|
|
| (6 intermediate revisions not shown) |
| Line 1: |
Line 1: |
| - | -- [[User:GamerAdvent|GamerAdvent]] 15:17, 10 June 2008 (PDT) | + | -- [[User:GamerAdvent|GamerAdvent]] 09:05, 11 June 2008 (GMT) |
| | | | |
| - | =Psychology=
| + | Normally I'm aiangst killing but this article slaughtered my ignorance. |
| - | Psychology is one of the Group 3 subjects for the IB Diploma. Currently taught at both Higher and Standard Level; the difficulty of the subject remains relatively equal, but the volume in terms of course content is vaster for the HL course.
| + | |
| - | | + | |
| - | | + | |
| - | ==Course Overview for the '''first''' year of the course==
| + | |
| - | ===An introduction to research in Psychology===
| + | |
| - | | + | |
| - | o How do we study human behaviour
| + | |
| - | | + | |
| - | o What is an experiment?
| + | |
| - | | + | |
| - | o How do we measure human behaviour?
| + | |
| - | | + | |
| - | | + | |
| - | ===The Psychodynamic Perspective===
| + | |
| - | | + | |
| - | o History of psychology
| + | |
| - | | + | |
| - | o Freud's contributions to psychology, and where he got stuck
| + | |
| - | | + | |
| - | o Therapy: Psychoanalysis
| + | |
| - | | + | |
| - | o Cross-cultural research
| + | |
| - | | + | |
| - | o The case study as a research method
| + | |
| - | | + | |
| - | o Attachment theory
| + | |
| - | | + | |
| - | ===The Learning Perspective===
| + | |
| - | | + | |
| - | o Radical Behaviourism & Environmental determinism
| + | |
| - | | + | |
| - | o Social Learning Theory: The role of cognition in learning
| + | |
| - | | + | |
| - | o The biology of learning
| + | |
| - | | + | |
| - | o The observation as a research method
| + | |
| - | | + | |
| - | o Therapy: Systematic Desensitization and phobias
| + | |
| - | | + | |
| - | ===The Cognitive Perspective===
| + | |
| - | | + | |
| - | o Schema theory and a bit of Piaget
| + | |
| - | | + | |
| - | o Gender schema and our behaviour
| + | |
| - | | + | |
| - | o Observations of pre-school children
| + | |
| - | | + | |
| - | o The Interview as a research method
| + | |
| - | | + | |
| - | o Memory Theory: biological, cognitive, and social
| + | |
| - | | + | |
| - | o Problem Solving theories
| + | |
| - | | + | |
| - | | + | |
| - | Each of the perspectives will be explored using the four compulsory topics:
| + | |
| - | | + | |
| - | 1. Historical development and cultural context
| + | |
| - | | + | |
| - | 2. Framework (basic assumptions, key concepts, and strengths/limitations)
| + | |
| - | | + | |
| - | 3. Methodology
| + | |
| - | | + | |
| - | 4. Application
| + | |
| - | | + | |
| - | ==Course Overview for the '''second/final''' year of the course==
| + | |
| - | ===Dysfunctional Behaviour (Option)===
| + | |
| - | | + | |
| - | o What is normalcy?
| + | |
| - | | + | |
| - | o The origin and treatment of depression
| + | |
| - | | + | |
| - | | + | |
| - | o The origin and treatment of schizophrenia
| + | |
| - | | + | |
| - | o The Interview as a research method.
| + | |
| - | | + | |
| - | | + | |
| - | ===The Biological Perspective (a large part is review!)===
| + | |
| - | | + | |
| - | o The role of the brain in behaviour
| + | |
| - | | + | |
| - | o The role of neurotransmission
| + | |
| - | | + | |
| - | o The role of genetics on behaviour
| + | |
| - | | + | |
| - | o Correlational studies as a research method.
| + | |
| - | | + | |
| - | o Drug therapy as an application
| + | |
| - | | + | |
| - | | + | |
| - | ===The Humanistic Perspective (HL only)===
| + | |
| - | | + | |
| - | o Basic Assumptions of Carl Rogers
| + | |
| - | | + | |
| - | o Therapy: Rogerian therapy
| + | |
| - | | + | |
| - | o Theory of Burnout
| + | |
| - | | + | |
| - | o Content analysis and Q sorts as research methods
| + | |
| - | | + | |
| - | | + | |
| - | ===Qualitative Research Methods Review (HL only)===
| + | |
| - | | + | |
| - | ===Social Psychology (Option)===
| + | |
| - | | + | |
| - | o Human relationships
| + | |
| - | | + | |
| - | o Obedience and Conformity
| + | |
| - | | + | |
| - | o Review of bystanderism from year 1
| + | |
| - | | + | |
| - | o Origins of prejudice and stereotyping
| + | |
| - | | + | |
| - | o Group violence
| + | |
| - | | + | |
| - | | + | |
| - | ===Review for IB examinations===
| + | |
| - | | + | |
| - | | + | |
| - | ==Questions==
| + | |
| - | Hopefully this article was useful to you as a brief summary of the syllabus. If you have '''any''' questions related to specific course content, if you just have a question, or just want to talk, direct your email to: [mailto:gameradvent@googlemail.com]
| + | |
| - | | + | |
| - | | + | |
| - | | + | |
| - | == External links ==
| + | |
| - | *[http://www.dfes.gov.uk/byronreview/] - The Byron Review
| + | |
| - | *[http://www.norreg.dk/ib/extessayframe.htm] - The Extended Essay
| + | |
| - | *[http://www.norreg.dk/ib/ibstudyskillsframe.htm] - IB Study Skills Guide
| + | |
| - | *[http://highered.mcgraw-hill.com/sites/0335213480/student_view0/] - Tutorial Website for the Glassman Text
| + | |
| - | *[http://www.psychology.org/links/] - Encyclopaedia of Psychology
| + | |
| - | *[http://www.psywww.com/selfquiz/] - Quiz yourself on Psychology
| + | |
| - | | + | |
| - | ===Sample Work - Extended Essay===
| + | |
| - | Each of these were awarded full marks by the IBO.
| + | |
| - | *[http://cranepsych.com/Psych/Intelligence_EE.pdf] - The Nature of Intelligence
| + | |
| - | *[http://cranepsych.com/Psych/Stress_and_coping.pdf] - Stress and Coping
| + | |
| - | *[http://cranepsych.com/Psych/Thought_and_Language.pdf] - Thought and Language
| + | |
| - | *[http://cranepsych.com/Psych/Roadrage.pdf] - Road Rage
| + | |
| - | | + | |
| - | ===Sample Work - Paper 1===
| + | |
| - | Essays and SAQ's: These are ungraded samples. They are of good to excellent quality. Those with serious weaknesses have comments in the margins to assist the reader.
| + | |
| - | *[http://cranepsych.com/Psych/Sample_Biological%20SAQ.pdf] - Biological SAQ: Basic Assumptions
| + | |
| - | *[http://cranepsych.com/Psych/Cognitive_essay_1.pdf] - Cognitive essay: Behavioural change
| + | |
| - | *[http://cranepsych.com/Psych/Cognitive_SAQ%27s.pdf] - Cognitive SAQ's: set of model responses
| + | |
| - | *[http://cranepsych.com/Psych/Learning_essay_1.pdf] - Learning Essay: Behavioural Change
| + | |
| - | *[http://cranepsych.com/Psych/Learning_SAQ.pdf] - Learning SAQ: Basic Assumptions
| + | |
| - | *[http://cranepsych.com/Psych/Learning_SAQ%27s.pdf] - Learning SAQ's: set of model responses
| + | |
| - | *[http://cranepsych.com/Psych/Student_samples_SAQ.pdf] - Humanistic SAQ's: set of model responses
| + | |
| - | *[http://cranepsych.com/Psych/Sample_Paper_I.pdf] - SAQ - complete Paper 1a
| + | |
| - | *[http://cranepsych.com/Psych/Lims_Humanistic.pdf] - Limitations of the Humanistic Perspective
| + | |
| - | | + | |
| - | ===Sample Work - Paper 2===
| + | |
| - | *[http://cranepsych.com/Psych/Health_Essay_1.pdf] - Health Essay 1: Discuss the use of placebos in health psychology
| + | |
| - | *[http://cranepsych.com/Psych/Health_essay_2.pdf] - Health Essay 2: Discuss methods used in health psychology.
| + | |
| - | *[http://cranepsych.com/Psych/Health_essay_3.pdf] - Health Essay 3: Coping with stress.
| + | |
| - | *[http://cranepsych.com/Psych/Health_essay_4.pdf] - Health Essay 4: Substance abuse
| + | |
| - | | + | |
| - | ===Sample Work - Paper 3===
| + | |
| - | *[http://cranepsych.com/Psych/Sample_P3.pdf]
| + | |
| - | | + | |
| - | ===Sample Work - Internal Assessment===
| + | |
| - | *[http://cranepsych.com/Psych/HL_IA_sample_1.pdf] - HL sample 1
| + | |
| - | *[http://cranepsych.com/Psych/HL_IA_sample_2.pdf] - HL sample 2
| + | |
| - | *[http://cranepsych.com/Psych/HLIA2.pdf] - HL sample 3 - scored a 7 at ISP
| + | |
| - | *[http://cranepsych.com/Psych/MusicIAHL.pdf] - HL sample 4 - scored a 7 at ISP
| + | |
| - | *[http://cranepsych.com/Psych/SL_IA_sample_1.pdf] - SL sample 1
| + | |
| - | *[http://cranepsych.com/Psych/SL_IA_sample_2.pdf] - SL sample 2
| + | |
