BLOA Learning Objectives
A. General learning outcomes 1. Outline the principles or assumptions that underly the biological level of analysis (SAQ Only) a) Outline the assumption that cognitions, emotions and behaviors are products of the anatomy and physiology of our nervous and endocrine systems. b) Outline the principle that patterns of behaviour can be inherited c) Outline the principle that animal research may inform our understanding of human behavior. d) Outline the principle that there are important biological correlates of human behaviour. 2. Explain how principles that define the biological level of analysis may be demonstrated in research (theories and/or studies). (SAQ Only) 3. Discuss how and why particular research methods are used at the biological level of analysis (for example, experiments, observations, correlational studies). 4. Discuss ethical considerations related to research studies at the biological level of analysis. (for example, specific human or animal ethics guidelines from the APA and any research that may have been careful to avoid these – or research that did not avoid these) Physiology and Behavior 5. Explain one study related to localization of function in the brain (SAQ Only) 6. Using one or more examples, explain effects of neurotransmission on human behaviour (for example, the effect of serotonin on impulsivity or aggression). (SAQ Only) 7. Examine the role of two hormones in explaining human behavior. 8. Discuss two effects of the environment on physiological processes (for example, effects of jet lag on bodily rhythms, effects of deprivation on neuroplasticity, effects of environmental stressors on reproductive mechanisms). 9. Examine one interaction between cognition and physiology in terms of behavior (for example, amnesia, memory, etc). Evaluate two relevant studies. 10. Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological factors and behavior. Genetics and behaviour 11. With reference to relevant research studies, to what extent does genetic inheritance influence behavior? 12. Examine one behavior that may have an evolutionary basis. (use and/or evaluate research to support your claims) 13. Discuss ethical considerations in research into genetic influences on behavior. (reference APA guidelines and/or specifc research that took care to follow these – or ones that did NOT) CLOA Learning Objectives
A. GENERAL LEARNING OUTCOMES 1. Outline ONE principle that define the cognitive level of analysis (SAQ ONLY) (for example, mental representations guide behavior, mental processes can be scientifically investigated). a) We are active information processors b) Mental processes guide behavior c) The mind CAN be studied scientifically 2. Explain ONE principle that defines the cognitive level of analysis may be demonstrated in research (SAQ ONLY) (that is, demonstrated in theories and/or studies). 3. Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews). 4. Discuss ethical considerations related to research studies at the cognitive level of analysis. B. COGNITIVE PROCESSES 5. Evaluate schema theory with reference to research studies. 6. Evaluate two models or theories of one cognitive process with reference to research studies. (for example, memory, perception, language, decision‑making) 7. Explain how biological factors may affect one cognitive process (SAQ ONLY) (for example, Alzheimer’s disease, brain damage, sleep deprivation). 8. Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered-­‐world hypothesis, effect of video games on attention). 9. With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive memory, perception/visual illusions, decision‑making/heuristics)? 10. Discuss the use of technology in investigating cognitive processes. (for example, MRI scans in memory research, fMRI scans in decision‑making research). C. COGNITION & EMOTION 11. To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)? 12. Evaluate one theory of how emotion may affect one cognitive process (for example, state-­‐dependent memory, flashbulb memory, affective filters). SLOA Learning Outcomes/Objectives: General learning outcomes 1. Outline principles that define the sociocultural level of analysis (SAQ Only) (for example, the social and cultural environment influences individual behavior; we want connectedness with, and a sense of belonging to, others; we construct our conceptions of the individual and social self). a. Human beings are social animals and we want connectedness with, and a sense of belonging to others b. The social and cultural environment influences the individuals behavior c. Humans construct our conceptions of the individual and social self 2. Explain how principles that define the sociocultural level of analysis may be demonstrated in research (that is, theories and/or studies). (SAQ Only) 3. Discuss how and why particular research methods are used at the sociocultural level of analysis (for example, participant/naturalistic observation, interviews, case studies). 4. Discuss ethical considerations related to research studies at the sociocultural level of analysis. Sociocultural cognition 5. Describe the role of situational and dispositional factors in explaining behavior. (SAQ Only) 6. Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation, self-­‐serving bias). 7. Evaluate social identity theory, making reference to relevant studies. 8. Explain the formation of stereotypes and their effect on behavior. (SAQ Only) Social norms 9. Explain social learning theory, making reference to two relevant studies. (SAQ Only) 10. Discuss the use of compliance techniques (for example, lowballing, foot-­‐in-­‐the-­‐door, reciprocity). 11. Evaluate research on conformity to group norms. 12. Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority influence). Cultural norms 13. Define the terms “culture” and “cultural norms”. (SAQ Only) 14. Examine the role of two cultural dimensions on behavior (for example, individualism/collectivism, power distance, uncertainty avoidance, masculinity/femininity). 15. Using one or more examples, explain “emic” and “etic” concepts. (SAQ Only)