IB Psychology Mr. Alex Case acase@mpls.k12.mn.us Course Objectives: 1. Encourage the systematic and critical study of human experience and behavior 2. Develop in the student the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. Develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity 4. Enable the student to recognize that the content and methodologies of the study of psychology are contestable and that their study requires the toleration of uncertainty. 5. Develop an awareness of how psychological research can be applied for the benefit of human beings 6. Ensure that ethical practices are upheld in psychological inquiry 7. Develop an understanding of the biological, cognitive and socio-cultural influences on human behavior 8. Develop an understanding of alternative explanations of behavior 9. Understand and use diverse methods of psychological inquiry. Expectations: Respect and/or tolerate diverse opinions Follow school electronic policy Communicate with me if you have any concerns or questions! Grading: Notebook 50% Class work 15% Quizzes, tests and presentations 25% Participation 10% Extra credit will be made available and is due 2 weeks before the quarter's end. Course Outline: The course follows the IB guide. In the first semester we will look at questions concerning three fundamental influences on behavior, biological, cognitive and socio-cultural. The class notebook will be used to answer these questions. In the second semester we will focus on human relationships as one specific area of study. The students will have the opportunity to choose their own specific field of study from one of the following fields; abnormal psychology, developmental psychology, health psychology, or sports psychology. Questions concerning the biological perspective: General learning outcomes 1. Outline principles that define the biological level of analysis (for example, patterns of behavior can be inherited; animal research may inform our understanding of human behavior; cognitions, emotions and behaviors are products of the anatomy and physiology of our nervous and endocrine systems). 2. Explain how principles that define the biological level of analysis may be demonstrated in research (that is, theories and/or studies). 3. Discuss how and why particular research methods are used at the biological level of analysis (for example, experiments, observations, correlational studies). 4. Discuss ethical considerations related to research studies at the biological level of analysis. Physiology and behavior 5. Explain one study related to localization of function in the brain (for example, Wernicke, Broca, Gazzaniga and Sperry). 6. Using one or more examples, explain effects of neurotransmission on human behavior (for example, the effect of noradrenaline on depression). 7. Using one or more examples, explain functions of two hormones in human behavior. 8. Discuss two effects of the environment on physiological processes (for example, effects of jet lag on bodily rhythms, effects of deprivation on neuroplasticity, effects of environmental stressors on reproductive mechanisms). 9. Examine one interaction between cognition and physiology in terms of behavior (for example, agnosia, anosognosia, prosapagnosia, amnesia). Evaluate two relevant studies. 10. Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological factors and behavior. Genetics and behavior 11. With reference to relevant research studies, to what extent does genetic inheritance influence behavior? 12. Examine one evolutionary explanation of behavior. 13. Discuss ethical considerations in research into genetic influences on behavior. Questions concerning the cognitive approach General learning outcomes 1. Outline principles that define the cognitive level of analysis (for example, mental representations guide behavior, mental processes can be scientifically investigated). 2. Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies). 3. Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews). 4. Discuss ethical considerations related to research studies at the cognitive level of analysis. Cognitive processes 5. Evaluate schema theory with reference to research studies. 6. Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision‑making) with reference to research studies. 7. Explain how biological factors may affect one cognitive process (for example, Alzheimers disease, brain damage, sleep deprivation). 8. Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered-world hypothesis, effect of video games on attention). 9. With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive memory, perception/visual illusions, decision‑making/heuristics)? 10. Discuss the use of technology in investigating cognitive processes (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision‑making research). Cognition and emotion 11. To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus theory of appraisal)? 12. Evaluate one theory of how emotion may affect one cognitive process (for example, state-dependent memory, flashbulb memory, affective filters). Questions concerning the socio-cultural perspective General learning outcomes 1. Outline principles that define the socio-cultural level of analysis (for example, the social and cultural environment influences individual behavior; we want connectedness with, and a sense of belonging to, others; we construct our conceptions of the individual and social self). 2. Explain how principles that define the socio-cultural level of analysis may be demonstrated in research (that is, theories and/or studies). 3. Discuss how and why particular research methods are used at the socio-cultural level of analysis (for example, participant/naturalistic observation, interviews, case studies). 4. Discuss ethical considerations related to research studies at the socio-cultural level of analysis. Socio-cultural cognition 5. Describe the role of situational and dispositional factors in explaining behavior. 6. Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation, self‑serving bias). 7. Evaluate social identity theory, making reference to relevant studies. 8. Explain the formation of stereotypes and their effect on behavior. Social norms 9. Explain social learning theory, making reference to two relevant studies. 10. Discuss the use of compliance techniques (for example, lowballing, foot‑in‑the‑door, reciprocity). 11. Evaluate research on conformity to group norms. 12. Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence). Cultural norms 13. Define the terms culture and cultural norms. 14. Examine the role of two cultural dimensions on behavior (for example, individualism/collectivism, power distance, uncertainty avoidance, Confucian dynamism, Links http://www.psychologytoday.com, http://www.psychcentral.com , http://www.apa.org http://mindhacks.com, http://www.spring.org.uk , http://www.co.uk/science/humanbody/mind/index.shtml