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one factor that affects conformity with reference to one example of human behaviour.
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Practice IB Psychology (First Exam 2027) Topic 2. Content with authentic exam-style questions for both SL and HL students. This question bank focuses on the exact syllabus content for 2. Content and mirrors Paper 1, 2, 3 style where relevant.
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one factor that affects conformity with reference to one example of human behaviour.
Aron and colleagues investigated whether interpersonal closeness can be deliberately generated through structured self-disclosure. Pairs of previously unacquainted students were randomly assigned to one of two conditions. In the closeness condition, partners worked through a set of questions that gradually escalated in personal depth, taking turns to answer and disclosing increasingly personal information and feelings. In the control condition, partners answered small-talk questions of similar length. After about 45 minutes, participants in the escalating self-disclosure condition reported feeling significantly closer to their partner than those in the small-talk condition. The researchers concluded that mutual, escalating self-disclosure can rapidly increase feelings of closeness between strangers, highlighting the role of reciprocal disclosure in the formation of relationships.
Disclaimer: Content used in IB assessments is taken from authentic, third-party sources. The views expressed within them belong to their individual authors and/or publishers and do not necessarily reflect the views of the IB.
References: Aron, A., Melinat, E., Aron, E. N., Vallone, R. D. and Bator, R. J., 1997. 'The experimental generation of interpersonal closeness: a procedure and some preliminary findings.' Personality and Social Psychology Bulletin, 23(4), pp. 363 to 377. source adapted.
the following study with reference to two or more of the following concepts: bias, causality, measurement, and/or responsibility.
Context: Human development
Zara's teacher notes how Zara solves simple addition problems, such as 3 + 6, at several points during her first year at primary school, when she is five to six years old. Early in the year she usually counts out both numbers on her fingers and then counts all of them from one, taking a long time over each problem. Later in the year she sometimes starts from the larger number and counts on. By the end of the year she answers many problems quickly and correctly without counting, but on harder problems, or when she is tired, she sometimes goes back to counting on her fingers.
With reference to this scenario, how one continuous model of development could account for the changes in Zara's addition.
Brown and Harris investigated the social factors that make depression more likely in women. They interviewed a large sample of women in a district of London about recent stressful life events and their social circumstances, and assessed who had become depressed. Depression was much more common in women who had experienced a severe life event or major difficulty. Certain 'vulnerability factors' increased the risk that such events would lead to depression: lacking a close confiding relationship, having several young children at home, not working outside the home, and the loss of one's own mother in childhood. The researchers concluded that depression in women arises from an interaction between provoking life events and social vulnerability factors.
Disclaimer: Content used in IB assessments is taken from authentic, third-party sources. The views expressed within them belong to their individual authors and/or publishers and do not necessarily reflect the views of the IB.
References: Brown, G. W. and Harris, T., 1978. Social Origins of Depression: A Study of Psychiatric Disorder in Women. London: Tavistock. source adapted.
Loftus and Palmer investigated whether the wording of a question could change what people remember about an event. In one experiment, 45 participants watched film clips of car accidents and then answered questions about what they had seen. The critical question asked how fast the cars were going when they 'hit' each other; for different groups the verb was replaced with 'smashed', 'collided', 'bumped', or 'contacted'. Mean speed estimates were highest for the group given 'smashed' and lowest for 'contacted', although all groups had watched the same clips. In a second experiment, participants who had heard 'smashed' were more likely a week later to report having seen broken glass, although there was none in the film. The researchers concluded that information supplied after an event, through the wording of a question, can be integrated into memory, supporting a reconstructive view of memory.
Disclaimer: Content used in IB assessments is taken from authentic, third-party sources. The views expressed within them belong to their individual authors and/or publishers and do not necessarily reflect the views of the IB.
References: Loftus, E. F. and Palmer, J. C., 1974. 'Reconstruction of automobile destruction: An example of the interaction between language and memory.' Journal of Verbal Learning and Verbal Behavior, 13(5), pp. 585 to 589. source adapted.
the following study with reference to two or more of the following concepts: bias, causality, measurement, and/or responsibility.
the following study with reference to two or more of the following concepts: bias, causality, measurement, and/or responsibility.
