IB Psychology

Evan, Zach, Michael, Sam

Learning Outcome 3- Biological (Zach)

Discuss how and why particular research methods are used at the biological level
of analysis (for example, experiments, observations, correlational studies).
The biological level of analysis studies how cognitive, emotions and behaviors are
products of the anatomy and physiology of our nervous and endocrine system. Experiments
with animals are often used to understand brain functions of humans because of how
closely they are related (Martinez and Kesner study on memory neurotransmitters with rats).
Observational studies are often used for long periods of times with humans to better
understand how genetics plays a role in behavior and psychological functions (BouchardMinnesota Twin Studies).

Learning Outcome 4- Biological (Zach)

Discuss ethical considerations related to research studies at the biological level of
analysis.
Most ethical considerations at the biological level of analysis involve genetics and their
influence on behavior. It is important to be confidential with peoples genetic information
because it can be stigmatizing and may affect someones ability to get a job or insurance.
Participants in biological studies need to give full consent and understand everything that will
be taking place in the study. Lastly, genetic research can reveal unexpected info that may
harm research participants (misattributed paternity or discovery that he/she has a gene for a
specific genetic disorder).

Learning Outcome 16- Cognitive (Sam)

Discuss how and why particular research methods are used at the cognitive level of analysis (for example,
experiments, observations, interviews).
In the cognitive level of analysis (CLOA), research methods such as experiments are used to conduct
studies. Elizabeth Loftus used this method to conduct a study on the unreliability of memory. She took 45
students and asked them a series of questions containing different verbs for each participant (hit replaced
with smash). The phrasing of the question ultimately changed the speed estimated. Loftus proved that due
to a schema activated by the verb, memory was affected showing how unreliable reconstructive memory
really is. (HOW)
Experiments are used because they can be repeated making them reliable, are in a controlled environment,
isolation of IV + DV, can be easily generalized, and easy to measure data. (WHY)
Technology is used because sometimes its the only way data can be retrieved, highly validity, and can be
easily measureable. (WHY)

Learning Outcome 17- Cognitive (Sam)

Discuss ethical considerations related to research studies at the cognitive level of
analysis (CLOA).
Ethical guidelines include: informed consent, right to withdraw, deception, debriefing,
confidentiality/privacy, and protection of participants.
In research purposes, you are allowed to break guidelines when there are no other feasible
methods. Also, cues in an experiment tells a participant what behavior is expected.

Learning Outcome 28- Sociocultural (Romo)

Discuss how and why particular research methods are used at the sociocultural level of analysis
(i.e. participant/naturalistic observation, interviews, case studies)

At the sociocultural level of analysis, various research methods and tactics are utilized by
scientists, all used in an effort to attain accurate and reliable data. The sociocultural level of
analysis pertains to how people interact with the natural world, through social relationships.
Scientists use overt observations (subjects aware of experiment) and covert observations
(subjects unaware of experiment) in order to draw conclusions pertaining to how people act
given certain situations (Solomon Asch conformity experiment, 1951). Secondly, scientists
use compliance techniques in order for the subject to act the part, such as in Milgrams
controversial experiment in the 1960s, using the enforcer role of the scientists onto the
subjects, in order to test the reaction and sociocultural effects of coercing subjects into
committing actions that they would not normally commit.

Learning Outcome 29- Sociocultural (Romo)

In many sociocultural experiments, ethical considerations become a major aspect of many
experiments, as scientists wish to determine and provoke cause and effect outcomes in the
natural world. In order to do this however, scientists must occasionally (depending on the
experiment) use deception in order to gage reactions and responses. The ethical issues
typically arise when a copious amount of deception is used, and the subject no longer feels
comfortable enough to participate in the experiment. In order to combat this, many scientists
plan ahead and determine the extent of the deception, and after the experiment, reconcile
with the subject, explaining the experiment and offering council after the experiment
concludes. Despite the astounding results in Milgrams shock experiment, the Psychology
world has criticized the obscene and inappropriate amount of deception in order to attain
these results (potential for regret, and awareness of harming another person).

Learning Outcome 43- Abnormal (Evan)

Examine the concepts of normality and abnormality.
Abnormality - The subjective experience of feeling not normal- for example, feeling intense
anxiety, unhappiness, or distress.
Normality - There is no clear cut definition of Normality. To Be Normal is determined
according to how someone feels
In determining whether or not a person has traits that are normal or abnormal, the
word of the patient and peers around the patient are held responsible for the most part. From
the diagnosers viewpoint, going off a rule such as their behavior violates social norms so
they are abnormal? In all different cultures there are different social norms. A different
social norm is probably the cause in someone being abnormal if this rule was applied.

Learning Outcome 44- Abnormal (Evan)

Discuss validity and reliability of diagnosis
When assessing a patient, a classification system should reach multiple
psychiatrist to determine the same disorder for a person if the system were to be
valid. The reliability of correct diagnosis using the DSM-IV system is 64%.
Clinicians sometimes expect a certain group to be more likely to have depression.
During their assessment time the same clinician may interpret many of the
symptoms to be depression because of this generalization. In 1972 it was found
that New York psychiatrists were twice as likely to diagnose schizophrenia over
London psychiatrists. On the other hand, London was more likely to diagnose
depression.