We’re pleased to announce that we’ve added another support pack to the store. Chapter 5 – Love and Marriage is now ready to roll. Go to our store (link) and you’ll find our support packs We’ve tried to make the resource better by implementing some feedback: We’ve made them easier to edit so teachers can adapt them more easily We’ve …
Exam Tip: How to explain prevalence of disorders
If you’re studying Abnormal Psychology as one of your options in IB Psychology it’s important that you can explain differences in prevalence rates. In the old syllabus you have to: Discuss cultural and gender variations in the prevalence of (one or more) disorders. In the new syllabus it just states: Prevalence rates and disorders The key here is much like my …
When drug trials go wrong…
When testing a new drug there always has to be volunteers for the first human participants to take the drug. But what happens if the trial fails. Like, fails really badly? This is what happened in 2006 when eight male volunteers signed up to be participants in a “first in humans” study. The treatment was a proposed cancer treatment, but …
So you want to assess population validity?
If you’re reading this it might be because you’ve written something like this in your answer and tried to fob it off as critical thinking: “One of the limitations of this study was that it has a small sample size and so lacks population validity.” The thing to remember when trying to show critical thinking is that it takes …
5 reasons why evaluating every study is a bad idea.
I’ve been teaching the new IB Psychology course for two months and haven’t evaluated a single study in my class. In this post you’ll see why. If you’re evaluating all the studies you’re using in your course, I’d strongly recommend dropping this approach in favour of some alternative approaches. In this post I’ll explain why I think “evaluating as you …
5 teacher tips for evaluating studies
This post goes with my other post about why it’s a bad idea to evaluate studies “as you go.” Tip 1: Drip-feed critical thinking extensions when students are ready… I introduce evaluative points of studies when individual students are ready for it. In all of my lessons I follow the very basic CHACER structure. The E is for Extend and …
Clinical Drug Trials, PTSD and SSRIs
This post is designed to be used in lesson 4.6 in the PTSD unit plan. In order to evaluate the effectiveness of drug therapy using selective serotonin reuptake inhibitors (SSRIs) to treat PTSD, we need to consult the research. The most common way the effectiveness of drugs are tested is through a carefully controlled experiments. These experiments are also known …
Key Studies: Dopamine and Love (Fisher et al. 2005)What happens in the brains of people in love?
What happens in our brain when we see the person we love? Why do we fall in love and stay with one person? What is the relationship between love and dopamine? These are some of the questions Helen Fisher and her colleagues set about asking in their 2005 fMRI study, “Romantic Love: An fMRI Study of a Neural Mechanism for …
Flashbulb Memory Theory (Brown and Kulik, 1977)
Flashbulb memories are “memories for the circumstances in which one first learned of a very surprising and consequential (or emotionally arousing) event.” (Brown and Kulik, 1977). For example, remembering where you were when you found out you got accepted into your dream college, that a loved one had passed away or a public news event like the death of a …
Teaching Idea: Question Counters
Question-driven lessons are by far the most effective way to cause learning and the students that ask the most questions tend to achieve the highest. But if your students are anything like mine, there’s always a few who like to hide in the shadows and never ask questions, or they struggle and toil away on their own thinking that it’s …
Wason Task Studies
Wason Task studies provide some evidence to support the idea of two systems of processing, as described in the dual processing model of decision making. To recap, the dual processing model of decision making posits that we have two systems for processing information: System One: fast, automatic and intuitive System Two: slow, controlled and rational In the Wason Task, participants …
T.E.A.C.U.P…and why I don’t use it.
Yesterday I posted about how to evaluate psychological theories in three simple steps. I mentioned John Crane’s popular acronym T.E.A.C.U.P, which stands for: testable, evidence, applications, construct validity, unbiased and predictive validity. (It can be found on John’s website, too). This is an alternative to my “Let’s make a DEAL” framework for evaluating theories. You can see that my DEAL framework …
Let’s make a D.E.A.L – evaluating theories in three simple steps
I teach my students to look for three things when evaluating theories: Evidence Applications Limitations Let’s make a D.E.A.L Most students are capable of independently explaining these three things. When teaching essay writing on theories I teach students to use my own “Let’s make a D.E.A.L” strategy and not TEACUP. D.E.A.L Describe the theory Explain the Evidence Applications of the theory …
Lesson Idea: Hot Seat – Group Edition
I often lament that I don’t have more time in my class to allow students to develop their presentation skills. This basic consolidation activity is just one small way I can get… Students to review previous content Collaboration and co-operation A sample of student understanding from previous lessons A chance to hear students speak and verbalize their learning Students out …
To prove or not to prove, that is the question.
This is a follow-up to the popular post, “why we rarely use the word ‘prove’ in psychology.” In their first months of studying psychology students love to use the word “prove” when explaining studies. This drives teachers and examiners nuts! But instead of making a blanket rule in class like “you’re never to use the word prove!” I like to …
It’s so easy to get a 7 in Paper One…
….or at least, it should be. Note: This is for the old syllabus, exams 2011 – 2018 Let’s crunch some numbers… 70% is the mark to get a 7 (approximately). 4% of IB Psych’ students get 7s. 46 marks are available in Paper One. 32/46 will get you 70%. So by looking at the above numbers, let’s see one possible …
Flipping the lesson in a whole new way!
This post is for teachers using the CHACER framework for lessons. With anything we have to be careful of things going stale. At the moment I’m into Topic 2.7 in Criminology and I’m thinking, “I need to change it up a bit.” While my kids are loving the unit, I think mixing it up couldn’t hurt. If you’re using the …
Exam Tip: How to explain an etiology of a disorder…
Explaining an etiology of a disorder can be quite tricky for some students because they focus on the disorder in general. But in order to have a really effective explanation you’re better to focus on specific symptoms. A three step approach to explaining an etiology When learning an etiology or planning an exam answer, you can follow these three simple …
Lesson Idea: Psychology in Popular Media
This would be a particularly good TOK lesson. Activity One: Watch a TED Talk Watch this TED Talk by Molly Crockett, one of the researchers in the Passamonti et al.’s experiment on trytophan depletion and its effects on the prefrontal cortex. In this talk she explains why we should be wary of “neurobunk.” [youtube https://www.youtube.com/watch?v=b64qvG2Jgro&w=560&h=315] After the video, discuss what …
Take the stress out of teacher evaluation observations
This post will be most helpful for teachers who see the value in Themantic Education’s teaching principles and practices, especially those already using our teacher support packs. Having an administrator or even a peer observe your lessons can be a stressful time, even for the most experienced teachers. The practical applications of our themantic model of curriculum design™ can give …
For Teachers: PT Conferences Made-Easy
Yesterday we had Parent-Teacher (PT) conferences at school and I thought I’d share a few things that made for smooth sailing and an enjoyable day for me. We only have ten minutes per interview, so I’ll share how I managed to communicate a whole lot in that short time. New teachers will probably find this a lot more helpful than …
Key Study: Cortisol and Memory (Buchanan and Lovallo, 2001)
This study can be found in Chapter 4 of the Student’s Guide. Background Studies conducted before this experiment in 2001 showed that cortisol can have a detrimental effect on memory. Animal studies, however, had shown the opposite: stress can improve memory. This was the first study (at the time) that investigated the influence of cortisol on emotional memory in humans. …
What is an “experiment?”
If you’re reading this it’s probably because your teacher has assigned this as homework because you’ve called a study an “experiment” when it wasn’t an experiment at all. So this post is to help you know exactly when to use the term “experiment”, and when it’s safe just to say “study.” But before we get to that, let’s first clarify …
Lesson Idea: Neuroplasticity
This activity is designed to accompany the Criminology lesson 2.7b: Childhood and Brain Development. A good way to learn about neuroplasticity is to compare your performance on something you’re a master at, with something with which you’re a novice. Find someone in your class with whom you can share talents – they’ll try to teach you something you’ve never tried …
How does testosterone influence aggression?
Understanding how testosterone can influence aggression can be a little tricky, so this post is designed to provide extra help. This post is designed to support the materials in Topic 2.4 of our textbook, IB Psychology: A Student’s Guide. Common Errors Here is what an over-simplified (and incorrect) explanation for testosterone and aggression might look like: So in writing, this …