1. Nothing IB Psych 11/13/17 Today’s Agenda: The IA HW:
Turn in:
Nothing
Take out :
Planner
Device
Today’s Learning Objectives:
Any and all Learning Outcomes
Today’s Agenda:
The IA
Background & Intro
HW:
Planning Guide (Tues)
Background/Inf o (Friday: EOC)

2. Internal assessment Basics
Report according to IB guidelines
Maximum 1500 words (SL)
SL: a simple experiment
Ethical considerations (informed consent)
Use past tense
Use 3rd person
ABSOLUTELY NO PDF FILES WILL BE ACCEPTED! I WILL DELETE!

3. Ethical considerations
Non-human animals must not be used
No deception
No harm done to participants (physical or psychological)
Briefing
Debriefing
Right to withdraw
Confidentiality
Informed consent
Children: parental consent

4. Consent form: “Sample”
Consent Form.
·          I have been informed about the nature of the experiment
·          I understand that I have the right to withdraw from the experiment at any time, and that any information/data about me will remain confidential
·          My anonymity will be protected as my name will not be identifiable.
·          The experiment will be conducted so that I will not be demeaned in any way.
·          I will be debriefed at the end, and have the opportunity to find out the results.
I give my informed consent to participating in this experiment
NAME and date____________________________________________
Contact number_____________________________________________

5. Components of the Internal Assessment (IA)
1. Title page 2. Abstract 3. Table of contents 4. Introduction: Background literature and justification of your own research 5. Aim of study 6. Method consists of 4 sections 7. Designs – consider strengths and limitations in each design 8. IV and DV 9. Selection of participants 10. Procedure 11. Discussion of results 12. References 13. Appendices

6. Title page Information about the student Title Name and number
Subject and level
Date of submission
Word count
Title
John Jacob Jingleheirmerschmidt
007
Psychology SL
1/6/18
1500
An experiment to investigat the effect of imagery on recall

7. Abstract
Right after the title page and before the table of contents. It is a summary of important information about the study including:
The aim of the study
Procedure
Results of study
Conclusion
The abstract should not exceed 200 words – and is not included in the overall word count.

8. Tips for writing better introductions

9. Introductions
Write as complete a summary of the original study as possible – including the results.
According to most ib examiners—this is a common reason many IAs receive lower marks. It sets up your entire IA.

10. Introductions
Write as complete a summary of the original study as possible – including the results.
In the discussion students will be asked to compare their results to the original.
If there is not a clear statement of findings in the introduction it becomes nearly impossible to earn marks for the comparison in the discussion.
It is not necessary to find the original study (yet Steen HIGHLY recommends), but any summary that is found must include enough detail to write a good introduction.

11. Introductions—SL Expectations
The study replicated is clearly identified and relevant details of the study are explained. The aim of the student’s study is clearly stated.

12. Outline the theory upon which the study is based.
Introductions
Outline the theory upon which the study is based.

13. Outline the theory upon which the study is based.
Introductions
As part of the introduction, it is important to identify and describe the theory upon which the study is based.  If students are replicating Loftus & Palmer (1974) , there should be a short discussion of schema theory and the role of post-event information.

14. Use a funnel-down approach, ending with the study to be replicated.
Introductions
Use a funnel-down approach, ending with the study to be replicated.

15. Use a funnel-down approach, ending with the study to be replicated.
Introductions
It needs to be absolutely explicit which study is being replicated.  The recommended format is a funnel down approach which starts with the more general information - in this case, the theory (i.e. schema) upon which it is based - and then working your way down to the study to be replicated.  This avoids any kind of confusion with regard to the study to be replicated.

16. Use a funnel-down approach, ending with the study to be replicated.
Introductions
Clarity is essential...It needs to be absolutely explicit which study is being replicated. 

17. Use a funnel-down approach, ending with the study to be replicated.
Introductions
The recommended format is a funnel down approach which starts with the more general information [in the case of Loftus & Palmer (1974)], the theory (i.e. schema) upon which it is based

18. Use a funnel-down approach, ending with the study to be replicated.
Introductions
then working your way down to the study to be replicated--(i.e. Loftus & Palmer (1974)) 
This avoids any kind of confusion with regard to the study to be replicated.

19. A funnel??? Just an idea, NOT an examplar...
--Schema theory has been the subject of blah, blah, blah...and it is defined by blah, blah, blabbidy-blah...
--Loftus and Palmer were setting out to find what processes might be taking place when subjects x, y, and z...
--The results of their work could be summarized in the following way...
--Based on their work other studies have been conducted that have yielded similar results, validating the original aim: “Ta da!”
--We will replicate that original experiment with the aim of determining if IV manipulation could produce a desired DV.

20. Introductions
Explain why this research is relevant to the target population and worthy of study.
Do you remember the “so what” from LA/SS thesis statements???
It is important that the aim is justified.
Why is this important in the target population that you are studying?
This helps to justify the research and also focuses on the population which is being investigated.

21. Introductions
HL: Make sure that all three studies are based on the theory that is the underpinning of the study to be replicated.