IB Psychology SL 3.3.7 Chemical messengers Question Bank
Practise IB Psychology SL/HL 3.3.7 by applying chemical messengers concepts to exam-style questions.
- Syllabus
- First assessment 2027
- Course
- Psychology SL
- Level
- SL
Exam points
- identify the relevant model, concept or evidence
- apply the correct subject framework to the question
- evaluate the result using clear evidence and subject terminology
3.3.7—Chemical messengers question 1
[Maximum number: 22]
To what extent are personal relationships influenced by biological factors?
Refer to the paper 2 assessment criteria when awarding marks.
The command term "to what extent" requires candidates to consider the contribution of biological factors in personal relationships.
It is appropriate and useful for candidates to address cognitive and/or sociocultural factors influencing personal relationships in order to respond to the command term "to what extent".
Candidates may address specific types of personal relationships (eg romantic, peer, parent
adolescent) or personal relationships in general. Both approaches are equally acceptable.
Biological factors influencing personal relationships may include, but are not limited to:
- pheromones
- hormones
- evolutionary explanations (e.g. parental investment theory)
- brain chemistry (neurotransmitters)
Relevant research may include, but is not limited to:
- Buss et al.'s (1989) study on the evolutionary theory as a factor for mate selection
- Fisher et al.'s (2005) study on the brain systems involved in early-stage intense romantic love
- Clarke and Hatfield 's (1989) study on gender differences in accepting casual sex: an evolutionary view
- Wedekind's (1995) study on the role of body odour in personal relationships
- Walster et al.'s (1966) matching hypothesis: rating own level of attractiveness and matching it with potential partner
- Karandashev et al.'s (2020) study on the cultural factors of sensory preferences in romantic attraction
- Hazan and Shaver's (1987) study on attachment and personal relationships.
Discussion may include, but is not limited to:
- degree of empirical support
- methodological and ethical considerations of research addressed within the context of the question
- application of findings and real life implications
- cultural and/or gender considerations
- interaction between factors
- the accuracy and clarity of the concepts
- correlation vs. causation
- comparison with non-biological factors to illustrate strengths and limitations of biological explanations/factors
- relevant issues and debates (e.g. nature vs. nurture; reductionism vs. holism).
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