Guide update: Learning objectives
The recent update to the guide (16.12.25) and the creation of an FAQ page on My IB has many important updates. This blog post will explain the changes to the learning objectives. Although most of the changes are simply a clarification and standardization of the wording of the guide, there are some important updates that I want to point out.
An important clarification in the FAQs is that content is defined as: the topic of study (e.g., cognitive processes) and the learning objectives. This clarifies that the learning objectives are the basis for question-setting. This is why the editing of the wording of some of the obectives is so important.
Changes in wording
The term “value” has now (in most cases) been changed to “use”
- The value of animal research > The use of animal research
- The value of using using one or more brain imagining techniques > The use of one or more brain imaging techniques
Strengths and limitations in the use of emic and etic approaches been changed simply to “the use”
The plural “factors” has been changed to “one or more factors.” For example, see prevalence of health problems or sociocultural factors in development.
Some of the learning objectives have been simplified:
- The role of localization of function in explaining human behaviour and cognition and the limitations of the argument that behaviour is localized > The role of localization of function in explaining human behaviour and cognition.
- The process of neuroplasticity and the role of environmental factors on brain development > Neuroplasticity and its role in human behaviour.
- The process of neurotransmission and how an understanding of the process of neurotransmission allows psychologists to improve health and wellness > The process of neurotransmission and its influence on human behaviour.
- One or more theories of enculturation for one or more behaviours > The role of enculturation in one or more human behaviours.
- The application of social identity theory to explain or change behaviour > The application of social identity theory to explain and change behaviour
- Different acculturation strategies and their effect on behaviour and mental health > Different acculturation strategies and their effect on behaviour.
- In Learning and Cognition, application of social learning theory to change behaviour > application of social learning theory to explain and change behaviour
- The effectiveness of stage theories and continuous models in understanding human development > The explanation and effectiveness of one or more stage theories and one or more continuous models in understanding human development.
- The word drug has been changed to substance when referring to use or misuse.
The learning objective to compare and contrast two cognitive models has been removed from the guide.
Significant changes
The learning objective which asked students to compare and contrast two cognitive models in the understanding of one cognitive process has been removed from the guide.
There has been a clarification about the differences between “sociocultural factors”, “environmental factors,” and “the role of culture.”
- If the term “sociocultural factors” is used (e.g., sociocultural factors in development), then environmental and/or cultural factors are acceptable.
- Otherwise, the terms environmental factors and cultural factors are not interchangeable. Students may not use cultural factors (e.g., cultural dimensions, acculturation) to answer a question that specifically asks for environmental factors, and vice versa.
On p 33, they have updated the list of cognitive processes to include thinking and decision-making. However, please note that they have clarified that the Dual Processing theory cannot be used as a model.