Course Sequence



John A. Ferguson Sr. High School

Mr. Hugo Sierra – hsierra@

IB Psychology Syllabus

Course Overview

Psychology is most appropriately defined as the systematic study of human behavior and experience. Its historical development, however has witnessed several difficulties at arriving at a precise clarification of its subject matter and methodological focus. Seen through four major perspectives, psychology offers the International Baccalaureate candidate a field of study that brings together several academic disciplines. Psychology’s reliance upon construction and testing of theories through rigorous empirical investigations has enabled it to develop as a social science quite distinct from neighboring disciplines. The extensive breadth of research interests often presents psychologist with complex theoretical challenges. Through elaborate research designs and rigorous control of experimental variables psychologists attempt to unravel these complexities. In recent years greater attention is being given to cultural variables as well, in order to comprehend more fully the diversity of human behavior.

Course Objectives and Assignments

1. Students will identify psychology as a science, which utilizes systematic and scientific approaches to study human behavior and mental processes.

2. Students will describe an overview of the approaches to the study of psychology.

3. Students will define the vocabulary of the discipline, differentiate among approaches to research, and the ethics and methods involved.

4. Students will delineate psychological facts, phenomena, and principles associated with the subfields of psychology.

5. Students will assess different approaches in the field of psychology for understanding human behavior, including biological, psychodynamic, cognitive, behavioral, socio-cultural and humanistic.

6. Students will demonstrate critical thinking skills, including the critical evaluation of information and procedures.

7. Students will identify major researchers in the field and describe their work.

8. Students will develop scientific writing skills, and familiarity with elements of A.P.A. manuscript style.

9. Students will develop appropriate study and note-taking skills.

10. As a direct result of mastering the above objectives, students will be prepared for the IB exam.

Course Outline and Procedures

Each level of analysis will conclude with one review session followed by an essay exam. Emphasis on units is consistent with that given to the materials on the IB exam. Although the course is lecture based, to the extent time permits, supplementary materials and readings, and demonstrations are an integral part of the course.

Assignments and Grading Procedures

Structure of exams is similar to the IB exam and consists of written examinations. All essays are graded using the established IB marking rubric. Additional grades may be given for analysis of selected media materials, vocabulary/study cards and class participation.

IB Marking Rubric

0 The answer does not reach a standard described by the descriptors below.

1 to 3 There is an attempt to answer the question, but knowledge and

understanding is limited, often inaccurate, or of marginal relevance to the

question.

4 to 6 The question is partially answered. Knowledge and understanding is

accurate but limited. Either the command term is not effectively

addressed or the response is not sufficiently explicit in answering the

question.

7 to 8 The question is answered in a focused and effective manner and meets

the demands of the command term. The response is supported by

appropriate and accurate knowledge and understanding of research.

Grading Scale and Criteria

The grading scale used is the Miami-Dade County Public School System’s scale, which is as follows:

A 100-90

B 89-80

C 79-70

D 69-60

F 59-0

Course Sequence

The following is a basic outline of the course. The following time frame for each topic/assignment is an estimate and is subject to change. Students will access individual topic outlines, objectives and ancillary readings. It is the student’s responsibility to access materials from the FIU library as they are needed.

Course Introduction

Introduction to the International Baccalaureate Syllabus:

The Levels of Analysis (40%)

The Optional Areas (20%)

Assessment (20%)

Paper 1

The Biological approach to understanding behavior (Paper 1)

Brain and Behavior

Genetics and behavior

The evolution of social intelligence and language

Hormones and behavior

Neuroplasticity

Neurotransmitters and behavior

Bilinguals and trilinguals

Animal research

Cultural differences in education – the brain and culture

The use of technology to investigate the brain and behavior

The Cognitive approach to understanding behavior (Paper 1)

Schemas, mental illness, language

Language theories of Lev Vygotsky and Jerome Bruner

Sleep and your education

Culture and education, neighborhoods and cognitive skills

Eyewitness testimony

Using technology to see what happens in the brain when we use language

Emotions, culture and cognition

Flashbulb memories

The Sociocultural approach to understanding behavior (Paper 1)

Traditional Chinese Medicine

Stereotyping

Social Identity Theory

Social Learning Theory

Compliance Techniques – such as those used in advertising

Conformity

Culture and cultural norms

Etics and emics – how do researchers study other cultures?

The dimensions of culture

Situations versus dispositions

Attribution errors

Paper 2

Human Relationships (Paper 2 - Optional area #1)

Personal Relationships

Group Dynamics

Prejudice and Discrimination

Origins of Conflict and Conflict Resolution

Social Responsibility

Abnormal Psychology (Paper 2 - Optional Area #2)

The concepts of normal and abnormal

Classificatory systems to diagnose mental illness

Cultural and mental illness

Gender differences in mental illness

Diathesis-Stress Model – bidirectional model

Theories of dysfunctional behavior

Mood Disorders: Major Depression – theories and treatment

Eating Disorders: Anorexia and Bulimia – theories and treatments

Qualitative methods of research (Paper 3)

Interviews

Observations

Case Studies

Internal Assessment

The simple experimental study forms an important part of psychological training. It enables students to demonstrate the application of their skills and knowledge of psychology. The purpose of the internal assessment is for students to experience the research process by practicing sound research methodology.

Timeline for the Internal Assessment during Junior Year:

First week of May, 2020 – Introduction Due

Second week of May, 2020 – Methods Due

Third week of May, 2020 – Results Due

Fourth week of May, 2020 – Discussion Due

Guidelines for IB Success

Take complete class notes (Cornell format) and date them. It is very important to review your class notes each day while they are still fresh in your mind. Expand them, clarify them, and add examples so that they will make sense when you go back to study them later on.

Learn to read effectively. Read actively; do not just look at the words.

*Preview a chapter quickly before you begin and review the material frequently.

*Do not try to read an entire chapter all at once. Limit your reading to one or two sections within the chapter per sitting.

*Do not ignore pictures, diagrams, tables, graphs, or sidebars in your textbook. These features serve to make the text more interesting, and usually help students to understand the material in context.

*Pay special attention to the summary at the end of each chapter and take the practice test provided after the summary. Take notes as you read.

Form a study group. Some students find it useful to learn/review with a group of their peers. The more knowledge each group member possesses, the better the overall experience of each individual in the group will be.

Academic Honesty

Students in this course will be expected to adhere to the highest standards of honesty and integrity regarding their academic output. Any act of academic dishonesty, such as plagiarism or cheating on an examination, will not be tolerated. If such actions occur, an administrative referral and corresponding parent conference will be executed by the instructor. Furthermore, every student is responsible for knowing and understanding the school and district policies regarding academic honesty and will be responsible for personally upholding this honor code by reporting any such

misconduct to the instructor. Anyone who aids another person in pursuing a path of academic dishonesty will also be regarded as guilty of academic dishonesty.

Textbook and Resources

Primary Text

Jamison, Jennie Brooks. Levels of Analysis in Psychology, Worth Publisher, 2010

Jamison, Jennie Brooks. Health Psychology: Where East Meets West in Perfect Balance, Worth Publisher, 2012

Popov, Parker & Seath, Psychology Course Companion, 2nd edition, Oxford, 2017

Supplementary Text

Gray, Peter. Psychology, 5th ed., Worth Publisher, 2007

Myers, David. Psychology, 8th ed, Worth Publisher, 2007.

Weiten, W. Psychology: Themes and Variations, 6th ed., Belmont,

Ca.:Wadsworth/Thomson, 2004.

Myers – Psychology, 7th ed., Worth, New York, NY, 2004.

Resources

Weiten, W. Psychology: Themes and Variations, Instructor’s resource manual, study guide, and test bank.

Required Readings & Material

Supplemental Reading

Several short articles and readings drawn from books, newspapers, magazines, and journals are assigned.

A three-ring/three-inch binder is required. Students will use it to keep all handouts, class notes, notes from the text, study guides, and assignments. They are responsible for keeping it neat and well organized. Success in the course, and ultimately on the IB exam, depends partly on this type of organization and discipline.

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