1. Objective: How is IB different from AP Psychology? Hook: Answer question on board IB

2. IB Psychology is different from AP Psychology: A. IB does not have multiple choice questions B.IB does not have key term sheets to turn in every Unit test C.IB does not have Unit test D.We don’t ever do anything in IB E.All of the above

3. IB Psychology Objectives for this Unit: – Discuss the format and expectations of this class. – Explain the different levels of analysis we will cover this year as we examine behavior & mental processes and what happens when behavior is not normal. – Examine how psychological thinking(cognition), cultural experiences(Socialcultural) and biology are related. – Review Ethics and Research Methods.

4. Class Expectations/Goals Student will: pass the exam Student will: Bring lap-top and be prepared to write essays Student will: Not get behind on assignments Teacher will: Review concepts from AP Psychology and provide feedback on essays in a timely manner to ensure that students are prepared for the IB exam. Both student and teacher will: continue to respect each other and practice ethical considerations at all times.

5. Waves of Psychology are now called level of analysis (LOA) In AP Psychology you learned that Psychological Waves are different ways of thinking about the cause of behavior, now called different Levels of Analysis (LOA). The IB Syllabus covers only three.(cog, bio, SC) SAQ = short answer questions LAQ = long answer questions http://cranepsych.edublogs.org your new teacher http://cranepsych.edublogs.org

6. In reality, we use an Eclectic approach Psychologists know that all the levels of analysis work together to form a more accurate cause of behavior.

7. It is no longer a Big Debate The IB Exam is made up of learning outcomes from each LOA: that ask you to compare and contrast the three major LOAs to determine behavior. As well as, to consider ethical issues when determining causes of certain behavior. Also, the objectives force you to discuss cultural and gender differences when attributing behaviors and discussing disorders. Finally, you are to look critically at research that has been done in each of these areas. (question research) CEGM

8. Class and IB Exam Format You will:. work through each of the learning objective from each LOA use your prior knowledge from AP psychology reflect on, evaluate psychological theories and empirical studies. discuss the CEGM, cultural, ethical and gender issues evaluating how certain research was conducted and how valid are the outcomes. We will. review research methods begin with the Cognitive LOA and start the IA. After we finish the 3 LOA, we do the Option – Abnormal behavior - Disorders and Therapies (Paper II). The IB Exam for SL/HL: Paper I has 3 SAQ and 1 LAQ - 2 Hours. The next day for SL: Paper 2 has 1 LAQ – 1 hour, HL 2 LAQ – 2 hrs. HL has 3 SAQ on qualitative – 1 hr.

9. Biological LOA- (aka. Biopsychology, Neuroscience) Human behaviors have a biological origin or an organic root. In other words, they come from your brain, body chemistry, neurotransmitters, etc… Behaviors is caused from Genetic makeup Behavior has a Evolutionary component – (survival extints)

10. Learning Objectives for the Biology level of Analysis (BLOA) General learning outcomes Outline principles that define the biological level of analysis. Explain how principles that define the biological level of analysis may be demonstrated in research (that is, theories and/or studies). Discuss how and why particular research methods are used at the biological level of analysis. Discuss ethical considerations related to research studies at the biological level of analysis.

11. BLOA continued Physiology and Behaviour Explain one study related to localization of function Using one or more examples, explain effects of neurotransmission on human behaviour Using one or more examples explain functions of two hormones in human behaviour Discuss two effects of the environment on physiological processes Examine one interaction between cognition and physiology in terms of behaviour Discuss the use of brain imaging technologies in investigating the relationship between biological factors and behaviour

12. BLOA – continued Genetics and Behaviour With reference to relevant research studies, to what extent does genetic inheritance influence behaviour? Examine one evolutionary explanation of behaviour Discuss ethical considerations in research into genetic influences of behaviour

13. Cognitive Level of Analysis (CLOA) Focuses on how behavior is caused by the way we think (or encode information) You are what you think. Schemas drives cognition. Cognitive Therapist attempt to change the way you think. Boy meets girl, boy’s hopes are high!!! Girl rejects boy,. How does boy handle rejection? Boy thinks, she’s just not into me, try for some else. Or boy thinks “ I am no good and I will live a lonely life of solitude”.

14. Learning Objectives for CLOA General learning outcomes Outline principles that define the cognitive level of analysis. Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies). Discuss how and why particular research methods are used at the cognitive level of analysis. Discuss ethical considerations related to research studies at the cognitive level of analysis.

15. CLOA - continued Cognitive processes Evaluate schema theory with reference to research studies Evaluate two models of theories of one cognitive process with reference to research studies Explain how biological factors may affect one cognitive process Discuss how social or cultural factors affect one cognitive process With reference to relevant research studies, to what extent is one cognitive process reliable? Discuss the use of technology in investigating cognitive processes.

16. CLOA - continued Cognitive processes Evaluate schema theory with reference to research studies Evaluate two models of theories of one cognitive process with reference to research studies Explain how biological factors may affect one cognitive process Discuss how social or cultural factors affect one cognitive process With reference to relevant research studies, to what extent is one cognitive process reliable? Discuss the use of technology in investigating cognitive processes

17. CLOA - continued Cognition and emotion To what extent do cognitive and biological factors interact in emotion? Evaluate one theory of how emotion may affect one cognitive process

18. Social-Cultural (SCLOA) Believe that our environment guides our behavior and the culture in which you live dictated our feelings and behaviors. Some cultures kiss each other when greeting, some just bow. They are concerned with how behaviors change when in a group. This LOA does mostly natural observations to determine how humans behave in real life.

19. Learning Objectives for SCLOA General learning outcomes Outline principles that define the socio-cultural level of analysis. Explain how principles that define the socio-cultural level of analysis may be demonstrated in research (that is, theories and/or studies). Discuss how and why particular research methods are used at the socio-cultural level of analysis. Discuss ethical considerations related to research studies at the socio-cultural level of analysis.

20. SLOA - Continued Socio-cultural cognition Describe the role of situational and dispositional factors in explaining behaviour Discuss two errors in attribution Evaluate social identity theory, making reference to relevant studies Explain the formation of stereotypes and their effect on behaviour Explain social learning theory, making reference to two relevant studies Discuss the use of compliance techniques Evaluate research on conformity to group norms Discuss factors influencing conformity

21. SCLOA - Continued Cultural norms Define the terms “culture” and “cultural norms” Examine the role of two cultural dimensions on behaviour Using one or more examples, explain “emic” and “etic” concepts

22. How to write a SAQ Essay Start with a sentence or 2 about what the focus of each LOA is, (i.e. “The cognitive level of analysis(LOA) looks at behavior as the result of human’s information processes…”) Then next sentence, you begin to answer the question. (“One of the information processes that concerns the cognitive LOA is memory and how memory is formed using a framework of all our knowledge called schemas.”) Pay very close to the command terms and write answer with that in mind. The next sentence – is a complete discussion about the concept or research method that the question is asking. (“According to the schema theory….. )

23. Command Term Glossary Level 1: Define Give the precise meaning of a word, phrase, concept or quantity. Describe Give a detailed account. Outline Give a brief account or summary. State Give a specific name, value or other answer without explanation.

24. Command terms cont. Level 2: Analyse Break down in order to bring out the essential elements or structure. Apply Use and idea or theory in relation to a given problem or issue. Distinguish Make clear differences between two concepts or items. Explain Give a detailed account including reasons or causes.

25. Command terms cont. Level 3: Compare -Give a detailed account of similarities between items, referring to all of them throughout. Contrast- Give a detailed account of differences between items, referring to all of them throughout. Discuss - Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by evidence. Evaluate - Make an appraisal by weighing up the strengths and limitations. Examine - Consider and argument or concept in a way that uncovers the assumptions an interrelationships of an issue. To what extent- Consider the merits of otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

26. SAQ writing Tips continued These things do not belong in your essays: Personal opinions/ or experiences Swearing/Jokes/ puns, etc Informal language (first or second person) Do not use “PROVE” Cultural insensitivity Unsupported claims – always cite any specific statements or concept with known published psychological research- Know exact dates and names and the experiment! Explain how it supports. Finally, make sure you have used the CEGM or end your essay with a few these as a critical evaluation/limitations of either the concept, research, or the research method used, depending on the question..

27. Expository writing IB writing is like Expository writing which is used to explain, describe, give information or inform. Like expository text, you can not assume that the reader has prior knowledge or prior understanding of the topic that is being discussed. One important point to keep in mind for the author is to try to use words that clearly show what they are discussing. Since clarity requires strong organization, one of the most important mechanisms that can be used to improve skills is to improve the organization of the essay.

28. You do activity: Select a Short Answer learning objective from any of the 3 LOAs and write a SAQ in class.