IB Psychology SL 3.4.7 Cognitive Models Questions

Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "evaluate" requires candidates to make an appraisal by weighing the strengths and limitations of one theory demonstrating the influence of emotion on one cognitive process. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Responses may focus on any cognitive process that is affected by emotion, such as perception, attention, memory, problem solving or decision-making.

Examples of theories include, but are not limited to:
- Brown and Kulik's flashbulb memory theory
- Bower's theory of state-dependent cues
- Frank's emotional precommitment model of decision making
- Loftus's theory of weapon focus
- McGinnies's perceptual defence research.

Evaluation of the selected theory includes, but is not limited to:
- degree of empirical support
- methodological considerations
- cultural and gender considerations
- contrary findings or explanations
- accuracy and clarity of the concepts
- application and/or usefulness of the empirical findings.

The focus of the response should be on the evaluation of the theory of how emotion may affect one cognitive process and not just on an evaluation of the studies. Responses that only evaluate studies and not the theory itself, should be awarded up to a maximum of [6] for criterion B, critical thinking.

If a candidate evaluates more than one theory, credit should be given only to the first evaluation, unless the other theory or theories are clearly used to evaluate the main theory;
for example, used to illustrate the strengths and/or limitations of the main theory.

If a candidate discusses only strengths or only limitations, the response should be awarded up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.