, or more than one. Both approaches are equally acceptable.
Examine two or more factors influencing conformity.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "examine" requires candidates to consider how two or more factors influence conformity in a way that uncovers the assumptions and relationships between each of these factors and conformity.
Appropriate factors influencing conformity may include but are not limited to: culture, minority influence, group size, unanimity, confidence, self-esteem, intellectual competence and leadership ability. Candidates may refer to normative influence and informational influence as factors leading to conformity.
Candidates may refer to a number of studies that may include but are not limited to:
- Asch's (1951,1952,1956) studies on the influence of group size, unanimity and the difficulty of the task
- Crutchfield's (1955) study on intellectual competence, ego strength, leadership ability and authoritarian personality
- Perrin and Spencer's (1988) study on confidence
- Moscovici et al.'s (1969,1976,1985) studies on the influence of a minority
- Berry's (1967) study or Bond and Smith's study (1996) on cultural differences.
- Abrams (1990) study on the role of social identity.
In order to respond to the command term "examine", candidates may refer to:
- our inherent need to belong and the role this plays in normative social influence
- that we understand ourselves through social comparison
- our behaviour is influenced by others, even when we believe that we are acting independently.
- gender and cultural considerations - such as the role of cultural dimensions on our behaviour.
Candidates may examine two factors influencing conformity in order to demonstrate depth of knowledge, or may examine a larger number of factors in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.
If a candidate examines only one factor influencing conformity, 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.
If factors influencing obedience or compliance, rather than conformity, are discussed, no marks should be awarded for this discussion. Marks should only be awarded for a discussion of the Stanford Prison Study if the response focuses on relevant factors influencing conformity, for example referent informational influence.
Describe one effect of one hormone on behaviour, with reference to one relevant study.
when awarding marks.
The command term "describe" requires candidates to give a detailed account of one effect of one hormone on behaviour, with reference to one relevant study.
Any aspect of human behaviour (eg, aggression, attachment, sexual behaviour) is acceptable as long as the response focuses on how one hormone affects a particular behaviour.
Although hormones may act as neurotransmitters by activating receptor sites within the synapse, it is the origin of the chemical that classifies it as a hormone. Responses that address the effect of neurotransmitters such as dopamine, serotonin, GABA and acetylcholine on behaviour should not be awarded marks.
Relevant studies may include, but are not limited to:
- Radke et al.'s (2015) study investigating the effect of testosterone on women's responses to angry faces
- McGaugh and Cahill's (1995) study on the effect of adrenaline in memories linked to emotional arousal
- Newcomer et al.'s (1999) study on cortisol and memory
- Baumgartner et al.'s (2008) study on the effect of oxytocin on trust in economic behaviour.
If a candidate describes more than one effect on more than one hormone, credit should be given only to the first effect or the first hormone described.
If a candidate refers to more than one study credit should be given only to the first study.
If a candidate describes the effect of one hormone without making reference to a study, up to a maximum of [5] should be awarded.
If a candidate only describes a relevant study without describing the effect of the hormone, up to a maximum of [4] should be awarded.