First tip is – don’t panic. Once the exams are upon you, then make sure you know the dates and times (timetable on fridge, on bedroom wall, in school bag, on phone, etc.) Once you have sat an exam, no matter how badly – or how well – you feel it’s gone, it is gone. Forget it and move on mentally, … Read More
Overstimulation of newborn mice leads to deficits in cognition and attention
This research could be a useful counter argument to the classic Rosenzweig, Bennett and Diamond study (1972) into enriched environment and neuroplasticity. It suggests disco lights are out, but toys are in! This study was based on earlier findings by Christakis et al. (2004) that young children’s excessive television watching led to later attention problems. Christakis, Ramirez and Ramirez (2012) subjected … Read More
Later School Start Times Help Students
It has long been suspected, and now research is supplying the evidence: delaying school start times results in students getting more sleep, and feeling better. The most recent study in Singapore investigated the impact of a 45-min delay in school start time on sleep and well-being of adolescents. They shifted the start of the school day from 7.30am (which though early … Read More
How do you revise?
You will all have your favourite tips for revision, but here are a few more that might help move you out of the dark woods into the sunlight. You are looking for retrieval, not recognition, so stop highlighting big chunks of your textbook and start writing or planning answers with the book closed. The IB Diploma exams are very near, … Read More
So What? How to engage in critical thinking.
We all know what critical thinking is when we see it – it is the ability not to stop at the seemingly obvious, but to look at the several possible meanings and probable explanations behind it. It involves analysis and synthesis of ideas and explanations. Without critical thinking, psychology becomes a list of studies to learn and boxes to tick, … Read More
How to structure a short-answer question response on models of memory
How to structure a 9-mark SAQ on models of memory (for the new curriculum, exams May and Nov 2019): Describe one model of one cognitive process, using suitable research to support your answer. [9] 1 Introduce your model of memory – draw and label it. Say how it conceptualises memory e.g. as separate storage components; as a version of the … Read More
Theories of stereotyping
According to Tajfel (1970) we are naturally inclined towards Social Categorisation and Social Comparison. This tendency to think about people in terms of the groups they belong to and to make comparisons between our group and others would support the development of stereotypes. This relates to the concept of ‘outgroup homogeneity’, researched by Qualtrone & Jones (1980). This theory proposes … Read More
Emic and Etic Explained
Are you confused by the terms ’emic’ and ‘etic’ when applied to research methods? It is hardly surprising, for a quick Google of these terms will produce diverse definitions, applied to both language and culture. Once you get further into reading about how culture influences behaviour you will find that some writers even use them as nouns (’emics’ and ‘etics’) … Read More
Describe or Discuss? Applied to a biological approach question.
Every question on your IB Diploma exam paper, indeed every question you answer in class, begins with a command term. A command term is a word (or a few words) that tells you the focus to take in your answer. If it is a response to a short-answer question, then one of the most common command terms is ‘describe’: Describe … Read More
Emotion and memory
We all remember those special moments, don’t we? The birthday party with the huge cake, or our first day at school, or when we broke our arm playing in the snow. They seem as if they only happened yesterday, the memories are so vivid! Many years ago, some classic research was conducted by Brown and Kulik (1977) into the phenomenon of … Read More
Cognitive Biases
Cognitive biases – distortions of reality Cognitive biases arise from heuristics (shortcut thinking) and systematically distort the way we think and affect our decision-making. Three of the most common cognitive biases are confirmation bias, anchoring bias and cognitive dissonance. All three arise from our tendencies to focus on part of a story, especially the part that confirms our pre-existing beliefs, … Read More