Embark on a profound exploration of the human mind and behavior with this comprehensive collection of notes derived from the Psychology IB Diploma program. These meticulously crafted notes offer an invaluable resource for students, enthusiasts, and curious minds eager to delve into the depths of ps...
SAQ: DESCRIBING ONE MEMORY MODEL WITH REFERENCE TO RESEARCH ...................................................3
ERQ: DISCUSS ONE MODEL OF MEMORY .........................................................................................................3
ERQ: CONTRAST TWO MODEL OF MEORY........................................................................................................3
MULTI-STORE MEMORY MODEL............................................................................................................................................3
TYPE OF MEMORY...............................................................................................................................................................3
WORKING MEMORY MODEL .........................................................................................................................................................7
CAN WE MULTI TASK? ...................................................................................................................................................................7
THE CENTRAL EXECUTIVE ................................................................................................................................................................8
THE PHONOLOGICAL LOOP (VERBAL STM)...................................................................................................................................8
SAQ: EXPLAIN SCHEMA THEORY WITH THE HELP OF ONE SUPPORTING STUDY! ...........................................9
ERQ: DISCUSS SCHEMA THEORY .......................................................................................................................9
SCHEMA AND SCRIPTS ...................................................................................................................................................................9
SCHEMA THEORY AND MEMORY: ...................................................................................................................................................9
SAQ: EXPLAIN THE RELIABILITY OF COGNITITVE PROCESSES WITH REFERENCE TO ONE STUDY (YOU USE
RECONSTRUCTIVE MEMORY OR BIAS IN THINKING AND DECISION MAKING .............................................14
FROM FREUD TO THE 21ST CENTURY .........................................................................................................................................14
ERQ: DISCUSS THE RELIABILITY OF ONE COGNITIVE PROCESS .....................................................................14
RELIABILITY AND DECISION- MAKING ..........................................................................................................................................15
ERQ: DISCUSS ONE OR MORE STUDIES OF RECONSTRUCTIVE MEMORY ......................................................15
RECONSTRUCTIVE MEMORY .........................................................................................................................................................15
THE COUNTER ARGUMENT – MEMORY IS RELIABLE......................................................................................................................18
WHAT ARE THE KEY DIFFERENCE BETWEEN YUILLE AND CUTSHALL’S (1986) AND LOFTUS AND PALMER’S (1974) EXPERIMENTS?
18
SAQ: WITH REFERENCE TO RESEARCH, OUTLINE ONE BIAS IN THINKING AND DECISION MAKING
(ANCHORING, PEEK – END RULE OR FRAMING EFFECT). ..............................................................................20
ERQ: DISCUSS ONE OR MORE STUDIES OF COGNITIVE BIASES IN THINKING AND DECISION MAKING .....20
BIASES IN THINKING AND DECISION MAKING .............................................................................................................................20
Peek end rule.......................................................................................................................................................................22
Framing effect.....................................................................................................................................................................23
CRITICAL THINKING ABOUT COGNITIVE BIASES ...........................................................................................................................25
SAQ OR ERQ: DESCRIBE ONE THEORY OF HOW EMOTION MAY AFFECT ONE COGNITIVE PROCESS.
SUPPORT YOUR DESCRIPTION WITH RESEARCH (FLASHBULB MEMORIES OR DAMASIO / BECHARA).........26
EMOTION AND DECISION MAKING .............................................................................................................................................26
THE SOMATIC MARKER HYPOTHESIS (DAMASION, 1994) ..........................................................................................................26
TECHNOLOGY, EMOTION AND COGNITION................................................................................................................................30
Flashbulb memories ............................................................................................................................................................30
DOES THE RECEPTION CONTEXT MAKE A DIFFERENCE ..................................................................................................................30
The problem with 9/11 FBM research ............................................................................................................................31
DOES SOCIAL MEDIA MAKE A DIFFERENCE?.................................................................................................................................31
COULD THE EFFECT OF TECHNOLOGY BE INDIRECT .....................................................................................................................32
WHY DOES THIS MATTER? ..........................................................................................................................................................33
THE BRAIN AND BEHAVIOUR........................................................................................................................................................34
SAQ: EXPLAIN NEUROPLASTICITY WITH REFERENCE TO ONE STUDY ...........................................................35
1
,ERQ: DISCUSS ONE OR MORE STUIDES OF NUETROPLASTICITY....................................................................35
SAQ: EXPLAIN ONE STUDY RELATED TO LOCALIZATION OF FUNCTION IN THE BRAIN ..............................35
ERQ: LOCALIZATION OF FUNCTION...............................................................................................................36
LOCALISATION AND PLASTICITY ..................................................................................................................................................36
THE LIMBIC SYTEM ......................................................................................................................................................................38
BRAIN PLASTICITY .......................................................................................................................................................................40
SAQ: EXPLAIN NUERAL PRUNING, MAKING USE OF ONE STUDY.................................................................42
SYNAPTIC PLASTICITY..................................................................................................................................................................42
SAQ: EXPLAIN ONE EFFECT OF NEOROTRANSMISION IN HUMAN BEHAVIOUR, MAKING USE OF ONE
STUDY ..............................................................................................................................................................44
ERQ: DISCUSS ONE OR MORE STUDIES REGARDING THE ROLE OF NEUROTRANSMISSION ON BEHAVIOUR .
44
NUEROTRANSMISSION ................................................................................................................................................................44
NUEROTRANSMITTERS..................................................................................................................................................................44
AGONIST AND ANTAGONISTS ....................................................................................................................................................47
SAQ: EXPLAIN THE ROLE OF ONE HORMONE IN HUMAN BEHAVIOUR, MAKING USE OF ONE STUDY
ERQ: DISCUSS THE ROLE OF HORMONES ON BEHAVIOUR, USING ONE OR MORE EXAMPLES ...................49
HORMONES ................................................................................................................................................................................49
PHERMONES AND AGGRESSION .................................................................................................................................................54
HOW DOES ONE «SMELL» A PHERMONE?..................................................................................................................................54
PHERMONES AND MATING BEHAVIOUR .......................................................................................................................................56
SAQ: OUTLINE ONE EVOLUTIONARY OF ONE BEHAVIOUR...........................................................................60
ERQ: DISCUSS ONE OR MORE EVOLUTIONARY EXPLANATIONS OF BEHAVIOR...........................................60
EVOLUTIONARY PSYCHOLOGY ...................................................................................................................................................60
AN EVOLUTIONARY ARGUMENT FOR DEPRESSION: THE SOCIAL COMPETITION HYPOTHESIS ........................................................60
EVALUATING PRICE’S SOCIAL COMPETITION HYPOTHESIS ...........................................................................................................61
EVALUATION OF EVOLUTIONARY ARGUMENTS ............................................................................................................................63
SAQ: EXPLAIN THE USE OF TWIN STUDIES AND/OR KINSHIP USING ONE STUDY ........................................64
ERQ: EVALUATE ONE OR MORE STUDIES ON THE INFLUENCE OF GENES ON BEHAVIOUR..........................65
ERQ: DISCUSS GENETIC INFLUENCE ON BEHAVIOUR.....................................................................................65
KINSHIP STUDY:...........................................................................................................................................................................65
EVALUATTING KINSHIP STUDIES ...................................................................................................................................................65
EPIGENETICS AND DEPRESSION ...................................................................................................................................................67
GENETIC ARGUMENTS FOR DEPRESSION .....................................................................................................................................68
SAQ: DESCRIBE SOCIAL IDENTITY THEORY, MAKING REFERENCE TO ONE RELVANT STUDY .......................73
SAQ: EXPLAIN ONE STUDY OF SOCIAL IDENTITY THEORY ............................................................................73
ERQ: DISCUSS ONE OR MORE STUDIES OF SOCAL IDENTITY THEORY ..........................................................73
ERQ: DISCUSS SOCIAL IDENTITY THEORY .......................................................................................................73
SAQ: EXPLAIN ON EETHICAL CONSIDERATION FOR RESEARCH WITHIN THE SOCIOCULTURAL APPROACH...
78
SAQ: OUTLINE ONE RESEARCH METHOD USED IN THE SOCIOCULTURAL APPROACH .................................78
ERQ: DISCUSS RESEARCH METHODS USED IN THE SOCIOCULTURAL APPROACH.........................................78
ENCULTURATION..........................................................................................................................................................................78
2
, ENCULTURATION AND GENDER ....................................................................................................................................................79
ACCULTURATION .........................................................................................................................................................................82
BERRY’S ACCULTURATTION MODEL...............................................................................................................................................82
DISCRIMINATION AND ACCULTURATION ......................................................................................................................................85
THE IMMIGRANT PARADOX ..........................................................................................................................................................85
METHODOLOGICAL CONSIDERATIONS ........................................................................................................................................86
SAQ: DISCUSS THE INFLUENCE OF ONE CULTURAL DIMENSION ON BEHAVIOUR........................................87
ERQ: DESCRIBE THE ROLE OF ONE CULTURAL DIMENSION IN BEHAVIOUR ..................................................87
CULTURAL DIMENSIONS ...............................................................................................................................................................87
HOFSTEDE’S CULTURAL DIMENSIONS ..........................................................................................................................................88
COGNITIVE
SAQ: DESCRIBING ONE MEMORY MODEL WITH REFERENCE TO RESEARCH
ERQ: DISCUSS ONE MODEL OF MEMORY
ERQ: CONTRAST TWO MODEL OF MEORY
MULTI-STORE MEMORY MODEL
TYPE OF MEMORY
Different types of memories may be stored in different parts of the brain.
Declarative memory: Episodic memory: Sematic memory: Procedural memory:
Contains the memory of Contains general The unconscious memory
The memory of the facts
specific events that have knowledge of facts and of skills and how to do
and events and refers to
occurred at a given time people, for example, things.
those memories that can
and in a given place concepts and schemas
be consciously recalled.
and it is not linked to
There are two subsets of
time and place.
declarative memory
3
, ATKINSON AND SHIFFRIN (1986)
Where among the first to suggest a basic structure of memory with their multiple stores of memory
(MSM).
The multi-store (MSM) was suggested in 1960s and was inspired by computer science. The model argues
that:
Memory consists of several separate locations in which information is store.
Those memory processes are sequential
Each memory store operated in a single, uniform way.
In this model: Short-term memory (STM) serves as a gateway by which information can gain access to long
term-memory. The different memory store is seen as components that operate in conjunction with the
permanent memory store (LTM) through processes such as attention, coding and rehearsal.
According to the model rehearsal is important in order for the STM to become an LTM.
Sensory information from the world enters sensory memory, which is modality specific. Which is related
to different senses like: hearing and vision.
Visual store (iconic memory) and auditory store (echoic memory)
Information in the sensory store stay for a few seconds. Only a small amount of the information will
continue to the STM store.
Capacity of STM has a limit to around 7 items and the duration is normally around 6-18 seconds. With
rehearsal STM will stay for 30 seconds. Information in STM is lost if it is not rehearsed. It could also be
replaced when not rehearsed.
Rehearsal is materials in STM plays a role in determining on what is store in long-term memory in the
multi-store model of memory.
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