Comprehensively updated for the first teaching 2025 syllabus and developed directly with the IB, this resource provides thorough coverage of all Standard and Higher Level content, as well as assessment preparation support.
Features
- Published in cooperation with the IB so you can be assured the content is aligned, reviewed, and approved
- Develops enquiring and independent learners using structured opportunities for critical thinking and concept-based learning
- Brings theory to life with engaging activities, in-depth discussion points and diverse research
- Introduces a new 'Chat with AI' feature, to teach the principles of using generative AI in a way that deepens knowledge and learning
- Supports all learners with clear and accessible language
- Builds long-term exam confidence with exam-style questions, dedicated Internal and External Assessment chapters, and exam tips throughout
- Makes connections across the DP programme with regular links to Theory of Knowledge and reference to ATL skills
- Fully supports the new IB guide, first assessed in 2027
The teaching approaches mentioned:
1. Brain Development and Neuroplasticity
Page 181–183: The document outlines the stages of brain development—neurogenesis, neuronal migration, differentiation, and pruning. For example, pruning is described as the elimination of unnecessary synaptic connections, with reference to the "use it or lose it" principle. The study by Greenough, Black, and Wallace (1987) is cited, explaining experience/expectant and experience/dependent neuroplasticity.
2. Integration of Biological and Environmental Factors
Page 184: Blakemore and Cooper’s (1970) study with kittens raised in environments with either vertical or horizontal stripes is used to demonstrate how early environmental exposure affects neural connections. The observed effects on the kittens’ visual cortex highlight the interaction of biological and environmental factors in development.
3. Use of Research Studies
Page 185: The case study of Genie, a child deprived of language exposure during her critical developmental period, is discussed. This provides a real/world example of how lack of stimulation during critical periods can affect cognitive abilities. Students are encouraged to investigate what happened to Genie after her discovery, fostering research and ethical evaluation skills.
4. Structure/Function Relationship in Brain Development
Page 186: The Chicago Word Fluency Test (Kolb and Fantie, 1989) demonstrates how frontal lobe activity is related to linguistic categorization tasks. This study highlights how specific brain regions are involved in cognitive functions and shows how cognitive abilities develop with age, supporting discussions on localization of function.
5. Exam Preparation and Skills Development
Page 183: The "Exam Tip" advises students that while detailed knowledge of brain anatomy is not required, understanding the function of specific brain regions they plan to reference is essential. It also suggests using apps with 3D brain models for visualizing and learning brain structures effectively.
These examples are directly drawn from the document and provide practical insights and engaging content for teaching IB Psychology. Let me know if you need assistance in designing activities or assessments based on these examples!
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