BLOA Notes

These are not yet your notes, they are just a skeleton – revision notes prepared for the end of the course that you are still working on. You need to add flesh to these bones or they will be little more help to you than the notes you’ve been making thus far…

IB Psychology

Paper 1 assessment – SAQs (8 marks)Markba

nd Level descriptor Notes

0The answer does not reach a standard described by the descriptors below.

This means that your answer is not good. You have missed the point of the question or done nothing.

1 - 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 - 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 -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.

These marks translate into the following levels:

Bear in mind that you’re looking for an overall average of 70% for a level 7, 60% for a level 6 and 50% for a level 5. Getting a level 7 in any one question doesn’t count for much – you

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Mark Level1 12 23 34 55 6

6+ 7

must ensure consistency in your performance. Your target is always to get as many marks as possible.

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BLOA structured notesHow to use these notes:

- Each of the learning outcomes for this level of analysis is set out before you. You already have these, but it means each page at least starts off making sense.

- The command term is briefly explained, sometimes more helpfully than at others. This is intended to help you to understand the sort of content that should be in your answer, if this is the question that appears in the exam. Remember that the command term can be changed for any equivalent or lower command term, so the wording of the learning outcome isn’t a guarantee of what will be in any exam.

- The indicative content is merely a suggestion from me regarding what could go into an answer that addresses the particular learning outcome (as worded below). This isn’t a prescription, and it’s not to say that there aren’t other ways of answering the question. What is included is what makes sense to me and, hopefully, is clear enough to point you in one of the many right directions.

- The line of argument is something that is relevant only for AO3 level questions. In answering these questions you will be marked on the structure and organisation of your answer and so you need to write it with a clear line of argument running through. This will give cohesion and flow to your answer.

- The space after my typing is intended for you to add your own notes to mine. This is because what I’ve put down are only brief sketches of what might go into an answer, and as we cover additional material in class you may want to note that down so that you create a more comprehensive set of notes that the ones that I’ve given you here.

- I’ve put the assessment criteria on the inside front and back covers, and the command terms and their definitions at the back as a sort of glossary. These should be used when thinking about how best to answer a question.

- Guard this with your life!- This remains a work in progress. There will be some studies in here

that we end up not using, and some that we will need to put in. Every year things change a little bit; that’s OK, just don’t be too precious about crossing things out – it shows that you’re interacting with the resource.

Biological level of analysis (BLOA)B1 Outline principles that define the biological level of analysisB2 Explain how principles that define the biological level of analysis may be

demonstrated in researchB3 Discuss how and why particular research methods are used at the biological level

of analysisB4 Discuss ethical considerations related to research studies at the biological level of

analysisB5 Explain one study related to localization of function in the brainB6 Using one or more examples, explain effects of neurotransmission on human

behaviourB7 Using one or more examples, explain functions of two hormones in human

behaviour

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B8 Discuss two effects of the environment on physiological processesB9 Examine one interaction between cognition and physiology in terms of behaviourB10 Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in

investigating the relationship between biological factors and behaviourB11 With reference to relevant research studies, to what extent does genetic

inheritance influence behaviour?B12 Examine one evolutionary explanation of behaviourB13 Discuss ethical considerations in research into genetic influences on behaviour

B1/2: Outline principles that define the biological level of analysis / Explain how principles that define the biological level of analysis may be demonstrated in research‘Outline’ requires brief but clear overview; ‘Explain’ requires reasons that will make the link between the research and the principle clear. These are not essay questions.

Cognitions, emotions and behaviours are the products of the anatomy and physiology of our nervous systems.

Maguire (anatomy), Gais & Born (ACh – physiology), Brody/Kennedy (both – depression and brain scans)

Patterns of behaviour can be inherited.Caspi, Zhang – genetics studies, LoBue & DeLoach (evolutionary)

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B3: Discuss how and why particular research methods are used at the biological level of analysis‘Discuss’ = possible essay question, must be balanced.

How/why particular research methods are used…Experiments – animal studies more common for BLOA experiments e.g. Fadda – mazes/ACh but some human studies e.g. Gais & BornCorrelational studies – when experiments can’t be done on humans. Maguire, Caspi, Zhang.Line of argument – ultimately, each research method gets used for its strengths and its limitations are accepted as a necessary evil. No research method is perfect, but each has a role to play in answering the questions that psychologists want to ask about human behaviour.

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B4: Discuss ethical considerations related to research studies at the biological level of analysis‘Discuss’ = possible essay question, must be balanced

Ethical considerations related to research @ BLOAGeneric or specific- Informed consent- Deception- Right to withdraw- Protection from harm

o Physicalo Psychological

- Debrief- Privacy – what you let the researchers know about (a right)- Confidentiality – what researchers must keep secret/anonymous

(a responsibility)Remember that ethical considerations aren’t necessarily problems, but issues that need to be thought about in relation to any research that is conducted.

Possible studies with relevant consideration:- Maguire, Caspi, Zhang, Gutchess etc. – privacy re: discovering

problems psychological harm?- PET scan studies e.g. Fink inject radioactive isotopes into

participants, which runs a small risk of causing damage to them physical harm

Line of argument – all aspects of research involve considering how participants are to be treated. Once these issues have been satisfactorily dealt with the study has the potential to be useful. If there are any ethical problems then the integrity of the research is compromised and its value diminished.

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B5: Explain one study related to localization of function in the brain.‘Explain’ = AO2 (not an essay question) and requires reasons and/or causes.

Maguire is the study to use here because of the command term. You can explain how the combined comparisons (taxi vs non-taxi plus length of experience) enable a stronger conclusion re: causation to be drawn than would normally be the case with a correlational study.

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B6: Using one or more examples, explain effects of neurotransmission on human behaviour.‘Explain’ means that you should give reasons or causes. This is important to remember!

Gais & Born helps but needs a little more… You can use Fadda as well.Easier but less clever: serotonin and depression – (Hollon) SSRIs relieve negative thoughts/other symptoms of depression, so it can be concluded that low availability of serotonin at the synapse give rise to depression or, better, good availability of serotonin at the synapse produce positive affect (good moods) and effective cognition.

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B7: Using one or more examples, explain functions of two hormones in human behaviour.‘Explain’! Reasons or causes for those hormones having the effects that they do.

Adrenaline – evolutionary context – survival of the fittest: run faster or hit harder.

Cortisol – maintain a stress response for the duration of the experience. Kock – shock improves memory around a startle response.

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B8: Discuss two effects of the environment on physiological processes‘Discuss’ = balanced; potential essay question.

Maguire – intensive use of spatial navigation (negotiating a complex environment) leads to a neuroplastic response: right posterior hippocampi of taxi drivers changed the more they drove their taxis. [Rosensweig & Bennet, 1972 – rats raised in a stimulating environment had thicker cerebral cortices than those raised in a dull environment. This also shows the effects of the environment on the physiological process of neuroplasticity. {Thanks to Dan Bell for that one!}]Lazarus & Folkman (1975) – transactional model of stress: when the perceived demands of a situation outweigh one’s perceived ability to cope then a person will experience stress. The cognitive appraisal of an environmental situation can activate the hypothalamus and trigger the SAM (sympathetic adrenal medulla – adrenaline) and HPA (hypothalamic-pituitary-adrenal cortex – cortisol) stress responses.Marmot (1997) – about 8500 civil servants asked about how much control and responsibility they felt they had in their jobs; followed up seven years later to see how much illness they had suffered from (operationalising stress levels) and it was found that a sense of lack of control gave rise to more stress. (Evaluative point: those with less control had lower-level jobs lower pay, poorer living conditions stress from control or from lifestyle?)

Line of argument: every interaction with the world has a physiological impact; behaviours are based on biological processes and will also affect biological processes.

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B9: Examine one interaction between cognition and physiology in terms of behaviour.‘Examine’ sucks! It requires that you uncover assumptions and interrelationships between factors. Urgh.DEPRESSION!

Physiology = neurotransmission (serotonin)Cognition = negative thoughts (Beck’s triad? Cognitive symptoms of

depression)Studies connecting them: Carlsson & Lundqvist (1969: reported the

link between poor availability of serotonin at the synapse and symptoms of depression)[Kennedy][Brody] NB – these two actually looked at brain activity – you would need to propose that the measured activity was related to serotonin to incorporate them into your essay effectively.ZhangStewart (1998: SSRIs work biologically in hours, but don’t relieve symptoms of depression for a couple of weeks – here is an evaluative point against the serotonin hypothesis, which is essentially what you’re writing about)Bupropion – anti-depressant that doesn’t affect serotonin availability but does relieve symptoms of depression.

Line of argument (1): the serotonin hypothesis came out of work in the 1960s, seems plausible by many measures but leaves too much unexplained to be considered wholly successful.Line of argument (2): since serotonergic activity/availability was implicated as a key factor in depression a number of studies have concluded that this physiological factor and the negative cognitions associated with depression are inextricably linked. However, this doesn’t tell the whole story…

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B10: Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological factors and behaviour

‘Discuss’ requires balance.

You must remember that this question is asking why psychologists use brain imaging technology to answer the questions they have about the relationship between biological factors and behaviour. Focus on why brain imaging technologies are used more than when they have been used.

Examples that might help: [Broca – historical example of what we used to do]

Fink (PET)Gutchess (fMRI)Maguire (MRI)Sharot (fMRI)Brody/Kennedy…

Try to mention studies that use different technologies.

Line of argument: brain imaging technologies allow us to investigate aspects of behaviour hitherto unavailable to us (i.e. that we couldn’t previously access!), particularly on living people. We can understand how the brain and behaviour are linked in new and helpful ways.

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B11: With reference to relevant research studies, to what extent does genetic inheritance influence behaviour?“To what extent” requires a judgement of the success/merit of a particular theory, and must include evaluative material.I suggest using phobia for this question.

Genetic explanations (based on evolutionary ideas):- LoBue & DeLoache- Masataka- Seligman’s theory of biological preparedness (to give evolutionary

context)- Mineka’s monkeysLine of argument: With phobias of natural stimuli that could have posed a threat to our ancestors, genetic explanations are very plausible. However, the fact that many people have phobias of things that are either artificial or completely unthreatening suggests that there must be other mechanisms through which phobias are acquired.

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B12: Examine one evolutionary explanation of behaviour.Look familiar?! Do what you did for B11 but it’s an ‘examine’ question – urgh.

Explanation = preparedness for phobia because of survival advantage of quickly responding to threats.Interrelationship = combination of natural threat and classically or socially conditioned response (Garcia effect and Mineka’s monkeys respectively) – diathesis-stress model of dysfunctional behaviour.Line of argument: With phobias of natural stimuli that could have posed a threat to our ancestors, genetic explanations are very plausible. However, the fact that many people have phobias of things that are either artificial or completely unthreatening suggests that there must be other mechanisms through which phobias are acquired.

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B13: Discuss ethical considerations in research into genetic influences on behaviour.‘Discuss’ means balanced..!

Ethical considerations:- Privacy: certain conditions, that you as the ppt might not know about,

could be discovered by the researchers – what should they do about this? How should it be dealt with?

o Actually only small risk of finding something not related to the study as researchers should just be looking for specific genetic combinations.

o Probably dealt with through the planning and collection of informed consent.

- Protection from harm/avoidance of distress: What might it actually mean for someone to learn that they have a particular hereditary condition?

o Could lead to distress e.g. Zhang’s non-depressed participants might be upset to learn that they actually carry an allele that seems to have a strong connection with the development of depression.

o Possibility of a self-fulfilling prophecy? If you know you carry something that could predispose you to developing a condition then you might end up acting in that way and suffering from it anyway. E.g. Zhang’s study could have ended up causing depression rather than simply measuring factors associated with it.

o In Caspi’s study ppts had to report stressful events from the past five years. It could be that dwelling on these gave rise to more depression than would otherwise have been the case.

- Some of the above could be dealt with through careful use of informed consent (there’s no need to deceive anyone about the purpose of the study because we can’t change our genetics); also necessary to protect participants would be providing quick access to counselling services.

Line of argument: Research into genetic influences on behaviour raises some ethical issues that aren’t present in the same way in other studies. These need to be considered carefully and dealt with appropriately before embarking on the research.

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IB Command terms

Command terms associated with assessment objective 1: Knowledge and comprehensionDefine

Give the precise meaning of a word, phrase, concept or physical quantity.Describe

Give a detailed account.Outline

Give a brief account or summary.State

Give a specific name, value or other brief answer without explanation or calculation.

Command terms associated with assessment objective 2: Application and analysisAnalyse

Break down in order to bring out the essential elements or structure.Apply

Use an idea, equation, principle, theory or law in relation to a given problem or issue.

DistinguishMake clear the differences between two or more concepts or items.

ExplainGive a detailed account including reasons or causes.

Command terms associated with assessment objective 3: Synthesis and evaluationCompare

Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrastGive an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

ContrastGive an account of the differences between two (or more) items or situations referring to both (all) of them throughout.

DiscussOffer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

EvaluateMake an appraisal by weighing up the strengths and limitations.

ExamineConsider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

To what extentConsider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

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