Practice 3.4 Learning and Cognition with authentic IB Psychology (First Exam 2027) exam questions for both SL and HL students. This question bank mirrors Paper 1, 2, 3 structure, covering key topics like cognitive processes, biological bases of behavior, and research methods. Get instant solutions, detailed explanations, and build exam confidence with questions in the style of IB examiners.
To what extent does the concept of causality explain findings from brain imaging research in the context of learning & cognition?
A high school teacher introduces a new revision strategy and wants to know if it improves students’ ability to recall material for exams. Some students use the method while others stick to their usual habits, and their performances are compared.
Explain how one model of memory can help interpret this.
A driving-safety researcher tests whether phone use while driving affects working memory. Participants complete a simulated driving task, with and without a phone, while researchers record errors and reaction times.
Explain one strength and one limitation of using an experiment.
Rodriguez and Leung (2016) studied whether different revision strategies influence long-term academic performance. The aim was to compare the effectiveness of spaced practice versus cramming in preparing for exams.
The sample included 120 university students randomly assigned to two conditions. In the spaced practice condition, students studied course material in weekly sessions across six weeks. In the cramming condition, students studied the same material for an equivalent total time but in a single long session one day before the exam. Performance was assessed through two tests: one taken immediately after the study period, and another delayed test six weeks later.
Results showed that while both groups performed similarly on the immediate test, students in the spaced practice group scored significantly higher on the delayed test, suggesting better retention. Researchers noted that some students in the spaced condition dropped out due to time constraints.
[Note: Fictionalised but based on empirical findings in cognitive psychology on distributed vs. massed practice (e.g., Cepeda et al., 2006).]
Discuss this study with reference to two or more of the following concepts: bias, causality, change, measurement.
Miller and Svensson (2018) investigated whether background noise affects working memory in school-age children. The aim was to test if environmental distractions impair cognitive performance and whether all children are equally affected.
The study recruited 90 students aged 11–13 from a single urban school. Participants were asked to recall sequences of numbers of increasing length (digit span tasks). In the “quiet” condition, tasks were completed in a silent classroom. In the “noise” condition, the same tasks were performed with background sounds of chatter, footsteps, and occasional announcements—replicating the sounds of a busy hallway. The order of conditions was counterbalanced to reduce order effects.
Results showed that, on average, students recalled fewer digits in the noise condition compared to the quiet condition. However, there were individual differences: about one-third of the participants performed equally well in both conditions, suggesting resilience to distraction. Researchers concluded that while background noise negatively affects working memory for most students, individual differences must be considered.
[Note: Fictionalised but inspired by cognitive environmental distraction research.]
Discuss this study with reference to two or more of the following concepts: bias, causality, measurement, perspective, responsibility.
A group of Grade 9 students take part in a memory training program that uses daily exercises designed to strengthen recall and concentration. At the end of the program, their teachers notice some improvement in test performance and wonder how biological factors might explain the effect.
Explain how one biological factor could help interpret this.
Discuss how the concept of bias applies to cross-cultural research in the context of learning & cognition.
Sports scientists use fMRI scans to study how elite athletes make quick decisions during simulated competitions. The team hopes that brain imaging will reveal the neural basis of decision-making under pressure.
Explain one strength and one limitation of fMRI in studying athletes' decision-making.
In a multicultural classroom, a researcher observes how students from different backgrounds respond to group discussions. Some speak freely, while others hesitate, possibly due to cultural differences in communication norms.
Explain one strength and one limitation of using observation.
To what extent does research on neuroplasticity demonstrate change in the context of learning & cognition?